Sherborne News Trinity 2020

SHERBORNE NEWS Trinity 2020 ISSUE 34

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It seems a long time ago since reports began to emerge of what we now know as Covid-19. Like everyone else, we were initially unsure as to what, if anything, its impact upon us would be.

Soon enough, however, the potential ramifications began to dawn. During the first months of 2020 we began producing contingency plans to cover a range of what seemed likely scenarios. Even then, it still came as something of a shock when the Government announced on 18 March that all schools in England would close two days later and remain shut (other than for children of key workers) until further notice. It was also announced that the summer’s public examinations, for which boys had been diligently preparing for many months, were cancelled.

Despite the magnitude of the announcements, the whole School community responded with its customary calmness and fortitude. As the rather shell-shocked boys travelled home, teachers gave up their Easter holidays to plan for the experiment in remote learning that had been abruptly thrust upon us. Thanks to their imagination, proactivity and sheer hard work, coupled with that of the critically important ICT Services team, a whole new model of teaching, learning, co-curricular provision and pastoral care was designed and implemented within a matter of weeks. As a consequence, Sherborne was transformed from being a boarding school with almost all of the boys here almost all of the time to a remote school with none of the boys here at all.

For some the move to virtual learning was initially challenging. However, thanks in no small measure to the support given by those colleagues with the highest levels of ICT skills, many of the system’s early wrinkles were soon ironed out. Extremely helpful feedback from parents then allowed us to refine it further. As a consequence, the boys continued to make excellent academic progress.

For those in the Third, Fourth and Lower Sixth Form, the academic curriculum continued essentially as before and the boys’ end of term Trial results stand as a testimony to the way in which they coped with the additional demands of remote learning.

For the Fifth and Upper Sixth Forms the situation was more complicated. The boys had by then completed the syllabuses but the cancellation of their GCSE, A level and BTEC examinations meant that there was little to be gained by simply rehearsing material covered in previous terms.

Instead, bespoke programmes were created for them. The Fifth Form made an early start to their A level and BTEC courses, and did so with energy and aplomb. A significant number also embarked upon an accelerated Extended Project Qualification (equivalent to half an A level and normally taken in the Sixth Form), delivering outstanding online presentations based upon extensive research of their chosen academic topic. The Upper Sixth Form, meanwhile, were offered an extensive programme of academic enrichment, university preparation and careers and Higher Education activity including webinars supported by a range of universities and many Old Shirburnians.

Of course, whilst we strive for and achieve the highest academic standards at Sherborne, the School is about so much more than just scholarship.

A further challenge, therefore, was to deliver a diverse and engaging co-curricular programme.

Again, despite the obstacles presented by lockdown and thanks to the energy and enthusiasm of colleagues, this was achieved with some success.

The boys were offered, and enthusiastically engaged in, activities ranging from art classes and

drama workshops to fitness challenges and opportunities to hone CCF skills. A particular highlight was the music, with boys continuing to receive not only instrumental and vocal tuition but also the opportunity to participate in remote ensemble rehearsals and recordings. As a consequence, our musicians buoyed our spirits throughout the term with some magnificent performances created by skilfully weaving together scores of individual parts recorded by the boys at home on their mobile ‘phones. Many of these were then used within the wonderful, uplifting remote Sunday services which provided a welcome reminder of more normal times.

Ensuring that the boys were productively engaged and occupied during the term was a high priority.

But so too was their wellbeing. Whilst lockdown affected us all, it exacted a particularly heavy price from the young. Compelled to spend far more hours looking at a computer screen than any of us would wish, they also had to contend with the cancellation of their public examinations and the denial of cherished opportunities to compete, perform and play together. Above all, they were without that regular, informal contact with each other that gives so much joy and meaning to their lives. In fact, the boys responded magnificently, demonstrating extraordinary resilience at a uniquely challenging time. But they were also superbly supported by Housemasters, tutors and other staff who not only maintained regular pastoral contact with the boys and their families but also organised remote quizzes, socials and other opportunities for them to chat informally and catch up with friends.

None of us would have chosen to go through lockdown and all of us are earnestly looking forward to September when we should be able to welcome all the boys back to School. We have, however, learnt much from our recent experience. We have been given a renewed impetus to exploit the benefits of technology and the things we have learnt will lend a long-term benefit to our pedagogy and our communications. We will not

abandon our existing approaches but they will be supplemented and enhanced by the knowledge and expertise acquired in adversity.

It has also been a privilege to witness the true strength of the wider Sherborne community.

Colleagues have amply demonstrated their commitment, adaptability and ingenuity. Parents have been endlessly supportive and forbearing.

And the boys have been superb in the way in which they have taken in their stride the seismic events through which they have lived. But perhaps above all, we have seen the best of so many people in our community who have demonstrated such care and concern for others. This is something that has always been a feature of Sherborne life. It has, though, been wonderful to see it made so clearly manifest in recent weeks in ways ranging from House-based charity fundraising and the production of PPE and medical components to the cooking and delivery of meals for vulnerable neighbours, including through the work of the Sherborne Community Kitchen.

The Covid-19 emergency is not yet over, although hopefully it is subsiding. The coming months will continue to demand much of us all but the strength of the Sherborne community will see us through, just as it has allowed us successfully to navigate the challenges we have faced thus far. As we plan for reopening in September, we can look back with pride and forward with optimism. I could not be more grateful to the boys, parents and staff for making it so.

Dr Dominic Luckett Headmaster and CEO

Academic Enrichment News in Lockdown

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creative writing

LeapS and StrideS in engLiSh

Sonnet on Love

How can we translate the study of Shakespeare or Stevenson’s novel The Strange Case of Dr Jekyll and Mr Hyde to an online-learning environment?

That was the question that faced the English Department at the start of lockdown. Our subject is one that often lends itself to more traditional methods, but the last ten weeks have proved that technology has the ability to revolutionise the way in which we deliver our subject, particularly through the use of OneNote. Following a successful trial of class notebook for some year groups this term, the department will be developing this as we head into the next academic year, and the advantages of the software are already obvious.

For the boys, remote learning may have proved initially challenging but they have come on in leaps and strides. Mr Payne’s pre-A Level course for the Fifth Form English students, for example, have produced excellent presentations on literary criticism, applying their knowledge of a particular theory to a text of their own choice. Finn Grammaticas’ (5f) presentation on queer theory and Will Jonas’ (5d) exploration of Hamlet using Freud were particular highlights.

The start of lockdown also saw the launch of a new English society: Book Club. Originally pitched by a member of the current Fifth Form, the club provides boys the opportunity to meet and discuss books they have chosen themselves. The inaugural meeting saw spirited discussion of Robert Harris’ novel Fatherland, whilst subsequent meetings have focused on Ray Bradbury’s Fahrenheit 451 and Alex Garland’s The Beach.

Harriet Cant Head of English

What choice is to made in love that’s true?

Simple to hold it is, and woe to fight That heart-felt whim that sings old songs a-new, And sets them in a bold, yet hollow, light, Yet; when the soul craves purpose, let it be Not focused in a bright, but shallow, spark, For those who grieve that life has left them free Do on a journey far from love embark.

But; striving for romance gives birth to art, E’en when to us that struggle seems in vain, Between the joys and sorrows must we dart For therein lies the true homage to pain.

Therefore let poets write and lovers dream, Neglecting not the source of real esteem.

Edward Pinnock (4a) Once a Farmer wished to cultivate a Splendid Field Once a farmer wished to cultivate a splendid field So he ploughed it until it was pocked with craters He poured out shiny black seeds unto the soil He littered fertiliser over the trenches of mud He sprayed pesticide so the plants wouldn’t spoil, Watering it with his own sweat and his own blood And so he ploughed the field with grumbling shells, He peppered the ground with shiny black shot, He sprayed soldiers with the foul fumes of hell, So the soil would become fertilised as they rotted And the fathers and husbands and sons were his to spend And the daughters and wives and mothers would soon forget And after all this the families would eventually mend.

Years later, after the fighting had ended, From all over men came to admire the field That the farmer-turned-butcher had tended: Because there, where the men lay slew, His lovely field of poppies grew.

Lockdown Sonnet no2 In Blues, the Shirburnian traipsed along To lessons taught with board and pen; The modern way? Well, we were wrong But technology felt so primitive then.

His father clutched his books and pen, Well-drilled, from Abbey into Hall; He’d vaguely heard of computers then But never once logged on at all.

Gown-clad dons with slate and chalk Had taught his Grandad twixt the wars And caned the boy who dared to talk, With Carmen sung and laboured chores.

Now welcome to the world of memes; The future’s here, the future’s Teams.

Mr Stephen Byrne Housemaster of The Green

Toby Ross (5b)

rateS OF reactiOn in chemiStry Almost every article one reads at the moment begins with something like: in these extraordinary times… before going on to describe the negatives of Covid-19 and the lockdown. This is quite understandable, there have been very many negatives associated with the last couple of months with the personal and economic writ particularly large. But can we find any positives? Well yes, it is after all a very ill wind that blows nobody any good!

Take the boys in the Third and Fourth Forms; over the last 10 weeks they have covered Rates of Reaction (a major topic in the IGCSE) successfully, completed an online examination and an online Block Test while submitting up to four assignments per week. In some cases, they have been more focussed than they might have been in class and certainly more proactive. Organisational skills have been honed, research competences improved, problem-solving capacity increased while IT proficiencies have taken a quantum leap forwards (that’s pupils and staff).

In the Fifth and Lower Sixth Forms all that has been written about the junior years is true, but in addition they have coped with A level moles and oxidation numbers (Fifth Form), while the Lower Sixth have covered equilibria and acid-base equilibria, transition metal Chemistry and redox equilibria. They have not been idle; indeed, a good number have found yet more time to produce articles for the online Chemistry Symposium. All in all, they are likely to be far more academically mature university undergraduates than of yore and this can only be a good thing.

So, would we have ever opted for this unexpected and unwelcome intermission? Certainly not, but it has once again demonstrated the remarkable resilience and adaptability of the average Shirburnian.

William Buckley Head of Chemistry

evOLutiOn in biOLOgy It seems fitting for the Lower Sixth Biologists to have been learning about Selection and Evolution in the latter part of this term, since there is no doubt that both the teaching and learning within the biology department has certainly evolved as the term progressed. Each member of the department got to grips with our new mode of working, which was rather alien to us only a few weeks ago. However, words such as Teams, OneNote, Breakout rooms, MS Forms etc. are now part of our everyday parlance it seems.

In the natural world, evolution is a slow process where those best suited to resist the pressures placed upon them will survive. I have been very proud of my department and the vast majority of the boys who have evolved in a very short period of time, so that they can continue to engage with their biology. Many have

Jonathan Post’s (L6a) homemade quadrad.

gone beyond this and have truly flourished.

When I think back on the range of activities that boys have been asked to accomplish this term, ranging from a DIY quadrat building task in order to sample daisies in the garden, to virtual experiments looking at the effect of mineral ions on plant growth, and everything in between, such as Virtual Bingo, numerous presentations, Catchphrase, Jeopardy to name but a few.

Perhaps then, for everything that is tragic about the circumstances that have brought us here, there’s a key positive that has emerged – the boys have evolved to be better placed for the current technological landscape which is something we will continue to embrace at Sherborne School.

Jon-Paul Manning Head of Biology

Louis Lindsey (L6d) using different coloured pasta and a tub of rice to carry out a capture-mark-releaserecapture experiment.

mOdern FOreign LanguageS beyOnd the cLaSSrOOm

cLimate change in geOgraphy

The Geography department has remained in full flow at Sherborne School. The Third Form have got stuck into their GCSE course early studying topics such as tropical revolving storms and climate change. The boys have risen to many of the challenging tasks set including producing an animated video on the global atmospheric circulation model.

In the Fourth Form, the boys have continued to make good progress through the GCSE syllabus.

Unfortunately, the fieldtrip to Christchurch Bay was cancelled but we are hoping to reschedule this in the Michaelmas term alongside the fieldtrip to Southampton. There were a number of impressive results in the Fourth Form end of term exam; notable performances came from Harry Thompson (4e) and Thomas Hunter (4d) who

came top in the year with grade 9s.

The Fifth Form have started their A level course early and have made excellent use of this bonus time. They have quickly adapted to the increased demands that is required of them at A level which bodes well for the next two years.

The Geography department welcomed a number of external speakers to give webinars to the Sixth Form Geographers. We were very fortunate to be able to have the Environment Manager for EDF’s New Nuclear Build, Sizewell C, speak to the boys about the sustainability of nuclear energy. The boys engaged superbly well and asked some questions which certainly put the speaker through his paces!

Joshua Wilson Head of Geography

The cancellation of the public exam period has afforded the MFL department with opportunities to enrich the learning experience of exam classes beyond the curriculum in a more creative manner, enabling us to broaden their cultural horizons as well as linguistic competencies. With seven MFL enhancement courses on offer, it was pleasing to see almost thirty members of the Upper Sixth sign up. Students already enrolled in A level language programmes have been introduced to a universitystyle learning programme based on Open University MOOCs. Learning has centred around interesting debates on contemporary issues in French, an overview of regional dialects, history and literature in German and an introduction to social issues in Latin America in Spanish. The introduction to linguistics course has attracted linguists with an intent to study computer science and science.

A number of Upper Sixth who stopped formal language study at GCSE have benefited from refresher courses which focused on improving their spoken competencies. Many of these pupils will use these skills on their gap year or future travel and work plans. At GCSE level, the Fifth Form have enjoyed different approaches to language learning. The French and Spanish department have used film as a medium for learning through debates, discussions and presentations. Germanists have made videos of ghost stories, football match commentaries and virtual tours of Berlin. The MFL department has observed a high level of engagement from the pupils who have adjusted admirably to the new style of learning. Live lessons and tutorials have been welcomed by all because linguists like to talk and will seek out any opportunities to do so.

Judy Thurman Head of Modern Foreign Languages

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interacting with hiStOry The History department has taken a strong lead in providing not just the online curriculum needed during lockdown, but also a range of extra-curricular activities. Miss Allen provided the Upper Sixth boys planning to study Historyrelated subjects at university with a number of challenging seminars on topics such as the collapse of communism, the History of ideas, and the West and the Middle East. The History Society was run, which included a range of interactive sessions including one where a host of students from a range of years each brought along an interesting family artefact. Other sessions included

Historical Pictionary (can you guess the character below and why?), Political Cartoons and Historical Paintings including Gericault’s Raft of the Medusa.

We will finish the term with boys selecting and analysing their favourite speeches from the past.

In order to ensure the Fifth Form historians planning to do A level did not have six months with grey matter untested, the Allen, Crouch, Pearson, Reynolds combination produced a pre-A level course that not only prepared the boys for next year but also encouraged them to think independently. A particular

highlight was a Black Lives Matter debate in which both sides of the arguments were rehearsed and analysed with passion and subtlety. In order to broaden even further the boys’ experiences our Third Form course is being developed too, to include new topics such as the Renaissance, World Empires, Changing Britain and Colonisation and Slavery. The reaction of the boys to the smorgasbord on offer has been really heartening; they have been interested and interesting.

Giles Reynolds History Teacher

bLack LiveS matter We supported Old Shirburnian, Hosanna Serukenya, as he delivered a strong message regarding the importance of educating those around us about racism. As quoted

by Hosanna ‘‘By dismantling racial prejudices against black people, we can take one step closer to ensuring racism is a thing of the past’’. Please visit our Instagram page to hear Hosanna’s thought provoking words: https://www.instagram.com/p/CB N6hSIAngL/

perSOnaL deveLOpment in pShee In PSHEE lessons this term pupils have explored a range of topics.

A focus of this term’s work has been on personal development and the acquisition of virtues such as patience and kindness through practical tasks such as origami, mindfulness and journaling. In addition, pupils have had the opportunity to explore current issues such as the Black Lives Matter movement and Pride month. A focus on Mental Health and emotional wellbeing has also been covered in lectures and short clips to support pupils during this time. Behind the scenes I have been preparing for the relaunch of PSHEE as Wellbeing and the new curriculum will cover all SMSC, Citizenship and FBV alongside the new RSE and Health requirements. In addition, pupils studying next year will also be learning new approaches in developing character traits such as resilience and kindness, alongside lessons which will have an emphasis on supporting mental health.

Nikola Bowerman, Teacher of Theology/ Head of Pupil Wellbeing

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A Third Form curse

expLOring the mOdern and ancient wOrLd in cLaSSicS

The Classics Department has embraced the challenges of remote learning. While exploring the potential of OneNote, Padlet, Quizlet, MindMeister and a variety of other online tools, Shirburnians have also been building cardboard models of Pompeian houses, writing curse tablets and testing and tasting recipes from the classical world. But most importantly the current crisis has enabled us to look back on the past with a more sympathetic eye and to explore the parallels between the modern and ancient worlds.

The opening lines of Homer’s Iliad, which I use each year to introduce the new Third Form to Greek, will now have added resonance, as they vividly portray plague, personified as the god Apollo, descending like night on the Greek camp, his arrows rattling in his quiver. The Lower Sixth Classical Civilisation class are studying Sophocles’ Oedipus the King and our boys can now appreciate with an understanding closer to that of the original plague-ridden audience the opening prologue, which sees the people of Thebes imploring their king for help with a disease that has been ravaging their city. Homer and Sophocles both

ascribe the cause of their characters’ suffering to human offence, but some of our boys will have read the Greek historian Thucydides’ observations of the plague that ravaged the city of Athens in 430BC and seen more obvious parallels with today’s situation.

Whilst arguably more aggressive than Coronavirus, Thucydides describes some similar symptoms, such as sickness, fever and a hoarse cough, but also notes the speed with which it moved through the population, the increased risk to those who treated the sick and how the cramped conditions of the poor helped spread the disease. Famously, the Athenian leader Pericles contracted the plague and died. At that time, on the island of Kos, Hippocrates was pushing the boundaries of medical innovation, believing that diseases were not punishments inflicted by the gods, nor could be treated by prescribing quack remedies, but were caused naturally and were linked to environmental factors, diet and living habits. Whereas Sophocles believed that an oracle, rather than a physician, needed to be consulted, Hippocrates prescribed sleep, exercise and a healthy diet. Those who accompanied the recent Classics trip to Greece will remember the Asclepion at Epidaurus and the process by which patients would go to sleep in the temple with the expectation that they would be visited by the god Asclepios and report their dream to a priest, who would then interpret the dream and prescribe a cure, often a visit to the baths or a gymnasium.

It has often been said that history repeats itself and Thucydides himself was concerned with learning from history, believing that it was human nature that does not change and that people will react in similar ways when they encounter events that have occurred in the past. Perhaps our boys will now see the literature and history of the ancient world in a different light.

An offering from a ‘remote’ kitchen: Cabbage the Athenian way, Honey glazed prawns and Tzatziki.

Stephen Heath, Head of Classics

Sixth FOrm reFLectiOn

OS Will Caldwell (m,17), George Syradd-Chown (g,17) and Archie Hamilton (c, 13) discuss Newcastle and Durham universities with members of the Sixth Form.

the Sixth Form has capitalised on the period of remote learning well and remained productive despite unusual circumstances.

Upper Sixth boys have followed programmes tailored to their individual needs and interests, supported by tutors, and taken up a range of opportunities from the Upper Sixth Enhancement Programme. They have variously been engaged in subject-specific university transition programmes across most main subjects, such as ‘The History Boys’ and Applied Business & Economics webinar series, various Mathematics and science extension options, as well as some beginner options including Philosophy and Art appreciation. Some even dusted off their language skills in postGCSE refresher courses; we hope that they can put these to good use if Gap Year travel plans can be fulfilled. Many Upper Sixth pupils also took the initiative to volunteer or work when they could during lockdown, not only showing

impressive social responsibility, but developing their competencies and taking what steps they can to build their profile. Despite the disruption, everyone who had applied to university replied to their offered places, accepting their Firm and Insurance options, and we look forward to confirming their successful placement onto courses in August.

The Lower Sixth Form have been overwhelmingly impressive throughout the term, adapting to remote learning and keeping vital momentum with their A Level

programmes as well as making the most of the co-curricular opportunities on offer.

All Sixth Form pupils have also had more contact with the OS community than ever in the Trinity Term, joining weekly webinars focused on Universities to hear about life and study at some of the most popular destinations for Upper Sixth leavers in recent years. In addition, there has been fantastic support from OS and parents to some fascinating careers-focused webinars, including careers in finance, law, property and sports, which

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epQ exceeding aLL expectatiOnS ...

featured Fergus Taylor (OS ‘10) who has played rugby professionally in Italy since captaining Oxford Blues in 2016.

The musicians even had the opportunity to discuss professional music careers with Jesse Quinn from Keane! We are hugely grateful to Mr Harden, the OS Secretary, and Mr Ballard, the Head of the Foundation, for working tirelessly to source so much support to the boys this term.

It was also great to see several Sixth Form boys applying to a virtual work experience programme with Quilter Cheviot, a Financial Services firm, organised

by Scott Stevens (c,90) who is Head of Recruitment and Acquisitions in the Financial Planning arm of the firm. Several boys were successfully placed on the programme following submission of a tailored CV and a recorded interview process. We look forward to hearing about their work and seeing the new entry in the experience section of their CVs! The boys’ pro-active engagement and diligence has been testament to their resilience, throughout a testing and unprecedented period of remote learning. They have remained cheerful and positive under pressure and continued to build their own platforms for future success.

Robert Marston Assistant Head (Sixth Form)

It’s fair to say that the Sherborne accelerated EPQ has exceeded all expectations this term, thanks to the creativity, independence and hard work of the boys, and the diligence – and sometimes the patience – of their supervisors. Neither the boys nor the supervisors were expecting when they left for Easter that they would be undertaking such a huge task, or even what the EPQ was, and all those who engaged in it have risen admirably to the occasion. There are currently around 80 projects underway; the topics are wide ranging and some of the artefact projects are extremely ambitious.

Some of my favourites include How can I plan and design a functional, sustainable tiny house?’, To what extent have giant multinational retail companies adapted and changed their marketing strategies since 2000 as a result of the growth of social media platforms Facebook, Twitter and Instagram? A case study of Nike, Coca Cola and Amazon’ and ‘What Were the Most Important Factors in Primitive Homo Sapiens Development of Culture?’

The first tranche of EPQ presentations took place on Wednesday 1 July, when around 30 of the Fifth Form presented with those Lower Sixth who have been progressing steadily with their projects all year. The Lower Sixth has also had to adapt, with the most intense part of their EPQ process happening when they had the least support. Some, having chosen projects last November that required others to be physically present/available, have made the wise choice to defer, and, along with the remainder 50 or so Fifth Form, will be presenting their EPQ projects in September – an exciting way to begin the new term!

Presentations are planned via Zoom/Teams: another way the EPQ has rapidly evolved this year. This allows for friends and parents to participate as an audience, and for presentations to be recorded.

I am already looking forward seeing them, and to receiving what I know will be a well-deserved set of results from these boys in January 2021.

Charlotte Allen EPQ Co-ordinator and Head of History

Co-curricular News ccF highLightS This term’s remote CCF provision has focused on getting the boys away from their screens and getting them outdoors to complete a weekly challenge without the need for any specialist equipment. A short explanatory video was put up each week and then the boys were set free to undertake the challenges. The ‘pick up, tonup’ challenge was an opportunity for the boys to push themselves in a very demanding physical challenge in which boys ‘picked up’ and exercise with each repetition. On the camouflage and concealment challenge boys got the chance to essentially play hide and seek. Some took it to extreme levels by hiding up trees!

Other activities included performing CPR on a dummy/teddy/sibling, building a shelter, polishing boots and ironing uniform, enhancing navigation skills, and the CCF’s very own Rev Campbell even lavished the winner of the Royal Navy Jackspeak challenge with a Hub voucher. We hope that next term sees the return of more traditional CCF ventures so the boys have further opportunity to learn new skills and further develop their character which is the real point of CCF. Rob Le Poidevin CCF Contingent Commander

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duke OF edinburgh’S award The Duke of Edinburgh’s Award continues despite the lockdown. Many boys have continued with new or adapted section aims and a number have completed sections or even completed the Award. The only section that cannot be worked on at the moment is the Expedition.

It is worth DofE participants checking their eDofE account to see what they signed up for in Physical, Skill and Volunteering. Many will find they could ask for their assessor to write a report based on the two terms of activity that they did in School over Michaelmas and Lent Term.

There are a number of ideas especially for virtual Volunteering on the DofE website... https://www.dofe.org/dofewithadifference/

James Kimber Duke of Edinburgh’s Award and Physics Teacher

Virtual Commemoration whilst our virtual commem could never match the real thing, we hope our boys and their families enjoyed its various components, including the head boys’ address and the wonderful music.

Congratulations go to all the boys who’s achievements were acknowledged through Lists and Commem prizes and awards, details of which may be found

within the 2020 commem programme. Special mention should, as always, be made of the winner of this year’s Bow Award. The most prestigious accolade that the School bestows, it acknowledges the boy deemed to have shown the greatest levels of kindness, consideration and support for others. Many boys were nominated by other pupils and staff but the eventual winner of

the 2020 Bow Award was Harry Boulton (U6m) for his work to promote awareness of adolescent mental health. He is a thoroughly worthy winner and a young man for others to emulate.

To view our Virtual Commem Celebrations, please visit: www.sherborne.org/commem2020

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Music in Lockdown

This was the term when every Shirburnian musician became a recording star within his own right! Every performance was ‘virtual’ by courtesy of being recorded remotely, and indeed at no stage were any archive recordings used from the moment the lockdown started.

Rehearsing and performing in the wonderful ambience of the Music School, Cheap Street Church, the Chapel, the Abbey and indeed the BSR, was replaced by the arduous but sometimes humorous process of making solo recordings.

Ordinarily a big event, making a solo recording became as common-place as turning up to a rehearsal, and enormous credit must go to the large number of pupil musicians for their patience, resilience and determination, in an unusually demanding and exhausting

project. There were also, of course, many hours of compiling and editing on Apple’s wondrous software Logic back in Sherborne, with the music staff team being superb in their newly discovered technological skills and their commitment to YouTube concert uploads.

The process for a solo performer began with a staff pianist in Sherborne, most usually Martin Walker (School Accompanist) or Benjamin Davey (Head of Keyboard Studies & Academic Music) recording the piano accompaniment and uploading it to Teams. The solo performer, as always, were by no means confined to being music scholars, then recorded his part at home, usually using the Voice Memo app of a mobile phone but sometimes using more refined microphones and

software, before also uploading it to Teams or perhaps emailing it as an attachment. The pianist in Sherborne often then reaccompanied the solo, adjusting to the soloist as would be the case in a ‘live’ performance, and the two performances were then stuck together in Logic (think, perhaps, of Logic as a kind of technological ‘sellotape’ or perhaps as a more flexible version of the well-known GarageBand).

It was more complicated with ensembles. The Wind Band, coached by Clare Jackson (Head of Instrumental Studies & Music Timetabling), had upwards of forty-five performers in it, and at one stage the Choir had eightyseven performers in it, so the number of tracks to be compiled on Logic was significant. A conductor-video needed to be

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made for each performance, or perhaps a Guide Track or ClickTrack provided, in an attempt to have large numbers at least attempting to record at the same tempo, and rehearsals always began with meetings on Zoom to discuss the best use of the hour ahead. Those meetings on Zoom were in fact the only sense of belonging to a team which the ensembles ever had throughout the term, so whilst actually performing or recording on Zoom was not possible, it is conference-software which does not lend itself to more than one voice at a time, those gettogethers were vital to the continuing success of the musicmaking. The willingness of the boys to submit their recordings, particularly of those whose singing in the large Choir (there were 104 of them before the lockdown) had previously been very much in the spirit of being part of a large team where the less confident were led by the more confident, was truly

impressive. Their response was magnificent and yet, whilst the idea of being a ‘recording artist’ definitely appealed to some, there were some for whom the number of recording requests (towards the end of term, those requests were made in almost every rehearsal, and for the Choir they were weekly) felt like a barrage of nerve-wracking invitations. It’s worth remembering that, until the

lockdown, recordings at Sherborne had generally been A Level or GCSE Music and Music Technology coursework-related events — or perhaps much anticipated occasional sessions for a well-rehearsed ensemble.

YouTube uploads took place on a weekly basis, though there are in fact still several performances to be compiled and edited over the summer, so do please visit the

Jupiter

Holst

Livin’ on a prayer

Jon Bon Jovi

Brass Band

Who do you think you are Kidding, Mr Virus?!

Perry/Taverner arr. Davies

Wind Quintet

Overture to The Marriage of Figaro

Mozart

Choir

I was glad

Parry

Chamber Orchestra

Concerto in D Minor RV565 Largo e Spiccato Soloist: Alexander

Vivaldi

Locus iste

Bruckner arr.

Henderson

Wind Band

Virtual

Sonata for Piano, Oboe and Bassoon

Piano Trio

Poulenc

Andante (2nd movement)

Trio for Piano, Clarinet and French Horn, Op 188 Ein march (2nd movement)

Piano Trio

Let’s do it

Close Harmony

Gala Concert Swing Band

Reinecke

Porter, arr Blackwell

And so it goes

Joel arr.

Chilcott

Autumn Leaves

Kosma arr.

Heath

Jumpin’ at the woodside Basie

Friday 3rd July 2020 7.30pm ‘Live’ on YouTube Chamber Choir

Programme

Virtual Wind Band Conductors: Clare Jackson, Hugh Davies Leader: George Lewis ATCL

Trombones: Freddie Banks, Alfie Reynolds, Karl Ng Tuba: Jamie Jones, Matthew Findlay

Virtual Wind Quintet Flute: Cassian Blackburn-Enever Exh. Mus. Findlay Grammaticas, William Loughlin, Joseph Page Sch. Mus, Sammy O’Brien Sch. Mus, Sam Baring, Matthew Lo Oboe: Edward Brooks Exh. Mus. George Jefferson ATCL Sch. Mus., Hendrik Ashbrooke Exh. Mus., Hector Kennerley Sch. Mus Clarinet: George Lewis Exh. Mus., Sam Talbot-Williams, Angus Williams Sch. Mus., Ricky Xu Sch. Mus., Archie Burton Sch. Mus, Harry Wood, James Coleman Exh. Mus Bassoon: Nathanael Fagerson ATCL, Sch. Mus., Thomas Arbon Valderrama Sch. Mus Alto Saxophone: Giles Blythman-Rowe, Toby Foulger, Lucas Gardner, Charles Gatti, Byron Yang Sch. Mus, Charles Matthews, Khalid Miah, William , Freddie Cole, William Sowerbutts Tenor Saxophone: Max Lewis Exh. Mus., William Parry Baritone Saxophone: Fergus Burtt Sch. Mus. Trumpet: Frederick Folkes Sch. Mus. Aaron Kim, Jordan Mwangola Exh., Mus. Jonathan Post Exh. Mus. Charlie Burtt, Exh. Mus Joseph Harris, Archie Beardsell, Rufus Austin, Barnaby Talbot-Williams, Alex Upton French horn: Nico Beeny Sch. Mus. Douglas Groves, Benedict Mercer ATCL, Sch. Mus. Euphonium: Matthew Findlay Trombone: Tom Ewart-Smith, Toby Talbot-Williams, Monty Westall Sch. Mus., Sam Withers, Karl Ng, Tom Trickey, Freddie Springett, Ben Smith Bingham Bass Trombone: Fabian Mercer Sch. Mus. Tuba: Jamie Jones, Bamber Mauleverer Exh. Mus Drum Kit: Tom O’Sullivan ATCL Exh. Mus. Percussion: Ranco Liu ATCL Sch. Mus.

Virtual Brass Band Director: Hugh Davies Trumpet: Ben Fuller, Aaron Kim, Sam Usher, Henry Cannon Exh. Mus, Rufus Austin Euphonium: Max Pugsley

School’s YouTube site from time to time. The music for Commem, though, represented a particularly large challenge. In the Virtual Gala Concert, which went ‘live’ on Friday 2 July at 7.30pm on the Virtual Commem website, there were six ensembles performing, including the two largest ones.

The herculean task both for the recording musicians and the producers that made this possible was a fine example of everyone pulling together and, whilst there was perhaps just a small element of deadline chasing involved, almost everyone was aware of the need for focus and precision. As

Director: Clare Jackson Flute: Cassian Blackburn-Enever Exh. Mus. Bassoon: Nathanael Fagerson ATCL, Sch. Mus. Oboe: George Jefferson ATCL Sch. Mus. Clarinet: George Lewis ATCL Exh. Mus.

French horn: Benedict Mercer ATCL, Sch. Mus.

Alto Saxophone: George Lewis ATCL Exh. Mus. Lucas Gardner Mus., Charles Gatti, Toby Foulger, Giles Blythman-Rowe Tenor Saxophone: Max Lewis Exh. Mus. Baritone Saxophone: Fergus Burtt Sch. Mus. Trumpet: Jonathan Post Exh. Mus. Jez Meaker, Aaron Kim, Frederick Folkes Sch. Mus, Sam Reynolds Trombone: Monty Westall, Sch. Mus. Freddie Banks, Toby Talbot-Williams, Karl Ng Guitar: Tom Talbot Bass Guitar: Sam Talbot-Williams Piano: Jamie Rawlings Drum Kit: Tom O’Sullivan ATCL Exh. Mus.

Virtual Chamber Orchestra Director and viola: Lucy-Anne Allen

Virtual Close Harmony

Violin: Alexander Hobbs* Sch. Mus. Jack Pyman, Ciaran Smith Exh. Mus. Cameron Golding, Orlando Tavener Sch. Mus. Viola: Jay Chan Sch. Mus. Cello: Nathanael Fagerson ATCL Sch. Mus. Marcus Bradley Exh. Mus. Samuel Berry Exh. Mus., Gareth Kwong Exh. Mus, Kit Hobbs Sch. Mus. Double bass: Henry Le Cornu, Barney Crawford

Archie Beardsell Sch. Mus. Hector Kennerley Sch. Mus., Archie Burton Exh. Mus. Nathanael Fagerson ATCL, Sch. Mus. Hector Fiennes, Henry Le Cornu, Fabian Mercer Sch. Mus., Jonathan Post Exh. Mus. Jack Pyman Sch. Mus. Max Pugsley, Ciaran Smith Exh. Mus.

Director: James Henderson

Poulenc Trio

Virtual Choir

Director: Clare Jackson

with the Sherborne Abbey Choristers

Bassoon: Nathanael Fagerson ATCL Sch. Mus Oboe: George Jefferson ATCL Sch. Mus Piano: Mr Martin Walker

Reinecke Trio Director: Clare Jackson Clarinet: George Lewis ATCL Sch. Mus French Horn: Benedict Mercer ATCL Sch. Mus Piano: Mr Martin Walker

Virtual Swing Band Director: James Henderson

Hugh Davies (Head of Brass) and his talented Brass Band musically said to the virtual audience ‘Who do you think you are kidding, Mr Virus?!’. The Chamber Orchestra, rehearse-recorded by Lucy-Anne Allen (Head of Strings), rose to the challenge with especially fine string playing and even a fresh [remote] recording of the School Song — Carmen saeculare — was made in time for Virtual Speeches, featuring the Swing Band and forty or so singers.

In all of this, it was the Upper Sixth Leavers who impressed most with their continued willingness to lead

Director: James Henderson Theo Anderson Gannon*, Thomas Arbon Valderrama, Hendrik Ashbrooke, Archie Beardsell*, Nico Beeny*, Sam Berry*, Marcus Bradley, Marcus Bray, Ed Brooks, Hercules Bullough, Archie Burton, Charlie Burtt, Fergus Burtt*, Henry Cannon, James Coleman*, Toby Davies, George Duignan, Tom Ewart Smith, Nathanael Fagerson*, Frederick Folkes*, Toby Foulger, William Frost, Lucas Gardner, Finn Grammaticas, Henry Haywood Smith, Kit Hobbs*, Alexander Hobbs*, George Ingrams, Theo Jarratt, George Jefferson*, William Jonas, Hector Kennerley*, Thomas Lamb, Henry le Cornu, Max Lewis, George Lewis, Michael Long, William Loughlin, Fergus MacDonald, Bamber Mauleverer, Fabian Mercer*, Benedict Mercer*, Jordan Mwangola, Christopher Neville, Sammy O’Brien*, Tom O’Sullivan, Joseph Page,

Edward Pinnock*, Jonathan Post*, Max Pugsley*, Jack Pyman*, Jamie Rawlings, Ciaran Smith*, Ben Smith Bingham, Sam Talbot-Williams*, Charlie Temmink*, Sam Vincent, Edward Waller, Oscar Welchman, Alec Williams, Angus Williams, Bertie Wilson, Ricky Xu

* Virtual Chamber Choir Director: James Henderson Special thanks to compilers and spent many virtual reality through hundreds of recordings: Mr Benjamin Mr Hector Mr Hugh Davies Mr James Mr Elliott Park Sam Talbot-

the team of Logic editors who hours making performances a the assembling of mobile phone

Davey Fiennes Henderson Williams

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from the front. In a term where they might have been forgiven for missing the odd rehearsalrecording, a large number of them were ever-present on Zoom and on recordings. In all of the virtual ensemble performances, they were unfailingly amongst the highest quality of recordings being submitted.

The Virtual Leavers’ Concert was a true reflection of the talent, commitment and dedication of the Upper Sixth musicians. In a superb video put together by Sam TalbotWilliams (U6a), remote recordings compiled in Sherborne by George Lewis (ATCL Sch.Mus U6d), clarinet and saxophone; Ben Fuller (U6f), trumpet; Jordan Mwangola (Exh.Mus U6e), trumpet and baritone; Nathanael Fagerson, (ATCL Sch.Mus U6c), baritone; Benedict Mercer (ATCL Sch.Mus U6b), French horn; Jamie Rawlings (U6m), piano; Sam Talbot-Williams (U6a), baritone; George Jefferson (ATCL Sch.Mus U6e), oboe and organ; Monty Westall (Sch.Mus U6c), trombone; Cassian Blackburn-Enever (Exh.Mus U6e), flute; Aaron Kim (U6b), trumpet; and Henry Le Cornu (U6f), double bass and tenor, made for great musical entertainment from a group of outstanding musicians. It

was sad not to be able to say goodbye and thank you to a year group which had done so much for Sherborne’s music, but the virtual nature of the occasion did at least lend itself to one or two splitscreen tricks that would not otherwise have been possible: Cassian Blackburn-Enever (flute) accompanied himself on the piano in Fauré’s Morceau de concours; Benedict Mercer (French horn) played all three horn parts in Reicha’s Horn Trio No. 23; and Sam Talbot-Williams played all four clarinets in his own arrangement of Holst’s March (suite no. 2 in F).

Amongst the Leavers was also Mr Elliott Park, our Teacher of Music par excellence. Arriving at Sherborne five years ago as a Choral Scholar, and then becoming a Graduate Assistant before becoming a full-blown Teacher of Music, he will be missed for his Logic editing during these unusual times, and mostly for his highlyrated teaching both online and offline. In going to the Royal Academy of Music on a composition scholarship, he leaves behind several choral arrangements and compositions which will remain in the Choir’s repertoire once ‘normal singing’ resumes.

James Henderson Director of Music

Drama

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Drama has been whipping along at a merry pace this term and the boys’ creativity has been tested by the new context in which the subject now finds itself. Unlike in the outside world though, we don’t need to find an audience outside of our own (virtual) space, so in some senses, we have had it much easier than most theatre professionals.

So what have we done? A whole panoply of exercises and games (mainly thanks to the ingenuity of our brilliant Sarah Sharp GRA extraordinaire) have been transferred from the practical space to the online space and bog standard warm-up games such as Dead Pan, Strange Shop and Freeze have found a new lease of life in this new context. And there have been plenty of new exercises being brought to life by necessity.

Sarah has been asking the boys to create their own costumes, lighting and sound designs and sharing them with each other and if anything, it has perhaps been more straightforward for the boys to create these in their own homes outside of the school than within it. With me, the boys on curriculum drama courses have

also prepared speeches taken from a whole range of plays including Antigone, Blood Brothers, Blackout and Much Ado About Nothing as well as carrying on almost completely as normal with their studies of their texts for the exams.

Drama has also found its way into the House: with both Sarah and I working in The Digby, it seemed natural for us to try and get something together with the boys from that Boarding House.

Although it was a long time in gestation, Trip To The Stars, has finally lifted off and is, as I write this, being handed over to the boys to develop themselves as a drama project. Again, this would not have been possible with Sarah’s formidable skills and

talent, and The Digby as well as the Drama Department has much to thank her for.

Although both Sarah and I very much look forward to being back in the room with the pupils, there have been some really creative and fun ideas to come out of this new context, and it is an experience which I hope we will all look back on as one which was both enjoyable and educational.

Ian Reade Head of Drama

Art

Jack Wang 5e

Will Ashton L6m

Charlie McCaig L6b

Harry Wood 5f

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trinity term has been tremendously difficult for us all, none more so than for art pupils as they have rummaged through the depths of draws and contents of cupboards at home to dig out their long forgotten art materials.

I have been massively impressed by pupils thinking their way around how to produce art whilst in lockdown, and equally appreciative of parents for the myriad of last minute Amazon orders to help their sons complete their latest assignment.

As days have rolled into weeks and weeks into months I have been massively impressed with the boys adaptability and dedication to their subjects in Art, Photography, Creative Digital Media and History of Art. They have rolled up their sleeves and got stuck into coursework projects producing some excellent work, a fraction of which evidenced within these pages.

I wish you a restful summer holiday and hope that creative endeavours keep you entertained throughout until we hopefully see one another once again in September. matt bone Director of Art Isaac Bingley L6e

Harry Wood 5f

Carl Furthmann 4e

D&T

The view from a desktop with our Fifth Form pupils having already chosen their post-16 subject choices prior to the lockdown and with their exam season cancelled, there has been a fantastic opportunity to start their Sixth Form courses. they have made the best of the additional time we had to build skills, confidence and to develop greater depth to their learning.

In Design & Technology the boys have been investigating materials technology, exploring how metals are refined and formed into manufactured product components. Alloying, rolling and forging has been explored through a series of product case studies and through their own research, the boys have taken turns to record lessons for their peers, explaining how individual SMART materials are applied to enhance the products we now use.

The boys have made the best of being at home to work with parents and relatives who are acting as clients in the product design process. They have been conducting interviews, recording photos and discussing their needs, so that when they return to the department they can hit the ground running and start to design products which support their client’s needs.

Having learnt to apply Computer-aided design (CAD) at GCSE to access the laser cutter and the 3D printers, our early start has provided us with the opportunity to strengthen the boys ability to draw swiftly, accurately and confidently. The ‘chat’ facility of MS Teams has proven a useful vehicle for them to share their work with each other, discussing progress and helping to identify issues. Our work has gone full circle as our sketching and drawing has broadened to incorporate more formal orthographic projection and so to return to CAD. Peter Chillingworth Head of Design and Technology

Sport

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remOte SpOrt With the traditional Trinity Term sports having to move online, the boys were treated to weekly sessions and challenges across a range of sporting activities. Some of these would have been familiar, with Mr Pardoe and Mr Nurton offering cricket coaching tips and ideas for example, but HIIT sessions would have been new to many! The PE department led live workouts, the School Strava club became a hub of activity and weekly physical and skills challenges were enjoyed by many.

The School managed to compete in a range of virtual competitions as well, from the Inter-Schools Lockdown 5k, to virtual sailing and a rugby skills challenge series to name three.

Tom Scott Deputy Director of Sport and MFL Teacher

virtuaL SpOrtS day In the first ever Sherborne School virtual Sports Day, the boys were encouraged to take on a number of physical challenges including running, jumping, cycling and other activities to score points as individuals and contribute towards House totals. In the two week period of competition, nearly 700 video clips were submitted with boys literally going the extra mile, or twenty, to contribute to the overall scores. Participation levels were high as the boys used various forms of media and apps to record their performances, before submitting their scores for the judges to work out who would end up on top.

In the individual competition there were some exceptional efforts with the following securing top spot in their year groups; third Form Otis Hillenbrand (3d), Alfie HunterInglis (3a) and Oscar Revell (3c) were joint winners Fourth Form Jaego Cable (4m) Fifth Form William Jonas (5d) Sixth Form Jamie Jones (L6b) and Jonathan Post (L6a) topped the scoreboard together

the house year group competitions were extremely close with several Houses impressing in different categories but one House certainly pulled out all the stops: third Form - Harper Fourth Form - Harper Fifth Form - Harper Sixth Form - School And finally, after all the points were counted, the overall House Sports Day winner is Harper House. Well done to all boys who contributed for a great effort in such a unique event and sincere thanks to Tom Scott and Barney Allen.

Boys keep Sherborne spirit alive during lockdown even during the crisis, Sherborne’s boys showed their commitment to kindness and public service through a variety of charitable endeavours. when the world went into lockdown, rather than retreating from the world, many Sherborne boys chose to live the School’s values in their local communities, helping neighbours and charities find a way through the crisis.

Some of the boys’ activities involved House fundraising initiatives. For example, the residents of School house resolved to cover the distance by road from Land’s End to John O’Groats, by any selfpropelled means imaginable.

Since March, the boys have walked, run, skipped and hopped some 936 miles and counting. As Senior Tutor of School House, and Housemaster elect 2021, Robert Harris explains: “That puts them 62 miles above target, meaning they are now well on their way to the USA!” School House’s challenge has raised money for the Sherborne Food Bank. The boys’ total currently stands at £1,300 and you can donate by visiting https://www.justgiving.com/fundrai sing/robert-harris40

the digby boys set themselves a similar challenge, spearheaded by Sam Usher (L6m) to raise money for the Make a Wish Foundation.

Housemaster Rob Le Poidevin reports that they’ve raised a “fantastic amount” for the charity during lockdown, as well as engaging in a variety of online activities to keep their spirits up.

These have included a House family quiz (won by the Timmis family), weekly assemblies including amusing videos such as a memorable House rendition of “American Pie”, and regular Flipgrid videos in which boys share aspects of their daily lives while away from School.

abbey house took a different approach to their lockdown challenge. They established “The Big June Lockdown Challenge” in which residents competed to cover the distance between Abbey House and Abbey Road in London, where the famous Beatles album cover was photographed.

Matron Catherine Neave was the first to complete the required 212km, closely followed by Freddie Palmer (5b), Jamie Jones (L6b), Will Miller (U6b) and Housemaster Hugh Tatham.

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Bertie Wilson In addition to group activities, a number of Sherborne’s pupils have carried out individual acts of generosity that show the School’s influence. Take Bertie Wilson (L6a) as a case in point. He started a gardening and handyman business with a particular focus on elderly customers, and has donated a quarter of his earnings to the NHS. So far, Bertie has contributed more than £300 to help fight coronavirus, as well as developing his skills and entrepreneurial instincts.

Otis Hillenbrand (3d) completed a swimming challenge with his family. They resolved to swim the

length of the Channel in their pool at home during a single weekend, raising £2,456 for NHS Charities Together.

Felix Chillingworth (U6m) and Harry Boulton (U6m) spent their spare time making PPE for the NHS, while Dom Helliwell (L6m) and George Flint (L6m) undertook shopping deliveries for neighbours.

Josh Cook (U6f) spent much of lockdown looking after the children of local friends so that they could continue working while schools were closed. His housemate Joe Heber (U6f) took a

similarly proactive approach, working at an asparagus farm to ensure continued production.

Two boys have used their recently acquired driving abilities to help out during the crisis. Kit Beilby (L6d) and Max Nicholas (U6e) have been delivering prescriptions and shopping to vulnerable people.

Others, like Oscar Revell (3c), have helped out at local food banks, giving their time to help others in need.

LOOking ahead term dateS TRAVELLING AND INDUCTION DAY FOR NEW PUPILS Sunday 6 September TRAVELLING DAY Monday 7 September arrive by 19:30 TERM BEGINS Tuesday 8 September FIRST EXEAT 13:35 Friday 25 September Return 21:00 Sunday 27 September HALF TERM 13:35 Friday 16 October Return 21:00 Sunday 1 November SECOND EXEAT 13:35 Friday 20 November Return 21:00 Sunday 22 November TERM ENDS Saturday 12 December after the Carol Service

SHERBORNE SCHOOL ABBEY ROAD SHERBORNE DORSET DT9 3LF T: 01935 812249 E: enquiries@sherborne.org www.sherborne.org facebook.com/SherborneBoysSchool twitter.com/SherborneSchool #sherborneschool youtube.com/user/TheSherborneSchool flickr.com/sherborneschool Thank you to all contributors.

Image credits: Josie Sturgess-Mills and others.

Registered Charity No. 1081228

“It is clear that the spirit of Sherborne has been very much alive during lockdown.

Even as the Houses stood empty, many of the activities for which their residents are known continued apace.”

Dr Dominic Luckett Headmaster and CEO