The Voice Autumn/Winter 2020

THE

Digital Update Driving a culture of teaching and learning by Louise Orton

Subject Focus We all need a little Drama in our lives – an interview with Lizzie Nurse

Teacher Tips Focus on reading – a new chapter for your teenager?

by Louise Troup

The Sherborne Girls magazine AUTUMN/WINTER 2020

VOICE

FROM THE HEADMISTRESS

TAKE COURAGE IN THIS ISSUE 01 Take courage 02 Embracing technology 03 Subject focus 05 Jessica Briggs interview 07 The Arts 11 A new chapter for your teenager?

13 Do you know your TikTok from your Insta?

15 Our leading ladies 17 Sherborne Girls Voices 19 Environment 20 Community 21 Sports round up

When we came back to School in September, we were well placed and prepared to adapt our routines and teaching for our reopening, drawing upon the experience gained during our remote schooling programme in full lockdown. I told the girls in my first virtual assembly last term that there would still be a few glitches along our digital journey and, I continue to encourage them to embrace such challenges as they help us to develop further the all-important qualities of patience and understanding, not only for ourselves as individuals but also in our interactions with one another.

We have taken that sentiment forward into this new academic year and are thrilled to be back in School but recognise that there are still challenges to face. As such, we chose the theme of courage this year and I genuinely believe that our girls are courageous, as well as curious, compassionate, adaptable and spiritual – our other School values.

Acknowledgments Cover: artwork by Ella Thomas (U5) Daily Telegraph photo: Minda Buxton (L6)

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The VOICE Autumn/Winter 2020

The last few months have allowed our staff and girls to further develop their skills and qualities of communication, adaptability, patience, resilience as well as appreciate and enhance their teamwork.

As a community we have found creative

ways to learn and, in turn, be taught by one another.

We have invented new ways to connect, share ideas and show support; our horizons have been broadened and we have engaged with wider and more geographically dispersed audiences.

As such, our community has developed a deeper understanding and greater political, social and environmental empathy. The pupils have been instrumental in helping shape the direction that Sherborne Girls is taking.

Their input, energy and aspiration is palapable across all areas of the School and is demonstrated through the #SherborneGirlsVoices initiative.

I sincerely hope that this brief snapshot of the Michaelmas Term illustrates what an incredible, dynamic, exciting and forward thinking environment Sherborne Girls is.

21ST CENTURY LEARNING

EMBRACING TECHNOLOGY to drive a culture of learning

Sherborne Girls sets out to nurture and inspire a vibrant community of fulfilled, inquisitive, confident young women who are thoroughly prepared to enter higher education, and for their future lives, with the knowledge to make a difference.

Ensuring every girl is comfortable and confident with digital technology, appreciating its importance and the opportunities it affords, is a fundamental part of our vision and aim to develop the future generation of 21st Century women.

In 2019, we committed fully to developing our Digital Strategy. All of our teachers were provided with a Microsoft pen-enabled device and we engaged a training company to spend a week at School supporting every teacher to enhance their teaching through the use of Microsoft OneNote and penenabled technology. We subsequently appointed two Digital Leaders, supported by eight Digital Champions, to drive our digital strategy forward, and implemented regular staff training sessions with IT professionals.

The move to pen-enabled devices and collaborative software such as OneNote and Teams not only changed the impact of the education offered but made it more adaptable to individual needs and allowed teachers and pupils to interact with each other more effectively. It facilitated improved teacher feedback, quality use of prep time, individual organisation and immediate access to resources to add interest and experiences to classroom teaching and efficient use of class time.

When lockdown first occurred in March 2020, we were therefore well placed and prepared for the transition from traditional to remote learning. Our teachers and pupils felt comfortable and confident with the shift and we were very proud of the positive feedback we received from parents, pupils and staff.

With the girls and staff back in School, we continue to embrace technology to drive and develop

teaching and learning. We have engaged a Learning Technologist to help us develop and refine our digital offering further, inspire staff in the use of technology across the School, and investigate new ways technology can be used to improve and transform learning.

Initially, we set out to shift the conversation from the Digital Champions to Heads of Department who best understand the individual strengths and needs of their team. A whole-staff survey provided further clarity on individual use of technology, comfort level and skill gaps, which in turn helped identify and prioritise appropriate support. Training sessions have become departmental priorities delivered at a team or individual level.

From a pedagogical perspective, there was interest in low or no-prep formative assessment tools for engaging pupils during live, blended or remote teaching.

We are encouraging the girls to be more active participants in the feedback process, responding to personalised comments, which the teacher annotates while recording spoken explanations.

We are also exploring bespoke projects such as mixed reality in biology, collaborative creative writing in English and using the model of a head to create binaural soundscapes in drama!

THE LAST SIX MONTHS HAVE MADE IT EVEN MORE IMPORTANT FOR OUR STAFF AND GIRLS TO DEVELOP THEIR SKILLS OF COMMUNICATION, COLLABORATION AND TEAMWORK. Our digital strategy underpins all of these developments and continues to be a priority as we embrace technology to drive a culture of learning at Sherborne Girls.

Louise Orton, Senior Deputy Head (Academic) and Steve Morgan, Learning Technologist.

Steve Morgan was appointed as our ‘Learning Technologist’ for this term.

Prior to this, he was Head of Technology for Learning at Tanglin Trust School in Singapore for nine years and is now an independent educational technology consultant and trainer based in the UK. 02

SUBJECT FOCUS

WE ALL NEED A LITTLE DRAMA IN OUR LIVES Lizzie Nurse Director of Drama and Dance

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The VOICE Autumn/Winter 2020

Often decried as an easy or lightweight subject, Lizzie Nurse, Director of Drama and Dance proves the value of studying Drama and Theatre Studies.

“If you think about it, the skills developed through Drama echo those behaviours and life skills needed for the boarding house, university and ultimately in the work place.

Drama A Level is the only subject I can think of where every single lesson requires collaboration: you simply have to work with other people and work as a team. Each lesson, pupils are set a task with an expectation that they ‘show it back’ or perform it to the group. They must take ownership of their learning and develop the confidence to take feedback and give critique to others. Time management: during every lesson there is a time pressure to deliver their work which forces them to manage time and hit deadlines. Public speaking: there’s nothing like delivering lines in a school production to quell nerves – suddenly a presentation in a classroom (or in a work environment later on) doesn’t feel so nerve-wracking. Close friendships: they learn to trust those they are working with in a drama production and the bonds formed create a very unique group friendship. Reading body language: analysing drama scripts, plays and films teaches them how to read body language. Girls will learn how to interpret signals that give an insight into someone’s feelings which is invaluable

and has uses far beyond the drama classroom and exam questions. And finally, linguistics: the in-depth analysis of the use of language and lexicon choice considerably enhances every other subject they are studying.

If you Google the list of ‘Top 10 Employee Skills’ valued by employers you will find everything I’ve mentioned above – another reason why Drama and Theatre Studies should not be underestimated. Aside from that, I’d argue that it is the most fun you can have in a classroom!”

Lizzie went on to talk about the way the creative industries had rallied during lockdown. “What did everyone turn to in the first lockdown? Books, films – classics and old favourites - were revisited. Look at how inventive actors and production companies were, creating new ways to engage with audiences and making it all happen so quickly. Our girls have thoroughly enjoyed watching Romantics Anonymous live from the Bristol Old Vic, Crave from the Chichester Festival Theatre and the fabulous production of Emelia all from the comfort of The Merritt Centre.”

With in-house productions of Fahrenheit 451 and Miles Apart: Letters from beyond the Theatre still going ahead, the Drama Department is adapting and rising to the challenges that socially distanced performances require to ensure that ‘the show must go on’.

MATHS OLYMPIAD

WOMEN IN ENGINEERING

Following a performance in the UKMT Intermediate Maths Challenge, which placed her in the top 1.5% nationally, Lauren Carty (L6) was subsequently invited to take part in the Maths Olympiad Summer School which, in a first for the UKMT, took place remotely.

James Grierson, Head of Physics and former Oxbridge physicist, gives us his view on why a career in engineering is more appealing than ever. combinations of forces and how they change as a load, for example when a vehicle on a bridge changes position, and designing and explaining the workings of electrical sensing circuits.

Engineering is essentially applied Physics and, the higher order skill of application of one set of physical rules and ideas to new situations is at the heart of our teaching in the Sherborne Girls Physics Department.

Every year our strongest Maths students enter the extremely challenging UK Maths Olympiad for Girls but this year four girls in particular have excelled: Lauren Carty (L6), Daisy Kwong (U6), Amy Ye (L6) and Daisy Du (M5).

With the competition elements being completed online this year, they should be incredibly proud of their achievements: Daisy Kwong came in the top 25% nationwide, whilst Daisy Du, the youngest of our entrants, made the top 10% of all pupils across all age groups – truly marvellous.

To encourage and stimulate interest in the subject, the Department runs extension clubs which stretch and challenge the girls. The problem-solving activities really help to put their Maths theory to good practice and support the other STEM subjects too.

Paul Utting, Head of Mathematics

The School has a long tradition of participating in Maths Challenges, both run by the UK Maths Trust and other organisations. During the last term, I have been fortunate enough to compete in several of these Maths Challenges, along with many of my peers. These challenges provide a new way to see Maths and a unique approach to problem-solving that I haven’t encountered elsewhere. What I really love about the Maths Challenges is the accessibility – as they encourage you to think about what you already know in new ways. I’ve really improved my critical thinking and problem-solving by doing them, learning to think about the questions logically. I have found the questions interesting and inspiring and at times almost impossible, but at the same time they are infinitely rewarding, and I cannot recommend these challenges enough to anyone who enjoys Maths.

Lauren Carty (L6)

At Sherborne Girls the number of pupils opting for Physics A Level is steadily increasing. This is due to a number of factors – the well resourced department, the wealth of experience of the teachers, the excellent course and results we obtain – but also the number of girls who want to become engineers, for which Physics is a required A Level.

Across all year groups, the Physics Department caters for and encourages this interest. From the Paperclip and Eureka challenges and electricity and forces topics in the Fourth Form, to the huge array of practical work covered in our GCSE course, engineering skills are being developed every step of the way.

Each time the pupils design and plan an experiment, put some apparatus together or gather and analyse results, we are replicating the very same skills a structural engineer would use for bridge design, or an electrical engineer would use for the next generation of tablets or smart phones.

When times allow, we look forward to hosting competitions with Year 10 groups at other local schools, where boat, tower and bridge design activities with limited time and resources, again replicate and test the skills required by engineers in the real world.

Our A Level course digs deeper into these fundamental skills, notably exploring and explaining the ways different materials behave under stress,

For me, engineering is vital. It supports our everyday lives and allows us to push boundaries, whether that be in space exploration, nanotechnology or travelling faster than the speed of sound. This is why I am so drawn to engineering and Sherborne Girls has helped me massively in achieving my aims. Through evening talks, after school clubs and competitions, the School has dispelled any belief that girls can’t be engineers.

About a year ago we had an engineering week, that showed all of the students how versatile engineering is as a subject, and through this event I found my particular passion of mechanical engineering. At Sherborne Girls, no ambition is too great, and the School is creating the next generation of engineers.

Milly Holford (U6)

A LOVE FOR LANGUAGES This term we offered a very warm ‘Bienvenue’ to Sophie Blewitt who joined us as Head of Modern Foreign Languages.

Look out for an interview with Sophie in the next issue of The Voice, where she will give us her vision for the MFL Department and tell us about the language enrichment opportunities at A Level.

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BOARDING

U6 in the Sixth Form. Moving to the U6-only house Mulliner actively prepares the girls for the next stage beyond A Levels so we feel that pastorally, we are supporting and preparing them for their next big leap.

JESSICA BRIGGS INTERVIEW Joining a new school mid-pandemic could have been incredibly daunting, but new Deputy Head, Jessica Briggs, has taken it in her stride and is already very much part of the SG family with a clear view of how she would like to see the boarding and pastoral care develop.

With a school of more than 470 girls, I am very impressed by the way the teachers, tutors and boarding staff very quickly get an understanding of each girl. The focus is on ‘her’ as an individual and the aim of all staff is to do everything to make sure she absolutely flourishes at SG. Boarding I absolutely understand parents who are anxious about their daughters boarding.

However, there are so many benefits.

Firstly, they learn about key life skills much earlier. Sharing a house, a dining room, a dorm with others teaches you about empathy, respect and compromise. These are actually fairly mature adult skills and yet the girls experience and practise these qualities from when they join us aged 11 and 13. These skills are honed and developed by being around people from different backgrounds. They learn about other cultures and beliefs and learn to celebrate diversity – it is such an empowering environment and I believe the girls truly celebrate a unique unity because of their differences.

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The VOICE Autumn/Winter 2020

It certainly prepares them for the adult world: it is an education through pastoral care. By the end of their time in the Sixth Form, we are confident our girls are equipped emotionally to head out to the world of work, university or other education path and that is due largely to the experiences they gain through boarding.

Transition I love that we have Aldhelmsted West and can offer a safe, nurturing environment for our youngest boarders.

During those first couple of years we can help them make the transition to a mixed-age boarding house through a carefully designed programme of active preparation. When they make the move up to Year 9 (L5), they can feel confident, settled and yet they also experience a new phase at the same time as those girls who join us aged 13. It is an incredibly successful process, which many parents will vouch for.

Again, the same care and attention is levelled for the transition from L6 to

Fabric of the Boarding Houses My focus as Deputy Head (Pastoral) also examines the physical attributes of our boarding houses. The interior spaces and facilities should reflect the needs of the girls, so it’s quite right that we review and evaluate the houses to ensure they provide the best possible home, social and study setting. We have actively encouraged the girls to voice their opinions and become involved with the management of what is essentially their home. So, for example, if they would like to see changes to the menu, we now ask

for input from the girls so any change can be justified for its nutritional balance.

There is a wonderful dialogue with the girls; it is very much a two-way process, so we listen to their suggestions and, if it is appropriate, we will support them to bring about changes and improvements.

We may not be able to change and renovate everything at once but we definitely have a plan!

Communication One of the true positives to come out of the COVID restrictions has, in my opinion, been the excellent parent communications. Parent meetings and appointments are now happening virtually but this means that they can take place at a more mutually convenient time for everyone, no matter where they live.

We have leaned an incredible amount

We have actively encouraged the girls to voice their opinions and become involved with the management of what is essentially their home.

and will continue to refine our processes to make it easier, quicker and more convenient to speak to one another.

On a final note, I wish to add that my family and I have been made to feel incredibly welcome since we relocated and I am relishing all the opportunities and challenges that this role brings. It is an absolute pleasure to come into work knowing that my relationship with the girls is growing and, with each day that passes, I get to know them more and more as individuals.

Jessica Briggs, Deputy Head (Pastoral)

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THE ARTS

CREATIVITY AND 3D DESIGN To ensure the girls who are considering which GCSE subjects to choose are given an idea of everything that’s on offer, we operate a ‘creative carousel’ in L5, where they experience all the creative topics to get a true feel for the subject. George Greed, Teacher of 3D Design, gives us an insight into this creative area.

Whether it’s emerging from the sparks and flames of a welding and brazing workshop, seeing the digital model you’ve worked on finally get 3D printed, or sitting quietly sketching your next big idea; 3D Design offers a diverse, creative and challenging course.

product design, jewellery, architecture and more. They get the opportunity to utilise the wealth of specialist tools and equipment we have as a School, and then see their design ideas come to life using traditional and more modern materials.

The Department also embraces the School’s digital strategy, having moved to cloud-based CAD software and extensive use of OneNote, to allow work to continue even when not in the classroom.

I’ve always had a fascination with how things are made; exploring how I can take a few simple materials and turn them into something that serves a genuine purpose in my life. However, finding joy and satisfaction in the making process, regardless of outcome, is probably the part of design I enjoy the most. It is this curiosity and exploration of the creative journey that I want to foster in the pupils here; lighting the spark and equipping them with an attitude that can carry the girls in any direction.

At GCSE, the ‘Lamps and Lighting’ project we run is a great example of the diversity of ideas that are generated, with girls working to the brief across woods, metals and plastics. The outcomes are strikingly different, yet at their core, all play with ideas of transparency and shadow. Something particularly exciting is when a pupil chooses to tackle a material area that we don’t commonly teach. Ekaterina Zharikova (U5) was inspired by resin sculptures she had seen, so set about learning the skills necessary to mould and cast crystals out of resin to adorn the top of her lamp. This trial and error approach proved successful and the knock-on effect was other pupils pushing the boundaries of what they can achieve.

Day to day, there is a focus on practical experiences and building a diverse understanding of design in the broadest sense. In the workshops and design studio, pupils are always busy exploring

This pupil-led approach is key to our offering, as the girls benefit from developing their independence across the years. Starting with more structure to build skills and confidence, projects in

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the youngest year groups include plastic keyrings, wooden desk storage and metal garden ornaments. Further up the School, we then become facilitators as pupils work with more control of their direction.

3D Design isn’t all about making though, and there is a wealth of transferable skills that naturally find their way into the flow of a project. Clear written, visual and verbal communication is developed as the girls document their work and share ideas with teachers and the class. The general workflow improves their discipline and organisation, as well as logical problemsolving as pupils get to crossroads and need to work out their next steps, drawing on all the knowledge they’ve gathered.

There are cross-curricular links to Maths and Science too, such as the understanding of material properties, working knowledge of forces, and a grasp of Maths for shapes, marking out and costing.

I am continually impressed by the output and attitude of our pupils here at Sherborne Girls, taking pride in the work they produce and understanding its value. I hope we are able to open our doors in the near future and exhibit some of their fantastic work, giving it an opportunity to be seen and appreciated by a wider audience.

George Greed, Teacher of Art, Design and Technology

IN THE RECORDING STUDIO… Whilst the School undertook its remote schooling programme during the Trinity Term, The Merritt Centre wasn’t entirely empty. Just one example of how the facilities were put to good use was when pianist, Duncan Honeybourne, recorded a CD from The Merritt Centre’s Gransden Hall and recording studio.

Duncan compiled ‘Contemporary Piano Soundbites’ during the first lockdown. The resulting CD contains a collection of solo piano miniatures by various musicians, including the Music Department’s very own Simon Clarkson who wrote: ‘The singing will never be done’.

The project has already raised well over £2000 for the Help Musicians UK Coronavirus Hardship Fund, supporting musicians struggling in the current situation.

Duncan, who has toured extensively as a soloist and chamber musician, has frequently played for the BBC and radio networks worldwide and is a Tutor of Piano at the University of Southampton, added: “I’m most grateful to Sherborne Girls wonderful Music Department for playing such a crucial part in bringing the whole project to fruition.”

Dasha Zenzina (U6)

SUSTAINABLE FASHION As an A Level Textiles student, I wanted to link my Extended Project Qualification (EPQ), with a core aspect of my A Level work and a course that I feel very strongly about.

I focused on the upcycling of denim throughout my garments. Denim production has been viewed as part of the ‘fast-fashion’ segment of the fashion industry. There is also the hugely damaging contributions to the planet due to excessive water usage during cotton production and dyeing processes.

design process I went through for each garment. I also wished to make people aware of society’s long-instilled shopping habits based on excessive purchasing which encourages the increase in the mass production of fast-fashion items, and how we need to change and take a brief moment to stop and think whether it is a necessity for us to buy that next new line of clothing.

I loved organising the fashion show and everyone seemed to enjoy being part of it – I think it’s made a few of us think twice and question whether we need to buy new clothes.

I explored this concept further during my lecture, explaining the production and

Serena Clinch (U6)

Louise De Chimay (L6)

Ania Zenzina (U6) 08

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THE ARTS

ECHOES

By Parker MacRae (U5)

Congratulations to Parker MacRae whose poem, Echoes, was awarded first place in the Teens (12-18) Poetry Category competition run by BBC Jersey celebrating the 75th anniversary of the liberation of Jersey. To mark Remembrance Day, she read it to her whole house in an assembly. Well Done Parker!

Quiet Is the street of a Town once bustling with People, thoughts, memories.

Fearful Is his mother who Seeks for her children’s Freedom, liberation, life.

Panicked Is the woman at The checkout, serving Businesses, friends, families.

Coughing Is the baby in the Cot, a child without Hope, safety, stability.

Fearful Is the tired mother, Who is holding close Children, food, medicine.

Begging Are the slaves, ripped from Their homes, yearning for Liberty, home, some food.

Coughing Is an elder Woman, yet she is Avoided, scared, lonesome.

Conflict Is clinging in the air, Making them feel Fear, paranoia, trapped.

Begging Is the student Who seems to be Penniless, stressed, famished.

Let’s think towards another time.

The year is 1945:

Sickness Is clinging in the Air, making us feel Fear, paranoia, ill.

Loud Are streets with bunting, Brimming with those who Frolick, celebrate, sing.

Let’s think back to another time.

The year is 1942:

Calm Are the mothers who know their families are Safe, free, liberated.

Quiet Is the town once full Of joy, empty of Residents, laughter, sound.

Fearless Are gleeful children Who once again play In parks, squares, and sunny streets.

Panicked Is the teenage boy Listening to a Radio, contraband.

Grateful Are the people of Jersey who delight In their bright new future.

Freedom Is clinging in the air, The past echoes And we’ll feel free again.

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TEACHER TIPS

A NEW CHAPTER FOR YOUR TEENAGER? According to Louise Troup, Head of English, there has never been a better time to get teenagers reading.

It may seem counter-intuitive in our screen-dominated world, but booksellers and publishers, I think, would agree.

At the end of October, Bloomsbury Publishing announced its highest profits in 12 years. Lockdown is leading to more reading and more book sales amongst adults. We now need to ensure that we create a new generation of lockdown teen readers. The books are there – ready and waiting to be devoured by your children.

The reasons are simple. Books are the ultimate super food for our body and soul. Reading improves mental health and our ability to empathise, whilst nourishing the brain with knowledge and feeding the imagination.

It will give our teens an opportunity to understand themselves better by seeing the world through others’ eyes, but with none of the self-doubt and anxiety created by social media.

It will create for them a peaceful space where they can escape the reality of the virus and appreciate the difficulties others overcome, putting their own into better perspective.

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The VOICE Autumn/Winter 2020

And it will help give our young people some of the linguistic skills – and the understanding of the human condition – that they will need to navigate this uncertain world. It will, perhaps most importantly, teach them to concentrate!

But how do you actually get your teen to read?

Take away the Tech Evidence shows that the more access a teenager has to devices and thereby the internet and social media, the less they will read. Common sense tells us that in order to concentrate on a book (and you do need to concentrate), you need to be in the right physical and mental space. Therefore, I have a simple message:

Take away the tech. All the tech.

For an hour a day. At least.

Create an environment for your teenager where they are relaxed and comfortable and take away every single screen they own. They will hate you. They will tell you they hate you. But after the initial fuss, they will give in. I am lucky enough to be able to visit a family croft in the Highlands regularly, where there is no

tech, no TV and plenty of weather.

After sulking for a couple of hours, my teenager will, at first reluctantly, settle into a book. Inevitably, this leads to five or six being consumed over the holiday and a newfound love of novels. Often, we share books, and these become a topic of conversation on the wet Highland walks. You may not have access to my windy WiFi-free retreat, but you can create the same conditions if you can find the will power and determination to do it.

Talk about books Do not be a book snob. Allow your teenager to read absolutely anything they like, at least to start with.

Remember, it is important that young people do not see reading as an extension of school and learning. They need a break from ‘learning’. If you try to force them to read something that you deem worthy, they will see this as ‘work’.

Discovering what they like and finding the right books for them will, naturally, take time and effort from you, and them. A good place to start is browsing in a bookshop and asking for help. Booksellers are excellent

As the nights draw in, intersperse Strictly and Bake Off with some superfood for the brain and nurture yourself and your family with books...

at recommending appropriate and engaging books and I would start there.

Another tactic is to use your own network of friends and fellow parents – reading may not be ‘cool’ yet – but other parents will have had the same problem. Pop a message on social media and ask for recommendations Teach by example For reading to become a pleasurable habit for a teenager, it clearly needs to be something that you do too. Perhaps model reading and enjoying snippets from the newspaper; create some family time around the Sunday papers or settle down yourself to read for half an hour after dinner or with a cup of tea in the afternoon. It will help your mental health too. If your teenager is ready for adult books, do not be afraid to share your books with them. Sharing the experience of reading the same book as your child is truly enriching. You could, even, encourage a teen lie-in with a book at the weekends by having one yourself.

As the nights draw in, intersperse Strictly and Bake Off with some superfood for the brain and nurture yourself and your family with books...

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TEACHER TIPS

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The VOICE Autumn/Winter 2020

DO YOU KNOW YOUR TIKTOK FROM YOUR INSTA?

Bex Brown, Director of Safeguarding and PHSEE gives parents the ‘inside skinny’ on social media; the dos and don’ts and how to translate some of the social media lingo!

Social media: like it or loathe it, it is part of the everyday fabric of our hectic lives and our children most likely cannot remember a time without the internet, mobile phones and social media.

Just like learning to become a good swimmer, you don’t simply throw a child in the pool and expect them to know how to do front crawl. It is the same with social media and internet safety: children need to be shown and taught what is the correct and safe way.

For parents, part of the issue is they often don’t use all of the platforms themselves so here’s a guide to help.

Facebook This was one of the first social media apps however teenagers are using this social media less and less. A person will post an update to their account which all of their friends can see. Pictures and videos can be posted. Facebook will link to Facebook Messenger which is how people chat in real time on Facebook. In a fairly recent development, Facebook Messenger can now be used separately to Facebook.

Instagram The most popular social media site of 2020, Instagram has had well over 1 billion users a month for quite a while. Instagram is more about posting photos than Facebook. Young people will specifically take photos for the ‘gram’ and can then comment on other people’s photographs.

We would always recommend this feature is disabled. Also, users will talk about a ‘streak’. This is the number of days that two people have messaged each other, with both messaging every day. Some people find this rather addictive and struggle to break the streak.

WhatsApp Another site specifically designed for messaging friends. The difference is that the messages don’t disappear after they have been read.

Twitter Original home of the hashtag and getting your message across in under 140 characters – and now frequently used by Donald Trump amongst others! Often used to give your opinion to the world in general. Much less targeted to individual people than some of the other sites.

ASK BEX: Is it ok for my child to have an Instagram account if they are under 13?

No. The minimum age for an Instagram account is 13. There are various reasons for this but by young people having an Instagram account earlier, they are being exposed to issues that they may not be emotionally mature enough to cope with.

TikTok Home of the short, snappy video.

TikTok is one of the fastest growing social media sites and it is not just about copying the dances. You can get recipes, mental health advice and videos of cute animals but TikTok does have a darker side as evidenced by recent distressing videos which were shared over a million times.

Is there a way to keep track of Snapchat messages?

Messages can’t be saved but there are apps that will automatically take a screen shot whenever a photo is opened on Snapchat. One of the design features of Snapchat is that the photos cannot be viewed after a specific period of time.

Due to this feature it was originally misused by people posting inappropriate photos, although this is not its purpose.

Snapchat This site is specifically for messaging friends. Once messages have been read or photos seen then they will disappear. One of the features of Snapchat is ‘Snap maps’ which tells a user’s friends where their phone is.

Do you have advice for setting rules for taking and sharing photos – what should and shouldn’t be shared?

My advice is always: only post things that you are happy for your Grandma or a complete stranger to see.

There are a few basic things to consider like checking the background of any photos that might alert people to where a pupil goes to school or even gaining personal information like date of birth.

In addition, consideration needs to be given to the impression pupils are leaving for other people. We now talk about a ‘Digital Tattoo’ rather than a ‘Digital Footprint’ as once photos are posted, they may be on the Internet permanently.

Who can I talk to if I believe my child is having a difficult time with social media?

Please speak to your daughter’s Housemistress/master, me or Jessica Briggs, Deputy Head (Pastoral).

Your daughter can also report issues through Tootoot – the anonymous messaging service that we have in School.

In addition, social media issues can be reported to the social media site and also reported via the Child Exploitation and Online Protection Command (CEOPS) by going to thinkuknow.co.uk and clicking on ‘Report Abuse’.

Are pupils taught about Internet Safety and social media awareness in school?

Yes, every year pupils get taught about these topics in an age-appropriate way during their PSHEE lessons. Topics range from creating a good password and safe use of social media, to how data is gathered and used online. We also look at countering online bullying and sexting.

Do you have any tips for safer use of social media?

Don’t post anything in a public area that you wouldn’t be happy telling a stranger in the street.

Turn security settings up so that their accounts are private and they stay in control of who sees what.

Pupils should also be encouraged to listen to their gut feeling about somebody and know that they are able to block that account. If they don’t feel good about the interaction, tell somebody and block them.

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21ST CENTURY WOMEN

OUR LEADING LADIES

Introducing this year’s Heads of School

Sophie – Being one of the Head Girls is a privilege and one I am proud of.

I can’t believe I am that ‘big girl’ that I once looked up to, who was always approachable and embodied the School’s values of curious, courageous, compassionate, adaptable and spiritual.

I hope and look forward to living up to this and being remembered as someone who whole-heartedly cared for the student body. I have really enjoyed being the pupil voice so far, raising any problems or ideas from others. In this current climate, our efforts have been in lifting morale, even on a small-scale such as putting up positive quotes around the School or creating some house spirit.

It is great to be part of such a wonderful team of prefects who all bring different qualities to the table and inspire others to be courageous, which is the School’s theme this year. Sherborne Girls has truly moulded me into who I am today and so I look forward to being able to give back to the School all it has given me and see how I evolve in my role.

Amara – As one of the Head Girls, my main goal is to serve the School and wider community to the best of my ability, and the opportunity to do so means a lot to me. As a Candlelight recipient, I have been given so much by the wonderful people at our School since I joined in L4. I hope to impart the empathy, friendship and skills shared with me onto other pupils. My focus is on broadening the perspectives of the pupil body and encouraging them to help others and look after themselves. It has been great so far to work with the other heads and the committed prefect team, who are all so creative and approachable.

It is my hope that through our roles we can inspire each other and create a real impact wherever possible. The leadership opportunities and desire to help others, developed through our time at Sherborne Girls, has guided us to our roles and we will do our best to live up to the trust placed in us.

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The VOICE Autumn/Winter 2020

Charlotte – Being one of the Deputy Head Girls is an honour and I am delighted to be part of an incredible team. Ever since I joined Aldhelmsted West, I have always looked up to and admired those girls who were leading the School. When I was appointed to this role, I eagerly anticipated following in the footsteps of those whose compassion, receptiveness and integrity I hope to embody myself. Having joined Sherborne Girls in L4, I understand the challenges that all girls experience, and I hope that as a team, the Heads of School can offer a special support to all the girls. Due to the current situation, it has been more difficult to connect with pupils as we would have wished to, but we are persistently trying new ways to ensure that everyone has an enjoyable time. This has been encouraged by organising activities which can be done together in-house should there be a lockdown. Sherborne Girls has been my home for almost seven years and has supported me in so many ways, which I will be forever grateful for and hope I can reciprocate through my role.

Eve – Being given the role of Deputy Head of School has been an absolute joy and privilege thus far. I feel immensely proud to witness and aid development in the School, along with helping and supporting all the pupils in the best way I can. As an overseas pupil living in Hong Kong I understand the struggle of homesickness, hoping I could be of support for any girls struggling with this. Being involved with the School along with the Prefect team gives me a wonderful sense of unity, especially during this tough period where we all need to stick together.

I feel I have truly grown as a person during my time at SG and hope I can inspire younger girls to work hard at their passions regardless of what they are and push for positive change.

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Launch of #Sherborne Girls Voices Share opinions, ask questions, challenge key issues, stand up for what you believe in, drive change and make a difference.

Ask the Head Girls are invited to raise questions and ideas at this fortnightly Q&A session with the Headmistress.

Votes for Schools Girls are encouraged to contribute to this national poll, voting on issues that affect them most.

Diverse Voices A pupil forum that is leading the School’s stand against discrimination.

#Voices Blog A platform that celebrates ‘Courage’ through creative writing, opinion pieces, art, drama and poetry.

Pastoral Forum A pupil forum that engages in a pastoral discussion with pupils from Sherborne School.

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The VOICE Autumn/Winter 2020

21ST CENTURY WOMEN

We have also launched several alumnae projects that dovetail into our SherborneGirlsVoices initiative: Global Entrepreneurship Week (GEW) – every day of GEW, we shared a video interview with an inspiring Old Girl, each reflecting the entrepreneurial traits of creativity, communication, collaboration, curiosity and courage.

DIVERSE VOICES

Caring for our Community – using our collective SherborneGirlsVoices to make a positive difference, a team of recent leavers are calling Old Girls who may be feeling lonely or isolated during lockdown.

Community Carol – in the spirit of celebrating our SherborneGirlsVoices, we have invited Old Girls to get involved in our virtual Carol Service by submitting a recording of the final carol ‘Oh Come All Ye Faithful’. Watch out for this on social media nearer to Christmas.

ASK THE HEAD…

CARING CALL This has been a challenging year; however, in the face of such adversity, it has been humbling to see so much kindness, support and collaboration from our Sherborne Girls community.

The West Prefect Team and I have been very excited to be able to go to the ‘Ask the Head’ sessions, which have recently been introduced. We had a few questions that we wanted to raise as a house, so I was really pleased there was somewhere we could go to ask them.

In these online sessions we joined a meeting and listened to some of the fascinating questions that the rest of the School had to ask, whilst Dr Sullivan, Mrs Briggs and Mrs Orton answered them. There were such different questions ranging from the food and house-keeping, to teaching and sports.

Everyone had lots of useful information about School life and what was happening in the near future.

Some of the biggest questions asked were based on the food and how we can have greater variation of salad/soup and snacks and about how we work around Covid-19 as a School. So many people had amazing ideas about how we could improve as a whole School community.

Overall we are so pleased that Dr Sullivan came up with such a brilliant idea to include pupils’ voices to help the School be the best it can be!

Ealish Platt-Ransom and Millie Samuel (Aldhelmsted West)

As the country went into a second lockdown, our thoughts turned to our community once again and we launched an initiative to reach out to Old Girls who might be feeling lonely or isolated with the new restrictions and winter months drawing in. We invited a group of recent leavers to help us call Old Girls over the age of 70, to offer a friendly voice on the end of the phone, to make sure that our Old Girls feel cared for, and to share some memories and uplifting news from School to brighten their day.

The initiative dovetails into our Sherborne Girls Voices project, showing how we can use our collective voice to make a positive difference, as well as providing meaningful voluntary work for recent leavers who may have had their gap years disrupted, find themselves on furlough or in limbo as a result of the pandemic.

If you would like to do something positive to support more vulnerable members of our Sherborne Old Girls community, please do get in touch at friends@sherborne.com.

Katherine Massey Director of Development and Marketing

In response to the atrocious events that occurred during the summer of 2020 and the subsequent Black Lives Matter protests, Angel Lulu-Briggs, Amara Agwo, Milly Staples and I decided to voice our opinions about racism to the School community. In a well written, compelling email from Angel Lulu-Briggs, signed by over 200 girls both in the School and Sherborne Girls alumnae, we sought to convey our message.

In the email, present and past students outlined their encounters with racism and how they felt the School could have done more. In response, more discussion opened up between students and teachers, including a meeting with Dr Ruth Sullivan, Mrs Jessica Briggs, Eve Messervy (one of the equality prefects), Angel, Amara, Milly and me. This resulted in the introduction of the Diverse Voices committee, a group of students that work alongside the Senior Leadership Team to drive the School’s stand against all forms of discrimination including, but not limited to, racial, socio-economic, physical and neurological inequality.

Since then, the Diverse Voices committee has been able to attend a seminar on inclusivity, host a Q&A evening session for pupils, as well as introduce a new member, Nicole Appleby. As a group we hope to ensure that Sherborne Girls continues to be an all-embracing community that accepts people from all backgrounds and identities. This is the core value and belief of the group and the legacy that we would like to leave for the girls in the younger years to take forward.

Annalisa Nabitaka (U6) 18

ENVIRONMENT

21ST CENTURY WOMEN

GLOBAL ENTREPRENEURSHIP WEEK For the second year running, we celebrated Global Entrepreneurship Week (16-20 November) with a range of initiatives emphasising the five key entrepreneurial traits of Communication, Creativity, Collaboration, Curiosity and Courage.

We believe these traits, or 5Cs, are pivotal to the future success of all our pupils, regardless of whether they plan on running their own businesses one day or whether they choose to pursue a corporate career, or an alternative career path.

The week started with an assembly where I explained the 5Cs to the girls and what they involved. Each day that week, a video featuring an interview with a former Sherborne Girls pupil was released; the Old Girls were asked to elaborate on the impact these five characteristics had had on their careers to date. The interviewees included an Interior Designer, a Marketing and Advertising expert, a Doctor, a Lawyer and a Jewellery Designer who started her business whilst she was in L5 in Wingfield Digby!

DID YOU KNOW?

Although each career path has been entirely different, there is no doubt that the communication, collaboration, creativity, curiosity and courage traits have been critical to their success.

The impact of the week was captured

by Kate Wong and Poppy D’Abo in a collection of interviews from across the entire SG community and these will be released in due course to: sherbornegirlsvoices.com.

The whole week fired up the girls’ appreciation of the business world with first-hand advice from excellent role models.

Emma Wimhurst Teacher of Business, Entrepreneurship Coordinator

“CURIOSITY IS A CODE WORD FOR PROGRESS.” Mel Exon, former pupil

SG’s commitment to improving our environmental credentials remains as strong as ever with suggestions from the pupils’ Eco-council adding valuable input to decision-making. Here are some of our ‘green’ facts:  Most of our vehicle fleet is now electric or low-emission small engine petrol variants, and most of our gardening power tools are electric, to reduce our use of fossil fuels.  Our waste is managed to optimise recycling, and we work closely with waste management contractors to ensure our waste is used to generate power where possible.  Our energy suppliers have been selected so we use energy generated from sustainable sources and we have energy monitoring in all key buildings.  The cross-laminated timber structure of The Merritt Centre came from sustainable sources, resulting in a significant negative carbon footprint.

The new development is entirely cooled and heated by ground source heat pumps, ensuring the building is as environmentally friendly as possible.  Solar panels have been fitted to the Oxley Sports Centre to generate electricity and warm water, with considerable energy savings, particularly in the swimming pool.  We have virtually stopped our use of single use plastics by ensuring girls and staff use tap water to fill reusable bottle whenever possible and we have changed plastic cups to paper or PLA.

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The VOICE Autumn/Winter 2020

COMMUNITY MATHS TEACHER’S MILES AND MONEY ADDS UP Maths teacher Dr Andrew Moore and his daughter Jasmine teamed up to run the incredible distance of 10 marathons in 10 weeks to raise money for the United Nations Refugee Agency.

“It was quite tough to keep going but it is nothing compared to the struggle of the displaced people that we are raising money for. It has certainly been tougher than expected, for me especially rather than Jasmine. I haven’t really run at all for about 20 years and one of the main

BABY NEWS

Over the summer and autumn, staff welcomed the patter of teeny, tiny feet and we are delighted to share the wonderful news that: Julie Watts, our Librarian, had a little girl, Elowen, in May; in August English teacher, Emily Bell, gave birth to Milo (pictured above) and Head of Strings, Catrin Win Morgan, welcomed Liliwen.

Sam Walls from the Sports Department gave birth to a bouncing 9lb 9oz Oliver in October and there was a big surprise for Lucy Smith in the Marketing Department when baby Freddie arrived in August - some 9 weeks earlier than expected!

All mums and babies are doing brilliantly and we wish them well.

TEACHERS TAKE EXAMS TOO It’s not just the pupils who we encourage to be life-long learners.

The CPD programme at SG supports staff with their professional development and we wish to congratulate Jon Hammond, Housemaster for Reader Harris and Head of U5 and Louise Orton, Senior Deputy Head, who completed their MEd in Educational Leadership. They also accomplished an Apprenticeship Level 7, receiving their end point assessment through the Chartered Management Institute (CMI) achieving the ultimate accolade in management: Chartered Manager.

As Chartered Fellows they can use the designatory letters CMgr FCMI. This recognises their status as professional managers and brings a practical, positive impact to the management of the School.

Lizzie Nurse, Director of Drama, has been awarded a Chartered Teacher qualification from the Chartered College of Teaching. The relatively newly-designed qualification is aimed at experienced teachers and recognises a dedication to using research to create evidence-informed teaching practice.

Well done Lizzie!

challenges I faced was the aches and sore muscles in the morning after running every day. If you divide the mileage over each day it works out to be a manageable 6km a day (every day!), but if you miss a day then you have to make up for the lost distance and the runs have to be longer. The key is to seriously stretch each evening!”

Their outstanding efforts raised a fabulous total of £2,165.

EVERY JACKET HAS AN SG LINING!

A Level Textiles student, Deena, from The Gryphon School in Sherborne, can be seen here proudly showing off her winning design for a suit jacket for the new SG Sixth Form uniform. Deena’s design of a chic blue lining with silver embroidery initials representing all seven boarding houses, beat more than 60 other contenders in the competition to create a concept for the suit jacket lining.

Deena came along to the School Shop where she was presented with her own suit. She was thrilled with the finished garment which will be a very impressive addition to her portfolio.

Well done Deena – our Sixth Formers love it!

SEPARATE, YET TOGETHER Our commitment to provide ‘the best of both worlds’ for the girls under our unique partnership with Sherborne School has seen even greater resourcefulness required to make sure the joint clubs and societies carry on and we have made the most of opportunities to meet online for academic enrichment, plus Oxbridge interview practice. A selection of the activities we are hoping to share with Sherborne School are: Young Economists; Anthropology and Sociology Discussion Group; Biology Olympiad; Psychology in the News; Senior Debating; L6 Thinkers; Chemistry Olympiad; Senior History Society; Turing Society; Cecil Society and Sherborne Radio.

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SPORTS ROUND UP CCF

BRONZE DofE WITH A DIFFERENCE Jemima Drummond (M5) writes about a different kind of Bronze expedition...

DofE with a Difference We were incredibly lucky to have been able to complete the majority of our volunteering, skills and physical sections needed for our Bronze Award before Coronavirus became an issue. We are extremely fortunate to live in such a beautiful area of Dorset that enabled us to successfully complete our two-day expedition.

Although we were unable to travel great distances, we pitched our camp at the bottom of the lacrosse pitches and after our trek had a much-needed supper of pesto pasta and noodles, followed by a chilly night in the tents. The next morning the weather was beautiful and we set off again; when we eventually returned to house after a tiring day and a lot of walking, we collapsed happily into our beds!

Sherborne Girls has recently introduced the Combined Cadet Force (CCF), in collaboration with Sherborne School, as one of the many opportunities available to girls in M5-U6. We meet once a week to learn new skills, and take part in fun group activities. Some of the things we have been able to participate in so far include learning drill movements; how to camouflage ourselves with face-paint; how to cook ration packs (known as rat packs) and also how to put up shelters.

Our Sergeant is Eve Messervy (U6), and we have three Corporals: Honor Davis (L6), Lily Leaf (L6) and me, Hettie Dart (L6). It is our job to look after the girls and set an example for them so that one day they are able to fill our standardissue boots.

The M5 recently performed excellently in their beret tests and they may now be seen on Wednesday afternoons wearing them with well-deserved pride. The girls’ and boys’ School CCF met for a Remembrance day parade, where we honoured those who died in conflict.

We were so grateful to be able to participate in this event.

I think I speak for all the cadets when I say how thankful we are that we have been given this amazing opportunity and we look forward to the time when we are able to train regularly alongside the boys at Sherborne School.

Hettie Dart (L6)

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The VOICE Autumn/Winter 2020

KEEP ON RUNNING

SIXTH FORM FOOTBALL LEAGUE

Harriett Townhill (U6 & XC Captain) writes about discovering a hidden talent through running in lockdown.

If you’d told me at the start of the year that by the summer holidays I would actually enjoy running, I would have laughed. However, when School began remotely at the end of April, I found myself voluntarily going for a run, and since then it has become a part of my everyday routine. Throughout the first month I struggled to make it very far without having to walk, however it soon became easier and I started to look forward to it every morning. In June I began attending Wimborne Athletics Club’s endurance sessions with my sister, and this drastically improved my fitness.

Now that we are back at School, I run during games sessions and sometimes before lessons in the morning. In some ways, I have lockdown to be thankful for as I never would have started running without it. Now however, I can’t imagine my life without it!

The introduction of football last year has proved a huge hit, so much so, that the girls requested their own football league.

So this term has seen the launch of the School’s Sixth Form Football League.

Even driving winds and rain in the inaugural match didn’t dampen the girls’ spirits as they played as furiously as the wind was blowing. This particular activity looks set to be a permanent fixture on the sports pitch.

“In Nigeria, football is part of the culture, so having the opportunity to share it with girls who are equally as enthusiastic about playing is really exciting.”

Nicole Appleby (U6)

ABOVE PAR I am lucky enough to be a part of the Sherborne Golf Club Junior Team. During what has been a most unusual year, we have played our way through several competitions in beautiful sun and even some storms. Through the ups and downs, we were able to complete the qualifying rounds and made our way to the Junior National Team Final. After a one week delay due to weather and squeezing in just before the second lockdown, we travelled up to Romanby, Yorkshire during half term for the final.

After strong practice rounds on the Saturday, we were all very positive going into Sunday, but the excitement of competing at this level for the first time got the better of us and we finished 6th in the finals. I feel very fortunate to have been able to play alongside teammates from School (Lauren Carty L6), Sherborne School and The Gryphon. It was a fantastic experience, and we cannot wait to compete again next year.

Elizabeth Ashford (U5)

LOCKDOWN SPORT

What do you do when stuck in lockdown with nothing to do? Invent a sport of course!

Normally I would love to play some lax in the garden or do some yoga, however after weeks consisting of me attempting to touch my toes (lockdown goal) and my dad chucking lax balls at me, I wanted a change... and ‘Rowcross’ was born!

Rowcross is a unique blend of rowing and lacrosse. All you need is a lax stick (the bigger the better), a small body of water and some sort of flotation device – anything from a rowing boat to a raft will do.

The rules are simple: 1. Row across your body of water 2. Get off your flotation device 3. Run towards your designated goal 4. Stand and wait for the shot.

Simple but fun!

I’m not sure it will ever be classed as an Olympic sport but it certainly kept me busy, fit and happy over the summer.

Esme Beckly (U5)

MULTI-DIMENSIONAL MOVEMENT Sport has one common theme: movement. Helping our pupils to understand, feel, and repeat good quality movement is, and should be, a priority in all our Strength and Conditioning (S&C) programmes.

We have seen a surge in the delivery of athletic development programming in schools and although these programmes are generally directed at the ‘elite’ groups, we should not lose sight of the fact that movement development is a life skill and is something that can benefit every pupil regardless of ability and level.

The development related to an individual’s balance, co-ordination, kinaesthetic awareness, linear, lateral and vertical movement and postural control,

are all related to athletic performance but we also need to be aware that they are equally applicable to everyday life.

Having applied similar movement development programmes to individuals with dyspraxia, I have seen a marked change in their movement competence and confidence, skill execution, sporting and physical engagement and, most importantly, their sporting enjoyment.

So ideally, such a programme can be applied to all.

Sherborne Girls has recently introduced a Multi-Dimensional Movement Programme in games lessons. The programme is integrated into our warm-ups and regularly delivers small doses of good

quality movement ‘rehearsal’ in an educational but fun way. Helping pupils to understand what it feels like to achieve a ‘good movement shape’ is important and it is quite surprising how quickly pupils will say: “I landed on my heel”, as they start to feel what good movement is and they begin to self-manage their postural adjustments.

We have a duty to help all pupils develop an understanding of the life-long health and wellbeing benefits associated with physical activity and S&C can play a large role in the delivery of this.

Mark Spivey,

Head of Performance, Fitness & Wellbeing

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Sherborne Girls Bradford Road Sherborne Dorset DT9 3QN 01935 818224 office@sherborne.com sherborne.com

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The Music Department’s creative use of year group ‘bubble choirs’ meant they were able to record carols and music for a virtual Carol Service.