The Exonian

@ExeterSchoolUK

1 The Exonian 2021

2021

Welcome Editorial Team 2020-21 @ExeterSchoolUK

Thea Purser

Catherine Brown

Tamara Letts

Joanna Reynolds

Eva Casey

Eddie Mayall

Nathan Rodney-Jones

Eleanor Clark Pupil Editor

Ciara Morris

Kit Rush

AJ Goodman

Raff Piggott Gill

Harry Smallwood

Whilst it’s quite hard to write much about the past year or so without falling unwittingly into the trap of COVID bingo (‘unprecedented’, anyone?), this year’s edition of does prove an important chance to reflect on just how much still gets accomplished at Exeter School – even despite a global pandemic! In many ways we have been extremely fortunate to still retain some vestiges of normality, and it only takes a quick glance through the pages here to realise the sheer resilience, fortitude and determination shown by every aspect of our school community has shone through the gloom. To borrow from the words of Hugo, ‘Even the darkest night will end and and the sun will rise’ – and here’s to a return to the sunlit uplands of normality for this new academic year.

As ever, this edition of would not be possible without the hard work of a range of staff, with special mention for the tireless work of Mrs Brookes-Ferrari, without whom this magazine would not have happened. Thanks also goes to each of our contributors, pupils and staff alike, and all of our proof-readers and editors.

Mr Seaton-Burn Staff Editor

Lewis Hussey

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Liv Porter

Jamie Towers

CONTENTS 2 0 21

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The Year in View Ones to Watch Talking Heads Independent Gems 10 Natasha Devon 11 Young Enterprise 12 Futures Week 14 New Staff 17 Fur-fetched 18 Swapping Chairs 20 Paralympian Inspires Exonians 21 Junior School Speech Day 22 Born Digital 22 Illuminating Alumni 23 Artist of the Moment 25 Junior School Art 26 F1 in Schools 27 Creativity in Action 28 Short and Snappy 29 Brave New World 30 Putting Plastic into the Past 32 Creative Writing Contest 36 Loving Literature 38 Flawless Fieldwork 40 Black History Month 41 A Moment in Time

42 Digging into the Past 43 Deutsche Debate 44 La Nativité 45 Mathematical Magicians 46 Magnificent Maths 47 Computer Science in a Pandemic 48 Architects of the Future 49 Musing 50 Reciting for Rodolfus 51 The Beauty and the Banjo 52 Musical Bubbles 53 Pick your President 57 Anne Marie Morris 58 Brilliant Biology 59 A Positive Year

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60 The Joy of Chemistry 60 Scintillating STEM Success 61 Psychology, a Pupil Perspective

62 2021 in Pictures 64 I am Me 66 Finding Our Voices 67 Being a Man in 2021 68 The Male Perspective 69 Being Female in 2021 70 Cultural Questioning 71 Building Bridges 72 Feed our Community 73 Lockdown Recipes 75 To Meat or Not to Meat 76 Charities Report 78 Combined Cadet Force 80 Delving into Dartmoor 81 Junior School Residential 82 Academic Clubs 83 Classic Rock 84 iPad Deployment 86 Beyond the Classroom 87 Sports 96 Adieux to Colleagues

The Exonian 2021 3

THE YEAR IN VIEW

Welcome from the Heads This edition of The Exonian is a special one, as it reflects on a year like no other in the recent history of Exeter School.

The Covid-19 pandemic, which forced schools into lockdown and remote learning in March 2020, has continued to impact our lives in many ways through this year. As I reflect on the year, it is hard not to feel sad for the things that have not happened as they should, but also incredibly proud of all that has been achieved, and, crucially, optimistic for the future. We moved our school online twice in that period and the incredible development of creativity and initiative that we saw from everyone concerned was a joy to watch. Our digital skills have certainly all been tested, enhanced and, importantly, we have been reminded that community and being connected is what schools are all about if we are going to be able to support our pupils to be the best versions of themselves in a life beyond school. I remember, as a new deputy head in about 2004, discussing with heads of departments the question about whether robots and online learning might make our roles redundant in the future. Well, Covid-19 has proved, without doubt, that the role of teachers – and all those who make the community of a school such a complex and rich one – is fundamental. They are more valuable now than ever.

A new academic year, a new Head of Exeter School, new pupils and staff and a lot of new learning: what a year 2020-2021 has been! With the summer lockdown of 2020 behind us, September started with a full school of pupils, bubbles galore (and not the ones you blow), social distancing, desks facing the front and sanitising stations everywhere. Old pupils arrived back to a different school and new pupils joined not knowing any different. Exeter Junior School was back in action.

Over this year, I have remarked on a number of occasions that in the worst of times we see the best of people. In my first year of headship here at Exeter School, I have seen the quality of our people shining through in all that they have done. I hope that you enjoy reading something of what they feel is important in our daily lives, and that this is a year never to be repeated!

Saskia Van Schalkwyk, Exeter Junior School

Louise Simpson, Exeter School 4 The Exonian 2021

I was amazed at how much we were able to do considering the constraints that were in place, but extra-curricular activities took place, music lessons began and, towards the end of the year, singing and fixtures were in full force… we were beginning to see signs of normality.

Online assemblies, school council meetings, monitors and parents’ evening enabled us to see other year groups even if it was in front of the screen. A new pre-prep was purchased, the green light for a new playground given… it has certainly been an eventful year.

I would like to say a huge thank you to all the pupils, staff and parents for their never-waning support and trust that they have shown the school during the most unprecedented year any school has ever seen.

P U PI L PROF I LES

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Ones to Watch We are lucky enough to have a number of talented and hard-working pupils in our school who are working hard to apply their skills to improve the world around them. We took a look at some who really stood out this year. by

NATHAN RODNEY-JONES

1. OSCAR AND FELIX GIBBONS

Young musicians Oscar and Felix collaborated virtually with friends on a 2020 version of “Carol of the Bells”, raising close to £1000 for Global’s ‘Make Some Noise’ charity, which delegates funds out to smaller charities, and doing much to support struggling charities. Oscar talked to his siblings and they planned to adapt the words and expand on an arrangement by the choir Libera. Oscar then began mapping out and recording all the instruments and vocals, including those of Felix, in his bedroom studio, gradually piecing it together, spending several hundred hours on the piece.

“It’s definitely more challenging doing a remote recording because of quality issues. Also it just generally takes longer and is more stressful. But it is still very good fun and really rewarding raising nearly £1000 for Global’s Make Some Noise.”

2. ROSIE FULLAM

Rosie has started her own business selling reusable sanitary products in order to raise awareness of environmentallyfriendly period products and to get experience of running a business as an aspiring entrepreneur. Her business has been up and running for 10 months now, following investment from friends and family, enabling her to buy the products in wholesale. She has particularly enjoyed interacting with different customers and creating her website: padsfortheplanet. com. Check it out!

3. CHARLIE AND CAITLIN AMPLEFORD

Charlie and Caitlin’s grandfather was raised in a children’s home and aged 14 was left to fend for himself with no qualifications. In his words, being hungry and worrying about where food is coming from is exhausting; once that worry is taken away and your stomach is full you can focus on achieving anything. With the rise of lockdown-induced hidden poverty, the siblings decided to raise funds for Exeter Food Bank by rowing the length of the Tamar on their rowing machine, a full 196 kilometres. They rowed in 80-minute shifts starting at 2am and with virtual support from friends they crossed the finish line at 9.45pm, after 19 hours and 40 minutes of rowing: no mean feat in itself!

“The lockdowns have been tough for some and hidden food poverty is on the increase, so being in the privileged position of not having to worry about being hungry we wanted to show our support as members of our family had historically been supported.”

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I N T E RV I E W

TALK ING HEADS Starting a new headship in the middle of a global pandemic could certainly be considered a challenge… The Exonian sat down with Ms Simpson after a few weeks of the autumn term to ask her how it was all going. by

Y

ou previously worked at an international school in Brazil: are there any unique skills you developed from this which can be applied in a very different environment, like Exeter School?

Brazil is very different in terms of culture, and so I think the biggest thing that I learnt in leadership there was to understand the culture of the organisation (and its community members) rather than to try and enforce one’s own. Communication with a parent body who are not all confident speakers of English can also be challenging, and so I learnt a lot about keeping communication simple and trying to be more empathetic with parents. In the end, however, whilst the school was very different to here, and the country very different to the UK, the issues and concerns that people in schools have all seem to be very similar, wherever they are.

What was it like stepping into your new role at school while having to deal with the effects of Covid-19?

Well, if I had been able to choose, obviously I would not have opted for this situation! But, in some ways, I think it has helped – I have seen the

EDDIE MAYALL

ph oto g r aph y

S G HAY WOOD

“ I have seen the school rise to a challenge which is unprecedented in recent history, and which allows me to see very clearly the strengths of the leadership team.” school rise to a challenge which is unprecedented in recent history, and which allows me to see very clearly the strengths of the leadership team.

Also, everything feels a bit different to everyone, which perhaps makes it easier for new members of the community like me to settle in. In my first headship, in London ten years ago, we had an ISI inspection in my second week in the school. That too had a similar impact – bringing everyone together and on reflection, it was a great way to start that job… though of course it did not feel like that at the time!

Are there any plans already in place to restore the community bond between the different year groups when it is safe to do so?

Yes, of course. We are already looking carefully, with all the heads of houses, at the house structure and what we can do to make this feel more cohesive. Also, we have a few whole school events planned which we can do socially distanced, which I hope will make people feel connected to the school community as a whole, rather than isolated in their year group bubble. Obviously, we need to be really careful and take guidance from the government, but we are optimistic that we can start to connect soon.

Is it easy to maintain an acceptable work life balance considering the demanding role that you play in the school?

Living on the edge of the school site really helps! And so does having a daughter in the school, as I am both a parent and a member of the staff team.

I love my job and have been a head for a long time already, so I am used to school being a huge part of family life and work does not always feel like work to me. Having a very supportive husband also really helps! And also protecting personal time – which all of us need to do in order to have the best impact in our professional lives.

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I N T E RV I E W

a Paulean at my last school without their laptop or iPad for example, and this made the teaching and learning feel quite different. Exonians are just starting the digital journey, and so I am sure that they will be just as embedded in digital learning in a short space of time.

How would you describe the community among staff at Exeter School?

One of the things that I loved about my school in Brazil was the strength of community. Pauleans (as we called the pupils) are Lions (the school’s emblem) and this was a common thread and a theme which ran through so much of what we did. At Exeter I have been similarly impressed but the strength and warmth of the community here – as Exonians I see the same level of pride and commitment to school as the Lions show in Brazil and I can see that people love Exeter School. This is an incredibly positive element of school life and one that I want to nurture.

You would have probably experienced some culture shock when you moved back to the UK. What were the biggest differences you’ve noticed between pupils at your school in Brazil and those here at Exeter?

In Brazil we were a school of mostly local families, and Brazilian culture for those who choose to send their children to a school like mine in São Paulo is quite different to the family backgrounds that many of our Exeter families experience. São Paulo is a huge city with massive inequalities, whilst Exeter is a very different environment!

These factors all have an impact on pupils’ experience and their attitudes.

Like I said earlier, the similarities between the schools are more striking than the differences, and this is something that I have found in all seven of the schools in which I have worked.

Parents care about their children more than anything, and their interaction with the school is a reflection of that.

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“ I know that former colleagues and pupils from other schools would describe me as an energetic leader – and I hope that this is how the Exeter School community will see me.”

The fundamentals do not vary much at all.

Brazilian youngsters at St Paul’s are generally very confident, articulate and determined to make the world better, just like Exonians! In Brazil our school was very technology focused – so that is a difference. You would never see

How would you like pupils to think of you and what kind of relationship do you think is best for you to have with the pupils?

One of the most frustrating things for me is that I cannot spend as much time with pupils as I might normally do; I am looking forward to teaching my first classes after half term. I want pupils to see me as approachable and determined to listen to them, and to try to advocate for them and do what is best for them. I know that former colleagues and pupils from other schools would describe me as an energetic leader – and I hope that this is how the Exeter School community will see me. I want to get involved and support the many excellent initiatives that the school does and help people in our school community to take risks and be energetic and innovative in their work. I have benefited from working with risk-taking leaders, and I have tried to encourage my colleagues to push themselves and develop themselves in their work, and I would say that I do the same for pupils too. We learn most when we are outside our comfort zone.

BUSINESS

Independent Gems Around Exeter Independently owned businesses are a vital part of our local area, and it seems important, now more than ever, to support them. These cafés and other businesses are always a more special experience than using and visiting large corporations or chains. These are some of our personal recommendations. by

THEA PURSER

TEA ON THE GREEN

RED PANDA Red Panda, located on Gandy Street, provides healthy and delicious takeaway Asian street food. Their options vary from Taiwanese Bao, to salad and rice boxes to Japanese Teriyaki tofu. They are passionate about making nutritious food without harming the environment, using seasonal, locally sourced produce cooked fresh daily.

Tea on The Green is in the centre of Exeter, overlooking the historic cathedral green. It is well-known for Devon cream teas, as well as their large range of delicious lunches, brunches and cakes, made using locally sourced, free range produce. They buy directly from local farmers, brewers and suppliers, in turn supporting the Devon enterprise themselves. They also offer an extensive takeaway menu.

The Exonian team recommends: Any of their sandwiches or the Devon cream tea!

The Exonian team recommends: Pork belly bao bun.

IZZY’S LOUNGE Izzy’s Lounge Café can be found on Fore Street in Heavitree and is a great place to go whether it be for just a coffee, a light lunch, or in the evening. It is praised for its beautiful décor and relaxing vibe, as well as its delicious menu.

The Exonian team Recommends: Nipping in for a coffee and a pastry.

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SIXTH FORM Annual Review

Natasha Devon On 20 April the Lower Sixth had a virtual talk from Natasha Devon MBE, a body image and mental health campaigner. by

JOANNA REYNOLDS

N

atsaha Devon founded the Mental Health Media Charter and is a trustee of Student Minds and a patron for No Panic, as well as being a member of other equality and health organisations. She has also authored books, such as Yes You Can (Ace Your Exams Without Losing Your Mind), and contributed to others, for example Life Honestly: Strong Opinions from Smart Women. Devon also has a weekly radio show on LBC on Saturday from 7-9 pm, as well as writing for newspapers and magazines.

She wanted to base her talk to us on topics we wanted information about, so asked us to anonymously send in our questions so that she could answer them within her talk. Many questions were sent in; she categorised them into four main groups and answered the most relevant questions within those groups.

Her four main questions were about finding time to look after mental health while also dealing with schoolwork, how to cope with stress, worry and anxiety, how far body positivity can go before it becomes unhealthy, and how to know when anxiety has reached the point where we should tell someone.

How can I balance looking after my mental health with my schoolwork?

Natasha Devon started by explaining that we don’t have to separate the two things. While you do your homework, you can be doing so in a way that helps you finish it efficiently and with low stress. She explained about how people tend to be most focused at the beginning and ends of a session of work, so suggested cutting down work sessions (especially revision) into smaller increments, perhaps of 25 minutes, with a small break in between them, to maximise the time you are focused and alert.

In the break times, she proposed doing something relaxing, such as a 10 The Exonian 2021

creative activity. During work sessions, it is helpful to turn phone notifications off as even if you spend a short amount of time on your phone, responding to messages stops your train of thought and you are therefore required to spend more time getting back to your homework or revision. Trying not to procrastinate also means that you will have more free time in the long run, and it will be more fulfilling as you won’t have work to worry about. Devon encouraged us to organise a specific time for work and to tell our friends when this is so that they know we are unable to use social media at that point.

What methods would you suggest to cope with stress and anxiety?

One thing I found helpful was a method she suggested of using three sheets of paper to write down worries – one for worries you yourself can control, one for worries other people can control, and one for worries outside of your control.

After writing the third one, tear it up or burn it (in a safe environment) to symbolise that you won’t worry about those anymore, as no one can control them – then work on solving the worries on the other two bits of paper.

Devon also talked about having

‘what if ’ statements in regard to worst-case scenario thoughts (she also called it ‘catastrophic thinking’).

She suggested we try to replace those ‘what if ’ questions with evidencebased statements such as ‘the worst case scenario is only one out of many outcomes’. I found this statement particularly helpful, as I often have negative thoughts in social situations due to my feelings of social anxiety, but reminding myself that my ‘what if ’ thoughts are not the reality helps me feel a lot more comfortable when talking to people.

Natasha Devon also talked to us about the amygdala, the emotional part of the brain, which doesn’t know the difference between ‘a bear is chasing me’ and ‘I’m about to start an exam’, and is in charge of our natural fight, flight or freeze mode. We need to train the more developed part of our brains to spot this and rationalise our thoughts.

Don’t suppress these thoughts, as if you do they’ll only become more prominent – let them come and then tell yourself why they’re wrong.

How far can body positivity go before it becomes unhealthy?

To respond to this, Devon began by explaining that you can love your body while also being healthy – going as far as to say that if you love your body, you will want to be healthy, as you will treat your body with respect. She gave examples of people who exemplify this, including a sportsperson who became unhealthy after an injury but rediscovered their love of sport gradually, a former health influencer who left their job, and someone who was trapped in a cycle of losing weight then regaining it as they didn’t enjoy their calorie-based diet.

After explaining about the last person, Natasha Devon explained that she found calorie-based diets unhelpful, as the majority of them fail. I found

this interesting, as my dad began a calorie-based diet to lose weight over a year ago, is happy with it and has lost a lot of weight through it. He decided on a low-calorie meal which he could have every day as he found having a variety of options often led to him choosing the unhealthy option, so he chose something balanced which he liked eating but was also low in calories to avoid the risk of choosing something unhealthy. However, I realise that this is not always the outcome.

When should I tell someone about my own anxiety, or a friend I am worried about?

Devon suggested three alert signals that should cause us to know when anxious thoughts are something to tell a professional about: if the anxiety is stopping you from being as productive as usual, if the anxiety happens regardless of context (i.e. if there’s no particular cause of it) and if it has been going on for more than two weeks.

She recommended that if our worry or anxiety meets these three criteria then we should tell someone we trust.

CONCLUSIONS

I found Natasha Devon’s talk incredibly helpful, especially her answer to our second question. I think all of us have found this year in particular a stressful year, whether because of the uncertainty of rules, the lack of freedom or even the stress of coming back to work and school. I personally struggle with social anxiety and found her methods to deal with that stress helped me to feel much more comfortable when with friends, in the classroom and in study periods.

If you also struggle with any of the issues Natasha Devon raised, I would encourage you to consider her solutions, and perhaps listen to her radio show or read one of her books. If you would like to find out more about Natasha Devon or what she does, her website is www. natashadevon.com.

A Tide-y Profit The Young Enterprise teams show their interest in environmental issues through their jewellery and water bottles.

T

by

LIV PORTER

his year’s Young Enterprise team, ‘Hydro-Fresh’, have easily leaped over all the corona shaped hurdles which have been thrown their way. Their eco-friendly, COVID-friendly, and fashion-friendly Exeter School personalised water bottles have been speeding off their stylish website. Driven by their concern for plastic pollution’s impact on marine wildlife, they have tapped into a high demand market, targeting pupils who are in desperate need of an individual school appropriate thermos. By using innovative and professional marketing they have taken Young Enterprise in Exeter School to a new level, despite the unique challenges faced.

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SIXTH FORM FUTURES WEEK

The Future is Ours The Futures programme is designed to help ensure pupils have all the necessary skills and understanding to suceed in life after sixth form. by

MRS BROOKES -FERR ARI

LOWER SIXTH

The Lower Sixth enjoyed an exciting week as they returned from their internal assessments before summer half term. The Futures Week is organised for the Lower Sixth every year: it is an opportunity for them to develop skills that will prepare them for the next stage of their journey, with guest speakers and activities that test their communication and teamwork skills and developing employability skills, as well as listening to inspirational speakers with a focus on diversity and inclusion as well as starting their preparation for UCAS applications or research for their future employability.

HIGHLIGHTS

• Inspirational talks from businesses and entrepreneurs, as well as LGBTQ representatives from industry • Financial planning workshops • Developing interpersonal skills and use of LinkedIn • Sustainability and recycling talks as part of the business and enterprise day • Lower Sixth Olympics!

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UPPER SIXTH

The Upper Sixth enjoyed the opportunity to take part in their Futures Week event that they missed last summer. It was an opportunity to have some fun together as a group and take part in activities and workshops that will help them prepare for their lives beyond Exeter School.

The week started off with a leavers’ photo followed by a series of activities that they have selected during the day.

On Monday 24 May, they attended a variety of sessions: • Managing your finances with thanks to Matt Fowler from Fowlers Financial Planning – they explored options like credit cards, bank accounts and other finance matters as they prepare for life beyond school.

• Wine – the Bursar Mr MacEacharn looked at how to distinguish a great wine from plonk, whilst keeping an eye on a budget.

• Basic cooking skills – Dr Bawn and Mrs Dart showed the Upper Sixth how to avoid the pot noodles and make basic meals on a budget.

• Coffee – Thanks to the Off Road Cafe for looking at how to choose and make a great cup of coffee, and even design patterns for the top.

• Car and bike maintenance – Mr Smith taught basic skills to help pupils stay safe and to save some money too.

• Gap years – some things to consider when planning a big trip – with thanks to Adrian Ferraro from STC Expeditions.

• Yoga – Mrs Buckingham ran an introduction to some good exercise techniques.

On Tuesday 25 May the Upper Sixth took part in a business and enterprise day where they worked in teams to prepare a presentation and advert on sustainability.

On Wednesday 26 May, pupils took part in two workshops, one from Rob Hayes looking at leadership and communication styles and another from alumnus Paul Ballman on leadership.

Sixth form tutors enjoyed a coffee and cake with the Upper Sixth which has kindly been made by Dr Bawn including photos of the year group on the cake.

Wednesday afternoon – pupils took part in a fun sports afternoon of Olympics games in their houses.

On Thursday 27 May, the Upper Sixth said goodbye to their heads of house and then enjoyed a brunch breakfast in the sixth form centre before attending their leavers’ service in the chapel which was streamed to parents. Thereafter followed a leavers’ BBQ where they had the opportunity to say goodbye to their teachers.

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N E W S TA F F Colleague questions we all need answers to

DANIEL AYLING

Head of The New School What were you doing this time last year?

I was Deputy Headteacher at a specialist autism secondary school in Tiverton, where I also taught computing, so I was probably fixing someone’s laptop.

What music do you enjoy listening to? Do you have a song you will never get tired of?

I love a screechy 90s diva, Mariah being my chanteuse of choice. I also like musicals, opera and choral music.

What do you enjoy doing in your spare time?

I enjoy choral singing, running (if the weather is good) and long walks along the canal or a sandy beach with Ruffles, my bichon frisé.

What is your signature dish?

I can rustle up a decent fish pie for guests.

What is your pet hate?

Cooking! I’m also a very neat and tidy person, so can’t stand mess or clutter.

What is the highlight of the school year for you?

Without a doubt, the Christmas carol service; there’s nothing more magical than singing with others to get you in the festive spirit.

Where would you most like to live and why?

Having lived in London for ten years, I feel very lucky to have made the move to a Devon home with beautiful views of Exmoor.

Why would you want to live anywhere else?

If you had a time machine, what period of time would you travel to and why?

I’m a big fan of Art Deco architecture so I’d go back to the 1920s and visit amazing buildings, which have since sadly been lost, in all their glory.

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BRYONY BUCKINGHAM

Junior School Teaching Assistant and Dance Teacher What were you doing this time last year?

I was rehearsing for Phantom of the Opera where I was playing ‘Meg’. I was rehearsing in London, but the performances were in Guernsey – I loved every minute of it!

What music do you enjoy listening to? Do you have a song you will never get tired of?

I like all styles of music, so I tend to mix it up a bit. However, most of the time you can find me blasting out Mabel, Ariana Grande, Joel Corry and Fleetwood Mac. I also love 80s music so Whitney Houston and ABBA are another two of my favourites!

What do you enjoy doing in your spare time?

I love playing netball, dancing and singing (of course) and spending time with my friends and family.

What is your signature dish?

Spaghetti Bolognese (vegetarian/ vegan version) – it’s a winner every time!

What is the highlight of the school year for you?

Choreographing and helping direct the Upper Two end of year play ‘The Tempest’. I had so much fun working with Miss Cox; we are a fantastic team and all the pupils worked very hard. I was so proud of them.

Where would you most like to live and why?

Anywhere that is hot and by the beach! I love being by the sea. I also really enjoyed my time out in Dubai on a performing contract for a few months, so maybe I will return one day?

SAR AH COLDREY

ALEX COLLARD

What music do you enjoy listening to? Do you have a song you will never get tired of?

I like R&B, pop and drum and bass, whilst I will never get tired of Happy by Pharrell Williams.

What were you doing this time last year?

I was working at Axe Valley Academy in Axminster.

Pastoral Assistant

What do you enjoy doing in your spare time?

Socialising with friends, being pampered and going to the beach with my family.

What is your signature dish?

Tuna pasta.

What is your pet hate?

People not picking up their dog’s poo.

What is the highlight of the school year for you?

I haven’t been here for a year yet but I can imagine that the build up to Christmas is nice at Exeter School.

Where would you most like to live and why?

Kenya (I loved it there when I went to volunteer in an orphanage) or I would live in Canada where my best friend lives.

If you had a time machine, what period of time would you travel to and why?

The 1920s: I like the fashion and the music from that era.

Teacher of DT, Deputy HoH Crossing

What music do you enjoy listening to? Do you have a song you will never get tired of?

I enjoy most types of music, depending on what I’m doing at the time. I don’t have one particular song, but I have always enjoyed Mumford and Sons albums, especially Sigh No More and Babel.

What do you enjoy doing in your spare time?

I enjoy spending time with my family. We currently enjoy all sorts of water activities from SUP to spending time on our boat. I also coach rowing and still enjoy the gym.

What is your signature dish?

Spaghetti Bolognaise. Nice and simple with plenty of fresh ingredients.

What is your pet hate?

Waiting or queuing when I’m in a rush!

What is the highlight of the school year for you?

Easter. All the DT exam projects are finished and I get a thrill of seeing the students feeling very proud of their achievements.

Where would you most like to live and why?

I would stay here in the South West, but with holiday homes in Wales and Greece.

If you had a time machine, what period of time would you travel to and why?

Tudor times. I have always been interested in this after studying the Tudors at school. I would love to visit many parts of the UK to see how people lived and worked.

MARK CONNOLLY Teacher of Politics and History

What were you doing this time last year?

Living and working in London and plotting my escape from the ‘Big Smoke’.

What music do you enjoy listening to? Do you have a song you will never get tired of?

I like a range of new and old music – David Bowie, The Beatles, Oasis.

My current earworm is ‘Save Your Tears’ by The Weeknd.

What do you enjoy doing in your spare time?

Racket sports, swimming, hiking, golf. I’ve also been trying to get into kite surfing over the last few years, but I managed to break my leg in Portugal when I crashed onto the beach.

What is your signature dish?

My Spanish omelette is always a go-to option, though I was disappointed to discover that Tesco now sell a pre-made version that tastes better than mine.

What is the highlight of the school year for you?

I’ve always enjoyed the last few weeks of the summer term as it is normally a time to reflect on all of the successes and memorable moments from that school year.

GCSE and A Level results days can involve a mix of emotions, but seeing happy students who’ve achieved the grades they were hoping for is also a real highlight.

If you had a time machine, what period of time would you travel to and why?

I’ve always enjoyed reading about Victorian East London so I would go there. I’d probably take a bodyguard as it wasn’t the safest place to be at that time.

MATT DAVIES

DAVID GIBSON

What were you doing this time last year? ) I was living in Bristol and working at a boarding school in Gloucestershire, spending too much time running and not enough time sleeping.

What were you doing this time last year?

Working at Berkhamsted School in Hertfordshire. Probably planning my next trip to Devon to visit family but dreaming of a sunshine holiday after lockdown.

What music do you enjoy listening to? Do you have a song you will never get tired of?

That’s a really difficult question for a music teacher, and it really depends on what I’m doing.

Looking at Spotify, the last things I listened to were a collection of 80s power ballads, Dusty Springfield, Verdi’s ‘La Traviata’ and the Chicago musical soundtrack.

What music do you enjoy listening to? Do you have a song you will never get tired of?

Oasis but spend more time listening to the Frozen soundtrack in my house. Favourite album is Paul Simon’s Graceland.

Assistant Director of Music

What do you enjoy doing in your spare time?

During lockdown I got into running, and I try to do at least 10-15 miles a day. Other than that, I practise piano and double bass, and am currently renovating my new house.

What is your signature dish?

My favourite things to cook are curries, like Achari Kaddu or Palak Dahl but, if I’m honest, my favourite thing to eat would be beans on toast!

What is your pet hate?

People not showing kindness and respect for one another. That, and misused apostrophes!

What is the highlight of the school year for you?

For me it has to be the end of autumn term, with all the concerts, carol services and preparations for Christmas.

If you had a time machine, what period of time would you travel to and why?

The Victorian period, to see what life was like in the period which shaped so much of what is familiar to us today. There are certainly days when I think it would be great to experience a time without IT, smartphones, email and social media!

Director of Sport

What do you enjoy doing in your spare time?

Spending time with my wonderful family which normally involved dancing/gymnastics with a 4-year-old and a game or two of monopoly deal with an 8-year-old.

What is your signature dish?

Friday night homemade pizzas!

What is your pet hate?

People giving up too easily.

What is the highlight of the school year for you?

The first sporting fixtures of the new academic year.

Where would you most like to live and why?

I should probably say Devon as I have just moved here but I think I would be equally happy living on a tropical island (perhaps one of the Fijian or Caribbean Islands); as long as there was some sport to watch!

If you had a time machine, what period of time would you travel to and why?

Ancient Rome.

MIKE GLANVILLE

Teacher of Maths, Deputy HoH Daw What were you doing this time last year?

Chalking off the number of days left in the year – I set myself the ambitious target of completing a 5km or some form of CV every day in 2020 (run/swim/row/paddle board). I succeeded, but I was looking forward to 31 December.

What music do you enjoy listening to? Do you have a song you will never get tired of?

I will happily listen to anything, however, at heart I am a rocker – the heavier the better. Metallica – Enter Sandman never gets old to me and I always have to turn it up to 11.

What do you enjoy doing in your spare time?

If I’m not in/on the water, or walking my dog, Inca, you’ll probably find me throwing a barbell around in a CrossFit Gym. What is your signature dish?

Nachos! Or Enchiladas… in fact, any Mexican food. Ok, now I am hungry.

What is your pet hate?

Ingratitude.

What is the highlight of the school year for you?

The last week before we break up for Christmas; everything is buzzing but above all, people are generous and happy.

Where would you most like to live and why?

Exmouth in Australia… it’s a lot warmer than the Exmouth I currently live in and the Ningaloo reef is breathtakingly beautiful.

If you had a time machine, what period of time would you travel to and why?

The early Middle ages when the Vikings came to the British Isles.

Mainly to see if I could blend in with the bearded visitors from the north.

The Exonian 2021 15

N E W S TA F F

SEAN HEALY Teacher of English

What were you doing this time last year?

Trying to find somewhere to live in Exeter and closely following the build up to the US presidential election.

What music do you enjoy listening to? Do you have a song you will never get tired of?

Rock, soul, RnB, classical and especially jazz. ‘Worried about you’ by The Rolling Stones and ‘The Mighty Quinn’ by Bob Dylan.

What do you enjoy doing in your spare time?

Reading books (literary fiction, biography, and history usually), playing tennis, walking, and exploring Devon and Cornwall, going to the theatre, and eating out.

What is your signature dish?

Stir fry.

What is your pet hate?

Lateness.

What is the highlight of the school year for you?

8 March (when onsite teaching returned) was a great day because I finally got to meet my classes in person. It was also my birthday, so this was a timely present. Also, the first meeting of the Literary Society where I got to discuss ‘The Great Gatsby’ with Middle Fifth pupils.

Where would you most like to live and why?

St Ives – the scenery and the art are both so picturesque.

If you had a time machine, what period of time would you travel to and why?

The 1920s, to experience ‘the Jazz Age’ in person. Or Victorian London to experience the vivacious and iconic setting of so many great novels.

16 The Exonian 2021

MONETTE MONTAGU

PHILIP O’CONNOR

What were you doing this time last year?

I was watching my house get torn apart... We had just started a big renovation project which involved the demolition and digging of foundations for an extension. The end result is fantastic and so worth the dust and dirt!

What were you doing this time last year?

Teaching chemistry in Canterbury, Kent

Teacher of Biology

What music do you enjoy listening to? Do you have a song you will never get tired of?

It is a very eclectic mix that floats my boat. I never get tired of the Blower’s Daughter by Damien Rice.

What do you enjoy doing in your spare time?

I like to keep active and play tennis, do yoga, HIIT, swimming, cycling and even some running. As a family we love exploring the beautiful west country with our two young dogs, building bonfires and growing veg!

What is your signature dish?

A cocktail of gin, prosecco, soda and elderflower, with some limes and mint. Does that count? I mean, the mint comes from the garden and the elderflower cordial is homemade?

What is your pet hate?

Unmatched socks. There seem to be hundreds in our house!

What is the highlight of the school year for you?

Carol services.

Where would you most like to live and why?

Most of the stunning places that Microsoft feature on my lock screen, although only for a short while as the green hills of Devon would pull me back.

If you had a time machine, what period of time would you travel to and why?

The 1920s. To meet the people that built our house and find out who they built it for.

Teacher of Chemistry

What music do you enjoy listening to? Do you have a song you will never get tired of?

Country and folk, but in particular John Prine – I Have Met My Love Today – The Tree of Forgiveness.

It reminds me of good times, the loves of my life and family.

What do you enjoy doing in your spare time?

Riding vintage British motorbikes and walking my dog to pubs in order to sample real ales.

What is your signature dish?

Slow-cooked braising steak chilli.

What is your pet hate?

Not putting lids on jam jars properly.

What is the highlight of the school year for you?

The start of the academic year: having that fresh, ‘out of the box’ feeling with my classes.

Where would you most like to live and why?

Having moved from Kent to Devon, I feel that I’m already living the dream.

If you had a time machine, what period of time would you travel to and why?

It depends if it’s a one way ticket, but it would probably have to be to visit Stadium Australia, Sydney on 22 November 2003 and watch England win the Rugby World Cup.

JAMIE WILKINS Accounts Assistant

What were you doing this time last year?

I had just started at Exeter School, which was my third job of the year due to Covid! Also, my wife and I bought and moved into our first house!

What music do you enjoy listening to? Do you have a song you will never get tired of?

I’ll listen to just about anything, but various types of rock are what I will listen to most! I think I could listen to just about any Linkin Park song and not get tired of it!

What do you enjoy doing in your spare time?

In the Covid world, binge watching TV series with my wife. Pre-Covid, binge watching TV series with my wife. I also love films, video games, board games and tabletop RPGs, reading, rock climbing and cycling!

What is your signature dish?

Paella. Anything that only uses one pan is a win for me! We have an outdoor Paella burner and pan, so I enjoy getting that out when it’s sunny and cooking outside!

What is your pet hate?

Having to physically go shopping.

Amazon Prime and Tesco groceries are my saviour!

What is the highlight of the school year for you?

Finally getting to have the onion bhaji in a bap… Ann has gone on about how great it is since the day I started. It did not disappoint.

Where would you most like to live and why?

New Zealand. It’s Middle Earth without the risk of being slaughtered by Orcs.

If you had a time machine, what period of time would you travel to and why?

Somewhere in the distant future. We have a pretty good understanding of our past, so to see where we go would be really interesting.

WELLBEING & DOGS

Fur-fetched It is not only staff joining the Exeter School family this year, but also some very loyal, very friendly, and very canine friends. by

LIV PORTER

HELEN WILSON Teacher of Chemistry

What were you doing this time last year?

Living in Bury St Edmunds in Suffolk! I had just sold my house and was in the process of buying a house in Sidmouth.

What music do you enjoy listening to? Do you have a song you will never get tired of?

I enjoy pop music, with the 70s and 80s as my favourite decades. I will never tire of listening to anything

by Queen.

Juniper and Mr Sprake

What do you enjoy doing in your spare time?

Being active in the outdoors. My current favourites are cycling and walking and one of my ambitions now that I’ve moved to Devon is to walk the SW Coastal Path (but not all at once!). Living by the beach, I also intend to take up a new watersport and plan to buy a SUP soon.

What is your signature dish?

That’s easy – chilli! I never tire of eating a good chilli. When I have friends to stay, I also enjoy cooking a decent Full English breakfast.

What is your pet hate?

Lack of respect. Respect for each other and for our environment. I often think that, if we could all just show a bit more respect, the world would be a better place.

What is the highlight of the school year for you?

Seeing students achieve, whether that’s a small achievement in a lesson or on the sports field, or a major achievement enjoying public recognition.

Where would you most like to live and why?

Sounds cheesy probably, but Sidmouth! For the past few years I’ve wanted to live in Devon, by the sea – and now I do!

If you had a time machine, what period of time would you travel to and why?

Doh! I should have read this question before I answered the last one!

A

Betsy and Bertie

dded to the non-pupil areas are the residents: Rafa (the Bursar’s collie) and Betsy and Bertie (Ms Simpson’s beagle and new cocker spaniel puppy respectively).

It has been a widely-welcomed move adding dogs to the community, as for years previously our furry friends were banned from the premises. Maybe the Head was swayed by the post-lockdown abandonment felt by dogs and humans alike - as days previously filled purely by online work, indoor confinement and an over-excited companion suddenly shifted to whole days spent separated.

And why would we ever want to be separated from our shedding, often smelly, extremely vocal companions?

Not when they are proven to encourage exercise, set a routine, calm owners, and give unconditional love. Owning a dog has helped people with many challenges they face, to only name a few: depression, loneliness, self-confidence, ADHD and even reading aloud. Everyone can surely

Rafa

agree that their dogs, sometimes as flippant and moody as humans, not only create a calming presence but also act as an excellent ice breaker - who doesn’t want to chat about your dog or give them a good scratch?

It seems that there is little question that we should allow these courageous little warriors a chance to do that at work as being with their owner (in a safe environment – away from teaching zones) is surely only a positive.

Who knows - maybe in the future, with the largely positive impact they have, dogs will be a welcome presence across the school site. That being said, I know there is one character that is certainly dead against having to share the adoration of pupils, but I’m sure Pythagoras, the unofficial school cat, will get over it.

Editor update: Since writing this article, we have been joined by Sarah Coldrey (our new Pastoral Assistant based in room 3) and her very cute, very excitable puppy Dotty. We would strongly suggest nipping in to say hello!

The Exonian 2021 17

I N T E RV I E W W I T H G OV E R N O R S

Swapping Chairs The Exonian sat down in May 2021 to chat to both the newly retired Andrew King, who had been our Chair of Governors since 1999, and James Gaisford, the man to take his place. We interviewed Mr King and Mr Gaisford to find out their views on their job, the school and their daily life. by

ANDREW KING

What has been the highlight of your career as governor of Exeter School?

The mere fact of being so involved in the school was good. Founders’ Day is very moving. I went to Exeter Junior School, and understand how lengthy Founders’ Day can seem, but now I recognise the value of it!

What has been the most striking change to the school since you began in 1999?

Girls joining the school. Originally, I was hugely opposed, mainly due to St 18 The Exonian 2021

JOANNA REYNOLDS

Margaret’s and The Maynard (the other girls’ schools in Exeter at the time), and thought the balance would be upset; then I became a governor and decided that co-education was the best thing that has ever happened to the school!

What are you going to miss most about the Exeter School community?

The welcoming and friendly nature, the intelligence, and the generosity and warmth of the community.

After your time at Exeter School, what hobbies would you like to spend more

time pursuing?

I am a hopeless golfer! I would also like to play more tennis and read much more.

How did you feel about the school’s progress during the pandemic and lockdown?

I felt bad that pupils were missing out on the benefits of the end of their time at school. I also felt sorry for Ms Simpson, as she was beginning in this difficult time, and the rest of the staff – especially Mr Griffin missing out on a full, final year at the school.

a fresh start and the school getting back to normal. I’m also excited to oversee the development of the site, such as having more pedestrianisation and improving the physical environment of the school.

committees; my area of expertise is finance. We need to understand financial forecasts and leave sufficient funds – every now and then we have a donor (such as with the swimming pool), but the majority is the school’s money. We gave discounts on fees over lockdown, but we also needed to keep the school going. Teachers worked harder over lockdown.

What characteristics of the Exeter School community do you value the most?

We strive to be ambitious academically but also have a varied life, with a rounded education – we strive for the whole piece, not just academic aspects.

We aim high, but we are modest about it.

How does your financial experience as a chartered accountant support your work as a governor?

Hugely. Governors split into ANDREW BUTLER

However, I feel the pupils and staff worked extremely well to overcome the challenge.

Is there anything you took for granted before the pandemic that you are looking forward to starting again?

The Christmas concert in Exeter Cathedral and other school concerts are what I missed the most – I can’t wait for them to be back.

*****

JAMES GAISFORD

What are you planning to do with the role as Chair of Governors; are there any particular changes that you would like to initiate?

A governor’s main role is to look at the overall future of the school. I am looking forward to the addition of The New School, in a separate location, and to working with the Head – Ms Simpson is bringing lots of changes in a balanced way. I am looking forward to

“ I am looking forward to the addition of The New School, in a separate location, and to working with the Head – Ms Simpson is bringing lots of changes in a balanced way. I am looking forward to a fresh start and the school getting back to normal.”

Is there anything you took for granted before the pandemic that you are looking forward to starting again?

I missed the special occasions such as school trips, the Christmas atmosphere, sporting events and watching the development of pupils discovering their interests through music or school plays.

I’m also looking forward to meeting people live! It’s hard to chat to someone without a reason nowadays, with the world of Zoom. However, I must admit there were some positives of the solitude of lockdown: I discovered east Devon through cycling, as well as stumbling upon walks I never knew about before.

Having seen the impact of the pandemic on the school community, how far-reaching can you see the school being affected, especially of the temporary changes, on the school?

I am very hopeful and optimistic that ‘new normal’ will resume soon in terms of finances. I was nicely surprised by how able parents were to adapt. We’re planning to continue investing in the school.

Finally, what advice would you give your fourteen-year-old self?

Mr Gaisford: Know yourself. What do you enjoy?

What are you good and bad at?

Recognise an opportunity when it comes to you. Be of a mindset to choose them. Take risks. Don’t worry. Life will sort itself out. Friendship groups, fitting in, subjects, universities... Aim high, but don’t worry. Life is fun, to be lived; be cheerful. Your mental health is really important. Feeling good about yourself is vital. You won’t always feel good, but be kind to yourself. Bad times will pass.

Mr King agreed with Mr Gaisford, adding: Don’t be afraid to ask for help. Ask. People are very kind; they want to help.

The Exonian 2021 19

C O M M E M O R AT I V E D AY

Paralympian Inspires Exonians As part of an adapted Covid-era Speech Day programme, Exeter School welcomed Claire Harvey MBE to lead a three-day programme of talks across the school. Claire is renowned for her diversity and inclusion consultancy across society as well as her athletic career.

On her final day with us, Claire was kind enough to answer some of The Exonian’s questions on her time in the prison service, her Paralympic success and more. by

ELEANOR CL ARK

How have you found your three days at Exeter School?

I’ve really enjoyed it. I was actually really glad when Speech Day was cancelled, because I really don’t like being the centre of attention. I’ve preferred working in these smaller groups because I’ve got to meet people and understand the school, and hopefully I have given lots of people different things to think about.

Is there something you wish everyone knew about what it’s like to live with a disability?

I wish people knew that it doesn’t change you. After my accident, people changed what they did around me and how they talked to me, and I wish they wouldn’t do that. I also get frustrated with benevolence bias – assuming that disabled people are all lovely – when actually I’ve met disabled people who are not very pleasant people. That almost irritates me more than people pretending I don’t exist.

What was the biggest factor in getting out of the mental rut you faced after your accident?

I think it’s about habits. At the end of everything, I always evaluate what went well, what didn’t go well and what I can change next time. You have to give yourself permission to not be okay.

There are people and things in life that give you energy and those that take it away from you. Part of resilience is recognising what those things are for you, then giving yourself permission to do energy-giving activities when you’re feeling low. Society expects us to be good at everything, when in reality, we aren’t. Work out your weaknesses, because some of them won’t matter. The other thing is control. When I panic, I write lists. I identify things I have direct control over, and do something with them. Then I find what I have 20 The Exonian 2021

“ Nobody starts as an elite athlete, they start at a grassroots level, and if someone has a negative experience early on, it can really set them against sport.” for life way” indirect control over, and ask for help with them. Then I find the things I have no control over and throw them out of the window.

In what ways do you feel that sport is important in young people’s lives?

I think it helps people find a place where they belong, in new friendship groups but I don’t think it’s a silver bullet. People talk about sport as if it will solve everything, but that’s not the case. Nobody starts as an elite athlete, they start at a grassroots level, and if someone has a negative experience early on, it can really set them against sport for life, which is a shame.

What are the biggest issues the world of Paralympics face as a result of the coronavirus pandemic?

The lack of training is a huge challenge.

The European Championships were cancelled as the athletes weren’t ready.

Disability sports are already poorly funded, so the loss of revenue means that disability sports’ clubs are the first to go. Take volleyball for example; beach and standing volleyball have been training for two months now, but people assume that those of us with disabilities are automatically vulnerable, which is not necessarily true. I have a spinal cord injury; it doesn’t mean my lungs are a problem.

Given that there is a huge range of disabilities, do you think the way the Paralympic Committee categorises athletes has created a fair environment?

On paper yes, because it is measured on functionality and not what’s wrong with you. In reality, technology is moving, so people’s functionality can change quite dramatically. In a lot of sports, you get classified at the beginning of your career and stay there forever, even if your functionality changes. Because there are not many people playing disability sports, categories are widened to make it a viable competition. That means being at the bottom end of the classification can make it impossible for an athlete to compete with others in that group. It’s not perfect, but it’s the best system they can have in a clumsy world.

How did you get involved in the penal system?

At school I had no idea what I wanted to do, except that I didn’t want to be academic, because everybody told me that I was. With hindsight I can see that that was because I didn’t fit in: when that happens you either start feeling really small or push people

away, which is exactly what I did. My exam results were better than anyone expected, so I rang up clearing and asked where I could go and ended up doing psychology. I had a placement I really enjoyed in a secure unit and fell into the job from there. Looking back now I can see the patterns; I’ve always had those skills, but they certainly weren’t conscious decisions.

J U N I O R S C H O O L S P E E C H D AY

How did working in a prison change how you see people?

Working in a prison had a massive impact on my sense of how to view the world. Initially, I tried to be all big and strong, and failed miserably, because it wasn’t me. If prisoners notice a weakness in you, they use it. I had a moment when I thought a prisoner was actually going to kill me, but instead of shouting, I said: “If we fight, I’m going to come off worse, so why don’t we sit and have a chat.” He was so disarmed that it did de-escalate the situation.

It made me realise that using my own skills in any situation can be my power.

Once I got into prisons, I realised that any of us could be there based on different decisions and journeys; people aren’t necessarily good or bad. Seeing guys who’ve committed heinous crimes go and save another prisoner’s life in an emergency; life was so powerful in that way.

Do you agree with our current penal system, regarding rehabilitation or punishment?

Coming through the traditional prisons route, I definitely saw what didn’t work. I felt the pain of releasing a prisoner who was really determined to change their life but who had no accommodation and no chance of getting a job. When I got my own prison, we took in prisoners with long histories of criminality two years before they were eligible for parole, and worked on gradually re-integrating them into society. We wanted to teach them coping strategies, because prisoners are told what to do to fit into a system, but then we wonder why they can’t make good choices when they’re released. With our system, we had only 2% repeat offending rates, which was brilliant, but politically unpalatable. Governments do what they think communities want, but in my experience it simply doesn’t work.

J U N I O R S C H O O L S P E E C H D AY

First Ever Junior School Speech Day! Guest speaker, Tristan Walters, presented prizes at our first ever Exeter Junior School Speech Day on 7 July.

Tristan inspired our pupils with his journey to becoming an author and his desire to utilise his background in zoology and palaeontology to encourage even the youngest and most reluctant of readers to follow their passions and learn about their favourite animals, enabling them to access a wealth of knowledge and unlocking their curiosity for the world. Our pupils took from this the message that reading and education opens up a wealth of opportunities: if you work hard and approach education with positivity, you open up a whole world of possibilities. Tristan has written a series of books which can be found on his website www.safarireaders.com

The Exonian 2021 21

B E YO N D T H E C L A S S R O O M

ILLUMINATING ALUMNI

Born Digital On Thursday 6 May, Exeter School held its first of hopefully many Exonian lectures. This was an event with a live of feed of questions, attended by a virtual audience, school technology experts and Lower Sixth economists: Alia, Otto and Ben.

O

by

CIAR A MORRIS

n the topic of his life and career, Bob Wrigley discussed his experience at an American investment company, running a green investment bank commission to encourage investment in sustainable business projects. He went on to discuss his philanthropic work with the Royal College of Music and St John’s Ambulance. Another significant moment in Wrigley’s career was Boris Johnson commissioning him to write an illuminating report on why London has been such a successful global financial centre in recent years.

In response to a question about why he took an interest in the effects of technology on generation Z as a banker and businessman, Wrigley said that he had drawn parallels between the lack of regulation in the financial industry and the similar state of big tech. He identified a need for health and safety legislation for the internet to mitigate the continued increase in suicide, anxiety, depression and self-harm rates among young people. Mr Wrigley reflected on how he had experienced children becoming ‘aggressive’ due to apps dominating their free time and reducing their attention span.

His 200 interviews with young people yielded the younger generation’s insight into the extent of cyberbullying and the negative impact of introducing tablets to children of an impressionable and personality-developing age.

Overall, he drew together his ideas about society being ‘more polarised today than in recent history’ and ‘neurologically hijacked’ by internet corporations in his book called ‘Born Digital’. In his own words, Wrigley’s book aims to criticise the big tech companies’ disregard for mental health, to highlight and warn against the effects of unlimited ‘cyber socialising’ and to recommend methods of protecting the wellbeing of generations to come.

22 The Exonian 2021

We have all faced so much change and challenge this last year and the alumni office has been no exception. With so much of our activity involving bringing people together in close contact, we have had to put many plans on hold and adapt (as everyone has), to the brave new world of virtual events and interactions. The alumni and parent community have really come through though and continued to offer support in their droves. Thank you to everyone who has donated, offered their time and attended our events.

•W e welcomed alumnus Graham Turl (1979 -1986) all the way from Hong Kong via live link up to talk about the benefits of a history degree.

• I t was a brilliant to welcome OEs back to school for the Upper and Lower Sixth Futures Weeks this year with Jo Murchie (1991-1993) and Paul Ballman (1979-1985) running sessions on personal branding and graduate assessment centres respectively.

•W e were also honoured to be remembered in the will of a much-loved friend of the school Mr Ted Ashman (father of teacher and alumnus Giles Ashman 1982-1987). His legacy has funded a new astro wicket named Ted’s Wicket and alumni cricketers Tom Lammonby (2007-2018) and Ben Green (2008-2016) joined Mr Ashman and Mr Mason to officially open the wicket this summer.

Part of the office’s work is to fundraise to support the school. We launched a new bursary fund – Bright Futures – in December 2019 and this was followed by a special appeal for the Bob Griffin Bursary Fund last summer to mark the retirement of the outgoing head. We have raised almost £90,000 for bursaries so far! Thank you to all our donors.

If you would like to learn more about leaving a legacy or how to donate to the school please get in touch with the alumni office or visit the school website ‘Supporting Us’ pages.

We really hope to be able to be together with our community soon and are busy planning for events and volunteering activity for next academic year. If anyone is interested in learning more about the events we do, our fundraising activity or volunteering please do get in touch with the office.

Email alumni@exeterschool.org.uk or call 01392 307080.

A RT

BEN CREEK

MILLY LECK

Artist of the Moment

Each month, we like to celebrate some of our most creative and impressive pieces of artwork crafted by our pupils – and staff! Enjoy our selection from across the year!

ANGELICA FIT T

THEO POWER

STAFF ART SHOW Every year staff are invited to submit work based on a theme; last year’s theme was to decorate a polystyrene head using any medium and the outcomes were varied and impressive.

The Exonian 2021 23

A RT

POWERFUL THEMES Lower Sixth Form pupils studying A Level art and design have recently produced carefully rendered biro studies as part of their coursework on the theme of ‘Communication’ reflecting the global protests in the summer of 2020. Head of Art, Alison Escott, said “Their technical approach has been inspired by the artist Mark Powell and their striking compositions convey a powerful and evocative message about this important global issue.”

TEAMING WITH CREATIVITY This year’s ‘Big Draw’ challenge was intended to explore the relationship between people and our environments. Thanks to Covid-19, our nation has drunk an extra 111 million cups of tea and junior and senior school pupils have taken advantage of this waste by creating art out of discarded tea bags. This installation of tea paintings was created to reflect on the range of positives that helped pupils and families get through the challenges of the first national lockdown.

24 The Exonian 2021

J U N I O R S C H O O L A RT

Junior School Art

Many wonderful creations have emerged from the junior school art room once again.

Here are highlights from the year. by

FORM ONE

Inspired by their geography ‘rainforest’ topic, pupils in Form One investigated colours, shapes and textures found in this natural environment. They then focused their attention on the captivating, colour-changing chameleon. They were able to apply this knowledge to create some wonderful clay chameleon models, complete with a vast array of colourful choices of paint.

UPPER ONE

Upper One pupils continued their exploration of colour theory and enjoyed using chalk pastels to create some ‘roarsome’ dragon eyes. Their colour choices and tonal blends culminated in some ‘eye catching’ art work!

MRS HANDLEY

LOWER TWO

PAUL KLEE

UPPER TWO

CHARLIE MACKESY

Using charcoal and pastel as their medium, Lower Two pupils carefully sketched stunning owls. They were able to apply their sketching skills to capture the textures and shades effectively.

Upper Two pupils continued their exploration of Paolo Uccello’s ‘Battle of San Romano’ and focused on the use of perspective. This led onto optical illusion and geometric art. The pupils collaboratively created this colourful

geometric piece.

Through the remote learning in the spring term, all of the junior pupils learnt about the artist Paul Klee. They produced wonderful versions of Klee’s Senecio.

Upon their return to school after remote learning, we used Charlie Mackesy’s thought-provoking book, ‘The Boy, the Mole, the Fox and the Horse’ to try out sketching techniques. The children then produced their own versions of the characters and illustrations. It proved to be a very mindful and reflective topic of works spanning each of the year groups.

The Exonian 2021 25

DES IG N TEC H N OLOGY

F1 in Schools West Regional Final Four Exeter School teams contested the West Regional Final in F1 in schools. by

MR ROSE

“Many of the project elements would normally be displayed and presented in person at the event.

The virtual format has meant teams have had to be versatile, adapt and innovate within the current conditions,” said Mr Rose.

All the events are live streamed via YouTube and available to watch again. Mark WemyssHolden, the event organiser and host, stated: “This is becoming a tradition, engineering and Exeter School go together.”

Congratulations to all involved for their hard work.

THE DESIGN ENGINEERS PROJECT VIPER Aimee Dearness Albert Hughes Dominic Hemmings Matthew Lomas Serena Ling Vedang Mandalia ENERGIA Will Olney Alex James Adam Norsworthy Oscar Brooks-Feller MOMENTUM R ACING Christopher Hemmings Amber Moeller William Wood William Toms Henry Wheatley EXECELLER ATE Oscar Gibbons Oscar Clements Will Dean Duncan Brown Charlie Ampleford

26 The Exonian 2021

O

n Monday 12 July four Exeter School teams took home an amazing 10 awards. They also gained invitations for three teams to the nationals in October! Development class team from the Middle Fifth Project Viper achieved a race time of 1.352 seconds, the fastest for this class in this region, while EXEcellerate achieved 1.470 seconds on the 20 metre track, In the professional class Energia, led by Will Olney, raced to a 1.306 elapsed time, while Momentum Racing led by Chris Hemmings achieved a best time of 1.086 to win the race by 0.1 of a second over the nearest rival on the leader board. This is a time that will stand very competitively against the best times nationally.

Race times and positions were considered with the points scored through scrutineering, the engineering, enterprise portfolios and pit displays, with those top scoring teams going through to the nationals.

“ This is becoming a tradition, engineering and Exeter School go together.”

THE AWARDS ACHIEVED FOR THE WEST REGION WERE: DEVELOPMENT CL ASS Fastest Car – Project Viper Best Engineered Car – Project Viper 1st Place Development Class – Project Viper 2nd Place Development Class – EXEcellerate

PROFESSIONAL CL ASS Fastest Car – Momentum Racing Best Engineered Car – Momentum Racing Sponsorship and Marketing Award – Momentum Racing Pit Display Award – Energia 1st Place Professional Class – Momentum Racing 3rd Place Professional Class – Energia

DES IG N TEC H N OLOGY

Creativity in Action The junior school children get creative with monsters and pop art.

T

his year in DT, pupils took on some exciting new projects. Form One pupils designed and built a castle using junk modelling. They also learnt about pneumatic force and created some fantastic monsters. In Upper One, the quiz board project was a great success. This was a great way for pupils to develop their understanding of circuits from their science lessons. With Covid-19 prompting much innovation,

by

MRS MORGAN

our pupils learnt about some of these before designing their own solutions to emerging problems caused as a result of the pandemic. Lower Two pupils created night lights by building a wooden frame and experimenting with opaque and translucent materials.

Upper Two learnt how to create digital art using design software on the junior school iPads and produced impressive self-portraits building on their pop art work in art lessons.

The Exonian 2021 27

DRAMA

Short and Snappy Who cares about student films? Definitely the small teams of senior school pupils who wrote, filmed and edited six short films for the drama competition this autumn term.

T

by

NATHAN RODNEY-JONES

he films had to be of three minutes or less and explore the concept “who cares?”

The school has a long history of film making with old Exonian Matthew Goode becoming an awardwinning film actor, whose notable roles include Sidney Stark in The Guernsey Literary and Potato Peel Society and Hugh Alexander in The Imitation Game.

The approach to the brief varied markedly between entries; the winning film, aptly named “Gold and Virtue” - a play on words on the school’s motto, explores police corruption, an issue especially pertinent today with the context of the murder of George Floyd.

It was filmed in black and white and used jazz background music to create the film’s noir forties vibe. It was filmed entirely on the school site, giving familiar landmarks a new role in the story.

On the other hand, the winner of the people’s choice award was a hilarious animation by Lower Sixth pupils called “Nobody cares” that is about exactly that: the lack of anyone caring about a young boy’s fear of the notorious “serial scrapist”. It is a fun watch that had our tutor group in stitches.

28 The Exonian 2021

“Who cares?” took a more serious angle, looking at the theme of mental health awareness and how it can often be those who you least expect that need the most help. The choice to film in and outside the sixth form common room really added a sense of reality as this is a space used by many of us every day.

MR BROUGH WRITES: It has been a particularly difficult couple of years for performance and it has required some creative thinking to find ways of continuing to develop performance skills and provide opportunities for artistic and creative expression. The seniors short film competition produced some excellent short films from a number of different genres – from the animation of the Bucci brothers’ film, to the art house ‘cookie sale’ by Raff PiggottGill, to the film noir offering of the eventual winning film by Oliver Irons and Theo Collins. Equally the 60 second short film competition

An alternative approach is found it the simple yet effective narrative of “Cookie Sale” in which a skint teenager arranges a cookie sale in order to raise funds. It was, bar ambient sounds, completely silent and this aided the relaxed nature of the film.

The fifth group came up with the rather dark “Chain of Hate” that explores the seedy world of murder and organised crime. In the film a gang boss is anonymously bribing people at a party to murder each other, then covering his tracks by ordering the killing of the murderers, to avoid paying out. This creates a real sense of mystery as his scheme is slowly revealed to us. “[Insert Title Here]” is a short film challenging what is art, and what it is worth. It is an arthouse piece about a failing modern artist who is burgled by a socio-political history student struggling to make ends meet, in order to fund his education. The ensuing conversation questions their differing opinions of his “art” and leads the two absolutely nowhere. I had the privilege of writing the script for this piece.

As a participant in this competition, I found that the workshopping of the individuals’ skills and ideas of our team just as rewarding as the final result. This exercise was a great showcase of the professionalism of my fellow pupil film makers in all its variety and our thanks go out to Mr Brough and the panel of judges.

was a popular competition and challenged the pupils with a slightly different challenge – to make a 60 second film made up of 1 second clips. Again, there were some very creative and imaginative approaches, with pupils composing their own scores, and editing together some extremely well framed and imaginative shots and generally really impressing the three members of the judging panel.

However successful the film competitions were (and there will continue to be one film competition every year), we are hoping to get back to a full programme of live theatre performances next year!

JUNIOR SCHOOL DR AMA

Brave New World Under the expert guidance of English and drama coordinator Miss Cox, Upper Two pupils performed William Shakespeare’s The Tempest in the closing weeks of the summer term.

The Exonian 2021 29

BUSINESS

Putting Plastic into the Past Once again sixth form pupils show their green credentials in the annual business and enterprise day. by

E

ight million tons of plastic reach our oceans every year, polluting global waterways and endangering marine biodiversity. This is an issue we are all aware of, yet many of us view it as something distant, to do with turtles in the South Pacific and not our own lives.

Nonetheless, this was the problem set to the Upper Sixth at the business and enterprise day on Tuesday 25 May. Tasked with creating a new company that would profitably target the issue of plastic pollution, eight groups each designed a mood board, a video advertisement and an elevator pitch.

Responses ranged from a website add-on helping consumers to make 30 The Exonian 2021

ELEANOR CL ARK

eco-friendly choices to recycled plastic sleeping bags to biodegradable sun cream pods.

Across the school, classrooms became hives of activity as teams rifled bins for collage material, quizzed economics guru Mr Bell and filmed some masterpieces of marketing. Pitches were made in authentic Dragon’s Den style to panels including local business experts. We would all like to thank Mr Mackintosh and the sixth form team for organising the day and recruiting the judges, giving rise to much hilarity and some truly ingenious solutions.

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ENGLISH

Creative Writing Contest This year, The Exonian ran a creative writing competition with two categories: one flash fiction based on an image of Cathedral Green of between 100 and 150 words; one for fiction of 500-800 words on the theme of isolation. Here are our chosen pieces that we think really encapsulate the creativity of our school community. Enormous congratulations to our winners!

ALONE by

MATHEW SHEARS

He opened his eyes. The grey, turbulent sky loomed ominously above his head.

He felt the roughness of the damp tarmac digging into his bare back.

He rose to his feet groggily, his head spinning, not fully understanding where he was. He stood there, in disbelief of what he saw right all around him for what seemed like hours, but was probably more like minutes. He tried pinching himself, punching himself and even slapping himself in the face, but nothing worked. This wasn’t some sick, twisted nightmare but real life, and he was living it. He was standing in the middle of a junction on the high street of the city where he lived, but something was very wrong. The first thing he noticed was the derelict shops, which had once been colourful and thriving, with people constantly coming in and out, a flow of happiness. But now the once-bright storefronts and interiors were dark and faded, and the broken windows of the buildings seemed like some dark creature’s maw, waiting to swallow him up with its glass teeth.

The next thing he noticed was how silent it was, unnaturally so. The city, 32 The Exonian 2021

which was usually so noisy and bustling with people rushing to and fro in their busy lives, tending to their businesses and having fun with their friends, was completely silent. It put his nerves on edge and he felt his hair stand up on end. Humans are hardwired to feel wary when things are completely silent, as it means that a predator is around, and to him it felt like the very city he called home was that predator. For the first time, he wondered what had happened. Where was everyone? Why was everyone gone but he was still here?

Why had he woken up in the middle of the road? He decided not to dwell on his situation, and he made it his goal to look around the city and find someone or maybe get some clues about what had happened. He set off walking down the dilapidated streets of the place he once called home, hoping to find some idea of what had happened. He decided to go to his house first, to see if there were any remains of his former life. It took him about half an hour to reach his house, and by the time he got to the street his house was on, his bare feet were raw from the wet tarmac. His heart sank when he saw his home. The facade of the old red brick house was blackened and charred, and the interior of the house was all but destroyed. He stepped

inside the house, a single tear rolling down his cheek. This was supposed to be his place of refuge, his place of safety and love, and the fact that it was gone broke him. The wet, ashy carpet squelched beneath his feet, as he tramped in disbelief around his home.

Flashes of memory flew through his head; of eating dinner with his parents, playing with his baby sister and having a barbecue with friends, which, although he didn’t want to admit it, he knew deep down that he would never have again.

He desperately searched through the melted and destroyed rooms of the place he called home for something to show him that his previous life existed, and at last he found something. A framed photo of him and his family. It was somehow almost completely intact after the huge blaze that had taken over the house, with only the right corner of the photo. He clasped it to his chest, happy to have this memento of his family.

He wondered if they were out there somewhere, away from the desolate remains of the once joyful city. After all, if he had survived whatever had caused all this destruction, maybe they had got out of the situation too. He thought of his baby sister, wondering how old she would be now, as it seemed like he had been gone for a long time, as his memories were foggy but definitely there. Since he didn’t find solace in his house, he decided to leave to go out in search of life. He trudged out of the house, taking one last look at the place with all its memories along with it, glad to have the photo to remind him of his family. He passed by decrepit cars, their paintwork flaking and rusty, their tyres rotted and flattened. He thought about how those very cars would have once driven at high speed along the smooth roads of the city, ferrying their drivers to where they needed to go. He walked, and walked, and walked. Although he was tired, he concluded that the best thing he could do was keep walking, as there was always a hope of civilization… right?

ISOLATION – MISSION TO VENUS by

MEGAN ROBERTS

My eyes suddenly opened. I slowly raised my head and looked around.

Rope. Around my wrists, and ankles.

Wait, I was on a table. In a place that looked like... wait a second. Oh no.

Empty bags of dry-food were on a metal floor. And the walls, they were metal too. Test tubes filled with strange cloudy liquids. Medicines... I hoped.

By now, I’d realised I was on the ship.

I strained myself desperately, trying to get out of the tight knots that held me down, but it was impossible. At this point I only could scream for help. I yelled at the top of my voice, hoping that someone could hear me... because they MUST have tied me down, but who?

Suddenly, I heard the click clack of a lock in the door opening. Then feet drumming on the ground, then, “Hello Kay.” My heart jumped with fear. I should have known. I should have kept myself on guard. He was bound to find a way to get me onto the ship.

“Liam!? Why, how, let me go!” I

couldn’t quite find the right words to explain how I was feeling, extremely scared. Sad, most of all angry, at why he’d done this. I had told him that he was going down the wrong path. I’d told him this wasn’t the right way to go in life. He should’ve listened to me. He should have just let me enjoy my life, rather than try to drag me into his wild, wrong-doing.

“Liam, WHAT ARE YOU DOING!!!” I shrieked at him.

“What does it look like, Kay?” “LIAM! LET ME GO! I TOLD YOU THAT I DIDN’T WANT ANY PART IN THIS! BUT YOU STILL WENT ALONG AND STOLE THE SHIP AND... DRAGGED ME ALONG TOO! HOW DID I EVEN GET HERE-” I started, but Liam interrupted. “Kay. I NEED YOU on this mission. And when you said no, well, the simplest way to get you to come with me was to knock you out and drag you on.”

“No. No. I will not help you with anything you do. You’re crazy, you know! Crazy, just crazy. Just-just-let me out of these- things!” I tugged on the ropes that held me down.

“KAY! STOP. THERE’S

NOTHING YOU CAN DO. NOTHING. I HAVE YOU NOW.” He hissed. I was panicked now.

“Liam. Please. Don’t do this. You... this mission... it won’t go well, Liam.

Turn round. Save yourself, and me, and let’s just go back home, enjoy life on Earth... go back to mum, come to my wedding... please. Just don’t go to Venus. It’s not worth it. We’ll die on the way there. And those suits... they won’t last long and one of us will get hurt, just please, TURN THIS SHIP AROUND!” I hoped that I had got through to him, that the Little Liam inside him, that I loved when we were kids, was still in him, underneath that evil layer of ambition he had formed. It had mainly formed out of trauma, after the tragedy that had happened to Dad. Liam was always a shy kid. Bullied at school, and never had too many friends. I was always his guardian, and best friend. But when Dad… when Dad disappeared... and was captured, tortured and killed by mysterious people who were thought to have evil powers unknown to man (they were the first astronauts to go to Venus... they managed to come back from their mission, but changed. They were affected by something on Venus.) Liam became strange. He didn’t think it was fair that some people could have these powers but others couldn’t.

He became obsessed with plotting to go to Venus himself, to get these powers. I thought it was just games he played, but as he got older and he started to focus all his energy on this... 'plot' thing he had slowly, but surely devised. I didn’t know what to do. I was terrified because my brother had turned into this power hungry monster. It was too late to try and change him and the things he had planned.

I begged Liam for ages to release me and help me get him back home, but he had his heart set on going to Venus. I begged him once more, but he became really angry. He pulled out a dagger and lunged at me, holding it to my chin.

“You will come to Venus with me, Kay. Or death. Painful death,” he said.

I could hardly breathe, sweat drops running down the side of my face. There was no choice now. I didn’t know what to do. I was isolated on a spaceship with my monster of a brother.

I had to go to Venus with him.

The Exonian 2021 33

ENGLISH: WRITING COMPETITION

ISOLATION ON THE SHIP by

BENJI COOLING

It was January when we were told; he had done it, they said. We all had imagined this but now it was reality.

The clouds above us would soon be below us we thought as we looked up into the blue sky. NASA had called us the moment they announced the news that me Lauren and Michael had been elected for the launch. The destination Mars, the date May 1st 2082. We had 4 months to prepare but these would be the hardest, longest months of our lives, with countless training and testing of parachutes and launching. But then the day came, May 1st had come and we were ready. Well we thought we were. Mars is 301 million kilometres away from earth and it would take 30 years in any ship. But not our ship. The Gladius 1 was the most developed ship of its time being able to go around 1.66 million km in only 3 hours so it would take around 40 days to arrive at Mars.

It was launch day and we all were ready. We had eaten only astronaut food for 2 months so we were used to it and we had numerous training exercises to prepare for this day. We got in, all three 34 The Exonian 2021

of us clinging to the handles. Enclosed, isolated and scared. The world was watching us and we knew that now was the only chance we had to get to the red planet.

Three... Two... One... Lift off.

The sound of the launch pierced our ears as the rocket rose into the clouds.

We were soon in space and we would be here for 40 days until stepping on ground. The launch took 3 hours as we had to confirm to earth that we had all indeed survived. Then, after this, we were free to wander the ship. The facilities were good considering we were hurtling through space. After the first look around the ship, Michael and I decided to sleep, and Lauren offered to stay at the controls to keep the ship in control. We slept but woke to a scream. It was Lauren. We ran over to her: she was screaming and shouting, “the controls are lost, we have no contact with earth” she exclaimed with bloodshot eyes. We told her we’d be fine and that we’d be back online with them soon knowing that this was not true. As days passed we realised contact was well and truly lost. The days went on and sooner than hoped, landing day came. We had tried to turn the ship,

but it was controlled by earth, and we had no idea what was happening there.

It was landing day and we prepped. We got in our suits and put on our boots.

As we got in, Michael called us from the control desk. “We can’t land” he said: the ship had lost course and we were going past Mars. “NO!” we all shouted. “NO, no, no!” This can’t be true. We had lost comms, and now we had lost our course. Lauren tried to fix the controls, but nothing worked.

We were trapped, isolated in a metal container flying through space. We had little food and we had no idea what to do. After 2 days we had almost eaten all the food, and now we had spent 43 days in space, slowly but surely leaving our solar system.

It was 3 days later when Michael came up to me, he was tired and his face was paler than a bleak, cloudy sky.

He came to me and told me that he had a family, and that he knew he would never see them again. I felt bad for him for a moment, but then realised that his situation was mine too, and we cried together. Two men sitting in a room, in a ship, in space. We were trapped. I left him and went to visit Lauren, but as I left, an alarm sounded. I could instantly recognise this alarm as I heard it almost every day for 2 months in training.

ENGLISH

This alarm meant that the airlock had failed.

I ran to the control room that was located at the top of the ship. As I got there, the strong metal door had already closed to keep the air gap secure. Then I understood. I could see a huge crack in the metal shell that was clearly man made. Lauren had jumped.

After this, Michael and I grew depressed, isolated, and even though we were together, we felt alone. That was the last day I remember. No men will ever get to Mars.

P O E T RY

Homeward Journey After my usual train journey home from school one day I had to catch a bus through a familiar route that evoked memories of a time past and compelled me to write about this journey. by

THE MARTYDOM OF AGNES PREST by

AMBER MOELLER

It’s a bitter morning and frost tints the grass of the Cathedral Green. The Sheriff leads me outside the city walls; as we draw nearer to Southernhay, a stake rises out of the early morning mist like a crucifix.

Yesterday, I was on parole by the authority of the Bishop, despite my immutable faith. Queen Mary and every Catholic – my husband included – commit idolatry at Mass; I refuse to recant my Protestantism in the face of this heresy.

It was a Dutch stonemason working on the West Front of Exeter Cathedral who was to condemn me to the stake however, as he repaired the noses on the statues of saints, I remarked “What a madde man art thou to make them new noses, which within a few dayes shall all lose theyr heades”. The Bishop’s Chancellor overheard, and I was tried before the Mayor.

‘Faithful unto death.’

NATHAN RODNEY-JONES

Up in the dark Get ready Pass through An hour on the train The day The train Passing through Home in the dark

The path worn a thousand times by my feet stretches out on the other side of the glass, now cordoned with 2 metre signs.

Gone ten times quicker than the time before, the life before.

Up Ready Pass through Train Day Train Pass through Home

And in that shadowy flash of half familiar faces, you cross over.

You’ve put on weight and embrace a teenage man.

I smile to myself.

Dark to dark, Hours of day lit from train to train.

Up Ready Pass through Train Day Train pulling into town, Today I’ll take the bus.

Sit down on my old seat worn six months and a life time ago.

Now just up, down and home, as we pull away one last time.

I stand as we come homeward into the valley.

I thank the driver I once cursed myself for calling mate.

He recognises me in my mask and strange school garb.

“Right mate, have a good evening”.

I step off, and away back into the night.

Pulls away through my once daily commute, the stop I waited two hours at, my school - my last school, the greasy spoon we all went that time, the lane where I first told a girl that I loved her.

The Exonian 2021 35

JUNIOR SCHOOL ENGLISH

Loving Literature My first year at Exeter School has been nothing short of amazing. I absolutely love teaching here with this incredibly talented team of staff and children; and I am so proud to lead English and drama in the junior school. by

T

his year has had many wonderful events. The first was National Poetry Day and the theme was Vision.

This inspired the children to write about the world and their concerns for the environment; as well as more abstract ideas. The standard of writing was outstanding and it was very difficult to judge and choose the following Poet Laureates:

UPPER TWO

Isobel Cann; James Biddick; Luke Westley

LOWER TWO

James Warhurst; Isabelle Creek; Iris Bone; Chloe Jenkins

UPPER ONE

Emma-Rose Swana; Oscar Shields

FORM ONE

Gregory Amiet; Wilfred Collard, Elena Greenwood The next big event was Youth Speaks.

Every child in Upper Two prepared a speech in teams of three on a topic of 36 The Exonian 2021

MISS COX

interest to them. The finalists spoke in front of Ms Simpson, Mrs Van, and Mr Brough on the following subjects: • Are the Covid restrictions around sporting events too strict?

• Should our education system be amended to fit in more with the modern world?

• Are we spending too much time on social media?

• Why explore space rather than research our own planet?

The winning team consisted of: Chairperson: Eva van Schalkwyk.

Speaker 1: Evie Handley.

Speaker 2: Alice Kotting.

Vote of Thanks: Isobel Cann.

All the children were very impressive, persuasive, and entertaining speakers.

In March, the children enjoyed the wonderful activities led by Mrs Hardy and Mrs Handley in the junior school for World Book Day. The loo roll competition was a great event, leading to so much creativity; as was the Through The Keyhole idea of peeping inside a work of literature and

illustrating what you might see there.

Throughout the year, Mrs Hardy has encouraged all the children to film themselves giving book reviews, which has only added to the love of literature in our school.

It’s been very busy inside the classrooms, with too many things to list; but here are a few highlights:

FORM ONE

Form One have created wonderful similes and metaphors, proudly displayed on the walls of their beautiful classrooms. They have studied the Mousehole Cat and Fantastic Mr Fox, The Owl Who Was Afraid of the Dark, and Zeraffa Giraffa. This term they embarked upon the crosscurricular topic of The Romans.

They have completed work based on their book study: Escape from Pompeii by Christina Balit. They have enjoyed writing diary entries, forming conscience alleys in drama, and exploring vocabulary. The skills they have acquired have been employed in their narrative writing, newspaper reports, and Roman research using topic boxes from the School Library Service.

Form One have also undertaken a challenge to solve the Case of the Missing Toga, requiring them to use their grammar and punctuation knowledge to collect the clues. They have studied the picture book Flotsam exploring character descriptions and sea pollution.

I was lucky enough to observe both a Form One and an Upper One lesson.

The teaching and learning that took place was outstanding and the quality of the children’s work in their books – and the progress they had made – was a real cause for celebration.

UPPER ONE

Upper One have very much enjoyed studying Michael Morpurgo’s The Butterfly Lion. It has allowed them to use all their English skills to carry out book investigations, formulate persuasive travel brochures for South Africa, summarise and re-write chapters from the book, and use dialogue to move their stories along whilst engaging the reader. They have used metaphors and similes to add sparkle to their writing, and have made good use of their reading comprehension toolkit.

They loved performing soliloquies from A Midsummer Night’s Dream. Upper One have also conducted an in-depth study of the movement of dragons, and their cultural significance in different societies.

LOWER TWO

Lower Two have studied narrative poetry, which led to writing imbued

with figurative language and imagery, and taught the children to identify specific figures of speech within poetry.

They studied Boy by Roald Dahl which provided them with plenty of opportunities to laugh at dark humour, recall events from their own lives, write a little about happy memories, and create good and evil character stereotypes.

UPPER TWO

The Upper Two children studied, then performed The Tempest. The talents of professional storyteller Katy Cawkwell commenced our study, and brought the play to life in front of the children. It was a joy to work with Upper Two throughout the process of learning the language and becoming the characters; and to be entertained by the narrators’ improvisations in rehearsals.

Miss Buckingham and I thoroughly enjoyed preparing the children for their three performances; and we were very proud of every child’s energy, talents and commitment. Speaking of Miss Buckingham, she has been my right-hand woman throughout the year, working with different drama clubs at lunchtimes and after school; choreographing dances, and also having great fun with drama games.

This term, Upper Two also completed a unit of study on The Unforgotten Coat by Frank Cottrell Boyce. It is the story of two brothers from Mongolia who arrive in a school in Bootle.

The Upper Two children researched

Mongolia and presented their findings in a variety of ways. They wrote about their own summer term in Upper Two – including their brilliant residential using pretend Polaroids like those in the book. They used the novel as a starting point for topical discussion. They have also been inspired to write their own story of an eagle hunt.

It’s been a year of brilliant creativity, lots of fun, happiness, and friendship.

We are all thrilled to be back in the classroom together, working hard, learning lots of new skills, loving books, and being creative. I cannot wait to see what the next academic year brings.

In the words of one of our Upper Two Poet Laureate, James Biddick: What a year we’ve all had Lots of fun times, but also some bad We missed our friends as we learnt from home, And at times we all felt a little alone, But we laughed together over Google Meet, We were still a class, just not sitting at the next seat, We spent time with our families, We walked every day, And when we returned to the classroom, We all said hooray!

We ran around the playground, We kicked a ball, We chatted and laughed and forgot about it all.

We ate and we studied and enjoyed our return And next year we will begin again, the start of a new term.

GO FORTH AND READ! Fourth Formers have been competing to take part in the National Reading Champions Quiz.

Each form took part during their tutor time to decide who would represent the school in the south west heat.

Well done to 4DoDw who were the winning form out of five.

Two teams got all the questions right and qualified for online

competition on 18 May. Librarian Mrs Jackson said it was great to see all the Fourth Form taking part in the quiz with such enthusiasm.

“It was a fun event to showcase pupils’ knowledge and love of reading. Congratulations to all participants.”

The Exonian 2021 37

GEOGR APHY

Flawless Fieldwork

The geography department has succeeded in maintaining some sense of normality this year, carrying out local fieldwork for the Middle Fifth and Lower Sixth cohorts. by

I

n the autumn term, Middle Fifth geographers enjoyed a day at Dawlish Warren learning about the formation of landforms from erosion and deposition through in-situ talks and beach modelling. They also conducted essential fieldwork collecting data to evidence the importance of longshore drift in shaping the sand spit at the mouth of the River Exe. In the summer term, Lower Sixth geographers explored the physical and human causes of mass movement at Lyme Regis. Mass movement is a process that has had considerable impacts at Lyme Regis; the pupils were able to see the complex series of different mass movement events taking place as well as the extensive stabilisation and monitoring techniques that have been employed between The Cobb and Black Ven. When evaluating the effectiveness of management, they noted that gravity is still winning with the process of soil creep!

38 The Exonian 2021

MR HYDE

JUNIOR SCHOOL GEOGR APHY

Junior Geographers Geography enables children to make sense of their world. It helps develop a connection and understanding of the world we live in. by

FORM ONE

Form One have really enjoyed their topic on the Amazon rainforest. They have had great fun learning about the different layers of the tropical forest – the forest floor, the understorey, the canopy (umbrella of trees) and the emergents.

UPPER ONE

Upper One completed some super work on the Exe Estuary during the spring term. They were able to show off their knowledge and understanding of the estuary by becoming reporters for the day. The children thoroughly enjoyed using the green screen to help them achieve the ‘filming on location’ effect!

The Upper One topic of ‘Why

MISS ROBINSON

are sea turtles endangered and what can be done to protect them?’ was a very popular topic and a favourite for many. Discussing many topical points and linking the learning to art and PSHE, made the summer term’s learning feel very coherent. The children enjoyed guest speaker Jo Earlam, who volunteers for the Marine Conservation Society and is the author of the book ‘Tuamor the Turtle’. The pupils were able to deepen their knowledge and understanding of sea turtles and learn ways to protect the world’s oceans.

LOWER TWO

Lower Two have loved their studies on St Lucia and thoroughly enjoyed designing their own islands. The

children had to consider lots of different factors: name, shape and size, the language spoken, flag, the currency used, festivals, tourist attractions and the weather and climate. There was a range of islands created, demonstrating excellent creativity.

UPPER TWO

Upper Two have studied mountains during the summer term. They have learnt about the mountain environment and completed independent research on Edmund Hillary and Tenzing Norgay.

The children also developed their map skills and studied contour lines and 6 figure grid references.

GEOGRAPHY WALKS: EXPLORING EXETER Lower Two braved the unpredictable May showers to walk into Exeter to study land use around the city centre. The children spotted there were several areas of multiple use in Princesshay and the High Street.

They also compared the shopping experience of the High Street and Princesshay. After a brief break by the library cafe, everyone

walked around the Northernhay area and thorough Gandy Street to the Cathedral Green, identifying categories of land use on route. The children were very knowledgeable about the city, sharing information with one another. All classes represented Exeter Junior School superbly and thoroughly enjoyed leaving the school grounds for a morning!

The Exonian 2021 39

H I S T O RY

Black History Month Black History Month is an annual observance originating in the USA as a way to remember important people and events in the history of African diaspora. by

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t the forefont of discussion across academia has been the idea that black history has often been overlooked in a Eurocentric education system. Many historians have recently spoken about how ethnic minority communities are often portrayed as the faceless victims of empire and their achievements have often been overshadowed by white figures who are unfairly given undue credit. Certainly, we cannot afford to ignore what the black community has contributed to the world if we are to consider ourselves a democratic, equal society. In order to obtain a full grasp of our past, we need to understand the history of other cultures and how their actions have positively changed our lives today.

Furthermore, in order to cooperate and live together in a multicultural society, we must understand where different traditions and cultures stem from and respect them.

In light of the recent protests across the world, calling for an end to police brutality and a recognition of the past of the black communities, multiple pastoral houses, departments and pupils 40 The Exonian 2021

EDDIE MAYALL

picked key figures from black history to focus on, research and promote. The aim of this was to highlight how the BAME community has contributed to all areas of our modern life and also to introduce both pupils and adults to a fascinating area of history that they may have never thought to dive into before. The figures mentioned here are by no means a complete list and I encourage you all to do your own research about these people who have shaped our world.

DOWRICH: ASQUITH X AVIER

Asquith Xavier was born in Dominica,

in the Caribbean, in 1920. When he was 38, he moved to the UK and became a porter for British Rail. He later became a guard and wanted to transfer to Euston Station, however his request was denied due to the ‘colour bar’ which prevented black people from working in public service roles. He campaigned against this discrimination, and this was one of the many causes of the 1965 Race Relations Act being passed. This act made it illegal to discriminate against someone based on race in public places. Trains were not considered public spaces, so he continued to campaign until 1966 when he became the first black guard at Euston Station. Sadly, this great achievement did not come without much hardship for Asquith. He faced racial abuse and had to have a police escort to and from work. However, this work inspired future generations of activists and he contributed to the campaign for the 1968 Race Relations Act which banned discrimination in housing, employment and public services.

BIOLOGY: MARIE MAYNARD DALY

Marie Maynard Daly was born in Corona, New York in 1921. After finishing high school, she saved up money to enrol at Queen’s College in New York. The idea that a black woman would go to university in the 1940s was unacceptable to many at the time, but

she broke through the social barriers. In 1947, she became the first black woman in the USA to obtain a PhD. Later in her career, she studied the effects of cigarette smoke on the lungs and the effects of high cholesterol on the heart. While doing all of this, she was also active in helping other minority students to gain access or scholarships to universities in the USA.

HISTORY: LEARIE CONSTANTINE

Learie Constantine had an illustrious career: apart from any civil rights campaigning, he was the High Commissioner of Trindad and Tobago, the first black peer in the House of Lords and a cricketer for the West

A MOMENT IN TIME by

Indies. However, arguably his biggest contribution to our society today was his work during the Bristol Bus Boycott.

In 1963, ethnic minorities could not

attention to public health and hygiene would be a daily feature of our lives? Hands, face, space!

MR TREL AWNY

In history lessons we spend a lot of time looking back at and evaluating the past. But how will posterity view 2020-21? We asked pupils what they would put into an imaginary time capsule to help future generations of Exonians to remember and understand the last school year.

As the pictures show there were some common and obvious choices:

1. Lateral Flow Testing This has now become a routine feature of so many of our lives.

Attendance at school and the ability to visit so many places depends on testing negative. For how much longer will this continue?

2. Hygiene The regular cleaning and disinfection of work surfaces, and our own hands have become the norm. Who would have thought that this careful

3. Masks Until very recently many of us would look rather disparagingly upon foreign visitors who wore masks in public. Our ignorance almost made it seem as if they thought there was something wrong with us. Now we understand that wearing a mask is more a selfless and sensible act of personal and public hygiene, protecting the health and wellbeing both ourselves and others. We are sure this is a feature of the last year that will continue for some time to come. It is now strange to see someone in a communal area without a mask!

4. The Black Lives Matter Campaign After the tragic death of George Floyd on 25 May 2020, this campaign challenged all of us to reconsider racism and prejudice. The concepts of white privilege and unconscious bias became more widely spoken

be employed as bus drivers in Bristol.

Constantine supported the West Indian Action Group’s protest against this. This involved marches and refusing to use the bus service. This was clearly inspired

by Martin Luther King’s bus boycott in Birmingham, Alabama. Constantine personally related to this campaign as he had been refused entry to a hotel because of his race in 1944. Constantine met with key figures, such as the Mayor of Bristol, and on 28th August 1963 It was announced that there would be no discrimination based on colour in the bus service. The first non-white bus drivers started working later that year and Constantine’s work helped to pass the Race Relation Acts of 1965 and 1968.

about and have led many institutions to re-evaluate their approach to inclusion and racism. In school this year there have been many assemblies, visitors and lessons that have explored these issues. Greater awareness has been an important feature of the last year.

5. Iconic figures of 2020-21 When asked, many pupils cited different individuals as being representative of the last 12 months. From Trump to Biden, from Johnson, Hancock and Cummings, to the death of the Duke of Edinburgh, to the heroic and selfless actions of Captain Tom in supporting the NHS, to the invaluable work of our medical professionals and Chief Medical Officer Professor Chris Witty, all of these people have made their mark in one way or another. There are many others, but as ever in history people are fascinated by their fellow humans who have contributed to its making.

The Exonian 2021 41

J U N I O R S C H O O L H I S T O RY

Digging into the Past From ancient fossils to modern history projects, the junior school has had a fantastic year studying history, and credit must go to the teachers for bringing the subject alive in a year when school trips and in-school visits alike have been cancelled. by

FORM ONE

Our youngest year, Form One, has focused on both Ancient Egypt and Ancient Rome this year, with some wonderful dressing up activity days which the pupils have enormously enjoyed.

UPPER ONE

Upper One has studied the AngloSaxon and Viking time periods, before moving on to the Aztecs in the summer term. The pupils worked on a range of activities and projects to help consolidate and broaden their understanding and enjoyment of this fascinating time in history, making good use of the class sets of iPads and other interactive resources.

LOWER TWO

In the upper school, Lower Two covered 42 The Exonian 2021

MR EVANS

the Tudor period before moving on to studying the Stuarts, looking to widen their understanding of the English monarchs, the Civil War, and events of the time. Mr Ashman and Mr Pidwell have been regaling the pupils with animated stories of this crucial time in British history!

UPPER TWO

Upper Two has recently learnt about

WWII, with a special focus on the bombing of Exeter. There have been true-life stories and an array of artefacts helping to bring this period closer to home. Earlier in the year we studied the Victorians, closely examining different historical sources to see how life changed for so many during this age of industrial revolution. The second half of term saw them engaged with their annual project, looking at modern history since 1950, allowing greater freedom of choice to broaden their understanding of Britain since the War. In addition, the whole school took part in Black History Month in October, learning about historical figures from Britain and overseas and the important contributions they made to world history.

L A N G UAG ES

Deutsche Debatte

On Monday 23 November, four pupils, three from the Lower Sixth and one from Upper Fifth, took part in the German debate. Jess Howell, Katie Donovan, Nathan Rodney-Jones and Xuanjie Lin took turns in the debate, the topic of which was ‘Die Umbenennung von kolonialen und rassistischen Gebäude - und Strassennamen ist berechtigt’, or ‘The renaming of colonial or racist buildings and streets is justified’. And we had to debate against this! by

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he team captain was Jess, who introduced us and our arguments. She also had an argument of her own, about how the changing of history is not the way to improve our world; rather, education. We visit historical places such as Auschwitz so that we never forget. It is uncomfortable, and so it should be. If we rename streets and buildings, or take away history in other forms, will this sense of remorse and shame still exist? Losing history is dangerous, a point Nathan later reinforced.

As there were pupils from different year groups involved, and we couldn’t work together, I wrote the speech for Xuanjie to say. Our first point was that many of the people who today we see as completely wrong, for example Colestone, did have some good contributions to our world, and if we see them as either fully good or fully evil, we are being narrow-minded.

Our second argument was about the renaming of streets in particular. There is a street in the centre of Berlin called Petersalle, which was named after a

JOANNA REYNOLDS

colonialist called Carl Peters. Now it has been rededicated to Hans Peters, who fought against the Nazi regime, but the town has not actually been renamed; it is still called Petersalle.

However, while this means that the street is no longer officially dedicated to a colonialist, many people will still associate its name with Carl Peters. But, if we were to change street names, who’s to say that the new names won’t be considered offensive in years to come?

To avoid conflict for certain, the safest choice is probably to name streets after something mundane, like flowers or birds. This will likely avoid offense, but does it really mean anything? To finish, we mentioned that if street names were to be changed, people wouldn’t know where to go.

Katie’s speech continued from ours with the idea about how the renaming would affect our economy and the environment. Even if we did rename streets, imagine the cost of reprinting maps! Here the opposition pointed out that this is about people, not money, but couldn’t that money be spent on something more worthwhile than

reprinting maps? We also reasoned that that would have a devastating impact on the environment. Continuing on the side of how our time and money could be better spent doing other things, Katie said that ‘actions speak louder than words’. What is renaming a street, in comparison to teaching the people in that street to be kind? She finished by explaining about the need for education about history, which Nathan added to.

Nathan’s argument focused on the danger of forgetting what people have done in the past. I am sure you will have heard the phrase ‘those who do not learn from history are doomed to repeat it’. We need to be educated about what has happened in the past and told why that was wrong. Our job is to remember these people, learn from them, and make our future better - not to destroy history. He also asked how far we would go to make everyone happy. Someone, somewhere is bound to find something offensive. Will we stop people making art or speaking freely, in case they say something slightly politically incorrect?

Nathan likened that to a dictatorship.

Finally, Jess concluded, by summing up our arguments and responding to the other team’s last point. We chose to emphasise in our final speech that we cannot change the past at the risk of forgetting history. Rather, we should be changing ourselves in the present, in order to make the future better for all of us.

In the end, we didn’t win, but we did thoroughly enjoy the experience. I am personally terrible at listening exercises, but this debate helped me train myself to hear points that the opposing team were saying, and helped us to be spontaneous with our responses.

Was denken Sie, über diesem sehr wichtigen Thema?

What do you think of this very important topic?

The Exonian 2021 43

J U N I O R SC H OO L L A N G UAG ES

La Nativité

One of the highlights of the Form One calendar in the lead up to Christmas was ‘La Nativité’. Form One H and Form One C each gave performances of a specially created nativity play spoken entirely in French! by

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he script included words and phrases learned in French lessons and was a great opportunity for pupils to work on their pronunciation and their word memory. It also included a selection of Christmas songs in both French and English. The favourite was ‘Vive le vent’ (to the tune of ‘Jingle Bells’), and ‘Un bébé est né’ went with a swing, alongside the traditional ‘We three Kings’ in English. Every pupil was involved in both speaking and singing and both performances included some fine acting and confident French. Parents were sadly not able to attend in person, but they were subsequently able to watch a video recording. Félicitations to all in Form One and… Joyeux Noel!

44 The Exonian 2021

MRS GUTHRIE

M AT H S

Mathematical Magicians Exeter School mathematicians represent the school in the senior, intermediate and junior challenges with great success. by

MRS CART WRIGHT

AUTUMN TERM: SENIOR MATHS CHALLENGE (NOVEMBER 2020)

In November, around 70 members of the sixth form and Upper Fifth took part in the annual senior maths challenge in school. Approximately 60% of them were awarded certificates for their efforts, with 34 bronzes and 11 silvers achieved. There were also 2 gold certificates awarded to Upper Sixth pupils, Tom Harris-Deans and Adam Wajed. Both took part in the British Mathematical Olympiad after this, with Adam awarded a merit certificate.

CERTIFICATES:

Tom Harris Deans, Gold: Best in School, Upper Sixth Adam Wajed, Gold, Upper Sixth

SPRING TERM: INTERMEDIATE MATHS CHALLENGE (FEBRUARY 2021)

The annual intermediate maths challenge is open to pupils in the Lower Fifth, Middle Fifth and Upper Fifth and took place in February during lockdown, with 85 participants from those year groups. Pupils took part remotely using their iPads to access the challenge questions online. There were 28 certificates awarded.

SILVER CERTIFICATES

Upper Fifth pupils: Oscar BrooksFeller, Sophia Bosch and Fred Croft Middle Fifth pupils: Felicity Partridge and TJ McDonald

GOLD CERTIFICATES

Upper Fifth pupils: Freddie Bennett and Oscar Lovell Middle Fifth pupils: Albert Hughes and Vedang Mandalia The gold certificate winners took part in the follow-on round called The

Kangaroo in March, with Albert securing a merit certificate.

SUMMER TERM: JUNIOR MATHS CHALLENGE (APRIL 2021)

were 40 bronze, 20 silver and nine gold certificates awarded. Particularly impressive were the results of third formers Marcus Neary and Logan Wasey, who obtained the highest and third highest score in the school respectively. Fourth Formers Tobias Ukoumunne-Hann, Lilia Craft, Henry Batty, Sam Harries, Eric Osterlund, Todd Rook and Jack Solly should also be congratulated for achieving gold certificates. All nine of these pupils took part in the Junior Kangaroo, a followon round, in June. We look forward to hearing how they got on.

Everyone in the Third and Fourth Forms took part in the junior maths challenge in school in April. There

The Exonian 2021 45

J U N I O R S C H O O L M AT H S

Magnificent Maths!

Despite the interruptions caused by Covid-19 and the national lockdown this year, our junior school pupils have really risen to the challenge of continuing their journey in mathematics. We have had fantastic numbers of pupils participating in maths challenges this year, pulling in a brilliant haul of medal certificates. by

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n November, we had 128 pupils from Lower Two and Upper Two taking part in the annual primary maths challenge, aimed at the top Year 6 mathematicians in the country.

Mitchell Harreld (U2C) and James Biddick (U2C) were top scorers in the school, achieving the gold certificate, alongside 12 others. There were also 38 silver and 61 bronze certificates. Eight of our gold winners were invited to take part in the bonus round in February; the questions were incredibly challenging, but our pupils excelled once again and should be very proud of themselves.

Special mention has to go to William Ahmad (U2A), who achieved an exceptional 84%.

In April, 56 of our magnificent mathematicians joined over 300,000 pupils from across the country, to complete the annual UK junior 46 The Exonian 2021

MR CUNNINGHAM

mathematics challenge. If they thought the primary maths challenge was tough, this was on another level. Despite being designed and pitched at pupils in Year 8 (Fourth Form), the boys and girls in the junior school excelled themselves again and we achieved a gold certificate, 12 silver and 9 bronzes. Yi-Ren Wong (U2W) did exceptionally well to achieve the gold and made it through to the Junior Kangaroo round for the top 1,200 pupils across the country. Sadly, the results are due to be released in the middle of July, and so Yi-Ren will not know his results until September.

The newly introduced Times Tables Rockstars has been incredibly popular among pupils: honing their times tables speeds and competing against each other. Across the school, pupils’ times table speeds have improved dramatically, and we have 14 pupils

who have reached ‘Rock Hero’ status, including three pupils from Form One! To reach the prestigious ‘Rock Hero’ status, a pupil needs to be able to correctly answer more than 60 questions in one minute. Until the final few weeks of term, Joseph Lomas (U2C) had managed to hold onto top spot in the school all year with a mightily impressive speed of 0.55 seconds per question. However, after joining the school in the summer term, Anthony Tan (U1R) has romped to the top spot in audacious fashion with a ridiculously fast speed of 0.44 seconds per question.

I am also incredibly proud to say that Exeter Junior School are currently the fastest school in Exeter with a mean speed of 2.82 seconds per question - four tenths faster than our closest competitor!

COMPUTER SCIENCE

Computer Science in a Pandemic Computer science has never been as relevant to pupils’ lives and futures as this year!

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mid all the challenges of remote learning and the worries about the pandemic itself, have been messages that have helped pupils to see the importance of studying computer science as an academic subject. Pupils and teachers alike have obviously needed to sharpen our digital skills this year to cope with live lessons and working through Google Classroom.

But perhaps more subtle has been the constant presence of computer science themes in the media which relate to curriculum topics that we have been studying across all the year groups in the senior school.

For example, with so many people suddenly working and studying from home, some gadgets have become more necessity than luxury but a shortage of chips from the relatively few different manufacturers has meant many suppliers have had stocks issues for months on end. Data security has made the headlines repeatedly as bigname companies have been targeted, with their computer systems crippled by ransomware attacks. Whilst shops selling non-essential products were forced to close, many companies did a magnificent job of changing their whole business model, creating or updating websites for online retail. And of course, many of those products ordered online were then delivered to us in our homes, by courier companies exploiting algorithms for efficiency.

Perhaps the most exciting development for me personally, though, is the increasing public understanding of the way that data and computing are used to make progress in medicine.

We’ve all heard examples through the pandemic of the gene sequencing being done to identify the spread of new variants. Citizen science projects such as the ZOE app have allowed scientists to track changing symptoms in different sections of the population.

Infectious diseases experts have

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MS PINCHES

been able to run detailed computer simulations modelling the likely effects of possible precautionary measures in an effort to gauge what might be most effective against Covid-19, as we have learnt more about it, based on data gathered from past outbreaks of disease.

And by no means least, analysis of the virus itself has allowed its nature to be determined so that multiple successful vaccines have become possible in record time.

In the past, perhaps, computer science was dismissed by many pupils who did not see the subject as relevant to their futures. One silver lining that has come from the pandemic for me, is that pupils are more aware than ever before of the breadth of careers where computer science could be useful.

DEPARTMENTAL OVERVIEW 2020 -21

In computer science, things never stay still for long and this year has been no exception, with an ongoing programme of gradual change.

Alongside lessons, we have been lucky to be able to continue with many of the normal events and competitions in spite of Covid-19, with most organisations adjusting their rules if needed to allow a move to online participation. The Bebras Challenge ran

as usual in November, which saw pupils use their problem-solving skills to solve computational thinking challenges.

The Oxford Computing Challenge in March is the follow-on competition in which high achievers from Bebras were challenged to solve problems by programming.

Only pupils from Middle Fifth and Upper Fifth were able to enter the Perse Coding Team Challenge this year, but six pupils achieved distinction certificates and progressed to the second round. As the name suggests, this competition breaks the stereotypes around programming being a solitary pastime and rewards teams who are able to work together to create solutions. Perhaps most pleasing is the slowly-growing interest in the British Informatics Olympiad. This competition is the programming equivalent of the better-known maths and science Olympiads with participation aimed at the elite of sixth form programmers.

After two years in which a few pupils have pioneered this competition at Exeter School, we now have a group of keen programmers who have set their sights on practising to take part as they progress from the PCTC to the BIO. Ever-increasing numbers of pupils are showing an interest in cyber security. The CyberDiscovery family of events (CyberStart Assess, Game and Essentials) proved more popular than ever this year with pupils from Lower Fifth to Upper Sixth taking part. For the first time at Exeter School, a team of three girls in Fourth Form who took part in the Cyber First Girls event made it through to the regional final for South West England, in which they surpassed all expectations and finished second, narrowly missing out on the national final. They were so evangelical about how much they had enjoyed it that when the Unlock Cyber Challenge came round in June, we had to use a first-come-first-served system to fill the eight places we were allowed!

The Exonian 2021 47

JUNIOR SCHOOL COMPUTER SCIENCE

Architects of the Future Sending messages to space. by

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n computer science, all Upper Two pupils learnt to write a program in Python to send to the International Space Station as part of the European Space Agency’s Astro Pi challenge. Their code was sent to space and displayed a message to the astronauts on a Raspberry Pi. Pupils received a certificate showing the ISS’s location in its orbit when their message was displayed. All pupils developed their programming skills, using a range of programs and devices including Kodu, Scratch, Crumbles, Lego WeDo robots and Micro:bits. Clubs have been highly popular with animation club being a new, exciting addition.

This joined the range of existing clubs on offer that include Minecraft, Kodu game design and Crumble programming.

48 The Exonian 2021

MRS MORGAN

MUSIC

Musing

Whilst the usual round of concerts may have been wiped off the map by a certain unmentionable virus, Exeter School’s array of musicians did not spend the whole autumn term idle. by

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he department has been running evening club sessions each day so that every child in the school still has the opportunity to participate, safely, in bubbles and maintaining social distancing. Despite myriad restrictions, Mr Tamblyn’s inimitable team found creative ways to keep instruments and vocal chords in good shape. Bravely rehearsing outside, huddled in coats and hats, come whatever winter deluge may, the school’s musicians put together a virtual Christmas concert broadcast to all year groups in the latter part of term.

All the usual groups were resurrected, including a saxophone quartet, a brass group, and a wide range of choirs.

Year groups were able to work together

ELEANOR CL ARK

without mixing bubbles thanks to the music department’s brilliant technical skills, mixing multiple strands of vocal and instrumental recordings into a single collaborative piece. Although we have all missed the grandeur of Exeter Cathedral or the tranquillity of our own chapel, where the acoustics are admittedly slightly better than the old pool area, the ingenuity shown by all has ensured that Exeter School has had a memorable year of music. Indeed, after so many weeks locked inside our own homes and unable to interact at all, hearing from across the school the sound of voices in harmony together again has, we hope, brought a few moments of brightness, even through the rain.

The Exonian 2021 49

MUSIC

Reciting for Rodolfus In the summer term of 2019, I decided to sign up for the Rodolfus Foundation’s choral course – full of excitement and anticipation.

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he opportunity was perfect for me: a week-long residential where I could sing choral music under the direction of expert musicians and in the company of those who enjoy it as much as I do. It sounded ideal.

However, along with every other 16-year-old’s summer plans, the public health crisis turned the ideal into the impossible. The summer course was cancelled. Disheartened by this news, I read through the email until I came across the encouraging phrase: ‘audition for the Rodolfus Choir’.

Taking initiative and a little bit of courage, I prepared an audition video of me singing ‘So in Love’ from ‘Kiss Me Kate’ - musicals always give me 50 The Exonian 2021

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CIAR A MORRIS

the most enjoyment and confidence when I sing. After six or so attempts of perfecting and performing, trying and testing everything, including the talented Mr Daldorph’s patience, I was happy with the video. The next step was sight-singing.

Over the delightful medium of Zoom communication, I had a conversation with the choir leader Ralph Allwood MBE, which eased my nerves before he tested my sight-singing.

We talked about everything from my A Level options to how I’ve been able to stay musically involved over lockdown.

All that was left to do was sing and sit tight for the news.

When I found out, I was thrilled.

The Rodolfus Choir is a prestigious youth choir based in London with its 300 members belonging to the age group of 16-25. That made me, their newest member, also one of the youngest. I knew that the Rodolfus choir could open doors for me, ranging from performances with the BBC and Philharmonic Orchestras to evensongs in cathedrals. Personally, I hope the Rodolfus Choir will train me for not only a choral scholarship in university, but a future that is full of choral singing and people to enjoy it with.

MUSIC

The Beauty and the Banjo About two years ago my father went to buy some lorry parts and came back with a banjo. My conception of a banjo player was like most, a southern ‘hill-billy’ sat on a rocking chair, with a shotgun by his side and a blade of straw hanging out of his mouth. by

NATHAN RODNEY-JONES

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ew instruments are connected to a stereotype as strongly, however this connection to the white southern stereotype is ironic as the predecessor of the banjo, with its pear-shaped body and three fishing wire strings, was first played in African tribes. And when it spread across to America, the banjo was often played by slaves and became a key instrument in the early development of ‘the blues’ providing slaves with a communal refuge and enabling them to express their feelings of discontent with their lives.

Earl Scruggs, seen as the father of modern banjo playing for introducing ‘Scruggs style’, thus revolutionised the playing of the instrument and bluegrass alike. Being able to play Foggy Mountain Breakdown at full speed, for example (more commonly known as the theme from Bonnie and Clyde), is an impressive feat in itself, proving the skill of this musician. This style is favoured by Somerset born Johnny Butten, the Guinness World Records’ fastest banjo player, playing at 260 beats per minute.

On the other hand, a master of clawhammer or old time banjo, where the strings are played downward instead of picking upwards, can produce a multi-textured sound that is soft, yet dominant, enough to play melodies and solos and can at the same time produce a highly rhythmic sound. The early 1900s saw the rise of black blues musician Gus Cannon, aka Banjo Joe, who had to play in a myriad of styles to earn a living, a testament to his skill with the instrument.

From another angle, the introduction of ‘guitar style’ or up-picking in 1885 by Frank B Converse created classic banjo playing, leading to the banjo being seen as gentile in Victorian society: it was often used by women as a means of expressing their inner feelings to a man. This earned the banjo the now little-known title of ‘the instrument of love’.

The banjo may not have the sound and appeal of the electric guitar but it can create a certain unique atmosphere that, even today, is subtly present in some alternative styles of music from the combination of blues and bluegrass in the work of Mean Mary to Mumford & Sons to the use of an electric banjo in the folk group Mad Dog Mcrea. There has even been a push from Paul Elwood to bring the instrument into classical music, as its absence from the European

AN INSTRUMENT OF MASS DISRUPTION NATHAN RODNEY-JONES by

Sleek cased Sublimely strung Subtle resonance – My father had bought me a banjo, The best mistake he ever made.

I took it in my hand, All others took a step back.

I picked away days on that resO ’.

All he could do was listen in dismay To the first four bars of duelling banjos Stuck on painful repeat Determined to retreat, He lived out in his shed.

Now five bars I could play, Father’s ears were numbing.

The neighbours took a holiday, As I had discovered strumming.

“ in Victorian society it was often used by women as a means of expressing their inner feelings to a man.” music scene in centuries past has left the banjo out of classical compositions. Elwood intends to keep the definite country sound of the banjo while using unheard of practices when playing, such as bowing the instrument to give it a sound unique from other instruments and playing styles alike.

So perhaps don’t dismiss the banjo as just the iconic sound of deliverance – country, classical and contemporary, the banjo may take you on an unexpected journey.

I picked out a beat With a guy with a bass I could feel the heat Desperate banjo haste For him ’twas no feat Sweat poured down my face A downpour faced.

Lone blue road.

Cold gentleness.

Solitary accompanied walk.

Broken string.

Farewell, case closed.

Open, simple strum, Warm hum.

The rain ended.

Lights on, Case in hand, Pen in other.

We picked away the day, The banjo is here to stay.

The Exonian 2021 51

JUNIOR SCHOOL MUSIC

Musical Bubbles The beat goes on in the junior school. by

MRS GUTHRIE

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usic in Exeter Junior School has looked, and sounded, very different this year as we have adapted to the restrictions necessitated by the pandemic. Most notably, our usual array of extra-curricular groups has been replaced by music clubs for single year groups. Each year group ‘bubble’ has been assigned a weekly lunch time slot to come across to the music department and to engage in a variety of musical activities. The Form One club, for example, has seen pupils playing ukuleles and keyboards. Upper One pupils have done the same, while also having the opportunity to form small bands. The Lower Two club has included a small choir, a complete orchestra of wind and string players, along with a guitar group; and Upper Two pupils have similarly formed an orchestra as well as an African drumming group. In all of these clubs, pupils have been extending their performing skills and learning new repertoire. There has been a real sense of the year groups enjoying making music together.

In addition to the lunchtime clubs, Mrs Guthrie, with the help of Mr Adcock, has been gathering singers in 52 The Exonian 2021

the covered pool area during morning registrations. On Thursdays, pupils from Upper Two have rehearsed and on Fridays Lower Two singers have been meeting. The two groups have occasionally made video recordings of hymns for use in online assemblies.

They also did some carol singing around the school at Christmas and they have worked on the same songs as each other, preparing the way for joining together again to form the full Junior Choir.

At Christmas time some combining of the groups did take place, but through digital means rather than in person. The virtual Christmas Concert involved every pupil singing songs learned in lessons. The songs were performed and recorded, outside, by each year group and then stitched together using music editing software.

The end result was a highly enjoyable and varied celebration.

Some other performing opportunities have taken the form of informal concerts, given by each individual year group, from Form One in December to Upper Two in March. These concerts gave pupils the opportunity to share their musical skills with others in their year group and the variety of instruments and styles has been really impressive. The concerts were live streamed and videoed to enable parents to enjoy them as well.

A particular highlight has been the end of year concert presented on 1 July.

This was an outdoor event which had been planned as a ‘picnic’ concert to which parents would be invited. Alas, because of ongoing restrictions, we once again live streamed and recorded it. However, we were able for the first time this year to bring together, at suitable distancing, our full Junior Orchestra, involving pupils from Upper One, Lower Two and Upper Two, and our full Junior Choir. The orchestra played the ‘Star Wars’ theme and a Sailor’s Hornpipe and the choir sang two rousing and uplifting songs – ‘You Raise Me Up’ and ‘Shine Your Way’, accompanied by Mr Daldorph. Every pupil in Form One also took part, playing the violin under the direction of Miss Willson, and we enjoyed the debut performance by a band of Upper One pupils called ‘The Hounds’. The weather was kind and the concert took place in glorious sunshine, much to the delight of all who took part.

So, music in the time of bubbles has continued to sparkle in the junior school and we look forward to making the most of opportunities to mix things up a little more in the coming year.

POLITICS

Pick your President For this particular article, we wanted to capture the turbulence and conflicting debates framing this historical election. To make the experience as visceral and realistic as possible, we assigned a group of pupils with the job to embody the key candidates running in the race to become the 46th US President. Below, they will be presenting the main debates surrounding the election and answering a series of critical questions to shed light on the various interpretations offered by America’s different political parties by

TAMAR A LET TS , EDDIE MAYALL , EVA CASEY, HARRY CORNFORD

The Exonian 2021 53

POLITICS

EDDIE MAYALL , AK A TRUMP(REPUBLICAN)

How do you plan on resolving the climate crisis?

There is no climate crisis. The Paris Climate Accord was very unfair and we lost many great American jobs. Problems like wildfires happen every year and we can deal with it easily by rewilding. We will never abandon the great American oil industry or put any radical legislation in place.

Given the key issues highlighted by recent movements, like Black Lives Matter, how do you intend to resolve the issues raised by this social unrest?

George Floyd should not be dead and we will be investigating this. However, the radical left has taken over the BLM movement and disgraced the memory of George Floyd. Antifa are ruining our great American cities and the Democrat governors are doing nothing about it. The federal government had to take action against the protesters. We will bring law and order to our streets and preserve the suburban lifestyle.

What would make you the next greatest President of the United States of America?

I will bring law and order back to our streets and preserve the great country we have created. I created the greatest economy this country has ever known once before and we are already on track to bring it back. Unlike Biden, I won’t be controlled by a radical left agenda and will protect American jobs and industries. I have done more for the African American community than any president since Abraham Lincoln and I will continue to bring unemployment down in this community.

How do you feel on the subject of more progressive legislation, e.g. legalising marijuana?

Marijuana legislation is a policy proposed by the left to undermine traditional American values. We will uphold the federal prohibition of marijuana and we aim to remove protection for state medical marijuana laws. We will continue to prosecute both users and dealers of the drug and keep drugs off our streets. Progressive policies are proposed by people who hate America and want to see our great way of life destroyed.

Do you believe women deserve to choose over abortion? By restricting abortions, are you not infringing upon their own freedom?

I am pro-life. It is wrong, a terrible thing, to kill an innocent life and I think any doctor who conducts an abortion should be punished. I want states to follow the example of Alabama and put more restrictions on abortions. We are a Christian country, and we should uphold Christian values. Women should not have the right to take an innocent life.

EVA CASEY, AK A BIDEN (DEMOCR ATIC)

How do you plan on resolving the climate crisis?

The climate crisis is one of the greatest issues that humanity has ever faced and unlike my opponent Donald Trump, I intend to take numerous acts towards a carbon-free future for America. My plan for resolving the climate crisis will involve investing $2 trillion over the next four years towards clean energy and infrastructure, creating millions of jobs in the process. We also will be focusing heavily on issues such as environmental justice, sustainable housing and aiding workers in their transition to more environmentally friendly careers. We must strive for a carbon pollution-free power sector by 2035 and net-zero emissions throughout the American economy by 2050. We must base our environmental plan on science, not fiction.

Given the key issues highlighted by recent movements, like Black Lives Matter, how do you intend to resolve the issues raised by this social unrest?

I have a great amount of respect for the African American community who have always stood by me and I believe racial equality is at the forefront of the issues facing our nation. We need strong leadership, leadership that brings us together in order for our country to deal with systemic racism once and for all. Those protesting peacefully in the streets have the right to do so according to the First Amendment and have my full support. I stand against the opportunistic rioting that has torn apart many cities but unlike Trump, who loves nothing more than fanning the flames of violence, I also ask for police to stop using excessive force. As a nation, we must stand together, not divided.

What would make you the next greatest President of the United States of America?

Look, this country needs leadership that will unite us and bring our nation together. It’s a big job and I’m not promising to be perfect but we need a leader that stands for all communities equally instead of trying to divide them.

Trump, if re-elected, will only continue his reign of trafficking hate and fear instead of healing the wounds that have long plagued this country. I promise to do my job by listening to the American people, taking responsibility and rebuilding this great country. We as Americans, will build towards a brighter future together.

How do you feel on the subject of more progressive legislation, e.g. legalising marijuana?

Although I am in favour of decriminalising marijuana, I

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believe more research must be done into the long-term health effects before it is fully legalised. I do promise, however, to replace jail time with fines for marijuana possession and remove federal enforcement in states that have legalised the drug.

Do you believe women deserve to choose over abortion? By restricting abortions, are you not infringing upon their own freedom?

I believe that every woman should have complete control over their own bodies and that the right to an abortion is a constitutional right. Restricting abortion is absolutely an infringement on freedom and American values and that is why it will be covered under the Affordable Care Act.

HARRY SMALLWOOD, AK A JO JORGENSON (LIBERTARIAN)

How do you plan on resolving the climate crisis?

Our campaign very much accepts that the climate crisis is one of the biggest we are facing, but handing more power to the government to solve it has never and will never work in a political system driven by special interest groups. As president, I would remove current legal barriers to replacing oil and coal power plants with high-tech nuclear plants and off-grid wind and solar power. A libertarian environment solution does not involve picking winners and losers like previous governments have; $15 billion a year is currently given to fossil fuel energy companies. I would remove corporate welfare like this to level the playing field and allow entrepreneurs to do what they do best and develop the best ideas for a brighter future.

Our environment is vital to us: let’s not leave it up to a federal government which can’t even deliver mail on time.

Given the key issues highlighted by recent movements, like Black Lives Matter, how do you intend to resolve the issues raised by this social unrest?

Recent events have shown potential inequalities when it comes to criminal justice and income. As president, I would commit to creating a country in which all people are truly treated equally by those in positions of power, which involves reducing that power in the first place. Libertarians have been pointing to these issues for decades; the authorities do often treat minorities differently. What is more, I believe that the current issues are not just confined to minority populations, but that there are issues which transcend race. Lethal no-knock raids can affect all Americans, as can the militarized police and the war against victimless crimes. George Floyd was murdered for a counterfeit $20 bill, the Federal Reserve will print $9 trillion this year: Libertarians know which one is the real criminal.

What would make you the next greatest President of the United States of America?

Presidential candidates today focus too much on being “great”; this was never supposed to be the case. Presidents were never supposed to have the power to be “great”. They were never supposed to have the power to pass restrictive laws, to tax individuals to the limit, or to plunge this nation into debt.

The sole role of the President should be to protect the rights

given to Americans by the constitution; this is what I will do.

Libertarians love the principles on which this constitutional republic was founded, that’s what makes our movement great.

The fact I am able to represent it as a Presidential candidate simply shows my commitment to this nation.

How do you feel on the subject of more progressive legislation, e.g. legalising marijuana?

“Progressive” is a difficult word for Libertarians to deal with because we don’t fit into the boundaries set out by the twoparty system. Yes, I would decriminalize all, and I mean all drugs, and pardon all non-violent drug offenders, who currently make up over half of the US prison population. Yes, I would bring the federal death penalty to an end. Yes, I would bring the troops home and end all foreign wars. These policies are so-called “progressive”. At the same time, we would defend the 2nd amendment and remove all federal laws restricting the right to self-defence and ownership of weapons. I would also oppose all government involvement in healthcare, advocate the abolition of the income tax and push for departments like the Food and Drug Administration, the Department for Education and the Bureau of Alcohol, Tobacco and Firearms.

'Alcohol, Tobacco and Firearms' should be the name of a shop, not a government agency. These policies are not deemed to be “progressive”, but for me, they are just Libertarian. I want married gay couples to be able to defend their marijuana farms with automatic machine guns. I want freedom; whether or not this is seen as “progressive” is irrelevant.

Do you believe women deserve to choose over abortion? By restricting abortions, are you not infringing upon their own freedom?

The Libertarian Party platform is that abortion should be safe and legal; I very much support this position. While I understand that many Americans are deeply opposed to abortion, it is not their or the government’s right to ban it. Nobody wants a woman to need to have an abortion, but by banning the ability to do so, we leave open the real possibility that many women, often those from disadvantaged backgrounds, will put their lives in danger by agreeing to unsafe procedures, especially if they are financially unable to travel abroad. As president, however, I would remove all federal funding for abortions; while nobody has the right to ban abortions, libertarians also believe that nobody has the right to force somebody to pay for abortions through taxation, especially if they are deeply opposed to it.

The Exonian 2021 55

POLITICS

TAMAR A LETTS, AK A HOWIE HAWKINS (GREEN)

How do you plan on resolving the climate crisis?

We must take some drastic measures in order to solve the impending climate crisis. The root cause of these environmental problems is undoubtedly the boundless competition created by the capitalist system.

Instead, we need to replace this with an eco-socialist system, which will eradicate this need for industrial development, instead focussing on renewable energy to make a sustainable society.

Given the key issues highlighted by recent movements, like Black Lives Matter, how do you intend to resolve the issues raised by this social unrest?

Police brutality remains one of the most pressing issues facing modern America. As President, I intend to introduce major reforms to both our justice system, as well as the way our police force runs. Black Lives Matter was a monumental movement in proving the entrenched state of racism still plaguing our nation. The tragedy of the murder of George Floyd demonstrates this clearly, as well as showing the extent of unjust power being extended to our police force.

What would make you the next greatest President of the United States of America?

One of my deepest wishes for the future of our great nation, would be the advancement of social justice, and the establishment of a better, and more accessible welfare system.

56 The Exonian 2021

Healthcare, in particular, should act as a fundamental human right, and a source of public good. I intend to implement a single-payer national health insurance, of which health facilities are publicly owned, and are paid for, by current public healthcare dollars.

How do you feel on the subject of more progressive legislation, e.g. legalising marijuana?

The legalisation of cannabis has been on the green party agenda since its conception. The state of incarceration rates in the USA as a result of this overextended ‘War on Drugs’ has reached stupid numbers. I plan on passing it as federal law, to cut out this obnoxious middle-man, and hey, even generate some added tax revenue.

Do you believe women deserve to choose over abortion?

By restricting abortions, are you not infringing upon their freedom?

The progress accomplished by the historic Roe v Wade ruling would remain untarnished, granting women the right to have autonomy over their bodies. I plan to convert this right into federal law by an act of Congress. The current state of unnecessary regulations and policies prohibiting a women’s access to abortions, is a disgrace to the Supreme Court’s original decision, and something I intend to amend once in office. Instead, I would ensure safe regulations are imposed in abortion clinics, no longer clouding this decision with religious moral boundaries, as currently corrupts legislative process.

POLITICS

Anne Marie Morris Following our interview with Ben Bradshaw last year, we looked to expand our political coverage this year with the following interview with Conservative MP for Newton Abbot, Anne Marie Morris, back in the autumn of 2020. by

How do you approach opposing views, in regard to your policies, from constituents?

I do not expect everyone to agree with my views, though I always hope to form them in the best interests of constituents. When constituents question my views or tell me they disagree with them, I always try to explain my reasoning. Of course, I am conscious that my role is to represent constituents, therefore, I am careful to take their views on board and am always happy to be proven wrong by constituents or my team. Despite this, we must remember that MPs are voted for based on the views and plans that they set out, therefore, to drastically change my plans and opinions would be letting down those who voted for me based on these plans.

Do you believe Brexit will place the UK in a better position than remaining in the EU? I remain a steadfast supporter of Brexit.

I wholeheartedly believe that leaving the EU offers the UK the opportunity to take control of its laws, relationships, and actions. Ideally, I would like to see us leave with a deal but that we should have no fears about leaving the EU without one, I now believe that it is likely that we will leave without a deal. Brexit is happening: we must look forward to the opportunities that Brexit presents our country.

Do you feel the government’s methods in tackling Covid 19 are effective? Is there any way you feel they could be improved?

The situation we have found ourselves in as a nation has been unprecedented.

The government had to make decisions based on the limited information available at the time.

In terms of the measures in place to mitigate the spread of the virus, I believe that early measures were important to prevent the NHS from

TAMAR A LET TS

It is welcome that the UK remains committed to environmentally sustainable development as set out in the Millennium Development Goals and the Sustainable Development Goals. This was demonstrated when last September, the Prime Minister committed to doubling the UK’s International Climate Finance over the next five years which I hope will enable the UK to play an active part in protecting the environment and reversing biodiversity loss.

becoming overwhelmed. I think that the government did all it could in the early months to prioritise the health of the public, and then create essential measures to protect jobs and businesses.

I now believe that the government should be mindful of restricting areas that are lower risk, such as Newton Abbot. The constituency has been one of the least affected yet have suffered amongst the worst economically.

Do you feel the current Conservative government is doing enough in terms of the environment and sustainability?

Our environment is changing around us and not for the better. We must protect that environment and take responsibility for stopping the environmental damage which is causing climate change and the extinction of native plants and animals and damage to human health and safety.

As you may be aware, I was one of the MPs who signed the ‘The Time is Now’ declaration earlier this year.

I am proud that the UK was the first G7 country to legislate to achieve net zero emissions by 2050, but we need clear steps to get there. The evidence points to the fact that getting to net zero by 2050 is feasible and consistent with avoiding most damaging climate change.

As a woman in politics, what are some of the toughest obstacles you have faced?

I am pleased that, at 34%, the percentage of women in the House of Commons is the highest it has ever been. Despite this, I still frequently find myself in meetings where I am the only female and everyone else is largely of the same age bracket and ethnicity. It is no illusion that women, ethnic minorities, those with disabilities and those from the LGBTQ+ community are still underrepresented in many spheres, including politics. The role of diversity in our representation is ever-increasingly present on our agenda, I do believe that this must continue. I personally pursue this agenda by seeking diversity and specific female representation in the circles I work within, such as in the All-Party Parliamentary Groups that I chair and within my own team. I think it is essential that we all do our part to advance this and it would be a crime not to use my position in this way.

Despite its challenges, being a woman in politics is very useful. It helps me to empathise and understand women’s issues better than many of my male colleagues. One of my biggest difficulties is projecting my voice as much as some of my male colleagues in the chamber. This was the case when I was asking the Prime Minister for funding for the local University Technical College – the clip went viral!

The Exonian 2021 57

B I OLOGY

Brilliant Biology The biologists visit Braunton Burrows in the sunshine. by

MRS METCALF

BR AUNTON BURROWS FIELD TRIP

This was one of the first off-site trips of the academic year. We were unable to run our full residential but our Upper Sixth pupils made up for it by working hard, collecting data on sand dune ecology at Braunton Burrows to complete their A Level required practical - all with a smile on their faces!

BIOLOGY OLYMPIAD AND CHALLENGE

We are delighted that we have still been able to run these competitions for our Upper Sixth and Middle Fifth pupils this year, who have performed well.

All the Upper Sixth achieved at least a ‘Highly Commended’ award, with two pupils scooping gold, putting them in the top 5% of over 8,000 participants. The Middle Fifth pupils took part voluntarily, competing with nearly 27,000 others. Thirty of the 43 Middle Fifth achieved a medal, with many others being commended for their performance.

AN YA WAR D

INTERCONNECTED The biology photo competition has now become a summer term tradition to link to the RSB national competition.

This year’s theme was ‘Interconnected’ – the way in which organisms connect to each other or to their environment.

We had a bumper crop of photos from the Third Form to Lower Fifth and staff entries have grown in number this year!

Images ranged from pollinators to pets, farm animals to artistic vegetation and from macro lens close-ups to landscapes.

SA R A SA RI

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CHA RLIE DAV EY

Members of both the biology and art departments carried out the judging and we were all particularly impressed with the quality and skill of the photography.

Third Form to Lower Fifth 1st Anya Ward, Lower Fifth 2nd Sara Sari, Lower Fifth 3rd (equal) Charlie Davey and Harry G Gray, Third Form Middle Fifth to Sixth Form 1st Amelia Johnson, Middle Fifth 2nd Hannah Gooddy, Lower Sixth

PHYSICS

ANNABEL BURTON

MAYA GILL

FAYE CHAPMAN

A Positive Year

Although normal events have not been possible, some competitions have continued to run. Interest in astronomy has been good to see and hopefully there will be more of this in the future.

W

e had the Great Conjunction between Jupiter and Saturn and the Mars rover mission to follow. This was the theme for Catalyst Club and an internal poster competition won by Adi Banerjee in the Third Form and with prizes to Caitlin Ampleford, Henry Batty, Harry Allen and Franklin Harreld. In the summer Third Form astronomy competition, Adi was again a prize winner jointly with Hanna Sari. Winners in the Ogden Love Physics photography competition included Faye Chapman, Peter Moffat, Annabel Burton and Elizabeth Doherty in the Middle Fifth to Upper Fifth category, as well as Maya Gill and Tyler Davies in the Third and Fourth Form category.

by

MR TUOHEY

In May we entered the junior physics challenge for Middle Fifth pupils for the first time.

GOLD AWARD WINNERS WERE:

Henry Bill, Duncan Brown, Oscar Clements, George Dow and Albert Hughes.

SILVER AWARD WINNERS WERE:

Tom Cookes, Tilly Collins, Elizabeth Doherty, Rosie Fullam, Oscar Gibbons, Amelia Johnson, Matthew Lomas, Vedang Mandalia, TJ McDonald Mupinyuri, Tristan Mash, Felicity Partridge and Georgia Read.

BRONZE WINNERS WERE:

Roxanne Bosch, Serena Ling, Ellie Monro Higgs, Jay Stephenson and Joe Winfield.

In the Physics Olympiad, Adam Wajed and Tom Harris Deans were awarded gold, Theo Collins silver, Ben Eve bronze I and Emma Halford bronze II. Adam Wajed is congratulated for all he has achieved over the past two years in particular, achieving a place on the senior physics challenge event run

by Cambridge University and winning the Natural Sciences Challenge run by Gonville and Caius College, Cambridge, producing a resource linking physics with physiology.

Well done to everyone who has taken part in events this year.

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C H E M I S T RY

The Joy of Chemistry

2020 to 2021 was a very unusual year for all of us. In any normal year we would have a vast array of reports about competitions, visits and lectures undertaken by pupils in all year groups but… it feels odd that we have nothing much to say! by

I

MR TEAR

t might appear that we have not been doing anything of note but on reflection it was still an extremely busy year: everything just took so much longer to plan, whilst the lockdowns meant we were constantly catching up on missed work or trying to get ahead in case a new lockdown was imposed – the joys of 2021! The restrictions meant a lot of additional work for our laboratory technicians who would have to wash and dry equipment or isolate apparatus between classes, and we are enormously grateful for their hard work.

However, one real highlight was our fun goodbye to the Upper Sixth: we used a double lesson to enjoy all of the fun experiments they had on their ‘wish list! Goodbye and good luck to them all.

JUNIOR SCHOOL SCIENCE

Scintillating STEM Success Last year, Upper Two pupils missed out on their robot morning due to Covid-19. Instead, we held two robot mornings for Lower Two and Upper Two pupils to experience our annual STEM event. by

MRS MORGAN

L

ast year, Upper Two pupils missed out on their robot morning due to Covid. Instead, we held two robot mornings for Lower Two and Upper Two pupils to experience our annual STEM event. Pupils worked in teams, armed with equipment including a set of sensors and a Crumble controller, to build a robotic vehicle. They used laptops to program them and iPads to

60 The Exonian 2021

follow wiring diagrams and instructions to end up with a robot capable of navigating mazes set up in the junior school hall. By the end of the morning, great resilience and perseverance was shown and the hall was full of robots! Great fun was had by our apprentice robot engineers.

We look forward to returning to our annual lower two event next year with an even bigger and better event!

P S YC H O L O G Y

A Pupil Perspective

Over the last year, I have greatly enjoyed psychology as a subject. Although restricted due to the Covid-19 pandemic, many lessons have managed to be interactive, allowing the class a fun, hands-on learning experience. It has been these mini experiments that have made the subject for me, creating many memorable experiences along the way

M

by

DOMINIC MANNING

y favourite of these experiments has to be the egg project. This was when we were each given an egg to look after for a week, taking it everywhere with us and attempting to form an attachment with it. Although many people were doubtful, the majority of the class did indeed form an attachment. I personally did form at least somewhat of an attachment with my egg (Julian), which I believe was due to the amount of

time spent with it. I took my egg everywhere, to school every morning, to the gym and even into town.

Another memorable experiment was when we did a copy of Ashe’s line study, to test the effects involving conformity.

Although as a class we messed up the experiment, it was a great fun experience which definitely has helped in remembering the procedure of the study in an enjoyable, interactive manner.

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2 0 21 I N P I C T U R E S

Community service led by Madame Masters.

Mufti day - pupils wear red for racism.

Felix and Oscar Gibbons selected as British Youth Sailing sailors.

Netball at Exeter School.

Lower Sixth team building afternoon.

Speech Day speaker and seated volleyball champion Claire Harvey.

Caitlin and Charlie rowing.

Mr Mason, Mr Lee, Mr Jones, and Mr Davies covered 117 miles in three days as part of their coast to coast charity marathon run.

62 The Exonian 2021

1st XV rugby team.

Middle Fifth pupils paddle boarding for DofE.

Harry camped out and raised over £1000 for The Tavistock Trust for Aphasia.

England Hockey success.

Third Form virtual lockdown games.

Hugo Hepburn playing hockey.

Lower Sixth and the Upper Sixth contributed to the Exeter Foodbank and collected almost 50Kg of food for distribution to families in need.

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64 The Exonian 2021

I N T E RV I E W

W

ith the long-term impact of the pandemic in mind – not to mention all of the usual stresses on our young people – Mrs Culley has created a group which focuses on mental health and wellbeing across the school. This concept stems from the engaging ‘IAmMe’ app which, as the name implies, aims to strengthen the personal identity and wellbeing of young people.

Personally, I was initially drawn to the group because of my personal experience with managing mental health. I believe, particularly after a period of anxiety-inducing and sociallysecluding lockdown, that an app like this could help me and many others feel less isolated and more in control.

Every other week, in our separate year groups, the ‘IAmMe’ group meets to suggest how the app can be made useful, topics like self-expression, coping mechanisms for anxiety and even mood-boosting recipes!

The leader of the group, Mrs Culley, has given her perspective on why the ‘IAmMe’ concept is important to her: What aspects of the ‘IAmMe’ app drew you to it at first?

Mental health is a prevalent, national issue. Looking at what could be done to provide more support for our pupils is particularly useful during holiday periods. As most pupils are smart phone or tablet users the app is easily downloadable, and it provides current practical and positive advice. I felt that pupils could choose topics in the app that were relevant to them or their friends and it is a wellbeing resource that they would have access to whenever needed.

What is your association with the app designers?

I contacted the designer, Claire, as I was interested in finding out more about the app and its development. I also wanted to ensure it was safe to recommend. We met and chatted about how passionate she is about helping young people. She designed the app as she felt there was a real shift in the way young people view themselves, in terms of their self-belief, confidence and ability to cope when things do not go according to plan.

Claire felt that as mental health is a national issue and given how much

young people use their phones and social media, she wanted to provide a source of advice that could be easily accessed 24/7. The app also provides a comprehensive list of various support networks. The designer is also very keen for pupils to be involved in the further development of the app, writing articles, or/and providing critical feedback.

I thought this would give pupils an opportunity to get actively involved in something which they could tailor to the requirements of their age group.

I AM ME With the impact of the pandemic affecting many of our community, strengthening our personal identity and focusing on wellbeing is of the highest priority by

CIAR A MORRIS

Why do you believe mental health is such a relevant and important topic for pupils of Exeter School to be aware of?

Mental health is currently a national concern for young people. I believe that good mental health is key for all aspects of life. It enables pupils to learn more easily and also to have the resilience and skills to cope when times may be tough... I think celebrating individuality, developing wellbeing and providing a good support network for

all pupils is key to this. I feel that as a school community we are uniquely placed to facilitate the development of good mental health be it through supportive friendships, sport, drama, music and life both in and out of the classroom.

What do you hope to achieve through establishing the ‘IAmMe’ groups across the school year groups? How do you hope to integrate the app into school life?

The IAmMe app is a platform for discussion. I have been really pleased with the feedback and participation in the discussion groups about the app and other issues. It provides pupils with an opportunity to discuss issues directly relevant to them in smaller groups. It is important for them to know that as a school we celebrate the individual and it is important that every voice be heard. It also gives pupils the opportunity to feedback on our school pastoral programme. I am keen that the Lower Sixth will train to get involved with younger years, thereby providing a peer support group throughout the school. The app developer is also keen to encourage any pupil that might like to get involved in suggesting ideas for the app and writing articles. Overall there are lots of opportunities for the app.

Two people who have particularly enjoyed the opportunities of the IamMe group are Phoebe and Jasmine from the Lower Fifth Form: What is your favourite aspect of the ‘IAmMe’ app and why?

I like how there are different links you can click on and discover about different health issues so you can help others and understand the topic better. I also love the different vibrant colours that they use to present their pages. (Jasmine) In your opinion, how has the ‘IAmMe’ group improved the conversation about mental health at Exeter School? How has it helped you?

I think the ‘IamMe’ group has really helped me feel comfortable talking about my mental health. School can be stressful and having a small group of peers that we can talk to and share our feelings and experiences with helps us to understand how we’re feeling and gives us ideas of how to cope. (Phoebe)

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VO IC ES

Finding our Voices This year, The Exonian team asked some of our sixth form to write a few thoughts on such light-hearted topics such as identity, gender, culture and growing up in 2021. Strap yourselves in… by

F

eminism. Now I’ve got you scared: you’re expecting an irate tirade against the patriarchy, aren’t you? But just pause for a moment, to humour me, and ask yourself this: if you don’t already class yourself as a feminist, why is that? I would argue – no, drop the conditional, I am going to argue – that it is because you don’t really know what feminism is, and why it is relevant to you, today.

The trouble is that feminism is an old movement – older than many people realise. As such, it has had time to develop strands and factions and, unfortunately, stereotypes. These days, therefore, people avoid the term because its true sense has been lost in a nebulous 66 The Exonian 2021

ELEANOR CL ARK

array of confused, contradictory and often negative connotations. Let’s be clear, then: the principle reason why you should be a feminist – why, in fact, you probably are already - is because if you are not, then you are sexist. Feminism is the belief that gender should not change a human being’s rights or opportunities.

If you do not believe this, then, logically, you believe that gender should impact these things.

Yet so simple a solution as this can hardly be sufficient. If it were, we would not have lost our way to disillusionment, and I would not be writing this. What we need is an examination of our preconceptions, not just about women, but about feminists. We have now reached the stage in the history of the

movement that stereotypes about its activists are as ingrained, and arguably more pernicious, than those age-old convictions about women themselves that we are all subservient, decorative reproductive machines. We are able, on our great twenty-first century moral high ground, to laugh at these historic images, to cancel outmoded portrayals of women lazily continuing to use them.

What we discuss less openly, are the profoundly damaging images most of us conjure up when we think of a feminist.

Summon that image now, force yourself to inspect it. How does your archetype dress, speak, act? And how many feminists like that have you actually ever met? The point is, that all of us carry this stereotype around with us, and most of us are afraid of it. The response to that fear, all too often, is to belittle a movement, and a group of real people, who have, at essence, only ever wanted one thing: equality.

Whilst it remains the case that we live in a society where boys grow up to be casually and unthinkingly sexist, what truly saddens me about the state of feminism in 2021 is that it is no longer an inspiring refuge for young women. Feminism is dying, because too many girls are caught by dangerous misconceptions that lead them to avoid it like the plague. And every time that happens, every time I hear a teenage girl furiously deny being a feminist, a little part of all our progress dies. To catch them, our future, we must be direct about why they are being lost.

Girls: feminism does not mean that you have to forsake make-up, razors and skirts; that you must cut your hair short and never let a man pay for anything again. Feminism, for you, means choice. Choice about how you dress, about your career, about how you manage relationships and family life.

It means, ultimately, an end to vacuous assumptions about tomboys and girlygirls. It means that, finally, you will be free to define your own femininity.

VOIC ES

Being a Man in 2021 What's it like? Discuss. by

O

ur masculinity is in crisis.

Previous generations have instilled long standing structures that have infused our sex with misogynist attitudes and behaviours. Although we have seen reform in recent years, as a collective, we still suffer from the overbearing attributes that define us: the brutal, domineering and immature deportments of manhood – normalised in a contemporary society.

Toxic masculinity is the issue that most significantly accounts for this damning disposition; men feel the need to assert themselves within all spheres of life in order to affirm their manhood.

But, this can be polarising – with many feeling pressured to conform to this perverse status-quo. Therefore, our struggle is breaking away from the preconceived mould and being brave

KIT RUSH

“ Therefore, our struggle is breaking away from the preconceived mould and being brave enough to define a new behaviour which may ignite a much needed change within society.” enough to define a new behaviour which may ignite a much needed change within society.

However, the real issue is how we measure progression; it is not unified.

For all the fantastic advancements

wrought by the feminist movement, we have created stigmas. More so than ever, there is an inability to speak freely on divisive topics due to the exhausting fear that one may cause offence - not through ill-intent but as a result of miscommunication and the misunderstanding of others. The fact is, issues that must be addressed become hard to talk about and subsequently it becomes difficult to find a solution. We have made progress, but not enough.

Our lives are dominated by fear which is further reinforced by our contemporary cancel culture.

As the next generation, we must realise our position as role models and forge a more positive social structure.

The truth is that, regardless of gender, in 2021 it’s hard to just be a person.

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B E I N G M A L E I N 2 0 21

The Male Perspective Tragic events bring out the best and worst in people. How can we help and support women in 2021?

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s this pandemic draws to a close, the world will hopefully return to normal.

Although the lockdowns, mask wearing and social distancing of the past year might be discarded and maybe even forgotten in the future, it is important that we do not forget the lessons we have learnt.

In my opinion, the recent, tragic death of Sarah Everard brought out the best and worst in people. On the one hand, there were people who understood what had to be done; people who instead of imposing their opinion on the debate in order to undermine it, listened to the important voices and stories of the women around them which were vital in combating an issue that is prevalent in the 21st century but shouldn’t be.

On the other hand there were people who, when faced with the facts and the

68 The Exonian 2021

by

LEWIS HUSSEY

“ These protests are not antimale, nor in any way attempting to villainise our gender. These protests are taking place because in 2021 women feel threatened when walking alone.” figures about the experience of those who had been assaulted, hid behind the phrase “not all men” without really understanding the movement’s purpose.

These protests are not anti-male, nor in any way attempting to villainise our

gender. These protests are taking place because in 2021 women feel threatened when walking alone, women feel the need to change plans just to be safe and women feel they have to carry pepper spray on a night out. The fact that in 2021 these issues are still a normalised part of society, demonstrates that these protests are necessary and our work is not done.

This begs the question of how as men we can help. We can help by understanding the problem, listening to those who have been affected and challenging those who are being threatening or aggressive.

Although “not all men” are guilty of this behaviour, all men are needed in combating this issue and making the world a safer place.

B E I N G F E M A L E I N 2 0 21

Facing facts One in three women experience harrassment; are we expected to accept this as a part of life?

T

here is something in my brain’s ability to connect seemingly separate and isolated moments from my life and splice them together that simultaneously fascinates and horrifies me.

Walking to school, not too long ago, my Spotify shuffled to Kermit the Frog’s famous “Rainbow Connections”, and instead of producing soft fuzzyfelt memories of a happy little puppet, my brain supplied me with the image of 1938 Austria. Upon inspection, I realised that the lullaby melody of “Rainbow Connections” reminded me of a similar melody: “Edelweiss”.

It was the same sort of connection my brain made walking home at night: remembering the path home and newspaper headlines describing the disappearances of missing girls.

There are so many unique things my brain does, so many thoughts that are so absurdly mine I doubt anyone

by

LIV PORTER

could comprehend them. However, equating a short walk home to violence is sadly never unique. It astounds me that many females’ main thought, upon walking home at night, is one of danger.

It astounds me that that’s accepted as necessary.

Every woman I know thinks these things, has these statistics programmed into her, and yet people still question the validity of the danger.

I would like to say I was more shocked than I was, when I heard the statistic “1 in 3 women” (according to the World Health Organisation) experience sexual harassment and/or assault. It would be nice to think, upon hearing that, that I was appalled and struggled to think of even one woman I knew, but I guess that’s my point. I heard it and thought: “That statistic sounds about accurate”.

I suppose it’s the perpetuation of the belief that these occurrences are just a ‘woman’s problem’. They are so

commonplace; we’re persuaded to forget about them and even joke about them.

Collectively society downplays sexual harassment, sexual assault, and how it escalates.

So, when people refer to “not all men”, they are correct and of course women don’t believe every man is culpable; I would never think my brother, dad, or friends are potential threats. But I do know the statistics.

When a swarm of wasps appears before you, you don’t spend the time trying to gauge which one will sting you, you generalise, and you make yourself safe because you know at least one of them is dangerous.

That’s the heart of it: we are expected to just accept this as a part of life and protect ourselves when we really shouldn’t have to; when society should be working with women, not arguing against them, to make streets safe for everyone, to make living safe for everyone.

The Exonian 2021 69

VOIC ES

Cultural Questioning Acclimatising to a new culture can be daunting at first. Whilst on one hand there is the initial excitement of discovering the new values and traditions, there is also the feeling of complete uncertainty. by

U

ndoubtedly, there will be times when you are thriving within this new environment, but equally there will be times when you miss your friends, family and your old life.

One of the bigger struggles that I had not anticipated before moving away from home was the feeling of not belonging in either place. At times, I felt so bogged down reminiscing about my old life that it almost hindered my ability to meet new people and try new activities. Whilst I was still in the process of getting used to my new life, I found myself feeling like an outsider in my home country as well because immersion in a new culture changes a person. Without realising, I found myself changing parts of myself in order to fit in with the new norm and going back home after living abroad was overwhelming.

I spent my first few years feeling like I didn’t belong in either place because I felt like I needed to change to fit in as I was never taught how to fuse the 70 The Exonian 2021

ALEXIA COSTACHE

cultures together. I was always conscious of how far you can allow one culture to take root without it overshadowing the other. However, with the benefit of hindsight, I realise that I don’t have to lose one culture to be able to be part of another culture: the clash of cultures and everything I went through was eye opening and it helped me develop a multifaceted/new perspective and ultimately become who I am today. I realise now that even though there are a range of cultures/traditions that live within me, there is not one ‘correct’ way of carrying them on/ expressing them, instead I just concentrate on finding a balance that suits me.

In my opinion, one of the more important aspects of cultural adjustment is mastering the more minimalistic aspects of a certain culture. Whilst the food, the traditions make up the culture one sees from the outside looking in, I think understanding the social behaviours of a culture allows someone to truly fit in. To some extent, culture dictates behaviour, but culture is also

relative. When I moved to England, I brought my own background and life experiences with me and these shaped how I perceived and adjusted to my new environment. Even though the values, the social norms and the traditions were distinctly different to how everything used to be in the country I grew up in, it was important to remind myself that the way people collectively behaved was not in any way meant to be personally insulting (although somewhat insensitive at times) and that it was all a result of the different upbringing.

Understanding why people do what they do and how you can adapt to it is crucial to adapting to a new environment.

Five years later, even though I still have not adjusted all of my eating habits or the way I celebrate certain traditions, I fit in. Although I still don’t have the traditional Christmas dinners or Sunday roasts, it doesn’t make me stand out from the crowd and it doesn’t make me any less ‘English’ – but isn’t celebrating each other’s uniqueness a key part of any forward-thinking nation?

VOIC ES

Building Bridges This year, I have been the only student in my A Level German class. A distinction which would be a novelty if it weren’t, tragically, symptomatic of a greater UK-wide decline in the learning of foreign languages.

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uring the 21st century alone, the number of foreign language students at secondary school has nearly halved, and the picture at undergraduate level is even worse. And yet languages haven’t become redundant in this period. On the contrary, they are increasingly vital. So, why do people not bother? Most likely because there is a growing, and dangerously inaccurate, belief that the ability to speak languages is no longer relevant as: Myth no. 1 – “Technology can do it all for us nowadays” and, myth no. 2 – “Everyone speaks English, anyway”.

Consequently, people in this country are rapidly losing the ability to learn languages. We might be able to get by for the time being if we only speak English. But it will be to our detriment.

Not only are the benefits of learning a language numerous, they’re also varied: you can earn up to 50% more, slow the onset of dementia and Alzheimer’s, learn other languages more easily, live and work virtually anywhere you want to… Language proficiency can upgrade your holiday experience significantly: if you speak the language of the country that you visit, it allows you to immerse yourself in the cultural experience in a way that no English-speaker can ever hope to. Language plays an integral part in influencing culture (from television to music to books) as well as being inextricably woven into a country’s history. On a more practical level, you can avoid the age-old stereotype of the flustered, sunburnt Brit, furiously and exaggeratedly enunciating English words ever slower and louder in an exasperated effort to make the taxi driver understand you. Knowing the language would save you the hassle and stress as well as helping you avoid scamming: you immediately appear savvier. And, perhaps most importantly of all, who wouldn’t want to be able to read the menu at a local restaurant

by

OLLIE BENNET T

to avoid that sinking feeling when a plateful of bull’s testicles that you’ve ordered by mistake arrives at your table…

Google Translate may have become more powerful in recent years, but it has certainly not made it any less important to learn others’ languages.

Of the 7000 languages spoken globally, only 108 can be translated using Google Translate, and even for those languages it’s naïve to expect a computer, however developed it may be, to be able to learn and apply the nuances that a human (if well-practised) can compute instantaneously. For example, the word ‘camel’ has around 80 different forms in Arabic, all with slightly different emphases on its condition, build and even drinking behaviour. How can we expect Google Translate to be accurate when translating ‘camel’ into English, which has just the one form? Similarly, some foreign language terms cannot be expressed in a single word in English, but refer to a concept, such as ‘abbiocco’ in Italian, which seeks to express ‘the contented, sleepy feeling you get having over-eaten’. Google Translate does not recognise it. What a shame, given the excellent insight it gives Italian speakers into the importance of food and drink in Italian culture. This just goes to show that, whilst technology is indisputably important in the 21st century in enabling us to better understand the world around us, in order to understand the people living in it, we need language. And lastly, but perhaps most importantly, there is the question of mere practicalities, demonstrated by the German word “umfahren”, which, confusingly, can mean both “to drive around something” and also “to run something over”, according to stress and context. Whilst the possibilities for “mis-translation-mirth” might be endless and extremely humorous (if perhaps life-threatening), we should finally admit that there are just some things to which we cannot entrust

computers: a human touch is required.

So, however much technology may advance, learning languages will always be absolutely indispensable.

And yet, no doubt, there will persist the distressing arrogance that, whilst others are expected to learn our language, we believe that we are under no obligation to learn theirs. But if someone can’t even make the effort to try to speak your language in your country, why should you even take the trouble to reply? In order to appeal to someone’s heart, to understand who they are and why they think what they do, you (literally!) need to speak their language. This is why languages will never cease to form the basis of international diplomacy. Consequently, it’s worrying that German and French, languages of two of the UK’s closest trading partners, have seen a decline of two-thirds at GCSE level this century and that, even though 12% of the world’s population’s first language is Mandarin, only 2.5% of Brits study it at GCSE. In a supposedly ‘Global Britain’, how can we expect to contend, collaborate and move forward; to deal with global economic crises, global climate threats and global pandemics, if we lack the means to communicate and the necessary cultural awareness?

Perhaps, through being so absorbed in our own language and culture, we have forgotten how many others there are, and how greatly from our own they differ. Having left the EU, it is even more important that we take the initiative to learn languages to avoid vital links with our European neighbours being lost, and missing opportunities to build bridges with other key global powerhouses. Because of the number of people who speak it, there is a perception that English is an ‘international language’. That is wrong: there is no such thing. And the greatest irony of all is that it is this perception that is making us more insular.

The Exonian 2021 71

SOCIETY

Feed our Community Alumna Maia's food poverty campaign has gone from strength to strength through the clever use of social media. by

O

CIAR A MORRIS

ld Exonian Maia Thomas has come to the forefront of many social issues over the past year; most notably she has advocated the Black Lives Matter movement in a way which rallied 400 people to meet at the Flowerpot Playing Fields in Exeter in June 2020 - as covered in last year’s edition. Recently, the activist began the Feed Our Community project, aiming to raise awareness and enact change upon the food poverty problem in Exeter. Thomas started the project on 17 January 2021, promoting the reduction of food waste and food poverty which was increasingly needed during the pandemic. In eight weeks, she incredibly helped deliver 2,900 free food packages to struggling families.

For Maia, her social media presence has been integral in furthering the Feed our Community cause. In particular, she shares her gratitude for fresh produce donations which she posts photos of. Thomas started this with her own money, but the project built momentum as its Gofundme page grew from the donations of her compassionate followers. Therefore, by 25 January she shared the news that she had raised £4,000 along with the heart-warming volume of messages from those who had welcomed the packages. By February, the passion project 72 The Exonian 2021

was bolstered by the Bluegrass Group’s fundraising walk: over 100 miles were covered by 20 people, over 28 days. By March she had reached the £8,000 milestone. Moreover, Thomas extended the project’s outreach through what she promoted as ‘educational zooms on finance, budgeting and meal planning’.

In this way, the change she was enacting would not just be a ripple, but a wave.

From here, the Feed Our Community project has gone from strength to strength. As she addressed the food and toiletry shortage in the university community in March, she said: “It’s so great this project is able to support so many in need and that the community is jumping on board to get involved.

It is lovely to see student accommodations going above and beyond to support their students.”

Significantly, Maia’s achievements in this project have been recognised in the Express and Echo, by winning the Ron Todd Award for Equality 2021, as well as various BBC and ITV news articles. As her Ron Todd Award states, Maia epitomises the idea of ‘looking back to fight forward’. Whether it be aiding the community or advocating social issues, her resolve to ‘fight forward’ will inevitably persist.

RECIPES

LOCK DOW N DISHES GOOD ENOUGH TO STAY IN FOR

Looking for light relief in lockdown, many of us turned our hand to cooking. Here are some of our community's favourite food recipes. by

KIT RUSH

Mamgu Welsh Cakes – Dr Bawn ‘Picau ar y maen’ INGREDIENTS:

METHOD:

• 225g self-raising flour • 8 0g salted butter plus about 40g of lard (or 115g butter) • 50g caster sugar, plus more for dusting over • 70g raisins (or you can substitute sultanas or currants wholly or as a mixture) • 1 level tsp of mixed spice • 1 large egg, beaten with about 30ml milk

1 Rub the flour, spice and fats together until it forms breadcrumbs.

2 Stir in the dried fruit and the caster sugar.

3 Make a well in the middle and add the eggy milk mixture slowly, mixing bit by bit to form a ball of dough. It shouldn’t be too dry, nor too sticky- if it is, either add a little more flour or milk.

4 Sprinkle flour on a work surface and roll out the dough with a rolling pin to about 1cm thick.

5 Use a pastry cutter to cut circlestraditionally, these cakes are about 7cm in diameter.

6 Unless you have a bakestone or a griddle (a ‘maen’ in Welsh), these can be cooked in a heavy-based frying pan (though will burn in a lightweight nonstick pan). Heat a very little more butter and fry for a few minutes both sides, leaving the middle cooked but soft.

7 Allow to cool then sprinkle with caster sugar. Store in an air-tight container.

The Exonian 2021 73

RECIPES

Zuppa di Castagne – Kai James INGREDIENTS:

METHOD:

• 500g chestnuts, shelled (they don’t have to be fresh, but it is recommended yet will take longer to prepare) • (optional) 70g pancetta or streaky bacon, cut into lardons or diced • 1 celery stalk, strings removed (the stringy, chewy outer part of the celery) and diced • 1 onion, peeled and diced • 1 carrot, peeled and diced • 1 small red chilli, seeded and finely chopped • 2 garlic cloves, peeled and finely chopped • 1 sprig of thyme • 1 spring rosemary • 1 bay leaf • 2 tbsp of tomato concentrate • 1 stock cube (optional)

1 If using fresh chestnuts, they will need to be soaked in hot water, yet do not discard the water after you have drained them. While they are soaking, prepare the other ingredients. Heat 8 tbsp olive oil in a large pan over a medium heat.

2 Once the oil is warm, if using pancetta add it to the pan and let it sweat until translucent. Add the celery, onion and carrots and sauté for 5 minutes.

3 Add the chilli, herbs and garlic, and season with salt and pepper, then cook for a few minutes until everything is collapsing and starting to colour.

4 Add the chestnuts and tomato concentrate, then mix and add enough water (including the chestnut soaking water if using fresh chestnuts) to cover the solids and add a stock cube at this point if using.

5 Bring the pan to a boil, turn down to a simmer and cook until the chestnuts are tender. The time needed for this varies on the kind of chestnuts you are using, as fresh or parboiled chestnuts will turn tender quicker, but it may take up to an hour.

6 Remove from the heat and allow to cool for a few minutes before removing the herbs and pureeing with a blender or liquidiser. The soup may be very thick and therefore may need a dash of water. Reheat carefully after blending and then serve with bread and a dollop of crème fraiche or a drizzle of olive oil.

74 The Exonian 2021

Paella – Maddie Keliher & Emma Harris @fishoesforfood INGREDIENTS:

METHOD:

• 25g butter • 15ml oil • 8 scallops • 1 onion, chopped • 2 garlic cloves, crushed • 225g long grain rice • 1 tsp saffron strands • 1 pint chicken stock • 1 bay leaf • 1 red pepper, seeded & thinly sliced • 2 tomatoes, quartered • 100g peeled prawns • 100g shelled mussels (cooked) • Garnish: 8 unpeeled prawns & lemon wedges

1 Heat the butter and oil in a large frying pan.

2 Add scallops and fry until lightly brown - then remove and keep warm.

3 Add onion and garlic to the pan and fry until golden.

4 Add the rice and stir it in – let it cook for a minute.

5 Reintroduce the scallops to the pan with saffron, stock and the bay leaf.

6 Bring the dish to the boil, cover and let it simmer for 15 minutes. Stir occasionally and add more stock if necessary.

7 Uncover and stir in the tomato and pepper. Cover and cook for 5 minutes.

8 Add the prawns and mussels and let them heat through.

9 Serve garnished with whole prawns and sliced lemon wedges.

OPINION

TO MEAT OR NOT TO MEAT? THAT’S YOUR ETHICS

Since our primeval ancestors, humans have been eating animals to survive. But today, is the consumption of animal produce really a necessity of life, and does the environmental impact outweigh the benefits of eating meat?

I

personally follow a vegan diet so as to not contribute to the mistreatment of farm animals in the meat, dairy and egg industries. Likewise, livestock farming produces 18% of all man-made greenhouse gas emissions worldwide (theconversation.com) and 2,500 gallons of water is used to produce one pound of meat but only 25 gallons to produce a pound of wheat (peta.org), surely this suggests that plants are a more sustainable form of nourishment, as well as being produced more ethically.

We asked music teacher Mr Brimelow, who led our EcoSoc group, about his meat consumption. He explained: “I don’t eat much meat at all.

I generally eat meat as part of a meal, like chorizo for example, but not often a piece of meat like steak.” He has no ethical objection to using ‘animals for meat’ but became a vegetarian at the age of 16 as a ‘response to the meat industry’. He supports the local butcher and hopes that ‘the industry becomes more local and returns to what it used to be: ‘a treat’, for example, “roast dinner was often a celebration”’. He hopes that meat will stop being “taken for granted” and he thinks that the pandemic has shown this as “people are trying to be healthier and are realising that things have to change.”

Lower sixth pupil, Roxy Burrage, has been a vegetarian for two years because of her concerns about animal welfare: “It was something I had wanted to do for a while and finally resolved to do it.”.

She regrets very little about becoming a veggie but does confess missing “occasionally eating burgers!” and that she sometimes sees other people “eating something that looks more appealing than the vegetarian option”. According

by

NATHANIEL RODNEY-JONES

to her, the school canteen caters “pretty well” for vegetarians as “the variety is pretty good!”

Emma Willson, an old Exonian and daughter of Mr Willson of our maths department, who was an “unquestioning meat-eater” for the first eighteen years of her life, believing that meat was the only source of “proper protein” and that a vegetarian diet would not “match the level of yummy goodness” of a steak or burger. Despite this, the voice in her head saying that her: “meat consumption was intuitively wrong”, “How is it right that animals suffer in battery farms for my pleasure?” and “If I can’t stand to watch what is done to my meat, how can I eat it?” While these issues were semi-resolved by free-range options, “it came to my attention a few years later that we were facing an even bigger crisis – climate change”.

At this point she mentioned – wait for the wonderful pun – ‘Cowspiracy’, a 2014 film about the devastating environmental damage caused by the meat industry, such as in the Amazon rainforest where animal agriculture was responsible for 80% of deforestation.

Emma reflected on how she was again reminded of this message by Sir David Attenborough in his Witness Statement, showing us what life would be like if we continue down this path, likening the potential dystopia to Chernobyl.

There is still hope. Emma believes that if we can work together to change our habits, we will be able to halt the drastic effects of these natural disasters by cutting our meat consumption or eliminating it altogether. While governments have a role to lead in changes in industry, our personal actions create a groundswell at a local level.

The farming industry provides employment for 476,000 people in the UK, including the family of Katie and Beth Ledger in the Lower Sixth. Katie has a hopeful outlook on the future of animal agriculture, saying that British beef farms produce 2.5 times less carbon emissions than global averages.

As a dairy farmer, she is also aware of government grants and new regulations encouraging more environmentally friendly practices, such as using solar panels and covering slurry sumps.

Her family’s farm sells milk to Arla, who, like many other dairy produce companies, encourages their suppliers to be more eco-friendly. She believes that many farmers are trying to produce more sustainable products and that as consumers we also need to be aware of where we source our food in order to reduce our carbon footprint even if that does increase costs in the short-term.

For a contrary opinion, Kai James, said that he became vegan because he believed that “animals also have rights and that being vegan is the single best way to be environmentally friendly”. He stressed that almost all animal products have come from animals that have, in some way, been abused by humans and that veganism is the only way not to encourage this. However, we agree that this is an area we would like to see more focus on in our daily lives.

The animal produce argument is controversial, and we all have a personal choice to make, and with the consumption of animals from a live food market possibly causing a global pandemic that has killed close to 150,000 people in the UK alone, can we really not afford to reconsider our consumption of animal produce for the sake of our future?

The Exonian 2021 75

CHARITY

Charities Report

Once again Exeter School staff, pupils and their families show their generosity and compassion by raising a staggering amount for charities.

Third Former Freddie Cann raised almost £500 for the BBC Children in Need appeal.

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lthough Covid-19 put a stop to Exeter School’s usual delight in cake sales, the last academic year was still filled with charitable activities. In the autumn term the senior school raised almost £2000 for Show Racism the Red Card as well as raising awareness of the issues of racism in the world today.

The junior school supported Children in Need, collecting £242 for this cause.

The chosen charity for the senior school in the spring term was MNDA (the Motor Neurone Disease Association) who help people with that condition and their carers, and invest in research. The senior school raised over £1,200 with a mufti day, whilst the junior school collected for Vranch House, raising over £250. In the summer term a mufti day in the senior school was held for Beat (a charity which provides support for those with eating disorders raising over £1200 across our two schools.

76 The Exonian 2021

Lydia Brookes-Ferrari raised £600 for The Little Princess Trust by cutting 22 inches off her hair!

HIGHLIGHTS Many pupils and parents sent in coats and shoes for refugees in the autumn term. We collected around 100 coats and approximately 85 pairs of shoes in the back of the chapel. Ms Trotman

delivered a number of car-loads of coats to a central collection point in south London and from there they went to the warehouse in Calais, run

by Care4calais, and everything was distributed by hand to the refugees living on the streets there. There are about 1000 refugees in the Calais area, living in tents, under bridges or other inhospitable settings, so to receive the warm clothes and shoes in the depths of winter was hugely welcome.

Pupils in Collins House covered 6371km between them in order to (virtually) journey to the centre of the Earth. Each week they covered at least 6km and over 14 weeks successfully covered the distance from the Earth’s surface to its core. In doing this they raised £930 to be divided between three charities: Young Devon, Children’s Hospice Southwest and Macmillan Cancer Support.

In Drake House pupils collected for the Salvation Army’s Christmas present appeal. The pupils have kindly and very generously donated an abundant array of gifts including toys, puzzles, warm winter clothes, books and stationery which will provide much needed Christmas presents (and joy!) to children in the local area who faced a difficult Christmas this year.

Additionally, the school’s community service group happily collected and delivered boxes of biscuits to care homes in the local area in lieu of the annual community service party.

Even with the challenges of lockdowns and remote learning, these terms also saw a number of pupil-led charitable activities across both junior and senior schools, including: • The O’Connell family took part in charity cycle in September and raised over £365.

• Upper One pupil Barney raised £270 cycling from his home in Exeter to Exmouth and back for Hospiscare.

• Upper One pupil Max completed a 100km challenge for Macmillan Cancer Support. He raised £1220 over eight weeks during lockdown.

• Third Former Freddie raised over £470 for BBC Children in Need by going on a ramble.

• Fourth Former Karthik and the Kammila family are preparing delicious, healthy Indian food for the homeless and people in need across Exeter. The family prepares food for around 80 people on Saturdays and 50 on Sundays.

• Fourth Former Joe raised £200 for FairShare, spending two days cooking more than 60 individual portions of meat or veggie lasagne, macaroni cheese with bacon or cauliflower, brownie and apple and pear crumble and delivering them in person.

• Siblings Charlie and Caitlin rowed 196km to raise money and show support for Exeter Food Bank.

• Lower Fifth Former Lydia bravely cut 22 inches of her hair, weighing almost 1kg, to raise money for the Little Princess Trust, collecting almost £600.

• Middle Fifth pupil Abid raised over £700 for Islamic Relief UK. Abid wanted to make a difference to the lives of orphans and children in need during Charity Week 2020. He set himself the challenge of 20 pull ups a day for 20 days!

• Upper Fifth Former Jodie raised over £200 for Mind by running 27 miles in 27 days.

• A lia, Grace, Emma and Grace took part in a musical challenge to play all 24 studies from Furstenau, op 125, on Saturday 24 April, raising £560 in aid of Help Musicians.

• Lower Sixth Formers Beth and Lily set themselves the challenge of doing 2800 squats in February for the Teenage Cancer Trust. They raised over £400.

• Third Former Harry had a charity camp out to raise money for The Tavistock Trust for Aphasia. Inspired by 11-year-old Max Woosey, who is camping in a tent in his garden for a whole year, Harry decided to raise money for the charity that helped his great uncle after a very debilitating stroke.

TOTAL FUNDS R AISED ( JUNIOR AND SENIOR SCHOOLS): (just over) £9,500!

C H A R I TA B L E P U P I L P R O F I L E

Fourth Former raises over £200 for FareShare As just one example of some of the outstanding work our pupils have been up to this year… by

HARRY SMALLWOOD

F

ourth Form pupil Joe McFadyen decided to support FareShare, a charity aimed at relieving food poverty and food waste in the UK. He was inspired by Marcus Rashford’s work and offered a range of home cooked meals to friends and family to raise money for the charity. Joe charged the cost of the food, plus a small donation to FareShare. This work helped raise over £200 and will enable FareShare to provide around 800 meals for vulnerable children. Incredible work, Joe!

The Exonian 2021 77

COM B I N ED C A DE T F ORC E

CCF – Combined

A celebration of the myriad of activities undertaken by the Combined Cadet Force dispite the unusual circumstances of Covid-19. by

T

he Combined Cadet Force have managed to achieve a lot in the last year. The new Middle Fifth recruits approached their training in the autumn term with positivity and enthusiasm.

The training, which would normally be delivered by the Upper Sixth NCOs, had to take place in year group bubbles, planned by the pupils but delivered by staff members. The Middle Fifth responded well and kept high standard throughout their training in drill, first aid, leadership, communications, military knowledge and navigation.

The staff have been impressed by the standard of the recruits. Each year there is an award for the top recruit and this year the award went to George Pereni, who showed exceptional enthusiasm and interest at every step of the training.

The Upper Fifth cadets in all three sections have managed to complete a 78 The Exonian 2021

SQN LDR SMALE

certificated first aid qualification across a six-hour course. They have also had climbing sessions, leadership, shooting, swimming and tai chi. The RAF section have completed their senior cadet course, many achieving distinction level passes. The navy and army sections have also both been completing syllabus training; it was the navy Upper Fifth who launched the return of offsite activities this year with their DofE bronze expedition in October.

The Lower Sixth in all three sections have been completing the leadership courses and building their skills in order to take on the training of the recruits and step up to being the senior cadets in autumn 2021.

This year was challenging and somewhat disappointing for the senior cadets who, having trained and prepared, were unable to complete their CCF journey in the manner they

Upper Sixth Former Stan Hart was awarded the Jack Sadler Award.

expected. They did however receive a fully revised programme of activities which saw them delivering training to each other. They also had some less formal sessions including orienteering and “CCF does Taskmaster”!

A formal parade was held for our departing NCOs, including awards for our most outstanding cadets.

NAV Y SECTION: WO James Waddington and CPO Oscar Cobb ARMY SECTION: SSgt Stan Hart, Sgt Lilymay Girvin, Sgt Tom Kilmartin and Sgt Sam Moudiotis R AF SECTION: FSgt Oliver Irons, Sgt Lily Howe, Sgt Finlay Scott and Cpl Luca Riezzo All of them had shown commitment and dedication to the CCF above and beyond the expectation.

The Jack Sadler award is given to the most outstanding cadet in the CCF each year and this year it was awarded to Stan Hart.

This year also saw significant staff changes with Lt Morley departing in January; we welcomed Lt Reeves as the new Navy Section Commander. We also said farewell to 2Lt Whittall in January and welcomed Lt O’Connor to take her place in the Army section. PO Tamblyn also joined the RAF section in the autumn term. At the end of the year we also said goodbye to our longest serving non-uniformed member of staff, Mr Lowles, and the exceptionally dedicated Lt James, both of whom will be dearly missed in CCF. We look forward to welcoming Mrs Wilson and Lt Collard in their place.

The Tri-Service Competition went ahead this year with activities in year group bubbles. The three sections competed against each other in a range of light-hearted activities. There was a quiz, a construction challenge, a team physical challenge, dodgeball, drainball and bucketball. It was very close but the winners this year were the RAF section.

A flight simulator has been installed this year. Two of the Upper Sixth Formers in the RAF section, Luc Barrett and Luca Riezzo, have led on the project, working with Sqn Ldr Smale, Fg Off Rose, Mr Saunders of the

DT department and Mr Lapenna and Mr Sprake in IT support. They have installed the software and hardware, configured the controls and designed and built the frame to resemble the cockpit of a Grob Tutor, the aircraft flown at air experience flights. It is hoped that the ground training and simulated flying programme will help the cadets learn more about the workings of the aircraft and the principles of flight so that they can achieve more when they go on flying trips.

As lockdown eased, more trips were able to go ahead. A group of Lower Sixth cadets went gliding at Upavon airfield. This is the first gliding trip which has gone ahead for many years as the gliders were grounded following an incident in 2014 and cadet gliding has only been very slowly making a comeback in recent years.

Two activities weeks went ahead in the summer holidays in place of summer camps this year. The CCF activities week took place at the same time and both programmes culminated in a combined activity on Woodbury Common, including field craft and team challenges. The other activities through the busy weeks included shooting, swimming, sports, navy field gun, coasteering, beach, watersports, climbing, indoor caving, STEM activity, leadership, RAF outreach team, clay pigeon shooting and archery.

Many thanks to all of the CCF staff who have shown exceptional commitment this year and putting in more work than usual in planning and delivering so much for our cadets in such challenging times.

The Exonian 2021 79

OUTDOOR PURSUITS

Delving into Dartmoor Notoriously hard to navigate, pupils honed their skills in the National Navigation Award Scheme. by

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ver the course of the year we (pupils in the Middle Fifth) have completed our National Navigation Award Scheme and 1633 Challenge training programme. Starting off with the NNAS training, we walked through Ludwell Valley Park, learning navigation techniques (such as using a compass) and team-building skills.

Although many training weekends were cancelled throughout the year due to weather and COVID, we still made the most of our training walks up at Woodbury. Towards the end of the year, we managed to get up onto Dartmoor, and practise our skills, pacing and navigating. On these walks we completed our silver NNAS training, whilst getting to walk in the beautiful 80 The Exonian 2021

MRS GUTHRIE

area of Meldon Reservoir.

After these training weekends we were now ready to complete The 1633 Challenge on Dartmoor. On the penultimate weekend of summer term, 56 pupils from the Middle Fifth walked over 45km near the Okehampton area of the moors. On the first day we faced some challenging tors but managed to all pull through and arrive at Ford Farm (where we were camping) by around 6:30pm. After a good night’s sleep, we headed off on our second day, and completed our 1633 walk, arriving at the finish line with many family members and friends ready to cheer us on. We have all loved the experience and learned many new skills for the future.

JUNIOR SCHOOL RESIDENTIAL

Off to Osmington!

In a year with so much disruption and such little chance to be together outside of school, the Upper Two residential to Osmington Bay was just what the pupils needed. by

MR CUNNINGHAM

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rriving just in time for lunch on Friday 2 July, the excited group of 68 junior school pupils were raring to go and ready for the challenges ahead of them. Friday saw the pupils take part in buggy building and archery, as well as climbing, which provided them with the first opportunity to test their nerves at height. We enjoyed a campfire in the evening with lots of fun and games before sharing highlights of their time at the junior school in a lovely and intimate celebration.

Saturday began far earlier than the teachers thought possible but provided some fantastic and challenging activities such as: keelboat sailing, abseiling, Jacob’s Ladder and the year group

favourite – the giant swing!

On Sunday, more sailing, archery, Jacob’s Ladder and giant swing were enjoyed with enthusiasm, despite the drizzle.

When reflecting on the weekend, Annabel Jenner said: “The activities we enjoyed were brilliant; they were all so

different but equally as enjoyable. My favourite was keelboat sailing as we were all very hands on with the controls and the sails.”

Both teachers and PGL staff were incredibly impressed by the pupils, who demonstrated many of the core values we pride ourselves on at Exeter School.

Upon leaving, the tired but happy faces were a reflection of the fun had by all involved, with Monty Houghton remarking: “This was the best residential ever. The giant swing was so exhilarating – it was probably everyone’s favourite activity!”

It was a truly memorable weekend for all involved and was the perfect way to end their time at Exeter Junior School.

The Exonian 2021 81

AC A D E M I C C LU B S

Catalyst for Success

Catalyst Club has continued this year with activities taking place in year group bubbles. by

DR SMALE

ECONOMICS Mr Mackintosh took the Lower Fifth through a fascinating session on the economics of chocolate, a subject which they would not have the opportunity to look at until A Level.

ENGLISH LITER ATURE Third and Fourth Form were both hosted by Mr Healy separately and looked at The Tempest, leading into descriptions of pupils’ own ideas on the concept of Utopia, leading to some interesting and diverse ideas coming forward from the pupils!

PHYSICS Physics started the year with two sessions for Fourth and Lower Fifth Formers, led by Mr Tuohey and Dr Smale, focusing on the Mars rovers, and looking particularly at Perseverance which launched in July 2020.

ETHICS Mr Gooddy hosted a session on Fair Trade in RS, where Third Form pupils took the roles of different workers in the chain of banana production.

They discussed who should take what proportion of the profits on each banana sold and found out how trade is often not as fair as it could be.

MODEL UNITED NATIONS

Whilst the year was severely hampered by – well, you know – the Model United Nations still managed to enjoy a successful virtual conference in the autumn term. Pupil representatives enjoyed debating major issues facing the world’s countries, as you can see from the pictures!

82 The Exonian 2021

MATHS Three maths sessions ran for each year group which looked at imaginary and complex numbers with Mrs Cartwright, Mr Parry and Mr Reynolds. The pupils were introduced to the imaginary numbers and then taught how to add and multiply them.

ART Art ran three sessions on negative space where the pupils drew the shapes of gaps in a piece of artwork, then cut the shapes out and made those negative space shapes into 3D models. Mrs Escott, Mrs Rafferty-White and Mr Wilkins each ran sessions.

DESIGN TECHNOLOGY In DT, the Third Form pupils were guided through the basics of CAD software by Mr Rose to construct a Lego brick with the correct dimensions.

The bricks were then printed by Mr Saunders using the 3D printer.

The final sessions of the year ran in classics for Fourth Form and Lower Fifth Form by Dr Keane, who has now also taken charge of running Catalyst Club.

Many thanks to all of the staff who have given up their time this year to run a Catalyst Club event.

C L A S S IC ROC K

The High Fidelity Classic Rock Appreciation Society This new addition to Exeter School's musical provision enables pupils to explore all genres of music.

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ver the course of last year’s lockdown, one of the many clubs and societies introduced via Google Classroom was the High Fidelity Classic Rock Appreciation Society, created by Mr Evans and Mr Brimelow.

The society proved popular, attracting the interest of over 25 pupils.

The society gives pupils the chance to explore all realms of music from a range of genres, based on the weekly recommendations of Mr Evans and Mr Brimelow, so whether you’re looking to expand your musical taste, or if you are already passionate and familiar with music from a range of genres and artists, the High Fidelity Classic Rock Appreciation Society has something for everyone.

ALBUM REVIEW by

R AFF PIGGOT T GILL

by

R AFF PIGGOT T GILL

Recorded in 1970, and originally released on her album Ladies of the Canyon.

Each week, the pupils are assigned three albums to listen to that relate to a specific theme, for example a particular movement, or a particular year. During the week, the pupils will post their top five favourite songs across the three albums in the comments. Previous assignments in the society have included such themes as, ‘Alternative rock of the 1990s,’ ‘Huge albums of 1969,’ and ‘Great live albums.’

The High Fidelity Classic Rock Appreciation Society has done a great job at keeping pupils busy during

If posed with the question of the greatest album of 1969, it is likely that your mind would immediately jump to Abbey Road. However, I would advise you to look past this, firstly because it is not true, and secondly because you will find the crown jewel of all British albums of the 20th century. That jewel is Arthur (or the Decline and Fall of the British Empire).

Ray Davies and The Kinks take us on a boisterous, yet mystical, musical journey through the last 150 years of British history, reminiscing about the empire at its finest hours, and at its worst, as well as branching out into criticisms of social issues, many of which still relevant today.

The graceful melodies of such songs as ‘Young and Innocent Days’ and ‘Shangri-La’ wonderfully contradict Ray Davies belting out

lockdown, and also carried on since being back in school.

“One of the albums I discovered over lockdown, thanks to the HFCRAS, was ‘Blue’ by Joni Mitchell. At the time, I didn’t really know who Joni Mitchell was; she was just another name to me.

After listening to her album, I was interested to find out more about her music. This proved to be very beneficial not soon after, as much to my surprise Joni Mitchell turned out to be a featured artist in the A Level music syllabus.

In fact, the very first assignment of the year in music was to analyse Joni Mitchell’s ‘Big Yellow Taxi’. Thanks to the HFCRAS, I had some background and somewhat of a head start when it came to completing this task.” said Ben Reynolds, Lower Sixth.

the bouncy tunes of ‘Brainwashed’ and ‘Victoria.’ The album is injected with playful guitar solos from Dave Davies, such as that of ‘She’s Bought a Hat Like Princess Marina’ and exhibits intelligent, and in many cases, moving lyrics such as those in ‘Some Mother’s Son,’ showcasing the pure genius in the song writing of Ray Davies. This album has something for everyone.

Simply the most sonically masterful Kinks album in so many respects: an album that is truly reflective of the significant impact that the British Empire has had on the world and the legacy that it has left behind.

I would certainly recommend this album to anyone, and guarantee you that it will not only spark a love of The Kinks, it will spark an obsession.

The Exonian 2021 83

I P A D D E P L OY M E N T

Roll on Technology From autumn term 2020, the school community seized the opportunities that technology afforded, both in and out of the classroom. by

F

rom the autumn term 2020, teachers began to use iPads in their classrooms to modernise the learning process. The school’s technology for learning forum (TLF), comprised of junior and senior school teachers representing their respective departments, made sure that these implementations were focused on the learning aspect, rather than opting for ‘technology for technology’s sake’.

Now, the iPads have been issued to Third Form through to Upper Fifth Form. They appear to be working as a great new method of learning and teaching.

Mrs Seaton-Burn, chair of the TLF, said about the rollout: “The rollout will provide teachers with another tool in their toolkits; every pupil having a device allows teachers to use modes of delivery and activities that 84 The Exonian 2021

AJ GOODMAN

“ The rollout will provide teachers with another tool in their toolkits; every pupil having a device allows teachers to use modes of delivery and activities that wouldn’t have been possible without them.” wouldn’t have been possible without them.

The use of the technology allows for different benefits to be reaped, easily explained through the ‘SAMR’

model (substitution, augmentation, modification, redefinition), where technology can be used to either substitute traditional modes of teaching or augment and improve it, modify the task, or even completely redefine the task at hand.

Of course, the iPads don’t just help teachers deliver their lessons, but also help the pupils take part in them! The variation and efficiency of activities in lessons seems to have been well received, and with so many possibilities, like taking part in Kahoot quizzes, making educational videos with iMovie, collaborating with Google Docs or simply independently researching topics."

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We know that our people are the future of our business so we are committed to helping you begin your legal career in a way that’s right for you. To find out more about: • Apprenticeships • Business and Legal Support Roles • Graduate Training Contracts Please visit www.ashfords.co.uk/careers

ashfords.co.uk @Ashfords_Law Ashfords LLP Ashfords_law The Exonian 2021 85

B E YO N D T H E C L A S S R O O M

Shaping Lives Personal Social and Health Education shaping lives in Exeter Junior School

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SHE is the school subject which prepares our pupils ‘for life and work in this changing world, helping to keep pupils safe, healthy, and boosting their life chances’ (A Curriculum for Life The Case for Statutory Personal, Social, Health and Economic Education, December 2017).

It has been a very busy year for Exeter Junior School PSHE! Despite the pandemic, our pupils have been building their ‘life-skills’ toolkit through weekly PSHE timetabled discussion and activity-based lessons following our new question-based programme, as well as helping to shape and inform our school community.

Each class and year group has been able to discuss, question and explore relevant topics around three main themes: health and wellbeing, relationships and living in the wider world.

This year, our Lower Two and Upper Two pupils have followed the new puberty programme delivered by form tutors and our school nurse, helping them to feel supported and informed as they ask, ‘How will I grow and change?’.

The ask-it-basket allows pupils to ask anonymous questions not only in these puberty sessions but across all PSHE form lessons.

During the second half of the summer term, as they reached the end of their junior school journey, Upper Two pupils welcomed a group of Lower Sixth formers as they came to assemblies and PSHE lessons to share their thoughts on aspirational role models career aspirations. Next year we are very much looking forward to welcoming alumni into the junior school to talk about important topics such as mental health, looking after our teeth and caring for the environment.

Talking about mental health has become a daily event as classes check that they are making their ’10-a-day’ choices towards balancing their mental health. From keeping themselves hydrated, to eating well, from keeping active in mind and body, to doing something they enjoy and are good at, 86 The Exonian 2021

by

MS BARNES

“ Talking about mental health has become a daily event as classes check that they are making their ’10-a-day’ choices towards balancing their mental health.” pupils are becoming much more aware of how important it is to look after their mental and physical wellbeing.

During the school year, both in lockdown and back at school, pupils have marked Mental Health Week and Mental Health Awareness week with various events ranging from mindfulness from form one pupils and third formers to yoga sessions in PE lessons, from top tips from upper one pupils to our house captains’ newsletter on what they do to make themselves feel more positive. Sophie Dong in Form One explained that her finger breathing mindfulness practice helps her to feel connected and reminds her that we are all there to support each other. Alex Trivett, also in Form One finds finger breathing relaxing and thinks it may help others if they feel angry at any point.

Learning support, provided by Mrs Coogan, has benefitted many pupils this term post-lockdown. Booster sessions for maths and English have been

ongoing throughout term and sessions have given pupils across every year group opportunities to build confidence in their learning and opportunity to revisit and consolidate skills learnt during home learning.

A recently introduced exciting new intervention programme called Spelling Frame has provided forty junior school pupils with access to enjoy and increase confidence and understanding of spelling through a range of interactive games. Individualised speech and language programmes as well as communication and interaction support continues to be delivered in the Hub. Thrive is a wellbeing programme which continues to be a vital part of the junior school and is delivered by Mrs Coogan and Mrs Buckingham. Pupils benefit from Thrive based activities to support their social and emotional learning. Strategies are also shared with staff and parents which help to prepare our pupils for life’s emotional challenges. Pupils attend sessions on an individual or group basis. Shaping our school community has been achieved through our wonderful virtual school council where discussion, questioning and feedback is encouraged and guest speakers share their thoughts, listen to requests, and confirm when actions are taken.

Over the year, our school council has welcomed our Bursar and Miss Hendrick who oversees our amazing lunches and asked them great questions about their roles. Each class has their own school council book in which they have their agendas and feedback from their classes on what has gone well, not so well, anything worrying them (no matter how small) and suggestions for school council. This has led to changes in meals, playtimes, and uniform amongst other things.

Our Upper Two monitors have promoted healthy living and respect for ourselves, school property and the environment through videos, posters, and newsletter items, as well as creating decorations and advertising exciting street food lunch events!

S P O RT S

Rising to the Challenge

Due to the challenges and restrictions posed by the pandemic not allowing for our usual busy fixture lists, the school ran a series of multi-sport activity days for the pupils throughout the autumn and spring terms. Choices included hockey, netball, football and rugby, and gave pupils a chance to play competitively for the first time in a while! by

MISS WRIGHT

The Exonian 2021 87

J U N I O R S C H O O L S P O RT S

Multitude of Sports In a challenging year for sport, the junior school has been thrilled to offer pupils a variety of activities in multi sports club to keep them fit, healthy and engaged with physical activity. by

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his academic year, the uptake for the after-school sports club has been exceptionally high and pupils have very much loved getting active and having fun. From Form One to Upper Two, we have been making full use of the fantastic facilities at Exeter School.

Pupils have taken part in sports such as cricket, cross country, table tennis, football, rounders, bench ball, dance, athletics, tag rugby and tennis as well as many others throughout the year.

In addition, we have been delighted to have benefitted from the help of the sixth form sports leaders assisting the teachers by planning warm-ups, leading skills sessions and refereeing games. The 88 The Exonian 2021

MISS WRIGHT

“ We worked hard in multi sports doing activities such as cross country. We enjoyed learning about the different parts of training such as interval training.”

Rose Batty U2 girls’ cross-country captain

leaders have been acting as excellent role models and been brilliant in motivating junior school pupils. Pupils and staff alike have thoroughly enjoyed working with the sports leaders and it has been fantastic to have them back bring energy and enthusiasm to the sessions.

Miss Wright, Junior School Sport, PE and Girls’ Games Coordinator, said: “It has been so fantastic to see so many pupils taking part in the club.

It has been especially enjoyable to so many smiles on red faces! I would like to thank the dedicated teaching staff and wonderful sports leaders for their ongoing help and support throughout the year. I’m already looking forward to diving into the sport next year!”

SWIMMING

JUNIOR SCHOOL SWIMMING

House Swimming Gala After much anticipation, the house swimming gala took place on the penultimate Monday of term. by

DR ROBB

Just Keep Swimming

T

by

DR ROBB

he swim club trained in small year bubbles this year and events were very limited given the restrictions.

However, the Fourth and Middle Fifth competed in one gala versus Wellington, which was a draw in both year groups. Particular note should go to Charlie Simpson who broke two gala records in the junior boys’ category at the event.

In school, the house galas were again held in year bubbles and had a strong level of pupil participation with pupils enjoying representing their houses. In each year group two awards were given for swimmers who stood out in terms of performance or attitude. These were distributed to the following pupils: 3F: Emily Bishop and Hanna Sari 4F: Charles Simpson and Sam Benzimra L5th: Sara Sari and Tom Weekes M5th: Duncan Brown and Delphi On the lifeguard front, Oliver Irons was awarded with the senior lifeguard award and 12 pupils from the current Upper Fifth completed their National Pool Lifeguard Qualification training and gained their NPLQ qualification.

PUPILS WHO GAINED NPLQ Amelia Simpson Fred Croft Grace Batchelor Ben Barrett Bertie Fordham Alex Bartle Faye Chapman Oliver Capps Toby Collins Hamish Bell Harry Waggett Sam Wickham

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ll pupils across the junior school were included in the competition, with the lower school swimming in the morning and the upper school in the afternoon.

The event was inclusive and designed to showcase pupils’ talents whilst representing their house. It was fantastic to see all pupils swimming with enthusiasm and performing to the best of their ability in their chosen two individual events and in the relays. Comments made by members of staff congratulated the swimmers on how close and exciting each race was: testament to all pupil’s hard work that has taken part in lessons this year and outside of school. In addition, not only were the races exceptionally tight, but the scores were too - with Gilbert surfacing as the overall winners by a mere 13 points. It was a fantastic event to be a part of and everyone should be proud of their performance.

The Exonian 2021 89

CRICKET

Sweeping to Success Celebrating the first girls' cricket teams in school history.

A

fter one of the wettest Mays on record, with cancellation after cancellation, it would be easy to think that any report on cricket would be slightly downbeat but after a year that has wiped out all competitive sport the fact that we managed to get back and play some cricket matches at all was a real blessing.

In total the Exeter School cricket club played 65 matches, winning 46 and losing 19 – a pleasing win percentage of 71%. Perhaps the biggest development in the game was in the full introduction of girls’ cricket. For years we have had talented girls playing in the boys’ A teams but this year we ran five girls’ teams with A and B teams at U12 and U13 age groups and an U15 girls' cup 90 The Exonian 2021

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MR MASON

team. The enthusiasm of the girls was infectious and the progression in their skills truly impressive. Testament to this is the fact that both the U13 and U15 girls’ teams have reached the Devon cup finals and are eagerly awaiting to play.

In the boys’ cups, the U14A team started the season in the national cup competition, having won the Devon Cup in 2019. In a heavily rain effected game up in Bristol they were extremely unlucky to lose out to Bristol Grammar School by the narrowest of margins, using the Duckworth-Lewis scoring system.

The U15A and U12A XIs both had impressive seasons – winning 13 of their 14 matches. The U15 team became Devon champions after a

nail-biting final against Okehampton.

Expectations were high after a dominant performance in the semifinal against Uffculme but when early wickets tumbled the title looked less than secure. An accomplished 44 runs from 42 balls from Georgia Read helped set Okehampton 117 to win.

Eliza Heard was scrooge-like with her bowling and conceding only 12 runs off her four overs put the pressure on the batsmen. The tide turned when she took a good catch down at fine leg and Harry Williams got a direct hit for a run out.

Vedang Mandalia then held his nerve in the final few overs taking key wickets to secure the title.

The U12A XI had a more comfortable day in their final against

U13

U13A

RESULTS

P

W

L

1ST XI

7

2

5

U15A

5

5

0

GIRLS U15A

2

2

0

U15B

1

1

0

U14A

4

1

3

U13A

8

5

3

U13A*

4

4

0

GIRLS U13A

6

5

1

U13B

2

2

0

GIRLS U13B

3

2

1

U12A

9

8

1

U12A*

4

3

1

GIRLS U12A

5

1

3

U12B

4

4

0

GIRLS U12B

1

0

1

TOTALS

65

46

19

*Tournament

U13 GIRLS

Torquay BGS at Torquay CC. Batting first, they backed up well, rotating the strike and pressurizing the fielders with quick singles. Setting an impressive 151, they then backed up their batting with some excellent bowling, hitting good lines and lengths and starving the batsmen of easy runs. When Torquay finished on 101 a second title had been won in two days.

It has been extremely pleasing that after so long without competitive sport, that the cricket sides have performed

U15 GIRLS

U15

so well reaching the finals of four of the six competitions entered this year – winning two, with two left to play.

Not to be outdone, the U13 team also brought back some medals after winning the Mount Kelly 6-a-side tournament. The school sent two teams – an U13 and an U12 team – and after both won their groups and their semifinals, they faced off against each other in the final. A clinical performance from the U13s with bat and ball saw them emerge victorious.

At the top end of the school, the 1st XI sadly had a much-reduced season – assessments in the first half of term and then cancellations from opposition sides in June and July meant it was always hard to get a good rhythm and build the team dynamic needed at the top of the school. It was extremely pleasing to see some young cricketers have a chance to step up and play, which all bodes well for the future. Best wishes go to the leavers – Bobby Heard, Max Cockram, George Daldorph, Ben Eve

and Raff Piggott Gill - we hope to see them playing for the OE team next year. Two highlights stand out in the 1st XI season: Emma Corney’s 16 runs off 9 balls to secure the win against West Buckland showed real class and clarity of thought. Also, James Tyler’s 5 wickets for 30 runs to reduce the MCC to 25 for 5 was a real personal achievement that sees James invited down to Lords as a guest of the MCC during day’s play at a test match. As well as James’s five wicket haul, there were three other bowlers, all in the U12A team, who achieved that accolade. Daniel Adams took 5 for 14 against Blundell’s, Josh Paget 5 for 0 against Queen’s Taunton, and Tom Cresswell took 5 for 7 against Beechen Cliff. Enormous congratulations goes to them all.

Summer 2021 will not be remembered for COVID or the rain but more for the successes in getting over 150 pupils playing competitive cricket, the impressive growth of girls' cricket and the Devon cup successes.

The Exonian 2021 91

JUNIOR SCHOOL CRICKET

A Magical Season Junior school girls have an unbeaten season and the boys are Devon champions. by

GIRLS The summer of 2021 will be a cricket season to remember. All girls in the junior school have been out on the cricket pitch and in the nets practising their bowling, batting and fielding skills this term. This is the first year in the history of Exeter School that all of the girls and boys were both fully competing in cricket. Returning to fixtures was a highlight of many players and from Form One through to Upper Two, girls have relished the opportunity to compete against external opposition.

There are two special moments from this season to note.

Firstly, it was seeing the U11A girls lift the Exeter Junior School festival trophy, beating Blundell’s, 92 The Exonian 2021

MISS WRIGHT

Queen’s College and Mount Kelly to the podium. This team also went on to have a thrilling game against Millfield, winning by one run, making the team unbeaten all season.

Secondly, the games Exeter hosted against Plymouth College were another fantastic moment of the term. U8 and U9 girls and boys were able to play in six home games on a very sunny Thursday afternoon. It was fantastic to be able to look out across the Exeter grounds seeing the youngest members of the school taking to the cricket pitches.

Well done to all players and staff for making this season such a magical one.

BOYS After three terms without any fixtures in the school, most pupils were ‘chomping at the bit’ to get back to some sort of normality. As cricket is naturally able to cater for social distancing, it was the perfect sport to get things up and running again. Some schools were more cautious in their approach to bringing back fixtures but, aside from three of our blocks, I am delighted to report that we managed to play a full card.

All the age groups managed to get in some matches, with one of the highlights being the six U9/U8 matches we managed to host against Plymouth College Prep involving both boys’ and girls’ teams. This even included the use of the main astro for the two U8 games!

Our U11A team flew the flag on the ‘opportunity for excellence’ front very impressively, whilst the other teams were able to fully encompass the ‘sport for all’ mantra. After a very useful opening match against the U12s, the U11As performed with great skill and competence in the regular matches with comprehensive wins against West Buckland, Blundell’s Prep, St Peter’s Prep and Queen’s College, Taunton. However, as has been the case so often in the past, the true test of how far the team could go was to be seen in its performances in the ESCA Cup, a national hardball competition, conducted in a pairs format.

With qualification for the Devon Hardball Finals assured by means

of a bye, we were delighted to host the county finals once again. The boys performed with great skill to comfortably beat West Buckland, Mount Kelly and Plymouth College Prep to become Devon champions for the sixth time in seven years. The West Region Finals took place at King’s College, Taunton. Played in a similar round-robin format, we fell just short of gaining a place in the national finals with a defeat against a very accomplished King’s Hall. However, the boys can take great credit for a couple of decent performances against the other regional qualifiers.

Our captain, Alex Tipper, takes up the story: “We were all looking forward to the

challenge of playing some really strong opposition. We got off to a great start with a win against Clayesmore Prep, so it all came down to the match against King’s Hall. We came up against a very strong team which performed better than us on the day. However, we were proud of our efforts in getting to this stage.”

It had been an enjoyable end to an eagerly awaited season!

The Exonian 2021 93

T E N N I S & H O U S E S P O RT

Return of House Sport by

MISS WRIGHT

TENNIS

Making a racket!

Success on the courts for the girls and the boys by

HOUSE MATCHES It has been very exciting to have been able to offer house matches in several sports in all three terms during this academic year. Through the four houses it has been brilliant to welcome back inclusive and competitive sport to the junior school.

In the autumn term it was excellent to be able to witness the fantastic skills on display in the upper year groups in the junior school in rugby and hockey. Within the boys’ competition in rugby, although it needed to be adapted due to restrictions, it showcased some excellent agility and hand eye coordination. On the girls’ side, when on the hockey pitch, it was a delight to see so many fantastic goals being scored throughout the competition.

In addition to the older age groups experiencing house matches, the Form One and Upper One pupils were able to get in on the action too! Boys and girls in Form One participated in a netball tournament and boys and girls in Upper One grabbed their hockey sticks and took to the astro with excitement. As with many of these competitions, pupils were 94 The Exonian 2021

celebrated for the following: player of the tournament, most improved and sportsmanship.

Despite lockdown, we were delighted to have held house competitions in hockey, netball and football in the spring term.

The boys and girls in Upper Two enjoyed the football tournament as did all of the Upper Two and Lower Two boys in hockey and girls in netball.

Lastly, in the summer term, girls and boys in Lower Two and Upper Two experienced our first ever mixed cricket house matches over the course of two weeks, making history here in the junior school.

On a sunny and warm summer’s day, numerous pupils stepped out onto the grass with a rounders bat in their hands, completing the competition with excitement as well as a large element of competitiveness.

To round off the summer term, both sports day and the swimming gala saw pupils across the whole school taking to the track and pool with enthusiasm representing their houses with pride.

Well done to all pupils for a superb year of fun house sporting competition.

MRS MARSH

We have had a successful term of tennis despite the weather and COVID’s attempts to halt play. This year we entered the team tennis competition and played several friendly fixtures. The U15 boys beat West Buckland, the U15 girls beat West Buckland and Maynard and the U13 girls beat Maynard. This makes them area winners and through to the next elimination stage to be played in September.

J U N I O R S C H O O L S P O R T S D AY

Junior School Sports Day A competitive sports day saw Scott as overall winners. by

O

n Friday 18 June, the junior school took part in the highly anticipated sports day. Although the sun wasn’t exactly shining, the weather was kind, providing perfect conditions for the event. This year, the format was changed and all pupils took part in one track, one field and one relay event. Pupils were able to choose their favourite athletics events: long jump, throwing, high jump, sprinting and middle-distance running. The lower school enjoyed jumping, running and throwing in the morning, swapping with the upper school in the afternoon.

The day had a brilliant atmosphere and it was fantastic to see pupils competing for their house in such a positive and

MISS WRIGHT

ph oto g r aph y

S G HAY WOOD

“ I liked learning how to sprint and also doing field events which lead into the amazing sports day.”

Rose Batty U2 girls’ athletics captain enthusiastic manner. Scott emerged the overall winners and seemed to comfortably take the win both in the morning and afternoon.

Well done to all athletes for such an exciting and thrilling day.

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ADIEUX Fond farewells to exulted staff

GILES ASHMAN: MR EXETER SCHOOL “Cut me and I’ll bleed maroon and blue”, as Giles has never actually said - but it does sound like him.

Giles Ashman’s career and time spent at Exeter School has made him into the ultimate Exonian: a man who so enjoyed his time at Exeter School as a child that he decided to come back as a teacher.

Giles started his association with the school as a bright and fresh teenager back in 1982. Being 14, he joined the Lower Fifth as a boarder, his dormitory being where the top floor of the senior library is now. Apparently, his favourite band was Depeche Mode, which might explain the New Romantic eyeliner and earring which did not exactly enthral the teachers of his day.

After achieving a decent set of A Levels and completing his studies at the School of Slavonic Studies, Giles set out to light up the heady world of insurance. Successful as he was in this industry, the pull of Exeter city, Exeter School, and Devon remained.

Giles trained to become a teacher at Rolle College Exmouth, and, after cutting his teeth in the state sector, re-joined Exeter School in the junior school. Giles’ passions were - and still are football, cricket, and history; we have been lucky enough to have him lead the school forward in all these key areas.

In case you didn’t know - and perhaps you do indeed live on the moon - Giles is a huge Exeter City fan. In 1973, the four-year-old Giles was taken to watch his first game (Exeter City 1, Workington 1 - in case you wondered). Thus, Giles started his lifelong relationship with the mighty Exeter City FC. It has been a sometimes rocky relationship, but they are still together after almost fifty years.

Another great passion for Giles Ashman has been his teaching. It is easy for a piece like this to drift into a long series of accomplishments, so here is a flavour of what the man himself would probably regard as his greatest moments at Exeter School.

At both U11 and U18 levels, Giles has led the school to fantastic success in football, both in terms of matches won, and in terms of players developed. In 2014 he led the U11A football team to become south west champions, and to play at

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Portsmouth, representing Exeter City FC in the national finals: a proud moment for a City fan.

In the 2019/20 football season, Giles led the U18 football team to win their league. This was no small accomplishment: they played against excellent local teams, some of whom specialised in football. Current Exeter Junior School gap year pupil, James Horler, was in that very team.

As well as football, Giles Ashman has been a leading teacher of cricket. He has coached the U14s, the second team and the U11A, producing some great teams over the years. From 1994 -2012 he was also the U11 Devon cricket coach.

The highlight of Mr Ashman’s cricketing leadership has to be the U11A boys’ national finals.

This team went on to win and become English national champions. The boys played brilliantly, inspired by their coach and with a certain Mr Pidwell carrying their bags behind them. In an incredible career, I’m sure that was one moment Giles will never forget.

One or two now-famous cricketers have also been coached by Mr Ashman and are household names.

Giles has led Exeter Junior School forward in terms of outdoor pursuits. He developed Exeter Junior School’s association with Haven Banks and with many other out-of-school groups from the wider community. Some older Exonians may even remember being deafened and eating dirt whilst watching the speedway with a very excited Mr Ashman.

As Giles has entered the halcyon years of his teaching career at Exeter School, he has developed his role with the old Exonians. He is now games secretary and oversees hugely exciting and competitive matches between the first teams and old Exonians keen to show the young whippersnappers a thing or two. I know Giles will always think of himself as an old Exonian for the rest of his days.

It is hard to imagine an Exeter School without Giles Ashman. A legend to small and quite (old) big boys and girls, many still cherish the nicknames he bestowed upon them. Captains of industry still quake with excitement at seeing their old schoolmaster again. At heart, Giles will always be an Exeter School pupil, and a proud Exonian.

Cut him and he’ll bleed maroon and blue.

MR PIDWELL

TOM BRIMELOW

Tom Brimelow’s contribution to the department over the last seven years has been first rate, not only as a fine musician, superb practitioner and top classroom teacher, but also as my foil, and friend to us all. Tom has that rare knack of being laid-back, warm and friendly to the children, while imposing an expectation for hard work and achievement, the result of having earned their respect.

Over the years Tom has led choral singing in the senior school.

He runs our choral flagships, Chamber Choir and Vocal Ensemble. These are the elite choirs to which young musicians aspire to belong. Tom has also been very supportive of the excellent junior school singing.

Spotting a hole in the market, where boys feel less comfortable singing, Tom has used charisma and a good choice of repertoire to encourage boys into the close harmony Barbershop Boys. Initially aimed at Lower and Middle Fifth boys, many have stayed loyal beyond these years, acting as young leaders under Tom’s watchful eye, right through to Upper Sixth. It has been super to hand over segments of the Choral Society concerts to Tom. The chorus responded instantly to his knowledge of singing and choral music. He was a little nervous about handling a professional orchestra, of which he had far less experience. His charm and musicianship saw him through this and won them over.

Tom has ably led the visiting music teachers team, as well as spending some time overhauling our academic work and keeping us in check with exam requirements.

He led a memorable choir tour to New York (2017), as well as being top company on department tours in Budapest, Slovenia, Salzburg (2015) and the coastal towns of Liguria (2019) in sweltering European summers. I could start to tell a story about the joys of lugging heavy timpani down the grand Hapsburgian avenues of Budapest in 35-degree heat, but I

know that, no matter how much fun we’ve had, or what adventures I could relay to you, Tom will have a story up his sleeve which will be far funnier, more extreme or just crazy, frequently featuring someone in a cassock. To his great credit he makes us all chuckle - a lot. He starts as Director of Music at King’s College in Taunton in September, and will be greatly missed, I know.

continue to see him in the future, whether in school or on the golf course.

MR MASON

ANNABEL JAMES

MR TAMBLYN

JAMES HORLER

JULIAN FAWKES

Julian Fawkes started his teaching career at Exeter School straight out of university. He was with us for eight years making an impact in many areas of school life – running cricket, a coach in multiple sports and also a deputy head of house.

He left in 2016 to take on a role in Wesley College in Melbourne where he developed his career in the Head of Sport role and then moving into the Head of PE role. When we were looking for a maternity cover for the year we were extremely fortunate that it coincided with Jules return to the UK. In his teaching he has brought back his usual dynamism and positivity. Pupils from his Form One PE class right up to the senior cricketers have clearly enjoyed his input and feedback. His lessons are well thought out, creative and with pupil enjoyment and activity at their heart. He has brought a wealth of ideas from Australia into the PE department and a multitude of resources that were able to be accessed during the remote learning period. He has been key in helping to develop girls’ cricket in the school, particularly in the Third Form. He has also worked one-on-one with players from the U12s right up to the 1st team and his coaching and guidance has been well received.

Julian has been a valuable colleague in the department – a wise head to talk to, someone who clearly wants the best for the pupils, and always ready with a smile and a joke. He will be sorely missed but I am sure we will

James Horler was well known to Exeter Junior School, having been one of the exalted breed of 7 – 18 pupils! During his time at this end of the school, James was House Captain of Scott and someone who contributed significantly to the sporting life of the school. He carried this on in the senior school and, as he was a fine cricketer and very capable football goalkeeper, I monitored his progress with great interest! This culminated in him being the captain of the 1st XI cricket team and a stalwart of 1st XI football for his last three years. I had also spent a week with James in Dubai on the cricket tour in 2019.

Consequently, I was delighted when he applied for the job as gap student and I had no doubt whatsoever that he would be a great asset to the school during his time here; he has not disappointed!

In short, it has been an absolute pleasure to work with James this year and he has been right up there with the best of our gap students. He is incredibly reliable, conscientious and has a fantastic rapport with the pupils. Whatever task James is entrusted with, you know that he will be carry it out to the best of his ability. Whether it be assisting at late room, dealing with sports admin or coaching the U8 cricketers, he has delivered.

We wish James every success for the future, as he makes his way up to Cardiff University, and I look forward to ‘chewing the fat’ with him in the Sports Bar at the Exeter Golf and Country Club, as we put the local cricket world to right!

Good luck and thank you, JDAH! MR ASHMAN

Annabel has worked in Exeter School for nine years and taught over 850 pupils mathematics from the Third Form through to Upper Sixth A Level. She has been a wonderful member of the department, full of diligence, organisation and a passion for her subject. She developed a codebreaking and problem-solving day for Year 6 pupils from local schools – both of which gained a reputation for being fun, wellstructured and interesting for the attendees. Annabel was typically professional, adapting them each year so they constantly improved.

She was a reluctant but excellent public speaker and took the time to rehearse so that the day was clearly led – no detail was overlooked.

Her desire to constantly improve as a classroom teacher was undimmed throughout her time at Exeter School – she was a member of the teaching and learning committee for many years and was always excited by new developments in mathematical education. Always popular with her classes, Annabel found the key balance in lessons of hard work and fun, and pupils were always delighted to find out that they were going to be taught by Mrs James.

Her love of badgers was legendary, and they featured throughout her room and PowerPoints. Annabel said that she liked badgers so much she even married one! Those of you who have met Chris will know what she means.

As a sixth form tutor she could often be seen doing yoga with her charges – the mental health of the pupils always high on her agenda.

She was a tireless advocate for them and often gave more than she reasonably would be expected to in order to ensure their care.

She was a great listener and always keen to offer support and care.

She was a dedicated CCF officer and a firm believer in the CCF in Exeter School. She led the DofE provision for Middle Fifth cadets enabling many cadets to gain the DofE bronze award. She led the Royal Navy section for around

seven years and led on big projects such as the Middle Fifth recruit training and working with the Upper Sixth cadets to deliver the training programme. She shaped the Upper Fifth to give all cadets certificated first aid qualifications, climbing sessions and self-defence classes. Annabel also led trips to Roadford Lake, Exe Sailing Club, Haven Banks, Woodbury Common, Dawlish, Exmouth, HMS Raleigh and more and hosted the CCF Royal Navy South-West Conference.

She renewed links with Exe Sailing Club ensuring the RN Section could cater for all. The Royal Navy camp each year was a real highlight where she brought her inimitable style and (of course) the badger family. Annabel ran the sailing element of the camp and enabled many to gain RYA levels one to three as well as the advanced sailing modules.

Her passion for sailing was always evident and she put on an exceptional programme of waterbased training, including an annual sailing regatta for the Lower Sixth.

The pupils loved her and the navy section expended hugely under Annabel’s command.

Annabel: we send you our love and best wishes for whatever you choose to do next.

Fair winds and following seas, buddy.

Namaste.

MR PARRY AND MR HALL

MARIE JOHNS

Marie joined the alumni team in October 2019 and after only a few weeks it was like she had always been with us. A kind, warm and conscientious colleague, she was great to work with and good fun to be around. She played an integral role in enhancing the brilliant volunteer programme from the alumni office, helping to bring in Exonians from all over the country to share their knowledge with our pupils. She helped to inspire and inform pupils about all kinds of different careers, university pathways and more. Marie was always up for a challenge and gave it her all; even upon discovering that

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shooting was most definitely not her forte (she missed every single target), she kept on trying and still got stuck in with extra training so as not to let her team down. She showed passion and care in her work, was an excellent team player and is very much missed!

MRS MAGEE

IAN LOWLES

NIC JOKONYA

Starting at Exeter School back in the September of 2014, having moved down from Sheffield with young children, Nic went on to lead the small team of science technicians. She arrived with her characteristic, no-nonsense, diligent and forthright manner and developed a reputation of an enthusiastic team player who wanted to contribute to the broader life of the school. She became treasurer to the common room association, helped with science outreach and the training for the Ten Tors.

Our morning tea lady, Nic makes sure that everyone is provided for to get us going – who is going to stand up to the plate on that? Her memory for detail has astounded us all, particularly for remembering who owns which car parked on the school site… !

Nic has the ability to really make things happen, she is extremely efficient, and can whizz through a mountain of washing up in no time. She is fiercely loyal to her team, making sure that members of the science department appreciate the valuable role of technicians. We would say we will miss her but don’t expect to have the opportunity, as we’re looking forward to her being in regular contact. Exeter School will feel very different without her presence.

She goes on to lead the team of science technicians at Colyton Grammar School and will be very much missed by all at Exeter School.

MR TEAR AND THE SCIENCE TECHNICIANS

Ian Lowles leaves in 2021 after 19 years of service in the design technology department at Exeter School. Ian began his career teaching in Oxford at Radley where his son Adam was born before moving to Clifton College for 10 years. Ian then moved to Budleigh Salterton, and at Exeter School he taught all years, guiding the design and manufacture of a huge variety of products from large radio-controlled aeroplanes to surfboards, lamps and coffee tables. I am sure there are products around the country made by his past pupils that remind them every day of their time at school.

Ian is very much a craftsman where wood is concerned, and if ever a sharp chisel is needed, it should generally be “borrowed” from him.

Each morning Ian and Dave can be heard laughing upstairs before school, which is quickly replaced with vibration, snatches of instruction, the drone of extraction systems, the dropping of a tool, and other sounds which I have yet to identify.

Ian’s wider contribution to the school includes CCF and, in particular, the navy section, staffing summer camps and adventure training, manning the safety boat and instructing upon the climbing wall. Ian has organised sixth form ski trips and led the department before Nick Moon.

Ian has fond memories of many trips to the Lake District, Snowdonia and the Brecon Beacons, has enjoyed staffing the art trip to St Ives come rain or shine and visited Jaguar, Land Rover and Morgan factories on many occasions with his classes. Ian enjoys sport and has a great love for tennis and has coached hockey for many years, touring the south west and branches of McDonalds requested by those in the back seats.

Ian hopes to tour Europe with his wife Mary, spend more time with his family and get stuck into some DIY! MR ROSE

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RACHAEL MAGEE

Rachael joined us in October 2018 from the fund-raising consultancy Graham-Pelton. Rachael had been helping us with the recruitment for John Davidson’s successor and had not initially thought to apply for the role. However, Bob and I convinced her that she would be great in the post, and she definitely proved us right.

With a wealth of experience behind her, Rachael quickly got to grips with the role. In her short time with us Rachael took the alumni office and transformed it from simply organising alumni events to being a modern school development office. Her ability to engage with pupils, colleagues and alumni of all ages was of the highest order and her tact and diplomacy contributed significantly to her success, be that with a hugely successful OE day, with the changes to the OE Club or with fund raising.

Supported by Karen Dart and, briefly, Marie Johns, on Rachael’s watch the office launched the Bright Futures and Bob Griffin bursary funds, a legacy programme and most recently an annual fund, generating nearly £200,000 since she joined the school.

Rachael’s time with us was joyfully interspersed with a period of maternity leave and frustrated by the pandemic. Given her success, what might she have accomplished without these interruptions? She will be a hard act to follow and leaves with our grateful thanks and best wishes for the future.

MR MACEACHARN

KATIE MORLEY

Katie joined Exeter School in the September of 2018 as a chemistry teacher from Woodroffe School in Lyme Regis. However, she was always far more than just a chemistry teacher: she had a passion for the outdoors and all sorts of adventurous activities, not to mention her love of Harry Potter. In the laboratory she was a knowledgeable and enthusiastic teacher; her style was characterised by her energetic driving approach dashing around the laboratory like a ball of sodium whizzing across the surface of a trough of water. She used her knowledge and passion to take on the role of Master of Potions for the Harry Potter sleepover nights, a role in which she delighted. However, it was her leadership of the CCF RN Section that will characterise her most effectively. She was never more happy than when sailing dinghies, driving powerboats, balancing on a paddleboard, climbing a rock face, surfing a wave, cycling on her road bike, hiking across the moors or skiing down a mountain, except perhaps when she was helping young people share in these experiences. She was a real outdoors woman with a passion for adventurous things. In the end we lost her to a new skiing academy in France where she continues to teach chemistry: another characteristically bold step into uncharted territory.

MR TEAR

ADIEUX

JESS PEARSON

Jess joined Exeter School in February 2019 having worked as an experienced graphic designer and artist for 23 years.

She has worked closely with staff in the senior and junior schools, designing many posters and programmes for music and drama productions, with the alumni department re-designing The 1633 magazine and countless school adverts in local publications.

Jess has been a popular colleague amongst the staff, who appreciate the work she has done to support them. I am very grateful for her support in helping me run an efficient reprographics office; Jess has been a wonderful colleague and become a great friend.

We all wish Jess success as she continues working as a freelance designer and artist.

MISS MILLER

BILL SHARPE

There are some people whose character and contributions can be summarised only with the greatest difficulty: any such attempt risks failing to do them justice. What follows tries to go some way towards describing his achievements, even if the man himself is much more than the sum of his parts.

To begin with the basics. Bill has been leading Ten Tors since 2012, and was a helper for at least four years before that. In a typical year, up to 60 Middle Fifth and 15 Lower Sixth might start training for Ten Tors and the 1633 challenge.

He has also organised teams for the Abbots Way Walk, as well as introducing NNAS bronze and silver navigation training. In the

words of one co-worker: “Bill is the consummate 0A (pronounced Zero Alfa – it is the commander’s personal callsign at all levels), he is everywhere, encouraging, challenging and setting a great example to kids and adults alike.

Bill is a natural optimist who believes anything is possible if you set your mind to it. It has been superb to work for a boss who is so professional, but who also trusts his team and lets them get on with it. Exeter School’s Ten Tors team has benefited hugely from his leadership and dedication and I’m sure that as he completes this operational phase of his life he will be searching out new and exciting missions to provide the personal challenge he relishes.”

There is no doubt that the pupils will remember him as a kind, considerate, knowledgeable teacher who wants them to enjoy themselves and discover their latent talents. This has not invariably prevented their occasional bafflement when told that reveille would be at 0500 (O five hundred hours), and he expected them to be on parade at 0700 : the same could be said for the civilian helpers amongst us, when receiving text messages full of FLAs and TLAs (four or three letter acronyms as used by those with a services background. It took a degree of courage to question such instructions).

Others recollect vivid moments, often articulated in memorable phrases. Thus: “Clearly the catch phrase is “Job’s a good un!’”. Or: “Military speak – maintain current position until further instruction” - the instruction often received when on an exposed tor, in rain, with no teams in sight.” Or, on the subject of acronyms: “the rest of us had no idea about them (including the one referring to location of spouse which unfortunately I have forgotten)”, while someone else suggests that this tribute should be “Bill’s final OJAR” – his Officers’ Joint Appraisal Report.

Other facets catch the light, such as Bill’s fluency in Norwegian, or his running of mountain marathons for fun. Likewise, such moments as him striding off up onto the moor to find the group which had called Mountain Rescue, only to lose his glasses and become basically blind himself.

And stride he certainly does, with a deceptive speed that has him looming up just when you thought he was about half an hour away. And here indeed he comes, during the actual Ten Tors event, propelling a wheelbarrow full of

kit; or organising the maintenance team to put up 20 tents with military precision; or, on the Sunday night, telling the training team we are folding up the big tent the wrong way, and need to do it again. But whatever he has done or demanded, it has always been in the context of his own good humour and his appreciation of the work done by others.

By way of a concluding salute, the following comes from Lt. Col. Tony Clarke: From ES TT FAO SUNRAY Cs 9 SITREP 062359Z JUL21 VMT for SP to ES for 10yrs after 4 yr recce. You’ve led fun team, contributed greatly to many ES pupil’s development STOP Congrats on 1633 obj gained despite met STOP At SL for adv for next phase, BH leading with bayonets fixed STOP RV on obj at H Hr STOP LOE TT 2022 STOP BZ PUFO TTFN T&HC OUT BZs to Bill (!) (Bravo Zulu = well done) MRS SAIL

MARIUS TUDOR

At the beginning of his time with us at Exeter School back in March 2020, Marius was thrown in at the deep end more than most! No sooner had he started than the school was closed for lockdown!

Marius’s first and only experience of both his classes and fellow teachers from March to July was over the small screen. Not only that, but Marius had come to us as an NQT, aiming to work towards his QTS under the guidance of a team around him. However, even though many might have tipped over the edge in such circumstances, Marius carried out his work with calm resolve, setting classes on Google Classroom, a system that he had never used before, for classes he had never seen in person, and working with staff that he had barely met.

We all wish you the very best of luck in the future with your teaching

career. All I can say is that it won’t be as challenging as what you have faced during your period at Exeter School and hopefully, you won’t have to worry about the fall-out from the pandemic. Instead, with luck, you’ll ‘only’ have to focus on everything else that a teacher has to consider! Good luck Marius and keep in touch.

MS TROTMAN

EMILY WHITTALL

Miss Whittall joined the English department in the summer term of 2010 and quickly established herself as an accomplished, academic and highly adept teacher of English. Her enthusiasm for, and proficiency in, the subject inspired and cultivated her pupils and she was very much one of those experts in the craft of teaching who could educate and stretch a skittish squadron of mixed ability Third Formers just as skilfully as a contemplative conglomeration of academically ambitious top set Upper Fifth Formers. Her calm compassion and quizzical smile soothed sometimes troubled minds and she patiently and unfailingly encouraged and guided those who were wont, on occasions, to stray from the true path, shepherding them back onto straighter, more fulfilling thoroughfares. Mardy pupils were no match for Miss Whittall – she could conjure order from the maelstrom of a Lower Fifth on a wet Friday afternoon with nothing more than the carefully orchestrated raising of an eyebrow or, in extremis, just the faintest hint of a trace of a look of the mildest mild disappointment. In addition, her many and varied contributions to the wider life of the school must also be saluted – whether as a magisterial and much-loved Head of Daw House or as a tactically astute netball coach. I very much miss her wisdom, her warmth and her wit, the latter of which could be amusingly earthy. A particular phrase recurred: Something about ‘All fur coat and…’ I forget the rest. Taken all in all, she was, quite simply, a proper Independent School Teacher.

MR DOBSON

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Victoria Park Road Exeter, Devon EX2 4NS 01392 307080 admissions@exeterschool.org.uk www.exeterschool.org.uk @ExeterSchoolUK

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