The Chronicle GIGGLESWICK
The Chronicle 2020
GIGGLESWICK SENIOR SCHOOL
SENIOR SCHOOL
In this issue Reflections
Lord of the Flies
Virtual School
Well-being
Charity begins at home
Pushing the boundaries of gender neutral casting
Giggleswick leading the way
Pastoral care for the 21st century
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CONTENTS Welcome 4-8
Performing Arts 48-61
Headmaster’s Welcome
Lord of the Flies
We are still Giggleswick
Midsummer Night’s Dream
Editor’s Introduction
Music Review Performing Arts Review
Reflections 9-29
Young Musician of the Year
Reflections on Giggleswick Virtual School Equality Matters: The need for inclusivity in twenty-first century schools Shostakovich and the politics and philosophy in the music of the 20th Century Soviet Union Black Lives Matter: A letter to the Telegraph The Seamstress Social Responsibility at Giggleswick; a family affair An exploration of the relevance of CCF in 2020 What are the key factors that enabled Dubai’s rapid economic growth, leading to the creation of a global metropolis
Sport 62-73 The Elite Sports Programme Learning to train the Sharks’ way 1st XI Girls’ Hockey 1st XV Rugby 1st VII Netball 1st XI Boys’ Hockey
CCF 74-79 Pastoral 80-101 Well-being
Review 30-33
House Reports
A home away from home; boarding in the 21st Century
Chaplaincy
The Record 102-126
Academic 34-47 Necessity is the mother of invention Gigg writes Conscious Coasters: Giggleswick Young Enterprise 2020 Year 10 Spanish Exchange to Barcelona Sixth Formers conquer Rome in three days
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HEADMASTER’S WELCOME
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here can be few years in the history of Giggleswick that have presented so many challenges to the way we do things. And what a long history our school has of course. Since our foundation in 1512, there have been plagues, global pandemics and world wars. And whilst members of the school community have paid the ultimate price, none of these events have threatened to stop education at Giggleswick. So, for the first time in its history, pupils were absent from the campus for an extended period that ultimately amounted to 171 days. Our theme of Speech Day this year, ’We are still Giggleswick’, was, however, far more than defiance against the uncertainty of the Covid-19 pandemic. It highlighted how we have all adapted to the new environment and that, despite the challenges we faced, we found new ways to enjoy learning and being a part of our unique community. It’s worth reminding ourselves that we are a values-driven school and we focus in particular upon: • an Ambition to continue to develop our learning
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• a Respect for all as equals, ourselves and the world that supports us • a willingness to Participate in a manner that positively supports those around us andour own learning. It might also be worthy of note that such values were not cited by an historic figure of the school, nor do they reflect the Victorian values that so many great public schools adopted at their foundation. They are values that were first articulated just seven years ago because they reflected the evident behaviours of the pupils in the school. If further evidence was required of how these are evident, then you only need look at how the school has navigated the past twelve months. There has undoubtedly been real ambition by staff and pupils to ensure teaching and learning continued. The Virtual School was, of course, so much more than merely remote learning. Instead, it was a whole community continuing to deliver everything that is good about the school, in all its full breadth, depth and richness.
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A willingness to participate was seen in the numbers who took part in every session, from afternoon Maths to early morning circuits. It has also been a time of great creativity, from learning new digital skills to delivering the fantastic daily well-being videos ; we have all learned to value so much more what we have. I suppose that what can be added to these three values is something from our Learner Profile, which is to be passionate. It is probably through the passion and commitment of so many people that we have reached this point, and which gives us all the confidence that we undoubtedly have the resilience to face the months ahead. So I commend this year’s Chronicle to all its readers. It represents a year like no other, but from which we have emerged affirmed in what we do and confident that we can meet the future together. As a school, if we have learned anything from 2020, it is that we are ready for 2021. I can’t wait to see what next year’s Chronicle reports on...... Mark Turnbull, Headmaster
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WE ARE STILL GIGGLESWICK Giggleswick has weathered the ‘Slings and arrows of outrageous fortune’ this year by being rooted in our shared values of ambition, participation and respect. As ever, it is this sure foundation that has allowed us to be at the cutting edge of modern education and our virtual school to be the envy of many.
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hether you were looking forward to your first summer term in Catteral, or whether you were in Upper Sixth and looking with some trepidation at your final term of exams, it is sometimes easy to forget that we had two terms packed with learning and enjoyment before the Covid-19 crisis struck. And as we look back over the year, and start to adjust to our new way of life, we can all see that as a school we are still here, and that there is much to celebrate in our lives. So, despite these unprecedented times, this year still provides us with the opportunity to recognise the many great achievements of the pupils, say a few fond farewells, and look to the future when we will come back together again. Giggleswick is always about its people.
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During the lockdown we have been able to run the Virtual School, and no matter how many people have said that what the staff have provided has been quite remarkable, we can all agree that there is no substitute for actual face to face contact. When we created the Giggleswick Learner, it was our way of articulating that truly ambitious learning has to be a balance between the classroom and all the other settings in which our learning takes place. Be it the stage, practice room, the pitch, the court, the studio, the workshop, the parade ground, the hills, the cliff face, or the house common room, all contribute to building those essential skills that help us all go on to lead fulfilling lives. Our Learner Profile identifies eight key characteristics that we, and future employers, believe are important for
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the future of all children. If there is any doubt about the value of these, one only needs to see how they have been employed by the staff and pupils to deliver the virtual school in recent weeks. As Socrates began with the ‘why’, being Curious is the foundation of all learning. Well exemplified by how Sixth Formers have used the EPQ to explore their own enquiry on topics such as ‘How far the Silk Road promoted the East and West's cultural exchange', or how about the influence of Soviet politics and philosophy on Shostakovich's Symphony No 5? In Art, an incredible 45 pupils have so far entered the national Paul Mellon Centre :'Write on Art' competition 2020, which was won by Jack Harrison last year. This year's topics showed wonderful enquiry ranging from how
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to recreate Goya's iconic 'The Third of May 1808', to Lily Verity's exploration of how the Victorian painter Charles Baugniet's 'The Seamstress' depicted the cusp of social change; or what about Chloe Hodge’s examination of biological taxonomy and terms between people, animals, plants and sea creatures? When we consider being Skilled, we can look at the rise of the U14 boys’ hockey team to the national finals in order to illustrate how good coaching and dedicated practice can help us all develop the skills to compete at the highest level. Perhaps we can also reflect upon how we have all become adept and accomplished at using new technologies to learn in the virtual world. I loved watching how Mrs Earnshaw's Year 8s began working out how desktop computers worked. But not everything has to be learned for practical reasons. I congratulate all those musicians who took part in the Young Musician of the Year competition, the remarkably professional Rock Concert, and those who had the real privilege of singing in Westminster Abbey. The support of the S@S group for local organisations continues to ensure that the Giggleswick community is
ever Aware of the needs of those beyond our own bubble, and I commend in particular the examples of mental health awareness led by the Student Wellbeing Committee. It is encouraging to see so many pupils volunteering to take part in the peer education project that teaches how to support each other in developing positive mental health. And throughout lockdown, so many of you have volunteered or raised money for those in particular need. From the innovative staging, to the ability of such a large cast to remain on stage for almost the whole production, the Lord of the Flies was a remarkably topical choice at a time of political uncertainty, with strong performances from all the leads. And the immersive staging of Midsummer Night’s Dream with swings dropping from the rafters was clearly an original and Creative experience for all the players. Indeed, the Assuredness of the actors placed amongst the audience, as they were also in the Upper Sixth devised pieces, says so much about the value of theatre arts in the school. It has been particularly reassuring to see and hear the Passion of the student voice this year. The already mentioned work of the Mental
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Wellbeing Committee has been replicated by others to raise awareness of wider issues in our society. Head Boy Josh Kirkhope-Arkley established the Equality and Inclusion Committee, seeking to educate us all about becoming inclusive of all sections of our society, illustration perhaps of how being dynamic and Pro-active can make anything happen. And well done to the Young Enterprise group, even if they didn't quite reach the national finals this year, whose ‘conscious coasters’ brand tapped into a growing awareness of social enterprise. Resilience is, of course, a much talked about word. It is about being tenacious and positive in times of difficulty. I commend the whole Giggleswick community for the resilience they have shown over the past three months. The awareness of the needs of others, as people have reached out to support one another, the creativity in ensuring that all we do in school can still be provided in the virtual school, the new skills we have had to develop, and the Passionate commitment to learning have proved throughout this time that as pupils, parents and staff: we are still Giggleswick.
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EDITOR’S WELCOME
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s we enter the twilight of 2020, I am pretty sure that commentators have exhausted the thesaurus of adjectives to describe this year. The extraordinariness of this year is reflected in the 2020 edition of The Chronicle. There are some things which did not happen so cannot be written about, and for that I apologise. However, as the Headmaster said, ‘We are still Giggleswick’ and therefore there is still plenty to report. Our theme this year is ‘Passion’. Our Reflections section contains pieces which demonstrate our students’ responses to subjects and topics for which they have a great passion, from equality, through Virtual School, to the role of the CCF. There are also contributions from staff, and in particular our bursar, who talks about the social imperative of Giggleswick School. Our usual favourites are still here and we have our usual review of the year. Where you may miss some articles is in The Record. In addition, you will notice fewer formal photographs, but I must thank Sophie Hayton, Ben Harris, and everybody else who has contributed this year. This edition of The Chronicle has been a real team effort. Best wishes for the year. Douglas Rice-Bowen
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Reflections
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REFLECTIONS ON GIGGLESWICK VIRTUAL SCHOOL This year cannot pass without some reflection on the Covid-19 pandemic and its impact on the students and their learning. So we asked Lily Whewell to interview her family and share their thoughts about this most extraordinary of years.
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ut with the old and in with the new. A commonly used phrase by my mum when she is trying to make me clear out my room. However, over 2020 it has developed a new meaning. Out with old routines and in with new ways of living. Before the Coronavirus pandemic, we would never think twice about how lucky we are to be able to meet with friends, go to the pub for a drink after a long, wet walk and attend school in a beautiful Yorkshire Dales setting. If lockdown has brought anything to our lives, it is a time to reflect on not only our own lives, but the world which we live in. It has been a reminder that we are extremely lucky even though we don’t always think about it. Our attitudes have changed over this pivotal period in our lives. Where before hugging a friend seemed a second nature, now it feels awkward and wrong. Popping into the shops is no easy quick task, with socially distanced queues stretching the length of the building and one way shopping systems, it’s no longer a case of “I am just going to nip into the supermarket to get some tin tomatoes and pasta for tea”. Nobody said lockdown was going to be easy. However, it was the closure of schools which affected children all across the nation and the world. The country was forced to shut its doors on normal
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life, causing Giggleswick School to close on Friday 26th March 2020, and Giggleswick Virtual School to open on Monday 27th April 2020, a new chapter in our school lives, and the most unusual one yet. I never wanted school to close. The idea of not seeing my friends all the time, and staring at a screen all day certainly did not appeal to me. However, my brother Jackson who is in Year 7 and I were much better off than my youngest brother Blake who is still in primary school. Unlike us, he had no virtual lessons, just a work pack of sheets and my Mum as his new teacher. The nature of the worksheets he had been set meant Blake’s disinterest in the work did not improve matters. It was soon clear that if my mum and Blake were to work together more successfully and harmoniously they would have to adapt and change the traditional teaching methods. Their
classroom became our environment, not only learning about Maths and English but about nature and gardening which gave Blake a new interest to learn in a different way. The knowledge Blake now has due to the adapted classroom on gardening is incredible, paired with an already apparent enthusiasm for nature the things he has learnt in the past months shows that being sat at a table doing worksheets is not always the best way to learn. Upon reflection of Blake’s home schooling experience, it makes me question how the fundamental elements of conventional ways of teaching have not changed dramatically since the Victorian era, and how should there be new methods in the future? We are constantly being reminded about our changing environment and the impact humanity has on the planet, so should we be
“The country was forced to shut its doors on normal life, causing Giggleswick School to close on Friday 26th March 2020, and Giggleswick Virtual School to open on Monday 27th April 2020, a new chapter in our school lives, and the most unusual one yet.” THE
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educated more on the wonders of nature? Our generation is fed with a constant barrage of negativity, threats that our world is on the brink of ending due to humanity’s destruction and disregard for our home by the media. Should Horticulture and Environmental science be added as a subject in schools, if we educate younger generations to love their planet, would that have an effect on the increase of Climate change? Although in terms of the Climate Change Crisis, is there a time and a place where installing fear in our heads is the only way we will act upon the situation? The Media use a similar method as Hitler did post World War I which caused his rise to power, creating fear in the public’s heads through his speech and propaganda. Only he thought he offered a situation to the ‘problems’ whereas for our situation, there is no seemingly straightforward way.
During the pandemic, fear has certainly been a more apparent emotion. If there wasn’t any fear we may not have a will to change our ways to help contain and control the virus. The first week was a struggle for us despite the excellent virtual school system, and our WiFi was in agreement. The days felt long, and the strength and willingness of our WiFi did not improve matters. Somedays our WiFi cut out completely. However, the only thing we could do was to embrace the way we would have to be schooled for the next four months with enthusiasm and perseverance. At the end of the day, we still had the support and expertise of our teachers. At that time, the settling atmosphere was miserable, and when the shortages of certain supply’s like flour and tuna, pasta and of course loo rolls to name a few, it felt like we were living in wartime. Jackson and I adapted our dining room THE
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to become our new classroom. I piled my books on the window seat beside me, and Jackson spread his work across our mantelpiece, all of us at home working came with a lot of mess. It felt nice to be working with someone, at school you would be surrounded by people, working and talking so having Jackson working with me gave the situation a greater sense of normality. The large range of different extracurricular activities meant there was something for everyone, and broke up the otherwise screen filled day with a welcome bit of fun. I especially enjoyed the Off by Heart Shakespeare competition, which consisted of learning different techniques such as Iambic Pentameter, having a workshop with Miles Warburton and developing our chosen Shakespearean monologues to eventually film in a short movie clip format and get judged by Miles Warburton and Beth Organ.
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“The world slowed down, and so did we. We found ourselves with time to think uninterrupted by the usual modern lifestyles, to live more slowly and appreciate the little things in life.”
The competition was not only fun but helped me to develop my acting skills and learn a lot about the genius language of Shakespeare and how he conveys thoughts and meaning in words. Another exciting competition we
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were all encouraged to be involved with was Gigg Writes, which ran before lockdown but continued to do so during the virtual school. Every month, a new and different writing challenge would be released, and the entry’s submitted including ones from other members of the Giggleswick community would be sent off and judged by guest authors, including Stacey Halls the author of The Familiars, and Marcus Sedgwick who wrote the poetry book ‘Snow’. It was exciting to have our work read and assessed by real authors, and the range of different themes challenged the whole family to write in ways we wouldn’t usually explore. It was the vast range of activities which we were able to take part in before the pandemic and during, which really set the Giggleswick Virtual School aside from other School’s home learning setups. It was one of the things I enjoyed most about the whole experience. The world slowed down, and so did we. THE
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We found ourselves with time to think uninterrupted by the usual modern lifestyles, to live more slowly and appreciate the little things in life. Upon research for this article, I found out that ‘home workouts’ and ‘baking’ had had a huge increase in google searches between January 18th and April 15th in the UK which proves the nations will to live differently. However, it has been proven that working at home may be bad for mental health, but the data from NordVPN which tracks internet usage refers to office workers not school students. The data suggests that a large majority of employees do an extra two hours work a day at home than in the office, meaning many show signs of burn out. The over riding alternative to the suggestion of always working from home in future is to work partly at home, and partly in the office. John Aldridge said, in an article in The Sunday Times that “Working at home was meant to be the future, but creativity and collaboration can only really happen when people are in the
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same room,”. It is on Aldridge’s point that I agree on. During Virtual school, we all worked as hard, if not harder than usual to make the most of our education and to continue to succeed despite the circumstances. However, team work, collaboration and creativity seem to not be able to escape from the barriers that learning online put up. If someone was to ask me, based on my experiences, is virtual school the future? I would reply no. Humans are naturally sociable beings, who in the period of lockdown lacked in the usual level of physical contact. At school, we don’t only rely on our independent drive and passion to learn but also one fuelled by others. For many, ambition comes when it is being pushed by others and when working completely independently, ambition might not come as easily. At the end of the day, it is having the drive, passion and ambition to learn and do better that will make us have the most success and make us make the most of our education, supporting us for years to come. Although I felt I was still learning just as much as I would if I was in the classroom, I believe that the social aspect is something you can never achieve virtually, and not having people around me, pushing me to do better meant that I found concentration harder to come by. I learnt a lot through the whole virtual experience. Not only the things we learnt in lessons but the importance of family and friends. With being at home 24/7 and restrictions in place preventing you from living your normal life, I have found when talking with my family about this period that we have all reflected and observed our lives in ways we would never usually. The importance of socialising face to face with other people has never been seen to be so apparent. The need to have people around us in our daily lives is something I never considered before. FaceTime, Zoom, Teams calls have all proven for me that talking to friends virtually will never be as fulfilling as talking in real life. Living in an era where we are very much reliant on technology in our daily lives, having our education completely depend on it for a few months gave us a flavour of the future. Could it be, that in fifty
years or maybe even less, the new school experience would be taught virtually instead of in a classroom? As much as I have benefitted from the Giggleswick Virtual School I think it is time to be able to go back to school and enjoy it for what really makes Giggleswick, ‘Gigg’. This period has taught me that we should never take things for granted, and if we all should take one thing from this experience, it’s to always fully embrace in what we are doing, whether we like it or not. Don’t complain when you are freezing and wet, being dragged out in all weathers to play on the hockey or rugby pitch, think of the time when you were sat staring at a screen, longing for the days of matches and sport in all weathers. When the next main school productions come round, despite maybe being a bit shy, audition for a role, or help backstage because you will remember the time you played a part in a great production. Sign up to clubs, participate in lessons and grasp every opportunity which comes
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“Could it be, that in fifty years or maybe even less, the new school experience would be taught virtually instead of in a classroom?”
your way in your stride. Giggleswick School provides a vast number of opportunities and experiences which would never be possible in the virtual world, and it is now time we all got back to school, remember the things we learnt in the virtual school and apply it when we all come back in September. Lily Whewell Yr9 2020
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EQUALITY MATTERS: THE NEED FOR INCLUSIVITY IN TWENTYFIRST CENTURY SCHOOLS Has there been a more important time in our recent history for the need to understand inclusivity and plurality? Josh KirkhopeArkley has been leading the way on this issue since he arrived at the school in Year 12. Now, as Head Boy he demonstrates outstanding leadership by tackling the issue head on with passion and thoughtfulness.
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quality and inclusivity are often viewed as nothing more than fatuous vernacular used by liberals to demand apologies from history; so, to some, the mere usage of these words may well invoke frustration, criticism, and derision. In our twenty-first century reality, however, it is fundamental that we embrace equality and inclusivity, for they are ingrained in the success of any school, nay any society or nation. The 1948 Universal Declaration of Human Rights discusses education in Article 26, stating that everyone has a right to a meritocratic education, and that education has a cardinal duty to promote tolerance, mutual respect, and inclusivity. If every human being is entitled to an inclusive and tolerant education according to the foundational document on the value of human life in the modern era, then it would be an irresponsible understatement to say that there is simply a need for inclusivity in education, as an underlying pillar of education is inclusivity itself. Arguably the most essential aspect of education is to prepare students for their everyday life in the future, be it in an academic, professional sense or a social sense. In the Journal of Higher Education, there is an article in which this is discussed on a more technical level; in this article, preparing students for their future lives in our society is described by Edward Potthoff as the functional approach to education. He continues to elaborate on how school must contribute to the future functioning of a student in our present-day, twenty-first century society. School environments are, in fact, a microcosm of wider society, and thus have a duty to replicate our modern-day society in order to allow students to learn and grow in an environment similar to the one in which they will have to lead their lives. In the UK, this society is largely an inclusive one – according to the Berkeley Inclusiveness Index, the social inclusivity of the UK is “high”. Schools, however, can sometimes be areas that do not fully follow this trend of inclusivity – last year, demonstrations were held outside Birmingham schools due to parental anger at a No
Outsiders campaign, a pilot scheme aimed at bringing education along the same lines as the 2010 Equality Act. Furthermore, schools with strong religious backgrounds often take issue with education on issues such as LGBT relationships and gender reassignment – either as a result of the conservative views of parents, or as a result of the ethos of the school itself. Certain Jewish Haredi schools have recently publicised that some parents are planning on moving to another country, following the verdict that all schools will have to educate students on the LGBT community. These pertinent examples clearly show that although, legally, schools are required to teach fully on these issues, some continue to refuse, leading to students becoming less engaged in wider British society, which is fundamentally failing its “functional approach”. In the New Internationalist, Andrew Copson discusses how religious schools entrench social divides in students, leading to much less social cohesion in their demographic. Not only are these teachings harmful, as they instil the idea in students that certain groups in society should neither be known about nor included in their sub-society, but it also leads to these subsections within society self-excluding, as they see British societal values as overlyinclusive, and conflicting with their social and religious beliefs. If schools wish to fulfil this “functional approach” to education, then they must use wider society as a model for their school environment. Within UK society, we have targeted diversity groups in different workplaces, LGBT groups at universities and Pride parades all across the country. The UK government has announced a long-awaited ban on gay conversion therapy, thousands in Britain are protesting against systemic racism within state institutions as a part of the BLM movement and we continue to make strides forward within the realm of disabled access to both public and private places. If this is not modelled within schools, then they are abandoning the reason for which they were invented, as they would be consciously and deliberately refusing to prepare students for the future in which they will surely THE
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find themselves, and they would be taking full and direct responsibility for the consequential lack of full social integration their students will experience. I judge it appropriate here to quote Rosa Parks, a famous civil rights activist. Rosa Parks famously said that “there is no future without education”, meaning that education brings about the possibility of a positive future. If education is impeded by archaic beliefs and past thoughts, however, education would no longer truly create a future, merely a tragic repeat of the ills of the past. Fascinating studies have been undertaken on the subject of social inclusivity and diversity within schools, and its unique consequences. The Queens University of Charlotte in North Carolina states that studies have shown diversity to have a significant impact on a student’s performance – it specifically mentions that diversity is not only used to make reference to gender or race, but economic backgrounds and teaching styles. A possible reason for this is that social inclusion, equality and diversity all allow students to interact and compete with students who can utilise their individual life circumstances to their academic benefit: fostering interaction between students of different life circumstances allows these experiences and unique perspectives to be both shared and challenged, fostering a productive and creative learning environment. Likewise, if social inclusion and diversity is stifled and not appreciated, students will only learn to see a narrow perspective on life, which is not beneficial in the slightest for their academic progression. If, for instance, a Politics class were only exposed to one opinion throughout their course without ever having to justify it, their opinions would be weak and they would be unwilling to comprehend another’s point of view. Without other opinions and experiences being included in a debate, without this diversity in beliefs, it is significantly harder to justify your own. In an academic setting, the terms equality and inclusivity do not purely refer to their meanings in a societal sense, but also more specifically in a learning environment. A school is
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being inclusive when all students are given the opportunity to answer a question, and they are being equal when teachers help all students; these are basic principles of the teaching profession. Although these words typically relate to inclusiveness and tolerance on a societal level, that should not mean that they can only be used in this sense. Indeed, so much of what inclusivity and equality teach us entirely relates to the teaching profession. It is undeniable that are instances during which it is sensible to focus more on certain students than others; to be truly inclusive, one ought to make certain that all students have the help required to understand and benefit from whatever is being taught, and that will always mean that some students receive more immediate support. Equality, however, puts this into perspective; although some students might well receive less direct support, that is not to say that they are simply left alone, with no support. Under this umbrella idea of equality, all students are worthy of support; this may just not be traditional, in-class direct help, but rather a different perspective on the work they are set, or work which specifically targets their strengths and weaknesses. This is why equality and inclusivity should not be treated as controversial topics from which to shy away in fear of causing offence or challenging a status quo: both equality and inclusivity are ingrained within teaching. It is therefore almost nonsensical to argue against schools embracing equality, diversity or inclusivity, as most schools already have, both in their teaching methods and in their curricula. In our school, there are a set of principles that are said to embody the true Giggleswick pupil, the Giggleswick learner profile. One of them is curious – for a learner to be truly mature and successful in their academic career, they must have that curiosity to delve deeper in their subjects. It would be impossible to foster curiosity without including all ideas, from people with different life experiences; without this inclusivity, students would not be curious as their scope would be narrowed, not widened. In the twenty-first century, a skilled learner
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is someone who has the skill to use existing information within a modern, socially diverse context to make their work more relevant both within their school and within a wider, societal context. Likewise, a student could not be aware without acknowledging both sides to a story; this is a particular point of the BLM protests, to encourage those unaware to learn about the less savoury aspects to typically well-regarded British historical figures. An aware student would build their opinions and conclusions on both sides of a historical figure’s story by including a wide breadth of differing opinions; without inclusivity
as to be creative, it is necessary to have a wealth of information and opinions on which to draw – this allows students to be creative in solving problems. By giving students the confidence to share their own personal experiences, by employing the diversity in a school, students will be able to be more creative. Without equality or inclusivity in a school setting, some pro-active students would be prevented from reaching their full potential, as prejudices and discrimination would impede their success. Finally, to achieve a sense of self-assuredness, a student would need to have been supported throughout school with an
“Without equality or inclusivity in a school setting, some pro-active students would be prevented from reaching their full potential, as prejudices and discrimination would impede their success.”
in curricula or school programmes, it would be impossible for a student to be truly aware. Although resilience does require some sort of difficulty to overcome, having the safety-net of equality and inclusivity would give the student sufficient support to confidently overcome these difficulties. Someone who is passionate about an issue would see where there could be more inclusion, and their passion would lead them to campaigning for change in that area. Without a sense of inclusivity and equality in schools, there would be some passions that schools would not endorse, and others that would be heavily promoted. In a twenty-first century schools, all passions are respected equally. Those who participate in Pride parades are passionate for that cause, and inclusivity has allowed them their passion. A true passion is categorically what leads students to success, and this simply cannot be had without inclusivity or equality. It is absolutely undeniable that creativity relies on all opinions being included in a discussion, THE
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inclusive and equal school community. Simply put, inclusivity and equality have allowed schools to flourish as they have, as has allowed schools to properly foster a productive and supportive environment in which to grow. Without it, the very essence of a good school would be non-existent, as schools would objectively not be achieving any of their objectives. Academically, without equality and inclusion, students would be narrowminded and entirely unaware of their society and the social development of their nation. Pastorally, there would be no real sense of community as students would feel excluded, discriminated against and targeted. Mental health would plummet, and bullying would not be prevented. Surely, schools should be doing everything in their power to prevent this from happening, regardless of short-term comments from critics. If nothing else, for the students. For their present, for their future, and for the future of our society. Josh Kirkhope-Arkley OG 2020
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SHOSTAKOVICH AND THE POLITICS AND PHILOSOPHY IN THE MUSIC OF THE 20TH CENTURY SOVIET UNION How would you react if the state tried to control your every creative instinct? Nick Peat explores Shostakovich’s struggle with the tension of politics and the life of a musician which seems to have taken on more significance in the new world of lockdowns and social isolation.
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mitri Shostakovich was born on the 12th of September 1906 in St Petersburg, just after the 9th of January 1905 slaughter when peaceful demonstrators in the Palace Square of St Petersburg had been killed by Tsar Nicholas’ troops. There was already upheaval in every citizen’s heart. His musical abilities were first recognised and encouraged by his mother, who gave him piano lessons from the age of nine. He worked hard at school, and in 1919 he entered the Petrograd Conservatory, where the director of the conservatory Alexander Glazunov noticed his skill in composition and as a pianist. He wrote his First Symphony for his graduation in 1925, at just 19 years of age, which was critiqued by the Leningrad pianist Druskin; it was “a vocation to realize the concept of tragedy, for this was how he perceived
the world.” This shows that even his earliest works were received, not just in terms of their musical merit, but also because of the depth of themes within them; the First’s Finale depicts energy in the face of imminent collapse. His Second Symphony of 1927 and his Third of 1930 he self-proclaimed to be “errors of my youth”. Over the next years, he faced harsh critiques on his music; his 1934 opera Lady Macbeth of the Mtsenk District was obliterated in an article in Pravda, the official party mouthpiece, entitled “chaos instead of music.” It is crucial to understand why this was, as his next work to be released would be his Fifth Symphony. This Opera premiered in 1934 and was a huge success: it clocked around two hundred performances and was played in many cities outside of Russia including Prague, Copenhagen, London and New York. However, on January 26th, 1936, Stalin saw the opera in Moscow, and it was no coincidence that, two days later, Pravda published the article. It said, “all this is coarse, primitive and vulgar. The music quacks, grunts, and growls, and suffocates itself in order to express the love scenes as naturalistically as possible.”. It went on to explain that its success abroad was down to “the fact that it tickles the perverted taste of the bourgeoise with its fidgety, neurotic music”. This clearly indicates that there was a conflict THE
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between the aesthetics and public reception of music and the State’s view of the arts. The source of the opera was a story by Nikolai Leskov which was published in 1865. It tells of Katerina Izmailova, the wife of a mill-owner, who takes a lover from her husband’s workmen. She murders her husband then is deported to Siberia, where she kills her lover’s new mistress, then kills herself. Shostakovich uses this narrative, rebalancing the sympathies making Izmailova’s actions more understandable. She is portrayed as being surrounded by monsters such as her husband, her father-in-law (who bullies her but wants to bed her himself) and her lover who makes empty promises about his fidelity. The opera argues that murder is the only way a woman can revolt in the male-dominated Tsarist time, and Shostakovich dubbed it a “tragedysatire”. Much of its power comes from the double perspective it forces on the listener. The exact reason for its official condemnation is still a subject of debate, but some argue that Stalin saw himself in the hypocritical character of Boris. Many assume that it was the opera’s sex scene, in which Izmailova is seduced by Sergei. There are no stage directions but the music leaves nothing to the imagination. After the article was published, the Opera vanished almost overnight, and
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from then onwards it could be argued that Shostakovich faced a life of struggle to maintain his integrity as an artist; he never completed another opera, but without the condemnation of this one, may never have composed his remarkable symphonies which bear witness to one of the most hideous periods in human history, one of which the Fifth is. It was an unhappy period of his life. He was dubbed ‘Enemy of the People’ by a certain newspaper and received anonymous hate mail. Contemplating suicide, he slept in the corridor so that his family would be saved any commotion if he were to be arrested. Amidst such suffering, however, he kept writing music, and much of his music testifies to his suffering. His Fourth Symphony was to be the first piece the public would hear after Lady Macbeth of Mtsenk, and the pressure on Shostakovich to write ‘suitable’ music after his denunciation meant that its performance was withdrawn. The music of the Fourth, first heard in December 1961, is claustrophobic and in some parts terribly violent. In his musical life, Shostakovich showed how music without words could still carry a message for those with ears to hear, a skill which he developed in his 4th symphony. There is absurdity and comedy in one moment, then music with a more disturbing nature in the next. However, this was far from Stalin’s vision for the arts; Stalin had a view that the arts should be, to quote Maxim Gorky, “art that affirms the ultimate rightness of reality”. Any conspicuous hint that this reality had gone wrong could have caused serious trouble. His Fourth Symphony certainly does not show a perfect reality, and it is for this reason that he had to withdraw it. Because it was withdrawn, the first piece the public would hear after his denunciation in Pravda would be his Fifth Symphony. In the Soviet Union of the 1920s, there was a spirit of great creativity, which Bakhurst links with the promise for the creation of a new egalitarian socialist society. However, later in that decade, Stalin had moved to dominate and control Soviet Culture so that he could ensure that art and literature became
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mouthpieces of the official State ideology, that is, ‘Socialist Realism’. On the 23rd of April 1932, five years before the Fifth Symphony, the Kenyon review reported that proletarian culture had given way to Socialist Realism. Socialist Realism in the arts was said to be “that which gives a faithful and objective mirror to life”. Its primary theme was to be the building of Socialism and a classless society. Although an artist was able to admit any imperfections in the struggle towards a classless society, they were expected to take a positive and optimistic view of a Socialist society. In music of the Soviet Union, there was a decree on this date. Its resolution displaced rebellious proletarian ‘leaders’ and widened the organised circle of artists who came under the banner of ‘Socialist Construction’, who were expected to create art according to the guidelines above. Therefore, the decree ensured party control of new organisations by built in ‘Communist Factions’, and so the arts were now under the control of the Soviet Government. On the eve of the resolution, soviet composers were in a state of tension and frustration. Traditionalist composers felt ignored, the Association for Contemporary Music had been disintegrated and the RAPM (Russian Association of Proletarian Musicians) dominated and controlled the musical scene. On the 23rd of April 1932, the date of the decree, there was a meeting of Composers, musical workers and leaders of the RAPM held at the People’s Commissariat of Education; an eyewitness reported, “Those present take the floor one after another, and attack the RAPM with extraordinary vehemence. It is clear RAPM’s rule, which limited the sphere of creative work, was causing unhealthy conditions for the development of Soviet Music.” The decree of this committee announced the dissolution of all Proletarian associations. It led to the ban of the RAPM and the making of plans for a new creative organisation of unified composers. Before this, traditionalists had felt constricted be extremist factions. It is reported that one composer said after their dissolution; “Now I can write THE
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music in three-four time”. This is because the RAPM had insisted that march rhythms were most appropriate for a proletarian society. Shostakovich himself spoke in favour of the decree. The new association of composers and musicologists was named the “Union of Soviet Composers”, and the Composer’s Union Journal, ‘Soviet Music’, was first published in January 1933, and this first issue stated that the development of a Marxist-Leninist musicology was to be the union’s main task. In the Soviet Union on this date, Marxism-Leninism was seen as the only true system of philosophy. V. Afanasyev writes in The Fundamentals of Philosophical Knowledge, the main subject of Marxist philosophy is to solve the attitude of consciousness to being, and that Marxism-Leninism is the only system which answers this problem. Marxism-Leninism was linked to extreme nationalism. It presents the right world outlook and gives a writer the right direction in creative work so that they can accurately describe the greatness of Soviet life, and the achievements of the Soviet man. Therefore, as an artist, Shostakovich would have been undoubtedly affected by Marxism-Leninism as the dominant system of thought when he was writing music; its principles would have surrounded him in everyday life. The world outlook of the MarxistLeninist party was one of Dialectical Materialism. In order to understand how this related to music in the 20th Century Soviet Union, one must first understand its principles. Karl Marx and Friedrich Engels developed this theory, taking the “inner kernel” from Feuerbach’s materialism, and developed it into a scientificphilosophical theory which cast aside any of the idealistic and religiousethical encumbrances which were evident in Feuerbach’s work. The word dialectics itself comes from the Greek Dialego, which meant ‘to debate’, and so Marxist-Leninist Philosophy, therefore, agreed with Ancient philosophers that the disclosure of contradictions in thought and the clash of opinions was the most effective way of arriving at the truth. The Marxist Dialectical
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“The main attention of the Soviet Composer must be directed towards all that is heroic, bright and beautiful.” method itself regards all of nature as an interconnected, integral whole in which things are organically connected with, dependent on, and determined by each other, and so no method in nature can be understood if taken by itself. It also purports that nature is not in a state of immobility, but in a state of constant change and movement. Engels writes, “all nature is in a constant flux, in a ceaseless state of movement and change”. It sees development as a process which passes from insignificant, quantitative changes to open, fundamental changes where qualitative changes occur rapidly and abruptly as a result of an accumulation of imperceptible and gradual quantitative changes. As a result, development should always be in an onward and upward movement. Finally, it teaches that internal contradictions are inherent in all things and phenomena of nature. Lenin wrote, “Development is the ‘struggle’ of opposites”, which is seen in the Marxist dialectical method. The Kenyon Review of winter 1942 writes that “the Soviet Union was built and nurtured on Marxism, gathering to itself every element and implication of its outlook.”. The same article also
writes that the aesthetics of Marxism cannot be written down in a book, because they arise from the philosophy of materialist dialectics. Along with the task of creating a musicology to suit Marxism-Leninism was another task to make music conform with Socialist Realism. The critic Gorodinsky wrote an article called ‘On the Problem of Socialist Realism in Music’, which stated that it was a problem to translate Socialist Realism, primarily a literary concept, into musical terms. The union, however, came up with the following guideline: “The main attention of the Soviet Composer must be directed towards all that is heroic, bright and beautiful.” “Socialist Realism demands an implacable struggle against folknegating modernistic directions that are typical of the decay of contemporary bourgeois art, against subservience and servility towards modern bourgeois culture.” Such “modernistic directions” were soon called formalism. Formalism and Socialist Realism became the two opposing concepts which have bedevilled Soviet musical aesthetics from the early 1930s until 1988, when Socialist Realism was decreed no longer the official style in THE
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the Soviet Union. Shostakovich’s music of the early 1930s cannot be said to belong outright to either formalism or realism, but Gerald Abraham, President of the Royal Musical Association, 1970–74, writes that “so little was Socialist Realism understood at first that Lady Macbeth was accepted as the embodiment of it.” Perhaps this was why it was so widely praised before it’s denunciation. By 1936, formalism was officially defined as “a separation of form from content”. The authoritative Great Soviet Encyclopaedia wrote, “formalism must not be confused with individualised creativity. Genuine innovations in terms of form as well as content, which constitute an indispensable trait of valuable realist art”. In an interview with the New York Times in December 1931, Shostakovich said “There can be no music without ideology. Music is no longer an end in itself, but a vital weapon in the struggle. Because of this, Soviet music will probably develop along different lines from any the world has ever known.” “I consider that every artist who isolates himself from the world is doomed”. Nicholas Peat OG 2020
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BLACK LIVES MATTER: A LETTER TO THE TELEGRAPH Black Lives Matters has become one of the defining issues of the early 21st century. Oliver Newbury was so moved by the issue and concerned that the nuance was being lost in the media that he was moved to write a letter to the Daily Telegraph. Passion is not a passive thing and I thought this worth sharing not because it has a particular political agenda but to demonstrate the way Giggleswick learners are engaged with the world well beyond the front gates of the school.
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ear Editor, At this current moment, we are six months into 2020, a year that has, so far, been an unprecedented one. Australia has been on fire, a war with Iraq was nearly started, a deadly virus cripples the known world as we know it today and a killing in America which has sparked protests around the world for equal rights and freedom. I'd like to talk about the last part, the modern civil rights movement, the black lives matter movement. This has caused a president to hide in his bunker and chaos to erupt in America and Britain. I have no issues with the founding principle of this movement. There is nothing wrong with campaigning for something you believe in and if you want something to change you should try and make that change happen. I'd like to pick up about one small part of the movement that is going on inside the wider BLM campaign and this is the vandalism and destruction of statues, especially if they are to do with slavery. We can't impose 21st century laws onto people that were alive in the 17th and 18th century, back then when the slave trade existed the people running it didn't necessarily know that it was wrong to do so. We can't blame people for people in the past for something that they didn't know was wrong. If you look back in history the majority of great empires have been built
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on slavery or have used slaves. For example The Great Wall of China was built by slaves, now if we were to pull down/replace/destroy all statues or monuments related to slavery we would have to pull down the Great Wall of China as well as the Pyramids, which were also built by slaves. That’s two of the 7 wonders of the worlds gone because they are associated with slaves. The British Empire, French Empire, British Raj, Dutch East India, Roman Empire, Athens, Sparta the list is endless. If I was to list ever single Empire, republic or dynasty in history I can guarantee that they are related to slavery in one way or another. The problem with this is power. As long as there is power and people, people will abuse the power in order to get
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what they want. People use people all the time we just don’t call it slavery because we are willing to do it but we are all using people around us and the power we get from that in order to get us to where we want to be. Back then it was called slavery now it’s called employment, school. So back to my main point, I agree with what the BLM movement is trying to achieve, and I wish everyone involved in that movement good luck and I hope that they get what they want from it. I just believe that we cannot enforce our laws onto people that were alive 200 or more years ago. Yours sincerely Master O. Newbury Oliver Newbury Yr11 2020
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THE SEAMSTRESS In a year when the status of the cultural industries face an existential crisis Giggleswick continues to show its commitment to the arts in all its forms. In this article Lily Verity discusses her passion for art and in particular the work of Charles Baugniet.
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have chosen to write about ‘The Seamstress’ by Charles Baugniet (1858). This shows a young seamstress hand sewing in a dark room, making a beautiful wedding dress for a wealthy customer. The theme of everyday work was called painting ‘en situation’ and shows a lot of hidden symbolism typical of Victorian art. I liked this painting because I study textiles and fine art and I am fascinated by the role of designers, and how this painting tells us about their life in Victorian times. The image contains pathos, with the pale seamstress framed by the door as she works. However, the flowers on the table symbolise her hope for the future and the red cloth juxtaposed against the white silk represents her own hope of one day having her own marital love. She holds the needle and thread almost like prayer beads, which is emphasised by the dramatic chiaroscuro tones of the painting. The seamstress epitomises the Victorian work ethic and its religious associations Christian Art Historian Revd Dr Ayla Lepine, vicar of Hampstead compared this piece to Ford Maddox Brown’s famous Victorian painting ‘Work’(1865): “work-as practiced in the painting is the Nobel calling of an honest English Everyman ... typifying English cities but mak(ing) [sic] the rich richer and the poor poorer.” The accuracy and detail gives grandeur to the humble seamstress, showing the power of the artist to elevate her; likewise the blue ribbon in the
basket reminded me of medieval painting where holy Mary is often painted wearing blue garments, like in the nativity scene or Rossetti’s ‘Adoration’ (1858-64). The theme of needle work often occurs in Victorian art and is portrayed as cathartic, this reminded me of the painting ‘The Lady of Shallot’ by William Holman Hunt
(1886-1905) where the subject sees her life and hopes reflected in a mirror, or Meteyard’s ‘I Am Half Sick Of Shadows (said the lady of Shallot)’ where a romantic medieval setting shows a heroine sewing as she dreams of being rescued. This made me think of the seamstress in Baugniet’s painting wishing for her own escape or rescue into marriage, another respected THE
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Victorian institution. When I saw this painting at the V&A last weekend it was displayed amongst other highly detailed Victorian garments making me feel like I was in the picture with the seamstress herself; watching her make the dress with diligent focus. This makes the picture about the past, present and the future simultaneously. The present-day life of the seamstress sees her dreams of the future as she perhaps is daydreaming about stories of long ago, the red of the silk is reflected on her face as she’s thinking about these ideas, and her dreams for the future. The viewer is taken on this journey with her by Baugniet. A modern rendering of this painting could bring a more up to date interpretation. A recent BBC news article explained about how Meritt Singer had invented the first sewing machine which came to the UK not long after this picture was made. Singer “lent weight” to the feminist campaign for better pay and eventually the chance to vote and his machine changed the lives and working conditions of women like ‘the seamstress’ forever. This made me wonder how her life might be about to change with the new sewing machines and ask would her hopes and dreams become better? Perhaps the future seamstresses would not need to rely on marriage forever. The symbolism of the piece tells us about mid Victorian hopes and aspirations but also makes the viewer appreciate the life we live today.
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SOCIAL RESPONSIBILITY AT GIGGLESWICK; A FAMILY AFFAIR Social responsibility seems to run in the Hodge family. So I asked our Bursar, Matthew Hodge and one of our Praepostors, Chloe Hodge, to reflect on the need for Giggleswick to be so much more to the local community and society than just another school.
A STUDENT’S EYE VIEW Over the last four years of studying at Giggleswick, what I appreciated most was the freedom and independence to do what you are passionate about, both inside and outside the classroom, whilst living within a tight-knit support system. It is a privilege to be able to attend an institution like Giggleswick and this is why I believe charity work is vital to educate young people of the wider world and allow them to not take for granted the position they are in. I believe the growth of charity work within Giggleswick school and the act of giving is now a predominant feature within the school culture. This last academic year alone has seen an increase in student-led
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committees being established such as the Mental Health Committee chaired by Mental Health Praepostor Claudia Humberstone, and the Equality and Inclusivity Committee chaired by Head Boy, Joshua Kirkhope-Arkley. These committees not only have a significant presence and respect around school, they also allow students to express their voice and become more compassionate to those around them. As well as this, they have been proactive giving back to charities which provide support and help to those that need it. This last year alone Giggleswick has raised over ÂŁ4000 for various charities such as WWF Australia, in aid of the Australian bush fires, and Cancer Research UK. This money was raised through THE
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annual events such as the Race For Life which was still able to be run in a slightly different way due to Covid-19 halting many of our events for us this year. Some of these charities have also been chosen by students due to their own backgrounds and wanting to make a direct impact on causes that lie close to their hearts. In December 2019 I was able to organise and lead a Teddy Bear Picnic charity event for the junior school in aid of the Teddy Bear Trust. My aim for this event was not only to raise as much to donate, but to teach the children the value of giving, no matter how big or small. This was such a rewarding experience personally, as the children developed a clear understanding of the purpose of the event whilst being able to enjoy themselves on a level that was suitable for their age. As well as raising over 150 teddy bears to be donated to children in disadvantaged situations, we were able to teach the children of Junior school and Mill House preschool the importance of sharing. Seeing these young children show true gratitude for the things that they own, whilst understanding why it was good to donate some of their toys as well, was so touching to witness. I hope this compassion stays with them as they carry on into the future, as it is a skill which is so vital in day to day life yet often overlooked. I look forward to the charity work that will continue to grow and flourish at Giggleswick school so it can help others as much as it helped me.
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A VIEW FROM THE BURSARY Giggleswick: A school and a charity Did you know that Giggleswick School is a registered charity and that a lot of the work of the School is directed at charitable activities? The advancement of education is a charitable purpose and Giggleswick School is classed as an education charity. The charitable objective of Giggleswick School is to “advance education by the provision of a day and boarding school for girls and boys in or near the ancient parish of Giggleswick…and other associated activities for benefit of the community.” Like all charities, we need to demonstrate that the School is here for the public benefit otherwise what is the point of us being a charity? At Giggleswick School we provide public benefit through the activities the School carries out on a day-today basis just by being a school with a broad and varied programme. This includes the advancement of religion through our particular Church of England character, the advancement of amateur sport, the promotion of HM Armed Forces through the CCF and the advancement of environmental protection, conservation and improvement. This might sound a bit theoretical, but there are some very real substantive ways in which Giggleswick supports these aims. This leads me on to the next area under which the School provides a charitable benefit; our role as a community organisation. Giggleswick – a community organisation Giggleswick School is one of the largest community organisations in the local area, and we often describe ourselves as a community. We play a central role in this through some very tangible activities, including: • Building links and joint working with local schools and colleges, such as sharing teaching and counselling resources with Settle College and proactively working with local primary schools and providing resources and running events; • Working in partnership with local sports clubs, schools and other groups to share Giggleswick
facilities, such as the all-weather pitch, and through provision of staff to undertake coaching activities outside the school; • Access for the community to the Richard Whiteley Theatre and Giggleswick School Chapel, which provide worship and a programme of theatre, film and performance; • Through a range of community partnerships, initiatives and activities such as working with the local Rotary Club to provide a venue for the safari supper event, hosting the village summer fete every August and supporting the Duke of Edinburgh’s Gold Award team at other schools. Giggleswick – widening access The third area in which the School fulfils its charitable remit is in making a Giggleswick education available to those who may not be able to afford it. Our policy is to offer a certain number of places every year at a reduced cost through means-tested bursaries. We can only afford to fund a certain number of bursaries every year but we do encourage donations to support the funding of bursaries. In any one year up to 47 pupils at Giggleswick receive some form of bursary support. We also help families secure funding from other charitable foundations, including the Royal National Children's Foundation, Buttle Trust, the BMTA Trust Ltd, the Northern Counties Children’s Benevolent Society, The Reedham Trust, Children of Heroes, and the Collinge Trust. The total financial impact of this help on the School is close to £400,000 each year. We also support families serving with HM Armed Forces by providing funding to support their fees. This charitable activity costs the School over £100,000 each year. Alongside this the School sends up to £700,000 on scholarships each year, meaning we spend £1.2m annually on subsidising fees. Giggleswick – impact on the economy Giggleswick School is one of the largest employers in the North Craven area and makes a significant contribution to the local economy by THE
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employing local people and bringing new people into the area. We also make a contribution through the good and services we buy to run the school, through providing educational and cultural activities and through providing housing. It is possible to measure the impact of all this using a model developed by Oxford Economics and RSAcademics. The model looks at the School’s contribution to Gross Domestic Product (GDP), the number of jobs that exist as a result of Giggleswick School, and what the School contributes to the government through tax. This model shows that Giggleswick School’s total contribution in 2018 to UK GDP is £13.7m. The School’s total contribution to the GDP of Craven District is £7.5m. The School supports 0.53% of all GDP in Craven District. The total number of UK jobs supported by Giggleswick School activities is 401. This includes 118 UK jobs supported by the spending of our staff and of our UK-based suppliers’ staff, and 44 jobs supported in our UK-based supply chain. The total number of jobs in Craven District supported by School activities is 279, of which 239 are directly employed by the School. Giggleswick School therefore supports 0.75% of all jobs in Craven. To add to this, the School is by far the largest employer in Settle and surrounding area. The total amount of UK tax supported by Giggleswick School activity is £4.7m. Of this total, £2.0m relates to the School’s payments of employer NICs, business rates and taxes on business supplies purchased, plus payments by the School’s staff of income tax and NICs. The total savings generated for the UK taxpayer, as a result of attendance at Giggleswick School by pupils who would otherwise take up a free UK state school place, is £2.1m. So it can be seen that Giggleswick is more than a school – it’s an important local charity and key player in the community, providing employment and widening access to the benefits of a Giggleswick education. Chloe Hodge OG 2020 & Matthew Hodge Bursar
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AN EXPLORATION OF THE RELEVANCE OF CCF IN 2020 Giggleswick. Friday. 13:45pm. It’s raining. The Head of Giggleswick School’s Combined Cadet Force orders ‘CCF ON PARADE’. Have you ever wondered why, on a Friday afternoon, what an outsider might think about what the CCF is, or indeed why we do it?
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n 1859, the Secretary of State for War, Jonathan Peel, wrote to public schools and universities inviting them to form Cadet Units of the Volunteer Corps. The pupils wore the uniforms of their parent Rifle Volunteer Battalions and undertook army activities, shortly evolving to Officer Training. During World War I and World War II, many young men who served in these units went on to serve for their country on the front line. Giggleswick cadets were no exception, and sadly some did not return. After World War II, the Cadet Units became the Combined Cadet Force 1948 to include Cadet Sections from the Royal Navy, Royal Marines, Army and Royal Air Force, and the focus began to move away from solely a recruitment pathway, and girls were allowed to join. Today, we are fortunate not to be at World War. The Cavaliers and the Roundheads are no longer arguing. Yorkshire and Lancashire are on good terms – most of the time. And yet there are more than 42,000 CCF cadets in the United Kingdom. So why do we need a CCF today? It is understandable that on face value, a Combined Cadet Force can appear to be merely about learning to shoot at a target and march in the rain, all whilst dressed like miniature soldiers. But it is about so much more than that. CCF inspires young people, encouraging them to grow their abilities and challenge their limits. We are so fortunate at Giggleswick
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with the vast range of extra-curricular activities on offer and, as such, pupils have the rare privilege to learn just as much outside the classroom as they do inside. And this couldn’t be more true of CCF. It will never be everybody’s cup of tea, and its compulsory nature is often questioned by Year 10 cadets when they stand on parade for the first time; however, whether they choose to stay until the end of their compulsory year, stay for their DofE volunteering, or stay until they leave Giggleswick, each cadet gains valuable skills, experiences and memories which they will never lose. I know I certainly have. Initially, as a wide-eyed Year 10 cadet knowing little of what to expect, your first week on the parade ground will see your curiosity inspired. Ahead of you is the chance to experience shooting, marching and mountaineering, while picking up many transferable skills from your time in the ranks. It is throughout this time that your awareness of those around you improves; you learn that the challenges and tasks you face are far easier when you work together, becoming mindful of not only looking after yourself, but others too. Passion is instilled in every member of the section as you work towards a common goal, whether it be to win the annual parade competition, or to finish the section battle drill quickly so everyone can escape the wind and rain! And numerous opportunities such as THE
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these provide the chance to practise, improve and master leadership skills, whether it be as In Command, Second in Command, Platoon Commander or Platoon Sergeant in battle drills or on overnight exercises from your first week, or Head of Army, Marines, RAF or even CCF in your final year. CCF presents its own set of unique challenges such as mastering marching manoeuvres and passing a Weapons Handling Test, but also has those that you can set for yourself like completing your Silver or Gold Duke of Edinburgh’s Award or achieving your Marksman’s badge for target shooting, or winning ‘Best Cadet on Parade’ at the annual Summer Camp. These in turn build up your resilience week by week, developing your ability to find creative solutions to the problems that may arise and increasing your self-reliance without even realising it. Completing these challenges leaves you with confidence in yourself knowing you did, and a unique foundation of skills to build on throughout your time in the CCF, your time at Giggleswick, and when you leave the school environment. I will certainly be taking much away from my time in the CCF and as the Head of Army: the ability to problem solve under pressure, an aptitude for prioritising and enhanced leadership skills that I will carry with me for the rest of my life. Izzie West OG 2020
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WHAT ARE THE KEY FACTORS THAT ENABLED DUBAI’S RAPID ECONOMIC GROWTH, LEADING TO THE CREATION OF A GLOBAL METROPOLIS We are very proud at Giggleswick of our diverse student body. Here, Aaron Harrison explores his passion for architecture and the built environment by discussing the growth of his home, Dubai.
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aving lived abroad all my life I have always been very passionate about the study of built environment and architecture. What struck me about Dubai was how the economy linked had also been a powerful instrument, allowing the promotion of growth and development. After looking at different articles from various academics and comparing them with my trip to Al Shindagha Museum I found that the comparison of global economies against further influences of trading and types of industry within Dubai
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create valid arguments as to how geographical advantages helped propel Dubai forward. It is now a heavily relied upon trading industry within the gulf region. As I discovered from an interview with Mr. Al Muhairi, a local orientalist of historiography working in the Al Shindagha museum, archaeological excavations in Jumeira reveal that there was a high degree of civilisation in the Dubai area around 3,000 BC where an Italian explorer in 1580 described Dubai as a prosperous community with its people largely THE
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engaged in pearl diving. Dubai first became an independent political entity in 1833, when men of the Bu Flasa tribe settled in the area. However, Dubai’s economy prospered after 1894 when Sheikh Maktoum Bin Hasher Al Maktoum gave tax exemption to foreign traders; this aspect of a tax free lifestyle is carried out to this day and has ultimately proved a necessity for the introduction of expatriates into the economy. Before the 1950s the city’s main exports were pearls, shells and dried fish, and imports including dates from Basra; rice, sugar, pepper
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and cereals from India; wood and cane from East Africa. The city had relative wealth due to its early pearl industry, and it soon began to accumulate population from Persia, the Indian subcontinent, and other Arab countries. The city only had a small amount of oil resources compared to other cities in the area, such as Abu Dhabi, and as a result its ruler Sheikh Maktoum decided to use the money to attract tourism and financial services from around the world which could prove to be a more sustainable, ensuring sustainable development.
Over the next few decades millions of expatriates came, attracted to the lack of taxes. Today only 5% of Dubai’s population is comprised of locals out of a population with over 9.4 million people. According to Mr. Al Muhairi the introduction of expatriates into Dubai was the key factor that enabled its rapid development; the encouragement of foreign doctors from the United States of America as well as businessmen from the United Kingdom were essential for the start of international trade alliances promoting the United Arab Emirates’ global THE
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presence, ultimately commencing the beginning of foreign investment into the local economy. Obtaining money from these investors allowed development to prosper around the creek and now what is considered ‘old Dubai’, before later spreading out further along the south west coast where newly implemented ports and free-zones were constructed in aid of larger cargo ships arriving from across the globe. I evaluated the validity of two articles against my findings from Mr. Al Muhairi. The two articles, ‘City of Gold,
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“Dubai faces the future with confidence on the strength of a modern infrastructure, combined with excellent trade and an international financial reputation”
City of Slaves’ by Nicholas Cooper, and ‘Dubai: Foreclosure of a Dream’ by Christopher Davidson, described the extent to which the work of immigrant populations was relied upon in creating Dubai’s success. According to the Government of Dubai Statistics Center, a staggering 96% of its employed population is made up of immigrant workers; Dubai is unquestionably dependent on this population. Both pieces of literature seem to demonstrate this factor as being an acceleration in the development from the start as business’ migrate and open up overseas headquarters and chains, adding to the GDP per capita of Dubai and ultimately strengthening the overall economy. Consequently, like Davidson, in ‘Dubai: Foreclosure of a Dream’, he describes the uncontrollable economic growth of the city; Nicholas Cooper also follows a similar point by criticizing Dubai’s immense dependency upon its predominantly immigrant working population, and as economic recessions begin to affect job security and businesses in Dubai, the unreliability of this immigrant workforce poses and creates massive threats to the continuance of Dubai’s ever-growing city. dson also criticizes the sustainability of Dubai’s success, describing economic recessions occurred, where in 2008 many cranes stood motionless, traffic clearing up, redundancies and therefore expiring of VISA cards then pushed out lots of it’s prioritized migrant workforce. As a result, as supply continued to increase with the rapid developments in infrastructure, the levels of demand dropped significantly, causing a near crash in the market as housing prices plummeted as there was an excess in supply. However, Cooper then develops
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his argument into ethical concerns over treatments of many laborers as he describes that laborers are forced to work long hours in the dangerous desert heat on construction projects and are not given sufficient breaks as required by law. Similarly, Cooper infers that many health and safety violations are rampant on construction projects and implies that the government does not enforce these regulations thoroughly, however this perhaps is another reason contributing to Dubai’s rapid growth; cheap labour. Over the past two decades Dubai has grown astonishingly fast, with credit, cheap labor and tax-free incentives promoting foreign investment and immigration. Similarly, 96% of its employed population is made up of immigrant workers; Dubai is unquestionably dependent on this population who are responsible for much of the cities fast paced development. On the other hand, external influences are also pose a key contribution as the success of neighboring Emirates played a big role in enabling Dubai’s success to continue; the Abu Dhabi government and the UAE central bank gave $20 billion in loans to Dubai in late 2009 in a multi-billion-dollar debt restructuring effort, and although Dubai is on track repaying it, the city is still billions of dollars in debt despite being renowned for its large amounts of wealth. As a result, this mostly unknown aspect of Dubai is rarely heard about amongst the public due to the municipality and rulers of Dubai playing a key role in what information gets out to the public through strict rules/guidelines; this bias makes any opinionated articles from news sources such as Gulf News less reliable as they are almost guaranteed to have been modified, challenging me to evaluate THE
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and assess which sources to trust as well as which sources I can compare and triangulate with to make my research more reliable. ‘City of Gold, City of Slaves’ is written by a professional within the University of New Mexico where the source has been peer reviewed and cross checked with other academics; this suggests that the information given is accurate and suitable to use when arguing which of the factors had the most significant role in defining Dubai’s success. However, Nicholas Cooper’s intention tends to rely on giving a very opinionated view upon Dubai as Cooper describes the negative impacts without much counter argument. Consequently, when reviewing the information through further reading I have the understanding that it is very much one sided and the relevant information must be reviewed in context with other sources showing positive connotations to Dubai’s economic status and development in order to build an accurate and representation. Various rulers followed an open policy where late Sheikh Rashid Bin Saeed Al-Maktoum pioneered Dubai’s modern development as a renowned trade centre. Dubai faces the future with confidence on the strength of a modern infrastructure, combined with excellent trade and an international financial reputation. Moreover, the boom in economy at the beginning of the 20th century due to the growth of the pearl trade induced pearl traders to finance new schools. New schools had an impact on changing the nature of education where literature, grammar, reading, writing, and arithmetic was integrated amongst the schooling systems alongside religious studies. In the past, fishing and pearl diving were the mainstays of Dubai’s early economy, however the economic crisis and collapse of the pearl industry dramatically affected the entire Gulf region in the early 20th century as newer artificially acclaimed pearls dominated the market from the far East. Despite this short downfall in the economy, new trade partners, as well as the re-exportation and storage of goods, allowed Dubai to increase its economic power in the world again.
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This was the age of the development of Dubai’s economy – its emergence as a business-friendly city. Much of Dubai’s wealth is accredited as a result from the influences of the natural creek, as Gulf New Media and Mr. Al Muhairi suggests, the creek was the nucleus of Dubai’s initial growth. Dubai lies on a natural creek, Khor Dubai, which runs inland for about 10 km and was the nucleus for the city to develop. The Creek epitomises Dubai’s unique beauty where people settled at both sides at Dubai as well as Diera. Prosperity as a port dates around 1902, when Dubai became the main anchorage in the area for dhows coming from neighbouring ports and as far away as India and East Africa. North winds caused silting in the centre of the Creek, which made the passage of large vessels difficult. The late Sheikh Rashid Bin Saeed Al-Maktoum started a scheme in the 1950’s to deepen the channel and reinforce the banks. This gave a much-needed boost to Dubai’s economic development. The two sides of the city are connected by AlMaktoum Bridge built in 1962, and Al Garhoud Bridge in 1976. Today, Dubai Creek is the main artery for trade in the Emirate where there are hundreds of dhows of different sizes, loading and unloading a variety of goods which induced Dubai Municipality to construct the new Dhow Wharfage introduced in 1993. This was to cater for the increasing number of ships docking on the Creek. The merchants, businessmen, and people of Dubai Creek were instrumental members of the community. They contributed enormously to quality of life and heavily influenced the area’s development. Some merchants owned ships, while others were suppliers, but they all relied on the creek for prosperity. Ultimately, there are various factors that all played an important role in the exponential growth of the city, with more upcoming strategies as well. In less than five decades, the UAE has achieved one of the highest standards of living in the world. Although the UAE’s prosperity rests in part on its vast hydrocarbon reserves, the government has made
substantial efforts to diversify and encourage a more mixed and sustainable economy. Moreover, a significant strand of the UAE’s new future will be developing alternative and sustainable sources of energy, both for the benefit of the country and as a strategic asset in which the country can become a global leader. The UAE has successfully started to diversify its economy into manufacturing and service sectors to create both a sustainable economy and employment for its growing population as the main industries have shown significant changes from oil and gas (28.9%) to the newer branch of tourism (5.2%) which is currently the highest growing sector. In relation to tourism, Dubai’s strategic location, where 2/3 of the world’s population lives within an 8hr flight from the UAE and 1/3 lives within a 4hr flight, has shown to be a prominent factor for providing the growth of its newly
formed sector. However, the heart of Dubai’s success is very much orientated around the presence of the Dubai creek as it has proven to provide for Dubai’s economy even since ancient times. Along with the creek comes the aspect of trade and international connections through the Gulf thanks to Dubai’s fortunate geographical positioning, of which has accelerated the development of infrastructure due to neighbouring migrants from India and Pakistan moving to work in the UAE for very low labour costs. Similarly, the low labour costs combined with tax exemptions have created the ideal situation for business provenances; allowing a much greater working population full of international migrants helping to excel the economic growth further alongside its finite oil and gas funds. Aaron Harrison OG 2020
“In less than five decades, the UAE has achieved one of the highest standards of living in the world. Although the UAE’s prosperity rests in part on its vast hydrocarbon reserves, the government has made substantial efforts to diversify and encourage a more mixed and sustainable economy.” THE
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Review
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A HOME AWAY FROM HOME; BOARDING IN THE 21ST CENTURY For anybody who has not experienced boarding schools in the last decade their idea of life in one tends to be somewhat Dickensian or, at best, Hogwarts. Here, James Giles, our longest-serving housemaster, shares his passion for boarding and explains just how joyful an experience it is for students in this new era of boarding.
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efore it can be anything else, a boarding house must be a home. Unless pupils feel a sense of belonging, a sense that the building, the community and the history is their building, their community and their history, then all of the other aspirations we have for them, will likely founder. At Giggleswick, there is no doubt that the boarding houses are homes for the students. This is as much true for our day pupils as for our full boarders. It has been critical in this testing year. We can see that sense of belonging at ‘Singing and Speaking’, during Scarrig and at Sports Day. I am particularly struck by the way this sense of belonging extends beyond the student body, out into the staff and parent communities. Watching passionate parents root for ‘their’ house at tug-ofwar is quite something! Because we all feel that we belong, then our houses provide a fantastic springboard for the many other aspects of school life where we want our students to thrive
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and succeed. I was amazed, yet again this year, at how quickly new students felt that important sense of belonging when they were rehearsing in, and with, their house for the Singing and Speaking competition. This belonging is cemented as they all perform on stage together, in front of the school THE
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community. A feeling of belonging is also closely connected to a feeling of having a voice. One of the ways we achieve this is through our vertical groups in houses, whereby sub-groups from across the year groups meet and discuss their house and their school.
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The outcomes of these discussions have an impact on school life, whether that be as simple as the purchase of a new television or as fundamental as a re-think of the way we respond to bullying. The greatest, though unquantifiable way that our students feel that their voice is of value is through the countless informal conversations that take place with each other and with staff. I have seen countless examples of staff sitting with a group of students discussing something political or topical and I am often surprised at which pupils suddenly start participating. The popularity of boarding, whether full, flexi or occasional, is testament to our houses. Friday night across the houses is a fantastic bonding experience for our students. Whether they are playing frisbee on Eshtons, making cakes in Paley or eating a Milano's takeaway in Morrison, these are some of the most memorable times. One of my favourite memories of being a housemaster was watching my Sixth Formers deliver a sensitive and thoughtful chapel service about masculinity on the Thursday, followed by heaving and sweating their way to tug-of-war victory on the Saturday. They showed themselves capable of the ‘cerebral and the grunt’ in three short days. For me, this exemplified what our students get from belonging to their houses. I know that all of the house staff take a great deal of pleasure in seeing their charges flourish throughout the school. At Young Musician of the Year, if you look carefully, you will often spy a Housemistress or Housemaster sitting at the back, grinning with pride as a member of their house performs on stage. This is true of the school play, the Spring Concert and the many other arenas where we see our students succeeding. The ‘house as home’ is critical at Giggleswick, creating that sense of belonging, and is directly connected to the many other areas of fulsome pupil participation we see around the school. It has also been the glue that helped us hold together through extraordinary times. James Giles THE
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A C A D E M I C
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Review Academic
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NECESSITY IS THE MOTHER OF INVENTION
Anna Wood reviews the academic year for us. She shares with us her passion for teaching and learning in the most challenging year of her career. But as we know, challenge is something we embrace at Giggleswick.
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embarked on my teaching career in 1992 and, if you had said to me then, that in 2020 I would be teaching my classes via a computer screen from my kitchen table, I would probably have laughed you out of town. We had two computers back then in the staff room and
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communication was either done face-to-face, or a piece of paper with the massive black heading MEMO was placed into your pigeon-hole in order to grab your attention. Reports were written on paper, backed by a carbon copy, and if you made a mistake you had to rip it up and start again. THE
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Monthly assessments were handwritten into a spreadsheet that was passed from teacher to teacher – said spreadsheet was then photocopied and distributed. I could almost write a ‘Monty Python’ sketch at this point called The Four Teachers, but the point I am trying to make is that in a
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relatively short amount of time, we now find ourselves in a whole new educational paradigm and on 23rd March 2020, that paradigm shifted once again as we entered lockdown. Fortunately for us, John Hamilton had had the foresight to introduce us to Microsoft Teams a year before and we had slowly begun to build our knowledge of this new communication tool. By September 2019, we were creating class teams and setting prep via Teams; some were pushing ahead and using the class notebook and One Note. Then came the introduction to video calling and setting up calendared on-line meetings. The Monday INSET session for teachers gave us the opportunity to practise sharing our screens and uploading work – competency ranged from ‘This is easy - what can I learn next?’, to ‘Which icon do I click on next?’, to ‘It’s not working!’ As a teacher, I had never found myself on such a steep learning curve. But being out of one’s comfort zone can be an exhilarating experience and the pandemic, which was devastating and disruptive, gave us an opportunity to change our practice and become learners again. And that for me is probably what I value the most about the period of the Summer Term 2020. Teachers often forget what it is like to be a learner, and this can often be to the detriment of learning in the classroom. So, when I conducted my first online lesson from the kitchen table on 24th March, I became a learner again and was reliant on the good grace of the learners at the end of the screen. Over Easter, we made the decision to launch the Virtual School. We knew that we did not want the Virtual School to be just online learning as Giggleswick is so much more than that. The Virtual School was specifically designed to reflect the importance of community. I totally agree with Professor David Crystal who has taken exception to the newly constructed Covid phrase ‘social distancing’, preferring the phrase ‘physical distancing’. We found ourselves physically distanced, but through the Virtual School we achieved ‘social cohesion’ – which is what we all needed at a time of upheaval. That is
why the Virtual School timetable was constructed thoughtfully to include tutorial time, assemblies, chapel, lectures, games and club activities – in other words, the usual activities but repackaged in a manageable format that carefully considered the fatigue brought on by staring at a screen all day. As staff, we took advantage of the Microsoft Educator training courses to upskill – the aim being to keep our pupils as engaged as they are in the classroom and to continue to build strong teacher/ pupil connections in the remote environment. Whilst some flipped the classroom, others ‘Swayed’ and I got hooked on Flipgrid –a video gallery that allows pupils to add their ‘vox pops’ on any subject. My particular favourite was when my Year 10 German pupils took me on a tour of their houses, describing the position of furniture using the Dative case. Staff and pupils alike totally bought into the Virtual School and for some pupils who sometimes struggle in the usual classroom environment, remote learning saw them achieve and progress in leaps and bounds. The Virtual School was a resounding success as it was underpinned by all our values. Whilst other schools shied away from live face-to-face video lessons owing to fear of inappropriate behaviour, we proceeded with confidence that our pupils would respect the guidelines we put in place and would fully participate THE
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in all that was on offer. And there was certainly no lack of ambition, either from the staff who pushed themselves well beyond their comfort zones, or from the pupils who continued to learn, progress and create solid foundations for their return to school. Year 11 and the Upper Sixth did not miss out either; whilst many schools bid their leavers farewell, we designed a whole range of pre-university courses and A-level bridging courses that were exciting because they were not bound by any specification. The sign-up rate was almost 100% and the drop-out rate was minimal – again, testament to the quality of the product and the willingness of the pupils to engage. At the same time as delivering the Virtual School, staff were also asked to award pupils in Upper Sixth and Year 11 centre-assessed grades. The professionalism and integrity shown by Giggleswick staff was of the highest order. The two-week consultation process, data crunching and decision making was not something any teacher would ever want to have to do, but I am very proud of the way the process ran. Our Upper Sixth and Year 11 pupils may well have felt very disappointed and maybe even cheated that they could not demonstrate their ability in end-of-year exams, but they can rightly hold their heads up high owing to their results: 72% A*-B at A level and 48% 9-7 at GCSE. Anna Wood
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GIGG WRITES This year has seen the launch of one of our most ambitious and exciting literacy initiatives. The passion for writing goes from generation to generation.
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ords have power. Words have the power to move us, to guide us, to influence us and to deceive us. They have the power to create landscapes and bring to life people who become our friends or our enemies. Words can place us shivering, listening to the dull thud of bombs, knee deep in the cloying mud of a First World War trench. Words can uproot us into a future where buildings lie crumbled and broken and where we hide amongst the debris, clinging to the tatters of civilisation. Words can share with us the agony of lost love or the unbridled joy of discovery. Words show us life. Perhaps more than that, words are life. Human beings need stories to help them understand the world around them. We need stories to make sense of our place in that world. We need people to write these stories. That said, writing is like anything else: you have to work at it. It takes time, determination and effort. You have to give yourself the space to think, to plan and, ultimately, to write. The philosophy behind the ‘Gigg Writes’ competitions was to do just this: to give people the motivation and the opportunity to write. Launched in November by the English Department, the monthly ‘Gigg Writes’ writing competition was designed to encourage people to make the time to write. Each month, the first line of a well-known novel was used as a prompt. Chosen texts ranged from classic novels such as Jane Eyre and Wuthering Heights to contemporary fiction like Internment by Samira Ahmed or One by Sarah Crossan. The prompt sentences presented different perspectives, different time periods
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and different scenarios. The form of the challenges also varied: some were to write 500 words, others to write 50 words; some were to write prose, others to write poetry. Entries were judged by ‘real’ writers: poet Paul Welbourn, journalist Hilary Mitchell, TV Producer and comedy writer Russell Balkind, best-selling and awardwinning authors Alison Wilcox, SE Moorhead, Marcus Sedgwick, Susan Fletcher and Stacey Halls. As soon as the competition was
“The philosophy behind the ‘Gigg Writes’ competitions was to do just this: to give people the motivation and the opportunity to write.”
launched, entries began to flood in. In total, 350 entries were submitted from students, staff, parents and OGs over the course of the year. All the judges commented on the high standard of entries and the talents of the entrants, several of them suggesting that the winners could easily go on to have successful careers as writers in the future. As an English teacher, it has been a delight to see people writing, not to pass an exam nor achieve a grade, but because it is simply an enjoyable thing to do. The support from the whole THE
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Giggleswick community has been tremendous and I would like to thank everyone for the time and energy that they have put into entering. I look forward to reading much more of your work next year. Karen Peacock SOME OF THE WINNING ENTRIES James Cobley – Year 11 I strain to listen for boots on the pavement. I quiver in my submissive position, grasping at anything from the faint hum of insects flying around to the silent tiptoes of feet. But, unfortunately, there is nothing. I can only hear the occasional fading rumble of a car in the distance. My ears are throbbing from the sound of stray bullets hitting the outside world. I hear them but don’t see them. Where am I? My head is groaning from this unbelievable pain. I cannot move; I can only feel what is beneath my perspiring fingers. The buzzing surrounds my insane state. Voices are muffled and foreign. I have been attempting to move my broken body for so long, but it will not obey. The date and time mean nothing to me; they are irrelevant when all hope is gone. The sound of gunfire and bombs exploding obliterates my ears. The ear-shattering sensation I hear is only dwarfed by the painful throbbing in my guts. It’s deep and warm; and not in a good way. It feels like someone has pressed their grubby hands inside me and are squeezing and squelching my organs into a gruelling mess as hard as physically possible. Like waves crashing against the shore, when the pain fades, I can move; when it returns, I can only hold still and breathe, breathe slow and deep until it has passed. There are
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pools of lumpy blood splattered on the floor; my abdomen is purple and lumpy. It should be smooth. Every subtle movement or flinch I make I feel a sharp piercing stabbing my innards. If it wasn’t for my family, I would have just bitten the dust, but I promised to come home; so, I must. Then, the unimaginable happens. In a terrible flash, the heart that had been thriving for so long is torn from the city. Moments earlier there was still some sense of peace, now all that has
been wiped out clean. Now, there is only blood, crumbling walls and a sense that all that is good in the universe has cried out in pain. I am thrown out of my hideout and thrust into open space. I lie there in agony and semi-blind amid all the chaos. Then, as I begin to recover my consciousness, I find myself standing by a pillar that seems miles from where I was kneeling just seconds before. I’m shocked at what I see. Scattered body parts are left flailing about amid shards THE
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of debris. I see survivors fleeing for their lives, dashing to any available shelter they can find. I want to help them. But my body is banging on death’s door. What makes matters worse are the growing sounds of pattering boots on the muddy, blood-soaked ground that 5 or so shell-shocked German soldiers are sprinting towards me. This is it. I sob at the thought of never seeing my beloved eight-year-old daughter again. My bones turn cold. The soldiers
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encircle me hollering harsh German commands at me, but it is no use though. My life is already over. Nick Peat, Upper Sixth Yesterday saw the first snowfall of the year. This bleak season is cold and dark. It bears no chance for survival; any hope in a life hereafter vanished long ago. The sea of faith is frozen now; perpetual winter grips the heart. Like the first man, the snow will always fall. Lily Whewell, Year 9 It was seven minutes after midnight. Moonlight cascaded through the cracks in the cream-coated shutters and the wind slowly battered the glass of the single pained window. Harriet was lying snugly in her bed. Her golden curls bounced gently with each heavy breath, her rosebud lips grinned blissfully in her dreamy sleep. She began to wriggle, disturbed by something as her nightdress slowly tangled and twisted into a cocoon around her long legs. A cold hand touched her shoulder, and she darted upright. A ghostly pallid figure put her finger to her lips and hushed Harriet to be quiet. The other girl had long dark hair which sat in a thin braid down her back. Holding out her hand, she helped Harriet out of her cocoon. Outside the rattling wheels of a carriage and the clatter of hooves against uneven gravel grew louder before it steadily came to a halt. “Enid? Is it time?” Harriet whispered. A girl across the dormitory began to stir, muttering something quietly under her breath before settling down into her blissful sleep. Enid carefully opened one of the shutters as moonlight poured into the room. The faces of tired, sleeping girls were illuminated softly by the glare of crisp night sky. A carriage awaited them in the drive. “Yes,” She replied. Harriet clambered out of her nightdress and into her Sunday dress. Buckling her shoes and grasping her coat, she retrieved the bag which she had tucked under her bed. A gold locket hung from her neck and she brushed her hair to try and tame her flowing locks. Enid
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awaited her at the door to the dorm. The hallway of the school was dark, unlike the dormitory. Darkness crept its way into corners and cast its shadow over doorways. The gentle clatter of their shoes seemed alarmingly loud against the floorboards. Large portraits which scattered the walls stared down at the girls, who clutched onto one another for comfort. Midnight was frightening. The door was bolted when they arrived at the entrance. Its large wooden presence gave a certain grandeur to the entrance hall, a complex pattern of metalwork littered its insides. It was in the girls’ bathroom that they found an open window. They clambered out clumsily, jumping from the ledge and landing with a crunch on the gravel. The night air was crisp and the sky was clear. Excitement buzzed like flies in the air as Harriet and Enid approached the black polished carriage. A tall figure greeted them at the door, offering his hand as he helped them
arrived – you watched me glide in, wet hair, lean neck (ah, my sweet, sweet neck), sodden gloves. You watched as I made to cheer and warm this place, plump the fire, catch your eye. You have been yearning for my look, that glance. You have longed for our eyes to meet, stealing them away again should they linger too long, stare too hard. This is it, you think. She is here, she is mine. Again. Some will call me pigeon-livered, I am aware. They’ll refer to me as that roguish cluck, that wanton mistress, that scourge amongst women. I’ll hang for this, as you hung-on for me. My limbs will twitch as I gasp and splutter for my last breaths – and throughout the delicious ecstasy of dying, as clear as night is black, I will attest to having been the lover of a most exquisitely deranged young man. A man that was driven wild by passion and restrictions of society and fortune. My sweet, it was never you, it was always me. I enticed you to move my way, I allowed you to touch my shoulders,
“Yesterday saw the first snowfall of the year. This bleak season is cold and dark. It bears no chance for survival; any hope in a life hereafter vanished long ago. The sea of faith is frozen now; perpetual winter grips the heart. Like the first man, the snow will always fall.”
one by one up into the interior of the carriage. sitting, grinning in the corner was a boy of about sixteen. He had raven black hair and a warm, summerblushed face, and was dressed in a smart black suit and tie. “Are you ready for the show?” he asked, his eyes glittering. “Yes!” the girls replied, looking at one another and grinning in absolute delight. Heather Hodgson, Parent Here we are. I never really thought it would come to this, but here we are. You had waited all day, and finally I THE
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kiss my cheek. Ah, how foolish are men? I took my chance, I made my move. I wrapped my golden plait about your nape. I pulled gently, tightly. You kicked for a long time, but inevitably you weakened as I knew you would. Too often we have met, in this cottage, by this lake. Too often the wind was wild, the rain foul, your temper unruly. No more may you summon, deceive and implore. Here we are, you and I. I hear the cries of men, and the gallop of horses. I shan’t have long to wait now, my love. I shall forever be your dearest Porphyria, your greatest love.
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MIDDLE SCHOOL WORKPLACE VISIT TO AMAZON Giggleswick, bringing education to life by linking academic learning to real-life employability.
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orkplace visits form an important part of Careers education and the recent Year 10 visit to the Amazon Fulfilment Centre in Manchester was a most informative and enjoyable trip. Students were given a real insight into the workings of this incredibly busy, highly automated warehouse facility and the roles of the hundreds
of employees who work around the clock to ensure that tens of thousands of parcels are processed each day. Our knowledgeable guides readily answered any questions that the students had and allowed us to participate in the packing and processing of parcels. The facility only deals with small products and it was fascinating to watch the robotic storage THE
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system in full flow, with cages full of products seamlessly weaving in and out of each other on their way to the pickers. This was a great opportunity to get a ‘behind the scenes’ look at this global company and to gain a better understanding of the sophisticated technology used in modern distribution centres. Emma-Jane Wharton
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CONSCIOUS COASTERS: GIGGLESWICK YOUNG ENTERPRISE 2020 After a successful first year, Giggleswick’s next generation of entrepreneurs continued our innovative approach to learning. This time they are going green! THE ENTERPRISE The aim of our product was to help raise awareness for the work of animal charities and the causes for which they fight. We did this by supporting animal shelters with advertising and using their dogs as the design for our coasters. At the trade shows we attended, and on our website, there was information about the local dog centres and also their contact details. The company also had plans to extend into sea-life coasters, whilst also planning to do beach cleans to help local communities with ensuring that the beaches were kept clean. Moreover, we also had plans to extend into Australian animals during the devastating bush fires in 2019-2020. Our idea was to create koala bear and kangaroo coasters to sell to the public whilst also raising awareness of the effects the fires were having on these animals. As a company we attended two Young Enterprise Trade Fairs (Asda, Harrogate and Skipton Building Society). During the trade fairs we
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attended, we managed to sell out of two varieties of our dog coasters. Furthermore, we also got valuable insight from the public on what else they would like to see us do, which included other breeds of dogs and even branching out into doing cats. At Harrogate, our target customers were people looking to buy gifts for their loved ones. The time of year meant that many customers wanted stocking fillers and our products met that demand. We won the overall best product award for this trade fair which gave the company confidence in branching out into other types of animals. In addition, the company also sold our products at the school’s Christmas Fayre, where we charged a premium price for our products which helped increase our profitability. As a company we also promoted our products in the school’s weekly newsletter, which allowed parents to place orders, where we priced our products at a cheaper rate to entice parents to buy our products. Another sales channel the company opened up THE
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was selling to local businesses such as gift shops and cafes. Here we sold the products at a discount as the businesses bought in bulk. In addition, the lower prices also meant that the businesses we were selling to could make a profit, but couldn’t undercut us on price. THE JOURNEY TRAVELLED The planning stages, or the preliminary stage to our product idea, was a tricky one. We spent many meetings back and forth with different ideas of what was going to be the best ‘product’ that would sell. We had lots of things to consider in this process, such as scalability, how we would make the product, pricing, target audience – who would want to buy the product, how can our product be sustainable and make a difference in the local/ wider communities, what’s different and unique about our product that sets us apart from other markets/ sellers, and lastly, how can this product make money – where we would sell? With all these things to consider, it was
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certainly a challenge to come up with and then decide what that product would be. We had ideas about door stoppers, draught excluders in the shape of endangered/protected animals, placemats with endangered species and messages on, re-used vintage clothes and selling those to different market places. Many people within the group could not decide what they wanted to do, others kept quiet and some were quite vocal because they favoured their idea. However, we learnt it took a great deal of communication skill to listen to each other and our ideas. We also learnt that it is not easy coming up with a feasible idea. If it was, then everyone would start up a business. Once the idea was set with coasters, the next phase came on - how to develop this idea. What would our USP be? How could we scale the product further? How would we be sustainable? All the three questions posed really came into one. They would be unique because we make the coasters in the shape of the animal (endangered) too.
Market research showed that there were no other companies or coasters out there producing this. So we felt we had come up with something original. If the product was to extend further we would move into different animal groups with sea life and safari pack to show awareness with the use of our product around the world. With this came our sustainable mission to source eco-friendly wood, sourcing sustainable packaging such as reusing cardboard from the Art/DT department. We also surveyed staff, friends and the community about which designs they liked the best. We operated as a company with a conscious and sustainable vision by going paperless with all our meetings. Minutes were taken on MS Word by our company secretary Emily Guy who would, at the end of the meeting, send the minutes to our Young Enterprise Teams. This helped us all in being organised and making sure any communications that needed to be held were through there. All decisions before they were finalised were agreed THE
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by both managing directors so that we could both agree and move forward properly, without any ambiguity of what the next step would be. One of the biggest challenges we faced as a company was when our manufacturing facility (laser cutter) broke for one month. We heavily relied on the generosity of the Design Department to use the laser cutter for our production, but this halted all production of coasters for a considerable period. This blip in the process taught us how we must be adaptable in our strategies and processes. It certainly forced us to work together more as a team, as now we could not be reliant on a few individuals in the company to produce all such coasters. Designing, producing and packaging all takes a very long time. What all of us learned in the process of making a set amount of coasters each week, per person, was that everything is very time consuming. Managing time was essential if we were to perform the tasks productively and effectively. As
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previously mentioned, there were various roles that we had to fill within the company in order to make it a successful running operation as possible. We had two designers, marketing, sales, finance, company secretary, HR and two managing directors. One may ask why we had two managing directors, but owing to the company being comprised of 16 members it was fairly large and we found it worked well and it was necessary for two people to share this role. ENDEAVOUR, IMPACT AND RESULTS Our plans as a company were simple. We endeavoured to have a constant supply stock, expand into business-tobusiness selling, promote awareness, volunteer at animal sanctuaries and payback shareholder with generous dividends at the end of the business year. Having a constant supply of stock was very important if we wanted to keep business rolling properly, plus keeping up with the demand of the business-to-business selling. At first we didn’t know how well our product would sell in the local nearby shops of Settle so sample packs of each coaster were given to each shop to see how well they would sell, but more importantly which type of coaster
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sold the best. This would not only give us invaluable data of which dog coaster sold the best and could be recorded accordingly with our finance and sales teams, but also which dog coaster we should prioritise for production with our manufacturing team. It was always important that whilst stocks were kept constant, they were prioritised accordingly with the demand of each product. This took management, coordination and good communication skills, and we certainly learned as a team that it was important to keep everyone informed of all details at every stage. Many discussions were held within our meetings of how best we could promote awareness in a sustainable thoughtful way, whilst also being thoughtful of the local community around us. We planned to organise events such as beach cleans which would bring local communities together, in tandem with the launching of our sea life coaster pack which was due to be released mid-summer. Following on from this, the introduction of new products and moving away from dogs to promote awareness of other animal groups was also important in our mission to scale our product further. Scaling our range for us was key as a company to THE
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promote awareness, which is what the heart of our company is all about. One could only make profit in the company if he or she sold the product thus being a challenge we faced as a company is physically selling the product. For many in the company, having the confidence to approach members of the public to sell our product was unfamiliar. Having the confidence to ask/be turned away at the same time was something you had to become accustomed to, but it’s certainly something that comes with experience. We worked hard as a team by making sure every aspect of the company, from sales to the managing directors, were involved in making a certain number of coasters each week. In conjunction with our timetables, we would make sure that each of us within the company had been to the Design Department to contribute to the coaster production. This would be essential in busy periods of trading so it was essential that everyone worked hard together. Young Enterprise has taught us so many valuable skills that will be of use for further study and in future employment. Clayton Moore May 2020
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YEAR 10 SPANISH EXCHANGE TO BARCELONA From the glorious aspect of Gaudi’s architecture, and the tasty tapas, to the marvels on offer in the market of La Boqueria, Barcelona did not disappoint, and this year’s exchange was yet another great success with wonderful experiences enjoyed and new friendships forged.
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he students were quick to overcome the anticipated anxiety of being hosted in an unfamiliar city and threw themselves into the challenge of practising their Spanish at every opportunity and engaging with the people and places around them. As has become customary on these trips, food featured prominently, and our daily excursions were punctuated with regular stops to sample the many local and traditional delicacies on offer. Fortunately, plenty of walking between cultural sites and a workout at the open-air beach gym helped burn the odd calorie or two! Beach, bubbles and bouncing were enjoyed by all. The weather was kind to us, meaning that we were able to enjoy lunch and explore the beach at Barceloneta before heading to Barcelona Cathedral, also browsing in the flea market in the plaza whilst dodging the street vendors’ big bubbles. Time spent with the host families was enjoyed by all and trampolining was the activity of choice for group outings. For most, the visit to Gaudi’s La Sagrada Familia and Casa Milà were highlights, the creativity and
complexity of Gaudi’s designs proving to be truly inspiring. Whilst heights were not to everybody’s liking, the spectacular views of the entire city from the towers of the various churches and cathedrals visited certainly more than compensated for the not so pleasant lift rides. Our host families welcomed us into their homes with open arms,
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ensuring that we were always well fed, kept busy and able to improve our spoken Spanish. All in all, it was a wonderful trip and we hope to be able to welcome our new friends to Giggleswick and repay their wonderful hospitality sometime in the near future! Emma-Jane Wharton
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SIXTH FORMERS CONQUER ROME IN THREE DAYS At its best, education transcends the classroom, and the long weekend trip to Rome was an excellent example of this.
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n January, Sixth Formers studying Philosophy and Theology, History, and Classics returned from a life-changing trip to the historic Italian city. In the space of just three days, starting at 4.45am on Friday, our students visited some of the most iconic buildings in the world, such as the Colosseum and St Peter’s Basilica. Our pupils experienced great art in the form of the Sistine Chapel and the Pietà, just two of the many great works by Michael Angelo they were able to see. The walking tour of Mussolini’s EUR district was a particular highlight, along with trips to the Mausoleo Fosse Ardeatine and the Museum of Liberation. My most abiding memory of this trip will be the sound of ‘wow’ ringing out time and time again as the students discovered yet another fascinating sight which will change the way they view the world for ever. Given the lockdown that followed only a month
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later, we have to consider ourselves very lucky to have managed to complete this trip. So many vivid memories will live on with us all: whether it is the sight of Revd Ladds being dragged back into the restaurant where we had our evening meals, unable to leave until he had quite literally blessed everything and everyone in there; or, perhaps, the sight of students who found their own spiritual pilgrimage and scaled La Scala Santa on their knees praying the Lord’s Prayer as they ascended. In a more secular vein were the moving scenes for the historians among us, who had the terrors of Nazi occupation brought into horrifying reality as they saw the graves of massacred partisans, a reality that to this point had only existed in text books. Or maybe it was the simple sound of laughter and enjoyment that accompanied us all throughout the trip. Here are some thoughts from the students: How can you sum up Rome in less than 200 words? We started by visiting the Catacombs of St Sebastian. It was such an amazing and eyeopening experience, but there’s only so much you can say about dead people. On a brighter note, we did get serenaded by somebody at the restaurant - fine Italian entertainment at its best was definitely experienced on this trip. The following day, some of us partook in climbing Rome’s Holy Stairs, the Scala Sancta, which is a place that can only be described as a stunning visual homage to Rome. Across from the Scala Sancta proudly stood the San Giovanni in Laterano, where we admired the intricate artwork on the ceilings and walls. Whilst in the Vatican, I was overwhelmed when, having studied the statue of Laocoön and His Sons in my Classics lessons for several months, the real thing was right in front of me! Each wrinkle of anguish and emotion depicted in their faces as they struggle to defeat Poseidon’s sea serpents was carved beautifully. It would certainly be remiss of me to not mention the ceiling of the Sistine Chapel, which depicts the biblical story of God’s creation of Earth and Man. Our knowledgeable tour guide
directed us to hidden details we would not have otherwise noticed. And of course, none of us took photos of THAT famous painting for the risk of being shouted at by scary Italian guards. I certainly did not expect to be so moved by such an iconic image that transcends all cultures, backgrounds and beliefs. Naturally, we visited the Colosseum, the vastness of which made me realise just how small human beings are. Overall the food, the history, the culture and the architecture all surpassed our expectations: we really THE
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experienced the best parts of Rome, ‘doing as the Romans do.’ Ultimately, it was an extremely successful trip. As with all trips, it is fair to say it would not have happened without the support of dozens of staff back at Giggleswick, with a special mention to the bus drivers who took us to the airport at 4am! In addition, to all the parents who supported the students and trusted us to bring them safely home, thank you. Douglas Rice-Bowen and Yasmin Abdul-Nabi Yr12 2020
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“These dark themes are brought to frightening life in a production which moves with the speed of a forest fire, drawing the audience in ever deeper�
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‘ACTING OF THE HIGHEST STANDARD’ IN ‘LORD OF THE FLIES’ Local theatre critic Gill O’Donnell gives the highest praise to the cast and production team of ‘Lord of the Flies’, performed over four nights in the Richard Whiteley Theatre.
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dapted for the stage by the award-winning novelist and playwright, Nigel Williams, this interpretation of William Golding's controversial novel Lord of the Flies is emotionally intense and its themes are still powerfully relevant in today's political climate. The storyline deals with a group of pupils, evacuated from a conflict zone, who become stranded on an island and their attempts to survive and the subsequent peeling away of the veneer of civilisation. The story is in many ways the stuff of nightmares: fear of being abandoned; loss of control; erosion of order and the horror of something malevolent out there in the dark. These dark themes are brought to frightening life in a production which moves with the speed of a forest fire, drawing the audience in ever deeper by a combination of stunning acting and clever stagecraft, with an impressive use of lighting and sound. The set too becomes an important metaphor as it changes from being an island where all are free to wander to become two distinct territories: one, the sandy beach which is gradually being eroded and littered with waste, and the other, a place of shadows and violence. It is hard to find sufficient words to praise the calibre of the cast, many only in the first years of their secondary education, as they achieved a production which was outstanding in every area. Their commitment to the production shone through and the show was clearly the result of a tremendous amount of hard work and
dedication. The ensemble nature of the show meant that everyone was on stage for most of the time and this required sustained concentration and involvement throughout: not an easy task but one which all fulfilled. One clear example of this was Martha Richmond as Perceval, who embodied the confusion of the younger children and is clearly a talent to watch out for in future productions. The protagonists in this performance were exceptional, engaging the audience from the first. Isabelle Thompson, as Simon - a particularly complex character, was compelling and in conversation with the beast was heart-rending. Similarly, Sophie Huber as Piggy, the voice of reason, was totally compelling. Likewise, Olivia Henson as Ralph and Jack Harrison as Jack were excellent and the tension between them crackled from
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the outset to the very last moment. This was acting of the very highest standard. The decision to work with two different sets of actors taking the key roles means that at each production there will be a different dynamic which again will add another level of interest to the performances; however, I have no doubt that in all instances they will maintain the high standard set on this opening night. Congratulations, therefore, to everyone involved both on and behind stage, particularly those involved in the technical side of the production as their contribution added so much to the overall shape and effect of the finished show, and to the directorial team whose ideas shaped this amazing piece of theatre. Gill O’Donnell
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MIDSUMMER NIGHT’S MAGIC PROVES TO BE ‘THE MOST DEMANDING PIECE OF THEATRE THEY’VE EVER BEEN PART OF’. The middle school took on one of Shakespeare’s most enduring and enigmatic plays. Every year, our budding young performers in Year 9, Year 10 and Year 11 are given the opportunity to take centre stage in a Shakespeare play. Here, Luke Prowse Baldwin our Theatre Practitioner reflects on this year’s impressive production.
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he post-show blues are yet to go away! As a production team, we are incredibly proud of what we created, especially the performances of our superb cast. Shakespearean texts are undoubtedly some of the very hardest to deliver, and the challenge was only heightened by the immersive set-up. Despite this, we were once again blown away by both the confidence and understanding of each production element that these young people showcased, more and more so throughout the process. It’s important to remember that the youngest members of the cast were
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just 13 years of age, and for many, this production was the most demanding piece of theatre they’ve ever been a part of. Taking this into account, the ease with which they adapted to the needs of the show must be highly commended. Huge credit must also be given to the company’s more experienced students, who led by example throughout rehearsals and the run of shows themselves. Cast members constantly pushed boundaries, and whilst a number of these ideas needed refining, their proactive, ambitious mentality paved the way for the THE
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gutsy moments of others. Our Upper Sixth assistant directors were very useful in passing on their expertise to the cast as well. Making this show with such talented individuals was wonderful, and sharing it was even better, but it’s not all down to the children. As fantastic as the cast and musicians were, those young people wouldn’t have had an experience as magical without such brilliant audiences! Thank you to all those involved, and thank you to everyone who came to see it." Luke Baldwin
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MUSIC REVIEW 2020 The school falls silent but the music plays on.
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he academic year 2019-2020 has seen the usual wide array of co-curricular music, with the following diverse range of ensembles on offer for our school singers and instrumentalists to take part in on a regular basis: Chapel Choir, Schola Cantorum (our elite Chamber Choir), Orchestra, Concert Band, Folk Group, Flute Trio and the Sax and Clarinet group, not to mention all the individual rock groups who rehearsed all through the Autumn Term and into the Spring Term in preparation for our ever-popular Rock Concert on 1st February. This was a roaring success and involved 24 items. There would have been more, but the evening would have gone on too long. It is one aspect of Giggleswick which is so rewarding, however; that the students are so keen to participate that we end up having too much material! Shortly after this event we held the annual, much-anticipated Giggleswick Young Musician of the Year competition, held on 8th March. This year’s adjudicator was Tim Harvey, a past, highly respected Director of Music at the school. Seventy-five students took part in the various classes on the day, from Piano, Strings, Woodwind and Brass through to Guitar, Drums and Singing, of an ever-increasing standard as the day went on. Tim Harvey commented on how well all the students conducted themselves on stage while performing. They never forgot to thank their accompanist, even in the early, often younger-aged classes, and he said this ability to be poised and confident, while obviously nervous, and remembering to be courteous, was a very rare skill these days. As
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usual, the Final Class of students Grade 8 and above, had an amazingly high number of entrants, given Giggleswick is not a specialist music school. There were 13 students battling for the much coveted cup. Overall, we congratulate Martha Lloyd who won the Key Stage 3 prize with her lovely singing, while still only a Year 7. A remarkable achievement! And we congratulate Maddison Goode who became the Giggleswick Young Musician of the Year 2020, her third win in a row. What outstanding musicianship! Sadly, our long-rehearsed for and looked-forward to annual Spring Concert could not take place because of the school having to close the campus for the last week of the Spring Term. We had had 60 students lined up to perform in 10 concert items, ranging from the Orchestra performing the difficult First Movement of Mozart’s Symphony No. 40 in G minor, to the Concert Band performing Joe Garland’s and Glenn Miller’s In the Mood. Both choirs were also to have performed, singing highlights from their two terms of singing regularly in Chapel and further afield. Schola was due to sing Choral Evensong at Bolton Abbey in April and were very disappointed to have
“There would have been more, but the evening would have gone on too long”
to cancel this event. The Chapel Choir’s proposed trip to Vienna during the summer holidays of 2020 did not get off the ground this year. This was a blessing in disguise, as it would have had to be cancelled. Perhaps this is something that can go ahead in the future. The school continued to enter a large number of students for individual instrumental and singing exams, through the ABRSM and Trinity. This year, out of all the ABRSM entries, 10 were Grade 6 and above, one even being a post- Grade 8 Diploma. This was Emma Belshaw, who gained a Distinction in her ARSM Piano Performance diploma, a wonderful achievement for someone not yet in Sixth Form. Grace Forsyth should be congratulated also on gaining a Merit in Grade 8 Singing. In all, there were 10 high passes (five Merits and five Distinctions) as well as all the standard passes, which is a great success story for a small school like Giggleswick. Thank you to our dedicated team of Visiting Music Teachers, ably managed by Laura Stott, who have helped us achieve these great results. It only leaves me to thank all the Music Department staff: Laura Stott (Head of Instrumental Music); Gareth Maybury (Music Technology, KS3 Music and Drum teacher); Phillip Broadhouse (School Organist and KS3 Music teacher); and Katie Baskeyfield (Drama and KS3 Music teacher). It has been a privilege to work with such a great team over the last four years and I shall hold very fond memories of Giggleswick School for the rest of my life. Margie Simper
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PERFORMING ARTS REVIEW 2020 Looking back over the last academic year, it is difficult to imagine that we could have crammed in as much as we have, particularly in light of the pandemic lockdown.
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he superb work brought to the stage is a testimony to the hard work, commitment and passion sustained by pupils and staff. Our vision is to generate a centre of excellence for the Performing Arts at Giggleswick School; to some extent we have continued to navigate this perilous and ambitious journey. Some of the very best theatre we have seen this year, on both an amateur and professional level, has taken place at Giggleswick School. In total
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seven productions were undertaken, and we played host to three touring companies. Here are some of the highlights. Our immersive production of A Midsummer Night’s Dream was a resounding success, receiving a rapturous applause from all audience members across three performances. The Richard Whiteley Theatre became an enchanted forest as cast members moved in between mesmerised audiences, encouraging them to THE
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engage in the world of the play. Unwitting audience members were plucked from the audience, becoming participants in the show. Swings descended from the ceiling to elevate the magical status of Puck, Oberon, and the fairy realm. In a seamless and wildly inventive production, three worlds merged in a way which created an hilarious evening for all present. The courtly lovers were reduced to literally becoming entangled in a magical web of their own emotions;
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the fairy kingdom was wildly acrobatic, inverting all nature, suspended from swings; and the clowning of the rustics reduced everyone to helpless laughter. Throughout, a talented band of musicians underscored the show with contemporary songs and music. For some, this new theatrical experience was initially a little daunting, but by the end of the performance all were mesmerised and willing to take part in a crowd dance and song. My abiding memory will be of primary school pupils from across the region who were invited to the RWT. Initially some were unsure and a little intimidated by the spectacle, but by the end of the show they were in awe of the work placed before them. To witness the shift from confusion to absorption and their reluctance to leave after the show is testimony to the accessibility of Shakespeare’s work, as well as the superb skills of a very young cast. There seems little point in commenting upon the success of Lord of the Flies as Gill O Donnell’s review captures the excitement and emotional catharsis it generated. This was a powerhouse performance which captured the political wrangles of the day, reflecting the darker side of the human condition. The cast and crew were extremely young, but rose beautifully to the challenge. This is a show I have seen many times on the professional stage, but the rawness, honesty, and intelligence the cast brought to the work surpassed my expectations. The result was a performance which outstripped any version of the play I have seen to date - truly remarkable. A very moving and thought-provoking production of My Mother Said… by the Upper Sixth won great critical acclaim. The audience witnessed a theatrical experience which challenged their preconceptions of women’s role in history and society as well as theatre’s function and purpose. Many were moved to tears by the emotive pleas of the central characters searching for love, dignity, and self-esteem. The visiting examiner said he would have “happily paid money to see such quality work: professional theatre above and beyond the course specification”. Similarly, the immersive production of
Martin McDonagh’s The Pillowman left the audience reeling as they entered the dark world of an interrogation room enclosed in the same cramped environment. It was easy for the audience to assimilate the same position of bewilderment and fear as that of the central protagonist. A dark, brooding piece of theatre reflecting upon the nature of censorship and the impact literature can have upon society. Our GCSE Drama students also had a very fruitful year and we have seen many examples of superbly devised work. Through the medium of theatre, the pupils have examined a range of THE
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issues in a very intelligent, mature, and sensitive way. The sheer volume of work produced is such that we cannot detail everything. However, here are some of our favourite moments. Sophie Huber, Maud Humphries, Martha Richmond, Sophie Smith, and Saskia Steca beautifully crafted a piece dealing with mental health and fears. The visually striking work produced discussion and reflection, and was well received by an audience of peers. Olivia Henson, Alison Fry, James Cobley and Alistair Meiring presented a thought-provoking piece which served to raise the school’s awareness of the pressures generated by social media.
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Similarly, Bryony Moffat, Oscar Russell and Parravano-Tomasso produced an outstanding exploration of mobile phone technology and the impact it has on society. The practical performance examination also produced visually and aurally arresting productions of Girls Like That, Adult Child/Dead Child, and Macbeth. Oscar Russell’s delivery of two of Shakespeare’s most famous monologues from Macbeth was breathtaking. With consummate grace he captured the inner turmoil of a man wracked by guilt. His work displayed a level of emotional maturity exceeding his years - remarkable work.
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Adult Child/Dead Child was brought to life brilliantly by Olivia Henson, Bryony Moffat, Alison Fry and Parravano-Tomasso. They examined the plight of a central protagonist suffering from mental health issues, manifested through the creation of an imaginary friend called Benji. The play retrospectively details the journey the protagonist takes through life, examining how the condition develops and worsens, resulting in parental, educational and institutional conflicts. This journey explores the consequences of mental illness on an individual by juxtaposing the story of the child against the alter-ego of the imaginary THE
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friend, Benji. The initial trigger could be defined as low-level psychological abuse, consisting of high-level parental expectation, enforced by punitive measures including being locked in a cupboard. In order to escape the cycle of failure, guilt, and punishment, the victim develops an imaginary friend as a scapegoat. This releases an inner voice which quickly gets out of control, blurring the line between reality and fantasy. The cast was interested in exploring the consequences of this worsening condition which resulted in physical restraint, high-level control and a desire to escape. As the condition worsens, the cry for help becomes dangerous and develops into physical aggression. The consequences of mental illness were communicated through the cast’s increased use of physical theatre, the more frequent appearances of Benji, and extreme contrasts in proxemics showing the child becoming more distant from the family and more influenced by the mental illness The piece attempted to communicate the degeneration of the child’s mental state and the growing influence of schizophrenia on the child. To do this effectively, all cast members played the Victim and Benji. Throughout the performance the cast employed different theatrical styles to help communicate their objectives; physical theatre was contrasted with moments of naturalism, choric function, synchronised action, and grotesque stereotypes. Sophie Huber, Maud Humphries, Martha Richmond, Sophie Smith and Saskia Steca performed a fantastic extract from Evan Placey's Girls Like That, which explores the pressures of social structures within female friendship groups following a controversial event. The group worked fantastically well as an ensemble and collaborated excellently. All the girls are highly capable performers and were able to use a number of different performance skills in a professional and high-calibre way. The multimedia performance was effective in portraying the voyeuristic themes in the play and the animalistic nature of the collapsing friendship group. Following an exceptional devised performance, this scripted
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performance was an outstanding conclusion to the GCSE course for the group. The girls also performed monologues from the same play which focussed on the expectations of women throughout history, with distinctly pro-feminist themes. Maud Humphries portrayed the refined elegance of a 1920’s debutante as she turns her back on her controlling brother at a pool party. Sophie Huber showcased her fantastic comedy skills as the WW2 female pilot playing a prank on a condescending colleague. Sophie Smith brilliantly channelled her inner hippy, relishing the social change taking place during the 1960s. Martha was wonderfully sassy in her portrayal of a power-dressing intern in a maledominated yuppie world who stands up to her boss. Saskia was excellent in her performance of a teenage girl standing up to her classroom bullies, using her female ancestors as examples of female empowerment. The girls were completely professional in their approach to both the group performance and their monologues. The class continually impressed me with their talent, dedication and enthusiasm. Despite the pressures of the pandemic, this year provided a wide range of opportunities for pupils to engage in positive theatre experiences. Touring companies brought new work into the school, professionals from the world of theatre conducted workshops and a host of theatre visits was arranged. Venues as diverse as Shakespeare’s Globe Theatre in London and the Leeds Playhouse became familiar haunts to our pupils. There were many wonderful moments throughout the year, but space limits how much we can convey. Our thanks and appreciation go to all the pupils whose lives we have touched this year and to those of you who have supported us by attending performances. Finally, a big thank you to the Governors, the Senior Management Team and all the staff at Giggleswick School for supporting our efforts.
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“All the girls are highly capable performers and were able to use a number of different performance skills in a professional and high-calibre way”
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YOUNG MUSICIAN OF THE YEAR 2020 Another year of outstanding achievement!
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ongratulations to saxophonist Maddison Goode, who was the overall winner of this year’s Young Musician of the Year competition. Martha Lloyd was awarded the Key Stage 3 title. A wealth of musical talent from across the age groups was on show at the event, which involved pupils at all levels competing in classes
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for piano, strings, woodwind, brass and singing. Our Young Musician of the Year contest is a fantastic opportunity for our students to perform in front of an audience, compete among their peers and receive detailed, personalised feedback from a professional musician. The competition demonstrates and showcases every one of our school THE
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values of participation, ambition and respect, and the much sought-after prizes are hard fought for among the richly talented musicians at school. Our pupils devote hours of time to rehearsals alongside their studies and other school commitments. This year we were very fortunate to have our former Director of Music, Tim Harvey, act as adjudicator. Tim spent
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16 years as part of Giggleswick’s music department, acting as Musical Director for many musical productions, notably West Side Story (1994), Jesus Christ Superstar (1999) and the school’s first production of Les Misérables (2003). Since then he has been Director of Music at Liverpool College and at King’s School, Chester, and now is an examiner for ABRSM. Last year he was made a Fellow of the Royal College of Organists. Our overall winner, Maddison Goode, performed Scaramouche Suite on the alto saxophone and Martha Lloyd won a Singing Class, as well as being named Key Stage 3 Young Musician of the Year for her performance of I’ve got you under my skin. Tim Harvey commented: “It was a delight to be back at Giggleswick. The pupils’ presentation, introduction and communication with the audience were very impressive and of a professional standard. The standard was extremely high in all classes throughout the day. There has to be a winner but the classes were very tight, with very little between all the performers.”
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“It was a delight to be back at Giggleswick. The pupils’ presentation, introduction and communication with the audience were very impressive and of a professional standard.”
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S P O R T
Review Sport
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THE ELITE SPORTS PROGRAMME Dan Cook explains how our passion for Giggleswick is transforming the opportunities of some of our top sportspeople. Yet again we see that if you have the ambition, then at Giggleswick you can achieve your goals.
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he Elite Sports Programme (ESP) provides our most talented athletes with guidance and support in the many facets of high-level performance. This includes strength and conditioning programmes and advice, specialist training sessions with experts in their field and other support with the logistics required to play and compete at a high level. This year we have run an aspirational sports programme that sits underneath the ESP, providing an opportunity for Year 10 upwards to be involved with the specialist assistance. This year we looked at three major aspects of sport performance, these being movement, nutrition and psychology. The year started with a full assessment of movement with England Rugby physiotherapist Rachel Galley. This provided the pupils with physical targets and goals to move forward with throughout the term. Basic movement and core stability are fundamental to increasing performance levels in sport, as well as preventing injury. This assessment provided some very obvious information for both pupils and staff, which enabled more specific training programmes to be established. We were lucky enough to be joined by Debbie Smith, who specialises in nutrition for optimal sport and health. Debbie gave us an insight
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into nutrition for performance and guidelines on what to eat and, possibly more importantly, what not to eat. This allowed pupils to establish the best times for eating and which foods they should be using at these times. Sports psychologist Charlotte Hinchcliffe ran workshops that mainly looked at performance under pressure. They encapsulated topics such as dealing with pre-performance nerves and anxiety. This came in handy for sports performance as well as providing some coping mechanisms for dealing with academic work and exams. What turned out to be our final activity prior to lockdown was a trip to rugby union club Sale Sharks to experience a day in the life of a professional sports person. Spending the day at the Carrington Training Ground, the pupils were able to experience what a typical day may look like for a professional rugby player. This included analysis of games, observing strength and conditioning training, team meetings, and seeing the players training out on the rugby pitch. The highlight of the day had to be meeting the Sale players, including Mark Wilson and Faf De Klerk who had not long since returned from a World Cup final. When we moved to the virtual school in the last term of the year, it was fantastic to be joined on a weekly THE
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basis by some world-class athletes and coaches such as GB hockey player Suzy Petty, Wasps and England rugby player Jacob Umaga, Stuart Lancaster and Ben Ryan to name but a few. Pupils were invited to ask any questions at the end of each session. We are hoping that we can get back to a bit more normality next year and continue with our workshops and physical training sessions. All pupils are able to apply to become members of the ESP and Aspirational Sports Programmes. Dan Cook
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LEARNING TO TRAIN THE SHARKS’ WAY This year, students from Giggleswick had the opportunity to pick the brains of some of the best sportspeople in the country. Earlier in the year, Sale Sharks opened their doors for the day to let our students have a taste of just what it means to be a top-level sportsperson.
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he Aspirational Sports Programme (ASP) students went on a trip to Sale Sharks’ training base in Carrington, near Manchester. The value of this type of trip cannot be underestimated. The students were taken on a private tour of all the training facilities. This included the dining room where they could see about all the players’ diets and food regimes, the analysis room in which every game is examined with a fine toothcomb, the meeting room and, finally, the gym where the injured players were training. However, the highlight was when the pupils were taken to the training pitches to watch Sale in action preparing for their match against Exeter Chiefs at the weekend. Seeing how to train and how that impacts on the play in the subsequent game is invaluable experience for young sports players. Students can see how to identify areas for improvement, design training to help that improvement, and then see the impact on the individual’s
and team’s performance. So the pupils watched the professionals playing match related games and practising specific techniques. They also watched Sale defending certain moves they thought Exeter would use at the weekend. Again, this showed the students the need for specific, targeted training. At the end of training the captain, Jono Ross, asked the players to come and speak to us which gave us the opportunity to take photos with them. Mark Wilson, one of England’s back row stars, chatted with us for about 10 minutes and gave us an insight into his recovery from an operation on his knee. England internationals Marland Yard and Ben Curry, along with other players, also spent time sharing their expertise with the students. All the staff and players at Sale were very welcoming and the pupils really enjoyed their insight into the day of professional sportsmen. Edward Buck
“Students can see how to identify areas for improvement, design training to help that improvement, and then see the impact on the individual’s and team’s performance.”
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1ST XI GIRLS’ HOCKEY “There may be people that have more talent than you, but there’s no excuse for anyone to work harder than you do.” – Derek Jeter
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he first team had a difficult season, in which they learnt through some tough experiences but grew and developed. Some disappointing early results against Ampleforth and Austin Friars didn’t reflect the efforts and commitment shown by the team. This season saw the team play in an inaugural Friday Night Lights fixture against a competitive Rossall side. This was a unique and exciting experience for the team who were well supported by nearly half of the school! Despite illness and injury to some key players, the team put in a superb performance and were unlucky to come out as 4-2 losers. The team improved every week, applying both attacking and defensive principles from games lessons. This improvement saw the team get the first win of the season in a mid-week fixture against Bradford Grammar School, superb performances from Katie Bagshaw and Jemima Jaggar guiding the team to a well-fought victory. The team took this momentum into the return leg of the Friday Night Lights fixture against Rossall; on a gloomy Rossall pitch with a large and hostile crowd, the team played superbly, dominating the game for large periods and winning several short corners. However, break away goals for Rossall and some missed chances meant the score finished 2-1 to Rossall. Closely-fought games against local rivals Sedbergh and Stonyhurst saw some entertaining hockey and a well-
deserved draw against Stonyhurst. Some incredible defending from Lils Morse and Marie Lothian and goalkeeping by Evie Fenton kept
the team in the games throughout. They were well supported by the attacking threat of Mollie Bratt and Abi Hutchinson. The final Saturday saw the best performance of the season with all of the team’s attacking and defensive principles coming together for an impressive 4-2 win against a good Ashville team. Well-taken goals came from Sophie Huber and Amy Chadwick. The team put together a good cup run, making it all the way to Round 4, getting past Withington Girls and AKS with good performances from Izzy Butters, Maud Humphries and Olivia Henson. Unfortunately, the team fell just short of the quarter-finals, losing 2-1 in a very good game to GSAL. A big thank you to Mrs Wright and Mr Atkinson for their continued support, coaching and umpiring of fixtures. Max Helm
This was a unique and exciting experience for the team who were well supported by nearly half of the school!
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1ST XV RUGBY “It is not the size of a man but the size of his heart that matters.” – Evander Holyfield
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fter a good pre-season, the competitive matches started on a lovely, sunny September day at AKS where, despite some rustiness, the 1st XV managed a good win and were able to gain some confidence for the forthcoming fixtures. It was certainly going to be a tough season ahead playing some big schools along the way, and had there had been everybody available throughout the term it would have made a big difference to the results. However, with illness and injuries our small squad, however resilient some of the players were, sometimes struggled when key players were missing. We were very unfortunate to lose to Ashville away, but backed this up the next week facing QEGS Wakefield in the National Cup. The team played well, tackled ferociously and really limited a strong side for the majority of the game. The team played Bradford Grammar School twice, once in the Cup and once in a friendly. The second time, against a very similar team, it was a much better all-round performance and we managed to reduce the deficit massively. The 1st XV had a strong pack who could win the ball anywhere and this was typified by some of our forwards with Seb Lee getting a massive amount of turnovers in his own, no nonsense, style of play. Perseverance was key and it was really impressive that this Giggleswick side stuck to the task even when the odds were stacked against us. Some of our best rugby was played when we had our backs against the wall and we had to fight our way up the field. You could not fault the heart we showed. Towards the end of the season we more than held our own against
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Durham and Stonyhurst. Whilst ultimately coming away with losses, the side looked a different team from the beginning of the season. Sometimes the Autumn Term comes to an end too abruptly, but with a few more weeks playing and a bit of luck we would have found our winning ways. There are certain players who have to be congratulated: Seb Lee who trained with the Yorkshire Academy team and was selected to play against some of the Premiership Academies; Jack Hutchinson who was picked for the Yorkshire U17 team; Nelson Delailomaloma, who more than held his own in the 1st XV despite being a Year 11, was picked for Yorkshire U16s and is in the Yorkshire Academy Junior Development Squad; Hughie Vyse, who THE
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gave everything he had in all games, was joined by Ben Bastow and Seb in the Independent School Lambs North team. Finally, commiserations have to go to 1st XV Skipper Ben Oakes who was picked for the Yorkshire U18 side but was injured in an unfortunate ‘chip and chase’ situation during House Rugby and was unable to take part in the county programme. All in all a tough season, but lots of learning took place with players playing in different positions and gaining other perspectives on the game. I have to congratulate the boys on the reliability that has been shown, which will hold them in good stead for the future. Dan Cook
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1ST VII NETBALL “Courage, sacrifice, determination, commitment, toughness, heart, talent, guts. That’s what little girls are made of; the heck with sugar and spice.” – Bethany Hamilton
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etball has grown at Giggleswick School in the last few years owing to more interest and enthusiasm from pupils. An opening mention should go to Mrs Lofthouse, who was once again the Head Coach, and the squad looked forward to working with her. Mrs Lofthouse is a very well-respected and experienced netball coach. Not only is she a senior selector for Leeds Rhinos, she has also mentored and coached some of England’s most famous netballers including Tracey Neville, Karen Greig and Anna Carter to name a few. This year was no different for the 1st VII and wider senior training squad. All pupils set the bar high in the opening weeks of training and every individual wanted to secure her place for the opening weekend against Barnard Castle. With several Year 11 pupils challenging for senior places, the tempo and intent were high in the week leading up to the match. With debuts from Isabella Fox-Tristram and Kitty McKay, the 1st team squad was ready for the opening weekend. Barnard Castle arrived and it was time to put the hard work that was evident in training into the matches. The score was in limbo for most of the match. However, Foely Smith’s accuracy was on point and this enabled Giggleswick to clinch a 22-21 win in the final moments. The season opener put Giggleswick in good stead for the rest of the season. However, tough opponents and close games that went against us were a common theme. A resilient effort against Rossall and Denstone
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saw the team make progress in terms of their performance and our attack was looking fluid. In the second leg of the series against Rossall, we played a much better standard of netball and came away 37-32 winners. The season was cut short owing to the closure of the school, but it didn’t dampen the season and what the team had achieved. The 1st VII will feature more of the same faces next year owing to only several leavers. I would like to mention the gap some of the Upper Sixth will leave this year. Amy Chadwick has provided leadership and organisation throughout her time at Giggleswick. Amy should be proud of her efforts and I wish her all the best in the future. Marissa Allen is well known for her shooting accuracy, but this will be THE
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missed in the future and I would like to personally thank her for her years of service to netball. Madeleine Rockliffe-King provided tempo to matches and would always endeavour to be her best. Isobel Turner, who made great progress in her time at Giggleswick, provided pace and athleticism when she played. Marie Lothian was the centre pin in defence and always brought the physical edge when representing the first team. I would personally like to thank Mrs Lofthouse and every player who represented the 1st VII this year. Your effort, commitment, and desire to improve were impressive and I hope this can continue in the future. Edward Buck
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1ST XI BOYS’ HOCKEY “You are never really playing an opponent. You are playing yourself, your own highest standards, and when you reach your limits, that is real joy.” - Arthur Ashe
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he boys’ 1st XI had a positive year with some good wins and some great games against much bigger and more competitive schools. The season started well with a convincing 6-1 victory against a travelling Rossall side. Great goals and performances came from Scott Taylor who led the forward line well, ably supported by the pace and tenacity of Joe Braithwaite in the midfield. The following Saturday meant a trip to Ashville. Buoyed by the positive result against Rossall, the team started well although they were unable to find the back of the net. The game continued with more sustained pressure from Giggleswick; the tireless work of George Huber and Jack Hutchinson kept the Ashville team under pressure throughout. Unfortunately, the team was unable to capitalise on the pressure and walked away with a 1-1 draw. The team returned after exeat with some challenging fixtures to play. The first game saw the 1st XI welcome old rivals Sedbergh. In a close-fought and entertaining game, Giggleswick defended superbly. Anthony Clark and Ollie Kelt showed desire and determination to stop many a Sedbergh attack, defending well and working the ball up the pitch to release the pace of the forwards. Mr Gemmell’s defensive structure and organisation from the sideline continued to frustrate the Sedbergh side, whilst a flurry of good saves from goalkeeper Marcello Parravano-Tomasso kept the team in the game. Despite some superb counter-attacking play from the 1st XI,
they were unable to find a goal and the game finished at 2-0 to Sedbergh. The following week saw a similar story with an away trip to a very good St Peter’s, York team. Mr Gemmell was again the mastermind behind a rigid defensive structure that saw the team frustrate a good attacking team, with superb contributions from Will Robinson and Hughie Vyse in both attack and defence. The team continued to threaten with pace and skill on the counter-attack, but sustained pressure from St Peter’s meant the team fell to another 2-0 loss. Remaining fixtures against Ampleforth College and Barnard Castle saw the team return to winning ways, scoring seven goals across both fixtures. A notable mention must be made of Jemima Jaggar, Katie Bagshaw, Mollie Bratt and Marie Lothian who all played for both the girls’ and boys’ 1st XI this season. The girls were an integral part of the boys’ team, THE
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contributing with assist and goals throughout the season. The final fixture of the season saw the team take part in a Friday Night Lights game against Rossall. Playing in front of a capacity crowd the team were superb, bringing together a season’s work to compete and test a much changed and improved Rossall team. Despite some hostile atmosphere generated by the crowd, the match started well with the team 1-0 down at half time. Some excellent work down the left from Jemima Jaggar, Joe Braithwaite and Jack Hutchinson saw the scores levelled at 1-1 just after half time. Sadly, the team couldn’t sustain the intensity required and a late flurry of goals meant the game finished at 4-1 to Rossall. The team should be proud of a great season and look forward to building to more great performances in the next. Max Helm
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Review CCF
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CCF CHRONICLE REPORT 2020 As seen in our reflections section this year, CCF is still an integral and much valued part of the student experience at Giggleswick.
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EADERS is the acronym around which all cadet training pivots. Whether a Friday afternoon, overnight exercise, flying day or Easter adventure training, the experiences are designed to develop leadership by clear instruction and by physical experience. Leading by example is easily recognised by any observer. To see Cdt CSM Joe Ladds lead each Friday’s training parade leaves one in no doubt of the ability of the cadet movement to inspire leadership. But just being at the front, smart and confident with
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sash and cane, is only part of the story. Each Head of Section (RM-Cpl O Kelt and K Bagshaw, Army-Sgts Izzy West and Amy Chadwick, RAF-Sgt Sophie Campbell) not only helped lead the big picture, they also played an important role in managing their own team of seniors and offered support away from the eyes of staff as new cadets prepared for their first parade. Thinking is an important part of UK military training. Following orders is important, but the route to achieving the intended outcome gives plenty of scope for creativity. The RAF section THE
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said goodbye to UO Fran Simpson and the burden of planning and delivering a Friday afternoon programme fell to Cdt Sgt Sophie Campbell and Cdt Cpl Rosie Allenby. Both did a fantastic job of maintaining enthusiasm and adherence to the syllabus during a very challenging period. We look forward to welcoming three new members of staff to the RAF section in September 2020 and hopefully a return to flying. The application of reward and discipline is certainly written in the correct order. It is great to hear cadets heaping praise onto students in their
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“It is also testament to the quality of the organisation that cadets confidently challenge their peers and friends when standards of dress, behaviour, preparation or demeanour fall below those expected.�
lessons and seeing the recipients growing in confidence at every word. It is also testament to the quality of the organisation that cadets confidently challenge their peers and friends when standards of dress, behaviour, preparation or demeanour fall below those expected. However, I do believe that both of these elements of leadership are well represented by the annual cadet dinner; a reward for the effort needed to make the Contingent work, but bound by a strict code of conduct. It was a pleasure to have Lt Col Dufton, Head of the Helicopter Flight School at RAF Shawbury, bring three other pilots and an aircraft to our annual inspection and dinner. In preparation for Pringle, there is no doubt of the demand for high performance. The ambition from
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cadets such as Cdt Sgt Hughie Vyse or the attention to detail from Cdt Cpl Cameron Ogilvie are infectious for the others who aspire to be on the team. It was unfortunate that we were unable to compete this year and with Covid-19 in 2020, it means that our team in 2021 will have no first-hand experience. The new team must ensure that it trains to the highest standards if we are to sustain our successes. We were delighted to receive support from Aiden West who, along with Cdt Sgt Izzy West and other experienced assistants, delivered a try dive experience in the school pool for 12 cadets, boosting the confidence of all involved. I welcome UO West to the team of CCF instructors in Sept 2020. Confidence in equipment and personnel is vital in this type of THE
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training, as it is with weapon handling, flying or adventure training. It was a pleasure to take part in the second CCF Scarrig and I was proud to be part of a team of 20, including Mr Baudouin (French Assistant) and UO Paul Ward (RM) who joined the Army section as an instructor in January. There is clear strength in the Contingent with powerful leadership seen from Cdt LCpl Ben Bastow, Cdt LCpl Isaac Larkin and Cdt LCpl Oscar Russell (to name but three) to support the determination of cadets such as Cpl Foely Smith or LCpl Lillaby Morse (to name but two) as the whole team finished the course together in a sprint finish which would have seen us complete the actual race well ahead of last place. In addition to developing leadership
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skills, the cadet movement encourages the development of personal skills as it strives to achieve team goals. Our only overnight exercise of the year met some challenging conditions. Cdt Jason Yang will remember getting within 10m of the FATOF insurgents to collect intelligence that would inform the next phase. Cdts Ramsey Smith, Kian Schmidt and Oliver Newbury also braved the nettles, gorse and thistles to achieve the team’s goals. In a much abbreviated year of training,
the CCF managed to deliver a highquality practical experience to all involved. I am delighted to be receiving so many new adult instructors to the team in September 2020 and I look forward to seeing the ambitions of new staff and cadets turn into a new training programme that embraces the Covid-induced 2019-20 lack of a summer camp, or Easter adventure training week, and continues to challenge our leaders of the future.
Lead By Example Encourage Thinking Apply Reward and Discipline Demand high performance Encourage Confidence Recognise Strengths and Weaknesses Strive for Team Goals
INSPECTION SUCCESS FOR CADETS This year our CCF cadets were visited by Lt Col Dufton, Head of the Helicopter Flight School at RAF Shrewsbury, for their annual inspection and dinner. He arrived in style by helicopter with three further pilots to inspect and support the CCF programme, and many of our junior school and RAF section enjoyed a personal tour of the aircraft. Following parade, each section split into their activities, with Lt Col Dufton working closely with the cadets to investigate why they decided to take part in CCF and hear their opinions on the programme at Giggleswick. He commented on how delighted he was to see so many cadets on parade, and to see such quality leadership and involvement from everyone in the contingent. He was so impressed, that he has invited Giggleswick to visit his flight school for an opportunity to explore more aircraft and simulators, and to learn more about the roles of helicopters in the armed services. The CCF dinner was held later that evening when cadets were able to chat with Lt Col Dufton over tea. Darren Richmond
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Review Pastoral
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WELL-BEING At Giggleswick, well-being continues to be at the heart of our community. As our awareness grows, so too does the empowerment of students to take a lead in this most important area of school life.
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upport for emotional health in UK schools is increasingly being recognised as less of an add-on and more of an essential practice. At Giggleswick, we know that emotional well-being and academic achievement go hand in hand and it is at the very heart of our pastoral care, embedded into our curricular and co-curricular learning. The most vital part of the well-being ‘jigsaw’ is that Gigg students know that there is always someone here for them to talk to. Here, they can approach any teacher, their tutor, Housemaster or Housemistress or the Chaplain, whoever they feel most comfortable with. This year we have been in the vanguard of looking at mental health from a different viewpoint: prevention is better than cure. Programmes such as the Peer Education Project, which trains Lower Sixth students to teach the Year 7s
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how to nurture positive well-being and mental health, have been fundamental in ensuring our students are robust and resilient. The Mental Health Committee has been stalwart in reinforcing its message that we must, as a school, be open to talk about mental health and get rid of its stigma. In October, the committee organised, as part of the mental health awareness week, a fund-raising bacon sandwich sale which aimed, most importantly, to raise mental health awareness through flyers and the wearing of green ribbons. In February, the group organised a ‘Time to Talk’ day, encouraging everyone to be more open and respectful about mental health by using the popular game, ‘Would you rather?', to help break the ice and get the conversation flowing in break times in the boarding house common rooms. This was also extended to the whole Giggleswick THE
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community and all staff departments were invited to participate at break, to listen, talk and take time to share. When the school closed temporarily in March owing to Covid-19, it was more important than ever to maintain well-being support to the whole community. Throughout the Easter holidays and continuing into the school term, staff and students have contributed to produce a daily video to be discussed in tutor time, aimed at promoting well-being and giving tips on how to maintain positive mental health. The committee has continued to meet virtually for meetings and the new house representatives have been busy discussing new ideas, to further support the Giggleswick community as we come out of lockdown and return to school in the Autumn Term. Louise Ladds
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Fund-raising sale for mental health charities
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CATTERAL HOUSE ‘Change is the law of life, and those who look only to the past or present are certain to miss the future.’ - John F. Kennedy
BEGINNINGS At the beginning of the year we began with our annual trip to Grasmere with our Year 7 pupils. Mrs Taylor, Mrs Bagot and Mr Weston accompanied us as we embarked on what has become a landmark occasion. The trip marks the beginning of many new friendships as well as experiences for the Year 7 pupils, as they start their senior school education. We were very fortunate with the weather, which was wonderful, and we were able to appreciate the Lake District in all its natural beauty, in the sunshine! We began on the ‘Coffin Trail’ which took us past William Wordsworth’s Dove Cottage. We all had a wonderful day and the children were encouraged to walk and talk with everyone at some point during the trip. In October, the Year 7 pupils were invited to take part in one of the Sixth Form BTEC Business Studies group events. As part of their course the Sixth Form students are required to organise an event for different groups of people. One of the events they organised was a CPR training session, together with members of the North Yorkshire Ambulance service. The Sixth Form students were responsible for talking to the Year 7s, organising them into groups, delivering the CPR training alongside the paramedics, as well as monitoring and supervising the pupils carrying out the various activities that were on offer. This was a great opportunity for the younger
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pupils to come off timetable and have first-hand experience and training for such an important and useful skill. Their response was excellent: they engaged enthusiastically with the event, and were keen to make the most of the opportunity on offer. They were curious and very interested in the topic, and their responses to the question and answer session at the end was impressive. The success of the event could be measured by the pupils’ clear engagement, as well as by how much of the information they were able to recall. It was very encouraging to see the two-year groups working together. One of the main highlights of the
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Autumn Term is the annual inter-house Singing and Speaking competition. As usual, Catteral managed to punch well above their weight, producing a polished and emotive performance. It was testament to the many rehearsal sessions that the children were able to pull it out of the bag when it counted! The overall theme was Music Genres and we had the slightly daunting era of ‘New Romantics’, which as you can imagine, needed quite a lot of explanation, as well as images searched! However, with the incredible skills and commitment of Mrs Allen, as well as a team of mums on the night, we were able to transform the Catteral pupils into very convincing
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‘New Romantics’, and they looked amazing! We were able to highlight a range of voices, together with some unknown skills and talents. Ted Huber was a memorable ‘Prince Charming’, providing some humorous ‘ad-lib’ moments. Rehearsals for such an event don’t always run smoothly, but after much cajoling, persuasion, and a good measure of bribery (mainly of the confectionery kind), the competition brought the house together and got both year groups working in tandem, supported admirably by the Catteral staff. We were all very fortunate to be able to take part in the Bonfire and Fireworks evening organised by the GSPA at the beginning of November. This is an event that the school has hosted in the past, and it was great to see its return to the village as this was very much a school and community event. The area at the back of the dining room was transformed overnight into a fairground with dodgems, Fun House and the classic ‘Tea-cup’ ride. The children in Catteral were eager to purchase tickets and head down to get involved. It is ‘fair’
to say that a great time was had by all and the spectacular fireworks were a real treat. The Autumn Term would not be complete without the boarders’ Christmas party. This is always eagerly anticipated as the children get the opportunity to roll out all the old favourites: musical chairs; pass the parcel; musical statues; to name but a few. The games always precede our ‘Secret Santa’, when miraculously presents have appeared underneath the tree when the children return from tea. This provided the children with an opportunity to get back to the basics of having fun with their friends, and not a screen in sight! This served to create an awareness of being able to have fun together and enjoy each other’s company. HOPES SPRING ETERNAL As is customary at the beginning of the Spring Term, January saw the usual extremes of weather. However, the storms ‘Ciara’ and ‘Dennis’ were no match for the Giggleswick spirit, and we were certainly not about to allow them to dampen our passion or THE
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enthusiasm. As the light began to drift back at either end of the day, it was great to witness the gradual shoots of spring begin to push through, in both the garden and with the children in Catteral. Experiencing the extended day owing to the lighter nights has been welcomed by the pupils and once again they were able to get outside a little more and reap the benefits of our stunning surroundings. Unfortunately, Covid-19 proved to be too much, even for the Giggleswick community! It was with much sadness, together with a sense of reality, that the school closed early on Friday 20th March, for the Easter holiday. There were some tears, but lots of good wishes from everyone as well, plus confident pledges that we would see each other on the other side of all of this. In the Spring Term we saw the second round of a new school initiative which began last year. The current Year 7 pupils were lucky enough to be involved once again in the ‘Pupil Education Project’. This is a nationwide initiative organised and promoted by the Mental Health Foundation. It is a Mental Health awareness course
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where Lower Sixth students receive training as Mental Health Ambassadors, delivering the five-week course to groups of the Year 7 pupils. This was very well received by the Lower Sixth, where 15 pupils opted to become part of the project. They received three weeks’ training from Mrs Ladds and Mrs Gemmell, to be able to deliver the sessions to the Year 7 pupils. This was then followed by five weeks of sessions with the Year 7 pupils. The sessions covered topics such as getting help with Mental Health, myths, facts and stigma, staying well, and helping others. There is no doubt that both the Lower Sixth and Year 7 pupils benefited enormously from their involvement, gaining a valuable insight into how important our mental health is, and how much our general day-to-day routine is affected by this. The sessions also focused on the many methods and tools for recognising signs and symptoms, and how best to deal with them should they arise. The Rock Concert at the beginning of February was held in the RWT. It was once again a magnificent evening, showcasing the musical depth and breadth of the pupils involved. There were several Catteral pupils who not only took part, but were able to stand very proudly alongside the older pupils in the school. They demonstrated excellent all-round singing, playing, and performing which is no mean
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feat in front of such a large audience. It was a wonderful opportunity for the pupils, parents and staff, as well as friends of the school, to stand alongside each other to experience the undeniable talent that took to the stage. The confidence that such an event endorses in the pupils is clear to see. I applaud the pupils’ passion to strive for excellence, something that always requires huge effort and commitment, but something that is certainly in abundance in the Catteral pupils who took part. They should be very proud of their achievements, and hopefully have inspired others to take part in the future. Saturday 8th February marked the date for the annual Charity Ball. As in previous years, this event was very well supported by the Catteral Year 8s. They were all very excited at the prospect of getting dressed up and taking part in such an eagerly anticipated event. As usual, the girls panicked about the lack of ‘getting ready time’, and the boys were dusted down and brushed up in a generous 15 minutes. The pupils enjoyed predinner ‘mocktails’ in the house kitchen with many photo opportunities, and these speak for themselves in terms of the effort that the children had made to truly enter into the spirit of the evening. The pupils were then escorted down to the dining room where they were met by some very
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suspicious looking ‘Peaky Blinders’ (in the form of Mr Meneses). They were then transported back to the ‘Roaring Twenties’ and the ‘Great Gatsby’ era in the main dining room, where they were greeted by the rather elegant Flapper Girls! There is no doubt that a good time was had by all, and the Catteral pupils had a fantastic evening, filling the dance floor right up until the end! With just a few sore feet as casualties! A huge thank you goes to Mrs Wright, the tutors and Sixth Form girls of Carr House, who once again pulled off a fantastically enjoyable and memorable evening for the children. Striving to be the best you can be in any area of life is an aspirational target for us all. However, this is never better illustrated than in the Young Musician Competition which was held on Sunday 8th March in the RWT. Exceptional talent and true dedication were present in abundance, allowing the pupils to showcase their undeniable talent and composure. The following Catteral pupils were involved: Robyn McChesney; Millie West; Phoebe Cook; Martha Lloyd; Phoebe Allenby; Lucy Topliss; and Katie Simpson. They all demonstrated amazing talents and composure throughout the day. This is a fiercely competitive occasion and this year was no exception. Once again, the resilience and determination of the children involved was on display in bucket loads, skills they will be
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able to transfer in so many different ways. The examiner commented on the excellence he had witnessed, admitting that his job had been made incredibly difficult, as the performances were of such a high quality. It goes without saying that these assured performances are only achieved through many hours of hard work and dedication in their practice time, something which they must drive themselves! It is important that all the pupils who took part are congratulated, in particular Martha Lloyd who was awarded first in Piano class one, and Katie Simpson who was awarded first in Woodwind class one. Martha was also awarded the Key Stage 3 overall winner, which is a tremendous achievement in Year 7. The Thursday before half-term saw the first-ever climbing competition dedicated to Catteral. This was organised by Mr Roberts, Head of Outdoor Pursuits, in the Catteral Pavilion. The three tutor groups were given the opportunity to participate in an exciting event to demonstrate skill, resilience, and teamwork. Each tutor group entered a team of five pupils. Mr Roberts was able to come down to Catteral assembly to announce the results. The overall winners were Bowland, Craven came second and Malham came third. The individual winners overall were
Megan Corry and Ryan Ma. Huge congratulations to all the pupils who took part, and we look forward to next year’s competition! PASSION FOR ACHIEVEMENT It is important to mention some fantastic personal achievements and contributions within the virtual school. It has been encouraging to see how many Catteral pupils and their parents have taken on the active challenges as well as joining in with the various activities on offer, notably yoga and cooking. Catteral pupils are never shy of hard work, nor of getting involved, and this was clear once again with an awesome number of credits being awarded across the board. In Year 7, 647 credits have been awarded, and in Year 8, 947! Something the house should be incredibly proud of. This equates to 25 credits per pupil! There were some impressive individual performances that must be mentioned. In Year 7, Oliver Gill and Robert Miller earned 46 credits each, Woody Salt 48, and the top scorer was Jackson Whewell with 49. In Year 8, the top scorer was Robyn McChesney with 58 credits, followed by Alex Bird with 52, Phoebe Cook and Lucy Topliss both achieving 41. Huge congratulations go out to all the Year 7 and 8 pupils for their determination and commitment during this term. There were also
some impressive performances in the activities and co-curricular programme. Tegan-Leigh Tudor showed resilience and commitment in the body-weight training sessions. Charlie Harrison was able to demonstrate some excellent cricket skills. Jackson Whewell has shown great commitment to the hockey sessions. Annabelle Taylor and Lauren Widdup have stood out in the flexibility module. In netball, Juliet Freegard and Phoebe Cook have been regular attendees, showing skills as well as great development. Alex Bird has been able to continue to demonstrate his developing skill and enthusiasm for rugby. As the Summer Term draws to a close, Year 8 pupils are approaching the end of their time in Catteral, beginning to prepare to move on to their senior boarding houses. This represents a watershed moment in their time at school, and one that hopefully they will reflect upon with fond memories. As we approach September and the much-awaited return to school, I hope that when current situations allow, that the pupils will come back and visit us all in Catteral. I wish all Year 8 the very best as they embark on this very exciting next phase of their Giggleswick experience! Christine Gemmell
“Once again, the resilience and determination of the children involved was on display in bucket loads.”
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CARR HOUSE Carr House Charity Ball once again demonstrates that when young people show the passion these girls have, they can change society for the better.
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his year has been an unusual, but no less successful, year for the Carr family. There have been a number of individual and team performances to be proud of this year, from Alison Fry’s playing of the Last Post in the Remembrance Service and Foely Smith’s fantastic designs for ‘Conscious Coasters’ for the Young Enterprise, to Martha Richmond achieving distinction in her dance exam, Claudia ParravanoTomassso’s portrayal of Jack in Lord of the Flies and Marie Lothian captaining the 1st XI hockey team. There certainly was a wide selection of role models to aspire to within the house. In the academic arena, we have attained a significant amount of credits across all year groups, although the Year 10 girls have been leading the way. This is a simple demonstration of just how hard the girls in the house are working to get the most out of their academic studies and they should be proud of their efforts. There were some incredible GCSE, A-level and BTEC performances in the strangest of times and I am proud of each and every one of those girls. The virtual school was a significant challenge and the engagement of the girls was fantastic, but we know there is no substitute for being at school with your friends. Carr once again performed exceptionally well in the House
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Debating competition. In the first round, Carr was up against Morrison and Nowell, who both had some great speakers. Carr was proposing ‘This House believes that the rich should pay more tax’. Eleanor Curtis stepped into the breach alongside Sophie Hume. The speeches were delivered in a superb and authentic manner, but just as vital were the incredible research and content within them. In the final, Carr was proposing ‘Given the decline of organised worship in the UK, this House would disestablish the Church of England’. Lily Coward and Sophie put together a compelling argument. This year we welcomed Tom Coxon, the school’s ‘Young Governor’ back to THE
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speak to the girls of Carr House at our annual House Dinner, even after he had judged the Singing and Speaking competition! He gave a witty and thought-provoking speech, talking fondly about his time at Giggleswick and the amazing foundation he had had from his time at the school. He was inspirational and a joy to listen to. Lauren Leech also delivered a wellwritten speech, ensuring it was an inclusive and amusing evening. Her speech demonstrated a love and passion for Carr and was a delight to listen to. ‘Singing and Speaking’ this year was a real challenge with our ‘Eurovision’ theme and under the guidance of
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HEAD OF HOUSE Lauren Leech DEPUTY HEAD OF HOUSE Marie Lothian PRAEPOSTORS Madeleine Rockliffe-King, Sophia Foster, Christy Cai
Bethany Broadley-Mundell and Sophia Foster, a strong body of work was produced, taking us back in time to ABBA and Bucks Fizz, as well as recent winners. The small group consisting of Sophia Foster, Christy Cai, Lillaby Morse, Rosie Allenby, Mollie Bratt and Abigail Hutchinson sang, absolutely brilliantly, a rendition of Arcade as sung in Eurovision 2019 by Duncan Laurence. It is fantastic to see the whole house participate in such a fantastic event and for some to push themselves far beyond their comfort zone. In the House Hockey, the seniors won 2-0 and it was a fantastic victory by our senior team, and for Marie, Madeleine and Lauren their final house hockey match and three senior victories in a row! There was certainly a sense of house pride at stake and a great performance overall. They were gracious in their victory and played the match in a great spirit. In the junior match I found their determination and passion incredible. Lily Coward, in particular, was determined to do her utmost against a very strong Style team. We had some good individuals who worked incredibly hard, such as Katie Wright, Sarah Hudson, Josie Nitzsche-Caton, Alejandra Martin-Caro and Darcey Milstead, ably assisted by some strong play from our Year 9 girls, Madeleine Evans, Sophia Henson, Freya Ponting and Mary Huber. This year it was also fantastic to watch Carr take the prestigious Basketball House Cup! Katie, Maud, Alison, Olivia, Marie and Isobel all stepped up to take a place on the team. Despite the
distinct lack of basketball knowledge, the competitive nature of the team ensured a solid victory for the house! The Young Musician competition showcased the amazing talents of our students. Two students who stood out for me in terms of improvement from the previous year were Sarah Hudson (cello) and Lily Coward (piano and clarinet), with Lily winning her piano class. Just as pleasing, was being able to welcome to the stage those students who were new to the school this year, such as Natasha Elsworth (piano and clarinet) winning her piano class, and Alice Hellewell (singing). Alongside this, after taking a few years out of the competition, it was lovely to hear Abi Hutchinson and Lillaby Morse singing again and performing beautifully. This year the Upper Sixth students decided on a 1920’s themed Charity Ball and also chose two fantastic charities - WWF Australia and Yorkshire Air Ambulance. The Charity Ball committee of Upper Sixth Form students was headed up by Lucy Whyte and Connie Rockliffe-King, who were imaginative and created some lovely decorations in accordance with the theme. It was also fantastic to see the Lower Sixth stepping up and contributing to the evening by helping to set up. One hundred and sixty guests from Year 8 to Year 11 enjoyed a glittering night of entertainment and all the Carr girls looked absolutely beautiful and had a lovely evening. The money raised from the event will ensure that both charities are likely to THE
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SALVETE Hester Cossens, Madeleine Evans, Sophia Henson, Mary Huber, Charlotte Madley, Freya Ponting, Haruka Murakami, Alejandra Martin-Caro, Charlotte Lecanda, Eleanor Curtis, Alice Hellewell, Connie Shu, Letizia Lohmann, Mathilda Griesbach, Gabby Porter, Natasha Elsworth, Isobel Butters, Ella Blundell. VALETE Katie Allenby, Christy Cai, Sophia Foster, Isobel Harrison, Lauren Leech, Marie Lothian, Constance Rockliffe-King, Madeleine Rockliffe-King, Lucy Whyte, Beiman Xu, Samantha Hargreaves, Katie Goodale, Mathilda Griesbach, Claudia Parravano-Tomasso, Connie Shu, Sarah Hudson, Mei Kurimoto, Alejandra Martin-Caro, Haruka Murakami.
receive approximately ÂŁ1,000 each. The level of participation and ambition has been evident throughout the year in events such as the Rock Concert, Young Musician, House General Knowledge, House Debating, GCSE Drama performances and even a House Basketball game. Whatever interests the girls have, there has been an outlet for their talents. Congratulations to the fantastic group of girls this year; they have taken the most out of all the opportunities on offer. It has been a difficult year, but despite this we have seen the girls flourish and develop their resilience. If you can survive and thrive this year, then you can tackle any challenges that come your way! Hannah Wright
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MORRISON HOUSE Morrison House shows the type of ambition which leads to success across the school.
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eptember 2019 brought an influx of new boys into Morrison House. This new wave brought a new dynamic and a new energy, as well as a detached view of Morrison that those who have been part of the house for many years do not necessarily have. Matthew McChesney typified this. An ESU Scholar from America, he was a whirlwind of enthusiasm, ideas and energy. His energy and initiative became infectious and by the end of the year, we had Jay Cafferkey speaking to the whole school and initiating a trick-shot challenge, whilst Oliver Kelt delivered a tremendous virtual chapel service, appealing for unity and urging us all to get out of our mental bubbles, even if we had to stay in our physical bubbles.
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Our community values have been particularly tested in this most difficult of years. There is no doubt that Morrison truly demonstrated the spirit and togetherness that characterise us. The premature farewells we said to our Upper Sixth Formers on their last ‘physical’ Friday in school were testament to this spirit. William Robinson stood up, with a slightly wobbly chin and a shaky voice, to thank the house for the time he has been here. Michael Robinson, having picked up his usual stock of house prizes for academic work, prep focus and punctuality, spoke to the boys about what Morrison meant to him and how it has been a great base for him to succeed at school. On the sports field, Morrison has been very successful. At the end of
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the Autumn Term, victory was secured in the House Rugby. It was a fantastic team effort, with squad rotation to the fore. As always, the house spirit was strong and it gave the boys an edge, but even more significant was the planning and hard work that went into it, with many boys attending rugby training to ensure they were available. Special mention must go to Euan Baird, who led the team, played out of his skin and was a real menace all afternoon. Straight after Christmas, our basketballers secured victory in the inter-house competition, with Cesar Fortes Fernandez and Alvin Ouyang playing particularly well. This competition had long been targeted by the boys and it is the first time for many years that Morrison has been victorious. Following our win in the
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HEAD OF HOUSE Theophile Chenel DEPUTY HEADS OF HOUSE Michael Robinson, William Robinson SALVETE Oliver Atack, Finn Brunton, Ben Kelt, Ryan Phillip, Luke Quintana-Robinson, Hugo Walton VALETE Yiming Bai, Theophile Chenel, Matthew McChesney, Yu Ouyang (Alvin), Michael Robinson, William Robinson Harry Dawson, Marius Kockler Cesar Fortes Fernandez Jesus Dolz Mateo.
senior competition last year, the house started training for the Scarrig crosscountry competition. Three nights a week, after lessons, Morrison boys were to be seen running up and down the hill. Regulars included Harry Dawson, Harry Spellman and Joe Braithwaite. All of the Year 9 boys really pushed themselves. It was great to come in from lessons to see that Ryan Phillip, Jesus Dolz-Mateo, Ben Kelt, Ollie Atack, Luke QuintanaRobinson and Hugo Walton had already completed their hill training. The spirit of participation was apparent, with Mr Atkinson a regular runner and Mr Giles, too, until he ruptured his Achilles tendon! There was a greater sense of disappointment than relief when the weather interrupted and led to the postponement of Scarrig. The competitive spirit extended beyond inter-house sports. For ‘Singing and Speaking’, we were gifted the
theme ‘One Hit Wonders’ and what a wonderful job the house did. In many ways, the process of getting to the competition is the most important part, requiring patience, togetherness and graft. These were all in evidence and the rehearsals were driven by the Upper Sixth, ensuring the house was polished and ready. Our triumph in the whole-house spoken piece was fantastically gratifying. The unity of performance and crispness of delivery was impressive. Special mention must be made of the small group, expertly led by Ben Kelt’s stunning singing, but ably supported by non-singers Harry Dawson, Matthew McChesney and Theophile Chenel. Success came, too, at the House Dinner, which was a brilliant event. The boys were excellent company, sitting on cross-year group tables, with different adults. Theophile gave a terrific speech, where he could not have been more glowing about the THE
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experience he has had in Morrison and Giggleswick. Our guest speaker was Simon Light, who has worked for 25 years in planning, including projects as varied as Palm Island (Dubai), Kingdom Tower and Chelsea Barracks. He invited Morrison to ‘be curious, be bold in what interests [them] and to take the step’. His insights into the world that now exists and the way it is developing were fascinating and it was great to see such engagement from the boys. Mr Giles thanked the boys for making Morrison a great house to manage and, particularly, to praise them for the way they have taken the house forward this year. The bonds forged in Morrison and at Giggleswick were aptly exemplified in the virtual school, through our ‘Friends of Morrison’ initiative. It was great to welcome back John-Mark AllmandSmith, the Liebster brothers, Alex Rieder and the Gemmell brothers. All joined the lunchtime hangouts to reflect on life in Morrison, to answer questions and to talk about life after Giggleswick. That sense of legacy and affiliation was particularly appreciated and welcome in the peculiar and challenging times in which we found ourselves. James Giles
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NOWELL HOUSE Nowell House unity sees them pull together for ‘Singing and Speaking’ success.
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was informed that my first year as a Housemaster would pass like a whirlwind, however I was not prepared for such a different first year in Nowell. What this year did demonstrate to me was the character of the boys in Nowell and how they were able to maintain their high standards throughout the year both in person and remotely. Throughout the year, while at school and remotely, the boys have thrown themselves into the academic and co-curricular opportunities. To see so many of the house actively involved with the various clubs, societies and teams has been hugely rewarding. At the annual extravaganza of ‘Singing and Speaking’, we were last on stage with the Country and Western genre to capture the attention of the judges and crowd. The seniors had worked hard over the previous week and listened to the advice at the rehearsals. The house pulled together to produce a 10-minute journey through western music which took everybody from the 1920s to the modern day, with an added surprise for the crowd from Seb Lee. The results were waited for with anticipation and the boys were delighted to win the Whole-House song category, which saw Tim Oliver hoisting the trophy high. This was a fine achievement for the boys as they had worked hard to produce such a smooth and polished performance on the night, with the added pressure of being the last house to perform.
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The House Rugby Seniors entered the field with confidence, although the house had lost Seb Lee to injury. Despite an emphatic victory over Paley, injury in the last play to Aaron Harrison deprived Nowell of yet another player, leaving the team with no replacements. The speed of the games slowly took its toll and despite playing some enterprising rugby, tired legs saw Nowell lose the final two matches by the narrowest of margins. The Year 9 and 10 boys took on the challenge next and even though illness had left them depleted, they fronted up to the challenge of the opposition and the weather. The quiz trio of Alex Wood, James Clay and Peter Moffat was involved
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in a fantastic tussle with Paley in the House Quiz competition, with Paley’s speed on the buzzer on the last question being the difference between the teams. The Public Speaking team of Alex Wood, Angus Roberts and William Smith-McShee competed well, with a difficult topic which tested their delivery. Our debating team of James Clay and Matthew Corry were presented with the difficult topic of defending veganism, but unfortunately did not progress further in that competition, although it was great to see James guide Matthew through his debating debut. During the Giggleswick Virtual School, the boys threw themselves into the
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but important subject of mental health, and how being kind can be a positive in everybody’s life. The house’s virtual chapel highlighted the fund-raising opportunities for everybody to get involved with. The boys enjoyed numerous accolades throughout the school year and celebrated at the end-of-term assemblies. The boys’ efforts were recognized in full at the first Virtual Speech Day, which saw the Nowell boys’ individual successes celebrated. The House Seniors was a group who made my first year memorable and one I will look back on with fond memories. They set an example in house and around school for others to follow. Their approach to their final year at Giggleswick reminded me of the Vince Lombardi quote, ‘You will never know your limits unless you push yourself to them’. All of them throughout the year pushed themselves in all areas of school life and I am confident that this mindset and the skills they have developed will complement their future exploits. first House Challenge and recorded a comprehensive victory for Nowell. To then continue with this dominant form by winning every House Challenge in the first half-term and recording four consecutive victories was remarkable, even more so with the boys posting their efforts from around the world. It was great to see everybody working to contribute with their running, cycling and even walking efforts throughout the term, in rain, wind and blazing heat. The boys secured the House Challenge Trophy with an emphatic effort over the last few weeks, with the efforts of Toby Brown, George Topliss, Anton Paulick, Jiqi Zhuang and Tim Oliver being particularly noteworthy. The house continued to enjoy and make the most of the opportunities that the Arts at Giggleswick has to offer. In October we saw a wonderful production of A Midsummer Night’s Dream, in which the audience was immersed throughout. It was a pleasure to see Morgan Healing, Leo Gorner and Isaac Fairburn performing with such maturity and eloquence. We also had Peter Moffat making his usual vital contribution backstage to
ensure a smooth production. Later that term, several of the Nowell boys contributed to the school production of The Lord of the Flies. Sam Bolles captured the audience with his performance which encapsulated all the adolescent emotions of their adventure. Isaac Fairburn and Andrew Fry delighted the audience with their work in the ensemble. The Young Musician of the Year saw Nowell well represented throughout the classes. There were awards for Alistair Styler and Leo Gorner in their classes, while Toby Lloyd, James Clay and Thomas Corry performed with passion and skill in all their performances. The performances throughout the afternoon showcased the dedication and work that the pupils had put into their music through the year and in the lead-up to the competition. The standard of the competition in all the classes was a credit to both the pupils and the music staff. The house enjoyed the opportunity to speak to the whole school in Chapel this year, covering the topics of wildlife conservation, exploring the difficult THE
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Andrew Galley
HEAD OF HOUSE Tim Oliver DEPUTY HEADS OF HOUSE Toby Hurst & Seb Lee PRAEPOSTORS SALVETE Alexander Bolles, Alexander Wood, Thomas Corry, Jiqi Zhuang, Anton Paulick, Ben Holland, Alistair Styler, Paul Pietza, Frederick Wilkens, Matthew Corry, Kian Senior, Shintaro Nagamine, George Topliss, Toby Fairfoot, William Smith- McShee, Isaac Fairburn VALETE Tim Oliver, Sean Bargh, Seb Lee, Andrew Fry, Aaron Harrison, Toby Hurst, Sam Bolles, Paul Pietza
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PALEY HOUSE A year to be proud of as winners of the Bull’s Head Trophy.
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his year’s ‘Singing and Speaking’ theme was music genres, with each house being given the task of choosing small group and whole-house pieces from vast back catalogues of work from across the years. Our theme this year was pop music, and with such a variety of songs available, it took a little while to settle on our chosen pieces. A very clever take on our theme, focussing on what it means to be popular and how popularity is perceived within different sections of society, formed the basis for our whole-house spoken piece. The small group of Nick Peat (Upper Sixth) on piano, Kilian Lohmann (Year 11) on guitar, Johnny Scott (Year 10) on saxophone, Benjy Clarke (Year 9) on drums with Clayton Moore (Lower Sixth), Ollie Newbury and Sam Truscott (both Year 11) on vocals, produced a very impressive performance of Wouldn’t it be Nice by the Beach Boys. Their performance was highlighted by one of the judges, Tom Coxon, as being one which displayed a great deal of musical ability, with the fact that the group involved boys of all ages particularly impressing the judging panel on the night. Our whole-house song was Dancing in the Moonlight by Toploader. This piece was performed impressively by all members of the house, with Will Atack (Year 10) wandering through the audience dressed as the moon, and Jason Yang’s (Year 10) dancing during the instrumental
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section of the song providing entertaining additions to the number. The clever take on our theme, aligned with the musical talent of the boys’ performance and the use of boys from all year groups in house, impressed the judging panel, with Paley retaining the trophy which we won last year for Best Overall Performance! SPORT With almost all of our Year 9 and 10 boys playing their part during the competition, we were able to field strong A and B teams who fought well to achieve some impressive results. In the A team, competition victories came from some strong play from Sid Holden, Johnny Scott and Harry Cook, supported by some excellent defence from Will Bagshaw and wing play from Alvaro Inareta (all Year 10),
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which led to victories against Nowell and Shute (there was no match played against Morrison). The B-team competition was played as a touch rugby alternative, giving some of the less experienced players a chance to shine. Tomas Sanz and Max Seddon (both Year 9) performed incredibly well with Juan Perelli (Year 9) and Max Kleinert (Year 10) providing excellent support play. Excellent performances in all three B-team matches led to victories against all three of the other houses. All of the boys were delighted with their performances, with the only points conceded coming in our B-team match against Nowell. Paley can rightly be proud of the efforts and skills of the junior rugby team, who were worthy winners of the 2019 Junior House Rugby competition. Having won the house badminton
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HEAD OF HOUSE Ben Oakes DEPUTY HEAD OF HOUSE George Huber HOUSE SENIORS Marcello Parravano-Tomasso, Scott Taylor PRAEPOSTORS Cameron Ogilvie, Nicholas Peat SALVETE Artur Shilov, Tom Fox-Tristram, Yuyang Peng, Philipp Soltmann, Kilian Lohmann, Jascha Heins, Jason Songyuan Yang, Alavro Inareta Gimeno, Max Kleinert, Johnny Scott, Benjamin Clarke, Juan Perelli, Dylan Sampson, Tomas Sanz, Max Seddon, William Towe, Olly Laxton
competition in 2018-19, there were high hopes for a repeat performance this year, although there were worries that the loss of some key players from last year’s team would leave us a little weaker. That was not counting on our new addition though – Yuyang Peng (Lower Sixth) produced some excellent play throughout the competition, impressing us all with his skill and variety of shot. James Gu (Upper Sixth) ably led our team with the aim of winning the competition for the third straight year. Sam Truscott (Year 11) and Tom Stephens (Year 10) provided much of the enthusiasm and youthful energy for the team. Straight sets wins against Nowell and Shute, and a hard-fought victory against Morrison, where we battled back from a first set loss to claim a two sets to one victory, resulted in Paley once again topping the table with three wins from our three matches to once again retain the title of House Badminton Champions. A MIDSUMMER NIGHT’S DREAM This year’s Shakespeare production was an inventive and interesting take
on A Midsummer Night’s Dream. The audience felt very much part of the action, with the performance taking place in and around them in the open auditorium of the Richard Whiteley Theatre. Starring performances from Paley boys included Oscar Russell (Year 11) as Oberon and Tom Stephens (Year 10) as Philostrate. LORD OF THE FLIES Whole-school productions at Giggleswick are usually a sight to behold, with this year’s production of Lord of the Flies proving to be no exception. A number of the Paley boys took on lead roles, with Oscar Russell and Kilian Lohmann (both Year 11) sharing the sinister and rather disturbing role of Roger, Benjy Clarke (Year 9) playing Roland, Max Kleinert (Year 10) playing Piers, and Cameron Ogilvie (Upper Sixth) playing Robert. The quality of acting and performance on show each night was on a par with anything that could be seen in a professional theatre and the boys deserve great credit for their efforts in learning their lines and attending rehearsals, all whilst balancing their THE
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VALETE Benjamin Clarke, Juan Perelli, Tomas Sanz, Philipp Soltmann, Kilian Lohmann, Jascha Heins, Alvaro Inareta Gimeno, Max Kleinert, Thomas Stephens, Ben Bastow, Maxwell Feather, James Gu, George Huber, Ben Oakes, Cameron Ogilvie, Marcello Parravano-Tomasso, Scott Taylor, Nicolas Peat, Samuel Truscott, Arthur Swiffen, Harvey Wang, Anthony Clark, Harry Fry, Oliver Hill
continued academic work and commitment to their co-curricular activities. This just shows what can be achieved if you really set your mind to something. The last term of the year was somewhat strange in that it was all done online in the Virtual School while the country was under lockdown owing to the Covid-19 pandemic. With all the lessons and activities being online, this unfortunately gave little time for Paley House to do what it is good at and that is working harmoniously as a team. We hope that September 2020 will bring better news and we will be able to come together once again with a new Housemaster in place.
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SHUTE HOUSE Shute shows the value of being an all-rounder.
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n September, the house was transformed by the qualities of those who joined: right from the first day there was a sense of optimism and confidence. The Year 9 students all came from Catteral and brought with them an enviable reputation for quality. Roland Hodgson, Tom Reeson and Will Scholey have probably accrued more credits than any other triumvirate and with an average of nearly one per day each, they have hugely added to the talent pool. Reece Boyd and Seb Wass have got stuck into sports and house nights, and have brought a great sense of humour to the common room (not to mention an extremely tidy kitchen – the older boys are genuinely mystified by the ease with which it is possible to load a dishwasher!). There was also an exceptionally strong German influx into the house - Kian Schmidt’s acting skills not fully taken advantage of by the Drama department in Lord of the Flies, but certainly appreciated by the boarders who were treated to a screening of his appearance in a BBC drama. Kian has also made his mark on the CCF, enjoying the surprising delights of the overnight exercise. Felix Baeaetjer, the youngest of the Germans, has made an excellent academic impact with an amazing 48 credits in the Autumn Term. Justus has a much quieter approach, but his helpfulness was frequently noted by Matron and the tutor team who appreciated his kindness. Konstantin Spork quickly made excellent friendships, excepting those (particularly Will Scott) whose
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footballing allegiances have suffered at the hands of his beloved Bayern Munich. Antony Howard quickly picked up many of the Giggleswick traditions: speaking in Chapel, having lines in ‘Singing and Speaking’, and bringing some brilliant support to house competitions. And finally Jack Cooper, another keen supporter (and player) of badminton who carried the team in the house competition. The previous year’s Upper Sixth had a formidable athletic reputation and so, in their absence, expectations had been noticeably muted. In spite of this, successes have continued apace, arguably with greater breadth across a wider range of the Giggleswick experiences. Hughie made an excellent impression as Head of House; he has led by example on the rugby field, gaining great respect from coaches and players for his performances in the 1st XV and also gaining selection into the ‘Lambs’ squad. Hughie has now been drafted into the Ealing Trail Finders Academy alongside his place at Brunel University. Nelson Delailomaloma’s rugby talent rugby talent has also been recognised by Yorkshire (as well as Giggleswick and North Ribb!) who have now recruited him into their programme. Sam Underwood and Tom Reeson have both completed their grade 7 examinations (in cello and oboe respectively), their dedication and practise standing out as a template for thorough preparation and good discipline. Lord of the Flies showcased the talents of arguably one of our brightest stars – Jack Harrison showed once again the passion and THE
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intensity he has on stage as well as remarkable versatility. As Freddie Mercury in Singing and Speaking, he commanded the stage with a confidence that belied his 16 years and in Lord of the Flies, he dominated the performance as ‘Jack’. The following week he showed heart and supreme skill and speed on the pitch in House Rugby – a true all-rounder. The events of the year from February onwards will probably remain in the national psyche for generations, but it is strange to look back now on the time when we took the unprecedented step of cancelling Scarrig in February because of the incredible rainfall, hardly considering that as postponements go, this was about to be somewhat overshadowed. It is true that nothing motivates boys quite like an emergency, but it was still amazing to see on the evening that Mr Johnson announced the cancellation of exams, I found many of the Upper Sixth and Year 11 continuing their studies, perhaps even with a renewed sense of purpose as they came to recognise that their learning was for no one other than themselves. In the Virtual School, Hughie Vyse and Joseph Ladds deserve thanks for leading from the front in ‘virtual’ house competitions and maintaining their connection with younger students. Seb Goodson and Josh Kirkhope continued to fulfil their whole-school roles until the end, and it was good to see both of them involved in the amended leavers’ events. Even in the last week of term I was glad that Toby Weatherill and Sam Underwood came out of
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‘retirement’ for one last contribution to the weekly house challenge, even if it was mainly motivated by a desire for Paley not to win! ‘GVS’ gave much for Shute to celebrate, with all three ‘most improved’ awards handed out going to Shute representatives in Years 9, 10 and 11. Reece Boyd, Matthew Ellwood and Sherief El-Defrawi all deserve credit for the level of their engagement. Personally, I was taken by the degree to which I missed the company of the Shute boys during the lockdown. Their humour and positive energy left a distinctly ‘Shute-shaped’ hole in my life and I looked forward immensely to their return to campus. Perhaps, when we emerge on the other side of the pandemic, we will have learned the most important of all lessons – that it is the people, and our relationships with them, that provide the richness and meaning in life. Peter Keron
HEAD OF HOUSE Hughie Vyse DEPUTY HEADS OF HOUSE Christopher Jowett & Joseph Ladds PRAEPOSTORS Joshua Kirkhope-Arkley, Sebastian Goodson VALETE Reece Boyd, Roland Hodgson, Thomas Reeson, Will Scholey, Sebastian Wass, Felix Baeaetjer, Anton Prevot-Hatz, Justus Mielke, Kian Schmidt, Konstantin Spork, Jack Cooper, Antony Howard SALVETE Hughie Vyse, Sebastian Goodson, Joshua KirkhopeArkley, William Kirkhope-Arkley, Joseph Ladds, Christopher Thornton, Samuel Underwood, Toby Weatherill, Jack Cooper, Konstantin Spork, Benjamin Blanchard, Justus Mielke, Peter Zhang, Felix Baeaetjer, Dylan Rousell-Crate, Oliver Webber
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STYLE HOUSE Style House spirit is again the defining feature.
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ouse spirit will be a lasting memory from this academic year. Despite the many months apart, it was never diminished and the happy and vibrant young women of Style House approached all that came their way with maturity, drive and resilience. I move on from Style House with the assurance that this group will certainly go on to achieve great things. As ever, the Autumn Term was very busy. A personal highlight was ‘Singing and Speaking’, where the girls were a sea of glitter and colour as they disco-danced their way through a medley of some of disco’s greatest hits. The Upper Sixth led from the front in their flares with not only a polished performance, but also an important message about inclusivity. The acoustic performance of Young Hearts Run Free was beautiful and Style won best Small Group for a second year running. House Hockey was very competitive, with the juniors just edging out Carr and the seniors putting on a spirited and passionate display despite not coming out on top. Towards the end of the Autumn Term many Style girls were involved in the school productions of Lord of the Flies and Midsummer Night’s Dream, which were both exceptional pieces of theatre. The traditional Christmas party, with the new favourite event of competitive face painting, rounded off a brilliant start to the year. Spring Term offered our talented musicians a chance to shine. The Rock Concert was fantastic with many ‘old
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hands’ performing and a first-time performance from Jemimah in Year 10. An impressive 13 Style girls, almost a quarter of the house, took part in Young Musician of the Year across six different classes, including five in the final class. There were two class winners: Emma on clarinet and Florrie singing. Maddie again showed she was too strong a competition and won the final class with an exceptional performance on the saxophone. An outstanding achievement, having won
previously in both 2019 and 2018 and as Key Stage 3 winner in 2017 and 2016. There were also many favourite inter-house events such as basketball, public speaking, netball, and a new event - public reading. House Netball was particularly successful and took on a new format this year with different points for shooting from different parts of the court. This also allowed a larger squad for each age group and it was fantastic to see so many girls representing the house. The juniors,
“Almost a quarter of the house, took part in Young Musician of the Year across six different classes, including five in the final class” THE
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HEAD OF HOUSE Evie Fenton DEPUTY HEADS OF HOUSE Amber Healing, Claudia Humberstone HOUSE SENIORS Sophie Campbell, Marisa Allen, Isobella Turner, Chloe Hodge, Grace Forsyth, Izobella West, Amy Chadwick PRAEPOSTORS Claudia Humberstone, Marisa Allen, Chloe Hodge, Grace Forsyth, Izobella West, Amy Chadwick SALVETE Yasmin Abdul-Nabi, Florrie Braithwaite, Amalia del Olmo Gil, Cicely Evans, Lexi Fenton, Benita Hasselmann, Mollie Howarth, Alice Huang, Ebeni Lenka, Zoe Lenka, Isabella Mitchell, Eva Nolan, Maria Perelli, Kseniia Polukhina, Klara Salegui, Lucy Shaw, Jessie Silk, Isobel Stead, Hannah Wade, Lily Whewell, Irene Yang VALETE Marisa Allen, Sophie Campbell, Amy Chadwick, Evie Fenton, Grace Forsyth, Amber Healing, Chloe Hodge, Claudia Humberstone, Isobella Turner, Izobella West, Ann Wu
in particular, fully embraced the event and decorated themselves in face paint in the traditional Style colours of black and yellow. It was in the Public Reading event that Style really shone. In the first heat Saskia was awarded ‘Best Individual’ and the team won their heat, progressing to the final where the team of Saskia, Florrie and Lily were victorious in reading a varied range of pieces with poise and clarity. The final Summer Term did not have all the usual events in their traditional forms, yet Style continued to have house nights, quizzes and sporting competitions nonetheless. Lunchtime hangouts were a lovely way to stay in
touch and the weekly house challenge competitions often saw the majority of the house running, cycling or walking, helping Style win points for the greatest number of participants most weeks. This epitomises one of the defining characteristics of Style House - HOUSE SPIRIT. The girls are rightly proud of their house and also showed excellent participation in the Virtual Sports Day. The CREATIVITY the girls showed during lockdown was very encouraging and they took up activities such as keeping chickens, rearing pigs, gardening, horse riding, baking, walking and running. Style girls also had lots of FUN this year with THE
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a repertoire of weird and wonderful Friday night activities. Following on from the theme of fun is definitely FOOD. No Style house night would be complete without some kind of food be it ice cream, biscuits or popcorn. Finally, and most importantly, is FRIENDSHIP. The quality and depth of the friendships formed in Style are what make it really special. The girls are truly a special group. I hope that some of these friendships will last a lifetime. 2019-2020 has been an unusual but fantastic year and I wish all the girls the best for the future. Emma Watambwa
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A YEAR IN THE CHAPLAINCY From service to service; in a year of upheaval across the globe, the chaplaincy is leading the way in serving the community.
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he focus of this year’s Chronicle is Passion; for Christians this term has a deep resonance as it is through the Passion of Christ that we are saved. In this instance the term Passion carries with it a very different meaning. We are familiar with the term Passion when it is associated with power, emotions and love. We read in John 3:16 that God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. And it was by a great act of love that God became incarnate in the world. But, when we speak of the Passion of Christ, we are speaking not just of love and emotion, we are also speaking of suffering. The word Passion comes from the Latin
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word for suffering, ‘passio’ which means, simply, ‘suffering’. It was first used in 2nd century AD Latin translations of the Bible to describe the final week of Jesus’ life and His death on the cross. That said, in the Chaplaincy we are Passionate about what we do, and in this case I am referring to the more usual meaning of the word. This year has been as busy as ever in the Chaplaincy and I am very grateful to Mr Rice-Bowen for his hard work and support of the work of the Chaplaincy both in leading worship and in leading some of the student meetings and activities. Giggleswick Chapel is a place that elicits powerful emotions within the Giggleswick community and it has THE
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been a pleasure to welcome back a number of OGs who have chosen the Chapel as the place to which they would return to make their marriage vows. The School Chapel very much belongs to the whole-school community and it is always a pleasure to welcome visitors and guests to the chapel for impromptu visits, open day events, tours and services. As in previous years, the Boarding Houses have contributed and led a number of our Chapel services, and the opportunity for the students to participate in these services and to take a leading role in their planning and delivery is something in which they have demonstrated a great deal of passion. The houses are able to speak on subjects that they feel passionately
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about and this passion has come through strongly in the hard work that they have put into planning, preparing and rehearsing for these services, as well as in the conviction with which they have led them. I am also very grateful to all the senior house staff, tutors and teachers who have both helped with the planning of these student services and stepped up to lead services. As you will know, our School Chapel is a truly wonderful building and it was wonderful to be able to start the year with our Heritage open weekend, during which we were able to welcome visitors from all around the world to enjoy the building and some excellent musical performances by some of our music scholars and resident organist, Mr Broadhouse. The opportunity for the school and community to enjoy excellent music continued with our evenings of lessons and carols in December. The choirs, under the musical direction of Mrs Margie Simper, sang a wide range of Christmas music that was spiritually uplifting and made everyone feel very much in the Christmas spirit. We are blessed by the quality and range of choral music at Giggleswick and my thanks, as ever, go to Mrs Simper, Mr
Broadhouse and all the members of the choirs for all their hard work at every one of these services. Owing to the lockdown this year, the Paley Lecture was an online event, but the links with the Chapel continued as our guest lecturer this year was the Bishop of Ripon, the Right Reverend Dr Helen-Ann Hartley. She focused on the Incarnation of Christ and what this means for society today. The students’ engagement and participation in the lecture was excellent and they were able to really put the Bishop on the spot with a number of insightful questions. SERVICE AT SCHOOL S@S The Service at School (S@S) volunteering scheme encourages our students to engage with the
wider community of Giggleswick and Settle through a range of volunteer placements. This year we had 30 students volunteering in a wide range of roles providing around 60 hours of service each week. This year, as well as continuing to work in the local Age UK and Settle Swimming Pool charity shops in Settle, students have volunteered at the Folly Museum, a local primary school and the Settle Stories project. Students also formed the Community Commandos group that went out each week seeking to improve the local environment through a range of activities including litter picks and sign washing. Serving the local community is the primary focus of the S@S scheme but students also benefit from the experience gained in their placements, many using this as the ‘volunteering’ element for their Duke of Edinburgh’s Award. I would like to thank all those who have provided the opportunities for our students to work and learn and grow, and I would also like to thank all the students for their hard work and commitment to the S@S. Reverend A J Ladds Chaplain
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The Record
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COLOURS Full colours
Matthew McChesney 13 MO Basketball Alvin Ouyang 13 MO Basketball Marisa Allen 13 ST Cross Country Sean Bargh 13 NO Football Cameron Ogilvie 13 PA Football Marcello Parravano-Tomasso 13 PA Hockey Madeleine Rockliffe-King 13 CA Hockey Bethany Broadley-Mundell 13 ST Music Sophie Campbell 13 ST Music Grace Forsyth 13 CA Music Nicholas Peat 13 PA Music Maddison Goode 12 ST Music (re-award) Marisa Allen 13 ST Netball Amy Chadwick 13 ST Netball Sebastian Lee 13 NO Rugby Hughie Vyse 13 SH Rugby Marie Lothian 13 CA Hockey
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Half colours
Cesar Fortes Fernandez 11 MO Basketball Theophile Chenel 13 SH Basketball Olivia Henson 11 CA Drama Sophie Huber 11 CA Drama Kilian Lohmann 11 ST Drama Claudia Parravano-Tomasso 11 CA Drama Oscar Russell 11 PA Drama Sophie Smith 11 CA Drama Jack Harrison 12 ST Drama Isabelle Thompson 12 CA Drama Sam Bolles 13 NO Drama Sophia Foster 13 CA Drama Sophie Campbell 13 ST Drama (re-award) Grace Forsyth 13 ST Drama (re-award) Anthony Clark 11 PA Hockey Katie Bagshaw 12 ST Hockey Jack Hutchinson 12 NO Hockey Jemima Jaggar 12 ST Hockey Oliver Kelt 12 CA Hockey Lillaby Morse 12 CA Hockey Amy Chadwick 13 ST Hockey George Huber 13 PA Hockey Lauren Leech 13 CA Hockey Michael Quintana-Robinson 13 MO Hockey William Robinson 13 MO Hockey Scott Taylor 13 PA Hockey Katie Bagshaw 12 ST Hockey (re-award) Joe Braithwaite 12 MO Hockey (re-award) Jemima Jaggar 12 ST Hockey (re-award) Evie Fenton 13 ST Hockey (re-award) Emma Belshaw 11 CA Music Imogen Crombie 11 ST Music Maud Humphries 11 CA Music Oliver Newbury 11 PA Music Natasha Elsworth 12 CA Music Toby Lloyd 12 SH Music Clayton Moore 12 CA Music Marisa Allen 13 ST Music Sophia Foster 13 CA Music Claudia Humberstone 13 SH Music Joseph Ladds 13 SH Music Isobella Turner 13 ST Music Izobella West 13 CA Music Isabella Fox-Tristram 11 ST Netball Madeleine Rockliffe-King 13 CA Netball Isobella Turner 13 ST Netball Nelson Delailomaloma 11 SH Rugby Joe Braithwaite 12 MO Rugby Ben Bastow 13 PA Rugby Aaron Harrison 13 NO Rugby Toby Hurst 13 NO Rugby George Huber 13 ST Rugby Ben Oakes 13 PA Rugby Jack Hutchinson 12 NO Rugby (re-award)
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HONOURS LIST Art
Jack Harrison (11S) was awarded the National Prize for the Write on Art competition (Paul Mellon Centre).
Gigg Writes 2020 winners:
Martha Lloyd (7Ct), Jackson Whewell (7Ct), Isaac Fairburn (9N), Thomas Reeson (9S), Josie Caton (10C), Matthew Corry (10N), Alice Hellewell (10C), Alistair Styler (10N), James Cobley (11S), Toby Lloyd (L6N), Hannah Wade (L6St), Sebastian Goodson (U6S), Nicholas Peat (U6P)
Music
Young Musician of the Year: Maddison Goode (L6St) alto saxophone Maddison Goode continues to study soprano, alto and tenor saxophone, and singing at the Junior Royal Northern College of Music. This year Maddison has received the prestigious honour of becoming a winner of the Pendle Young Musician Bursary Awards which is a great accolade and accomplishment. Maddison has also been performing to raise money for the East Lancashire Hospitals and can regularly be heard performing as the lead singer with the Lancashire based band Kallugo. Key Stage 3 Young Musician of the Year: Martha Lloyd (7Ct) Imogen Crombie (11St) continues to study songwriting and music technology at Leeds Junior College of Music.
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Natasha Elsworth (L6C) performs regularly with Skipton Music Centre and North Yorkshire County Orchestra. Maud Humphries (11C) plays violin with the Sage Gateshead Young Sinfonia. 2020 Martha Lloyd (7Ct) performed on the clarinet with the National Schools Strings Orchestra. Toby Lloyd (L6N) has performed with the National Schools Strings Orchestra on violin, and sung and played with the Kendal Choral Society, Kendal Choral Society Orchestra and Lancaster singers.
Pupils achieving Grade 8
Bethany Broadley-Mundell (U6C) Flute Trinity, Cressida Edmondson (U6C) Singing Trinity, Grace Forsyth (U6St) Singing ABRSM, Emma Belshaw (11St) Piano ARSM diploma
Speech and Drama Grade 8 LAMDA
Sophie Campbell (U6St) Acting Merit, Amber Healing (U6St) Public Speaking Distinction, Joseph Ladds (U6S) Public Speaking Distinction
Perfoming Arts
The Silver Arts award was awarded to Martha Richmond (11C)
At Rugby (Boys)
Yorkshire County U18: Ben Oakes (U6P)
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Lancashire County U17: Jack Hutchinson (L6N) Yorkshire County U16: Nelson Delailomaloma (11S) Yorkshire County U15: Harry Cook (10P) Yorkshire Academy U18: Sebastian Lee (U6N), Ben Oakes (U6P) Yorkshire Academy U17 ERDPP: Tim Atkinson (L6P) Yorkshire Academy U16 JDS: Nelson Delailomaloma (10S) Yorkshire Academy U15 PDG: Harry Cook (10P) Yorkshire Academy U15 ERDPP: Sid Holden (10P), Josh Fry (10P) Sale Sharks Academy U13 ERDPP: Myles Carr-Oddie (8Ct)
At Hockey (Boys & Girls)
U17 Performance Centre: Joe Braithwaite (L6M) U16 Performance Centre: Emily Hutchinson (10St) U15 Performance Centre: Ollie Laxton (9P) U13 Junior Academy Centre: Archie Clark (8Ct)
At Cricket (Boys)
Yorkshire Pathway U14: Max Seddon (9P) Yorkshire U12 XI: Archie Phillipson (7Ct) West Yorkshire XI: Charlie Voss (11S) Upper Airedale Junior Cricket League XI: Anthony Clark (11P)
At Cross Country (Boys & Girls)
North Yorkshire Cross Country: Marisa
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Allen (U6St) English Schools Fell Running Championships Team Runners Up: Marisa Allen (U6St), Mollie Bratt (L6C), Bethany Broadley-Mundell (U6C)
CCF
The following have achieved their CCF L2 BTEC - Personal Development and Leadership in the Community: Jack Bagshaw (S), Sophie Campbell (U6St), Amy Chadwick (U6St), Amber Healing (U6St), Chloe Hodge (U6St), George Huber (U6P), Claudia Humberstone (U6St), Joseph Ladds (U6S), Edward Lee (N) Lauren Leech (U6C), Marie Lothian (U6C), Cameron Ogilvie (U6P), Michael Robinson (U6M), Samuel Underwood (U6S), Hughie Vyse (U6S), Izobella West (U6St), Paco Yang (P) James Gaynor (L6P), Joseph Ladds (U6S), Hughie Vyse (U6S) attended the Lithuania expedition Sophie Campbell (U6St) completed a climbing course James Clay (12N) completed a kayaking course
Duke of Edinburgh’s Award
Students who have completed their Gold award in the 2019-2020 academic year: Marisa Allen (U6St), Jack Bagshaw (S), Ben Bastow (U6P) Lilybella Bayliss (St), Sophie Campbell (U6St), Amy Chadwick (U6St), Elizabeth CrossleySmith (St), Jenny Dixon (C), India Healing (St), Isaac Ladds (S), Joseph Ladds (U6S), Lauren Leech (U6C), Marie Lothian (U6C), Ben Magell (N), Cameron Ogilvie (U6P) Sam Bolles (U6N) was awarded the Eagle Scout USA award (equivalent to DofE Gold) which is only awarded to 4 percent of the scouts who work through the award.
Outdoor Pursuits
The 2019 Douglas Seybold Award for teamwork in Outdoor Pursuits was awarded to Carr House.
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A level Results 2020
In a hugely challenging year for the Y13 cohort, Giggleswick is immensely proud of what our students have achieved in securing a range of places at top universities, including Oxford, York, Bath and Cardiff. From Medicine, Law, Languages, Music, Drama as well as History and Geography the courses reflect the values of the school in nurturing talent of all kinds. Mr Turnbull said: “We are really pleased for these students and proud of how they have responded over the past six months with the tenacity and adaptability they have shown. They have been rewarded and proved once more that you are not defined by your grades, but by the person you become.” Our Heads of School celebrated their success as Joshua KirkhopeArkley secured a place at Pembroke College, Oxford University to read French and Arabic, and Amy Chadwick is progressing to Bath University to study International Management. Other successes include Marisa Allen who achieved A*A*A*A in Maths, Physics, Spanish and Further Maths, and will now be heading to Edinburgh University to study Physics, and local pupil Chris Thornton who has secured a place at Bristol University to study Medicine. BTEC options continue to deliver excellent results for our students and this year 100% of our pupils achieved the D*D or D*D* (A*/A or A*/A*equivalent) grade. They will be heading to top universities including York and Newcastle.
GCSE Results 2020
Our students are celebrating some excellent grades that recognise the hard work that they and their teachers have put in over the past two years. Almost half the students achieved a grade 7 or above. Martha Richmond is celebrating grade nine scores for all her eleven subjects, placing her among the best performing students in the country. Our dramatists were among the top performers with 75% achieving the higher grades 7-9. Sophie Huber, who played a lead role in last year’s production Lord of the Flies said “I am absolutely thrilled with my results. I have taken part in all the drama productions during my time at Giggleswick and I have thoroughly enjoyed them. They’ve also built my confidence and helped me to be ambitious.” Classified as the hardest subjects by the CEM Centre, Physics and German have been an area of strength with an impressive 76% achieving grades 7-9 in Physics and 75% German. Mr Turnbull said: “We are delighted that that all the hard work of the students and their teachers has been rewarded by these results. In these exceptional times it is wonderful to have something so well deserved and that we can all celebrate. “ Isaac Larkin was also delighted with his results. He said “I was so happy when I received my grades. I am planning to study Maths, Physics and Design for A level, as they are all subjects I enjoy and are a good combination for what I would like to study at university (engineering or architecture).”
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PRIZE LIST Year 7 Art Computing Design Technology Drama Waugh English Hurst Geography Moore History Style Mathematics Howson Modern Languages Music Philosophy and Theology Science Junior Sport
Year 8 Art Computing Design Technology Drama Waugh English Hurst Geography Moore History Style Mathematics Howson Modern Languages Music Philosophy and Theology Science Junior Sport
Jackson Whewell Robert Miller Logan Birchall Woody Salt Martha Lloyd Aaminah Iqbal Annabel Wass Cicely Cossens Logan Birchall Martha Lloyd Juliet Freegard Jackson Whewell Archie Siddons Juliet Freegard
Poppy Eastell Lucy Topliss Katie Simpson Sofia Edwards Emma Thornton Katie Simpson Sofia Edwards Koby Miller Stanley Bannister Phoebe Cook Emma Thornton Koby Miller Archie Clark Annabelle Taylor
Year 9
Art Lily Whewell Computing George Topliss Design Technology Isobel Stead Drama Isaac Fairburn Waugh English Lily Whewell Hurst Geography Will Scholey Moore History Sophia Henson Latin Thomas Reeson Style Mathematics Shintaro Nagamine Howson Modern Languages, French Will Scholey Howson Modern Languages, German Isaac Fairburn Howson Modern Languages, Spanish Ollie Laxton Music Thomas Reeson Philosophy and Theology Ryan Phillip Science Ollie Laxton Junior Sport Max Seddon Madeleine Evans
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Year 10
Art Emily Hutchinson Biology Emily Hutchinson Turnbull Chemistry Eleanor Curtis Computer Science Toby Brown Design: Product Design Sarah Hudson Drama Alice Hellewell EAL Alvaro Inareta Gimeno Waugh English Eleanor Curtis Hurst Geography Alistair Styler Moore History Eleanor Warburton Latin Lily Coward Style Mathematics Jason Yang Howson Modern Languages, French Alejandra Martin-Caro Howson Modern Languages, German Angus Roberts Howson Modern Languages, Spanish Sarah Hudson Music Lily Coward GCSE Physical Education Eleanor Warburton Allan Physics Jemimah Allmand-Smith Religious Studies Josie Nitzsche-Caton Junior Sport Johnny Scott Emily Hutchinson
Year 11
Art Jessica Rudden GCSE Additional Science Cesar Fortes Fernandez Biology Kian Schmidt Turnbull Chemistry Kian Schmidt Computer Science James Cobley Design: Product Design Isaac Larkin Drama & Theatre Arts Sophie Smith EAL Connie Shu Waugh English Martha Richmond Hurst Geography Maud Humphries Moore History Briony Moffat Latin Ben Blanchard Style Mathematics Connie Shu Howson Modern Languages, Spanish Kilian Lohmann Howson Modern Languages, French Alison Fry Howson Modern Languages, German Claudia Parravano-Tomasso Music Emma Belshaw GCSE Physical Education Alison Fry Allan Physics Martha Richmond Religious Studies Olivia Henson Junior Sport Nelson Delailomaloma Maud Humphries
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Lower Sixth Art Biology BTEC Business Business Studies Turnbull Chemistry Design Technology Drama and Theatre Studies EAL Economics Waugh English Hurst Geography Moore History Style Mathematics Howson Modern Languages Music Political Studies Allan Physics BTEC Sport Textiles
Upper Sixth Art Biology BTEC Business Business Studies Turnbull Chemistry Design and Technology Drama and Theatre Studies EAL Economics Waugh English Hurst Geography Moore History Style Mathematics Howson Modern Languages Music Allan Physics Political Studies Religious Studies BTEC Sport Textiles
Clayton Moore Ebeni Lenka Reuben Mander Gabrielle Porter Oliver Fairfoot Jack Hutchinson Abigail Hutchinson Yuyang Peng Artur Shilov Poppy Coultas Joe Braithwaite Jessie Silk Sophie Hume Maddison Goode Toby Lloyd Elliot Taylor Sophie Hume Isobel Butters Rosie Allenby
Chloe Hodge Scott Taylor Michael Quintana-Robinson Amy Chadwick Christopher Thornton Andrew Fry Claudia Humberstone Ann Wu Christy Cai Nicholas Peat Amy Chadwick Timothy Oliver Christy Cai Joshua Kirkhope-Arkley Grace Forsyth Marisa Allen Cameron Ogilvie Joseph Ladds Madeleine Rockliffe-King Beiman Xu
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Open Prizes Music(KS3 award) Music Russell Harty Drama Prize Andrew Beaver Design Prize Simpson Craft Prize Partridge Art Prize Hyslop Geography Prize Butler Literature Prize Barry Brewster Cup for Academic Excellence (Highest GCSE average) Extended Project Qualification Award Sutcliffe Memorial (Achievement in Army) Pape Memorial Trophy (Achievement in RAF) Silver Kukri Trophy (Achievement in Royal Marines) Swann Outdoor Pursuits Prize Brocklebank Media and Photography Trophy David Houston Trophy (Sporting Contribution) Marshall Memorial (Sporting Achievement) Heads of House Awards Deputy Heads of School Old Giggleswickian Club Prize Warwick Brookes Junior Merit Prize Wigfield Trophy (Unsung hero) Peacock Memorial (General Merit) Williams Memorial (General Merit) Style Memorial (High Endeavour) Headmaster’s Prize
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Benjamin Clarke Nicholas Peat Grace Forsyth Jack Hutchinson Andrew Fry Aaron Harrison Amy Chadwick Grace Forsyth Sophie Hume Amy Chadwick Izobella West Sophie Campbell Katie Bagshaw Oliver Kelt Toby Weatherill Clayton Moore Madeleine Rockliffe-King Hughie Vyse Sebastian Lee Lauren Leech (C) Theo Chenel (M) Timothy Oliver (N) Ben Oakes (P) Hughie Vyse (S) Evie Fenton (St) Izobella West Sebastian Goodson Marie Lothian Toby Hurst Martha Richmond Isaac Larkin Michael Quintana-Robinson Isobella Turner Nicholas Peat Christy Cai Aaron Harrison Marisa Allen Joshua Kirkhope-Arkley Amy Chadwick Joshua Kirkhope-Arkley
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Giggleswick School Young Musician of the Year Class Winners 8TH MARCH 2020 Piano Class 1 Natasha Elsworth Castle on a Cloud Schönberg Singing Class 1 Martha Lloyd I’ve Got You Under My Skin Porter Guitar Class Alistair Styler Scottish medley Trad. Piano Class 2 Thomas Reeson Blues in the Attic Iles Woodwind Class 1 Katie Simpson From Ragtime to Riches Nightingale Piano Class 3 Lily Coward To a Wild Rose MacDowell Singing Class 2 Martha Richmond An die Musik Schubert Wind Class 2 Emma Belshaw Sonatina: Barcarolle and Toccata Rae Drum kit Class Leo Gorner Smooth Criminal Alien Ant Farm Strings Class Mei Kurimoto Air Varie No 5 Dancla Singing Class 3 Ben Kelt Till There Was You Wilson Piano Class 4 Nicholas Peat Praeludium from Ludus Tonalis Hindemith Singing Class 4 Florrie Braithwaite Voi, che sapete Mozart Young Musician of the Year Key stage 3 Winner Martha Lloyd I’ve Got You Under My Skin Porter Young Musician of the Year Maddison Goode Alto Saxophone Scaramouche Suite: Modéré, Brazileira Milhaud Congratulations to everyone who took part.
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Speech and Drama Examination Results In spite of the restrictions imposed owing to the outbreak of Covid-19 in the UK, we were fortunate to have been able to enter 18 pupils for Speech and Drama examinations. In March, prior to lockdown, we hosted an examiner from the London Academy of Music and Dramatic Art (LAMDA) with results obtained as follows: Max Kleinert Kian Schmidt Leo Gorner Morgan Healing Alice Hellewell Samuel Bolles Sophie Campbell Amber Healing Joseph Ladds
Grade 4 Duologue Acting Grade 4 Duologue Acting Grade 6 Duologue Acting Grade 6 Duologue Acting Grade 6 Solo Acting Grade 6 Solo Acting Grade 8 Solo Acting Grade 8 Public Speaking Grade 8 Public Speaking
Distinction Distinction Distinction Merit Merit Distinction Merit Distinction Distinction
By the start of the summer term, the New Era Academy of Drama and Music was up and running with online exams and nine pupils successfully passed examinations in Interview Technique, Spoken English and Duologue Acting, with the extraordinary scenario of a duologue exam taking place with one pupil in China, the other in Japan and the examiner in Peterborough! Haruka Murakami Irene Yang Toby Brown Vittorio Turnbull Dylan Sampson Thomas Stephens Anton Paulick Lily Verity Isabelle Thompson
Preparatory Duologue Acting Preparatory Duologue Acting Grade 5 Duologue Acting Grade 5 Duologue Acting Grade 5 Duologue Acting Grade 5 Duologue Acting Grade 6 Spoken English Grade 6 Interview Technique Grade 7 Interview Technique
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Singing and Speaking 2019/20 THEMES Morrison: One Hit Wonders Style: Disco Paley: Pop Catteral: New Romantic Carr: Eurovision Shute: Rock Nowell: Country PRIZE WINNERS Overall winning house: Paley Best small group item: Style Best whole house spoken: Morrison Best whole house sung: Nowell Audience prize: Shute
Distinction Distinction Merit Merit Merit Merit Merit Distinction Distinction
All higher-level examinations are medal examinations: Grade 6 Bronze, Grade 7 Silver and Grade 8 Gold, and carry UCAS Points.
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SPORTS REPORTS Girls’ XI Hockey
U15 The U15s have had a superb season with a number of emphatic victories. The first game of the season saw the girls travel to Queen Mary’s, playing well after having had one practice session together and with two new girls added to the previous year’s squad. The team set an early pace, scoring five goals in the first half alone; playing good ‘heads up’ hockey the girls eventually came out 7-1 winners - a good start to the season. The second game of the season saw the team adopt a different, more attacking structure in another convincing 5-0 win. The resulting overloads put pressure on the opposition and allowed us to score five goals from five different players. The girls played at a very fast pace, carrying the ball forward well whilst moving it into space. Hannah Gaynor, Lily Coward, and EleanorWarbuton dealt with this efficiently, and along with an excellent save from Josie Nitzsche-Caton, contributed to a clean sheet. The midfield trio worked very hard and displayed high levels of athleticism, bridging the gap between attack and defence on what was a very warm day. The team continued to gel and play some really impressive hockey against Austin Friars, Pocklington and Rossall. The tireless work of Emily Hutchinson gave the team great forward momentum, ably assisted by the icecool finishing of Freya Cope. One of the games of the season came against old rivals Sedbergh. The team more than measured itself against good and ruthless opposition. Not only did the team get a positive result, but it dominated for the majority of the contest. The determination and togetherness of the squad helped the team to a 2-1 victory - certainly one to savour. The unbeaten run was broken by a travelling Barnard Castle team. This, one of the most anticipated games of the season, saw the team lose 2-1 in an entertaining fixture. Josie
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Nitzsche-Caton had a superb game in goal, thwarting a number of their attacking threats. The following fixture was another unfortunate loss for the team, a game they dominated but without the finishing prowess required to overcome a good Stonyhurst team. Captain Jemima Almand-Smith was superb throughout, leading from the front. The final game of the season saw normal service resumed with a comfortable win against Ashville. This was a superb season for the girls and one they should be immensely proud of. U14 As always for the Year 9, the biggest hurdle this term was adapting to the full pitch 11-a-side game and the girls did this very well. With only 13 in the year group and new Spanish additions Maria and Amalia not having played hockey before, it was tough, but they rose to the challenge giving of their best in every match. The season got off to a great start with two emphatic wins over Queen Mary’s School and Ampleforth College, with some superb goals from Cicely Evans and Mary Huber. A run of tougher fixtures saw the team go without a win against Sedbergh, Pocklington and Barnard Castle. Lilly Whewell and Sophia Henson continued to demonstrate intelligent play at all time with some great transfers. A good afternoon out at the North Yorkshire Schools competition saw the team compete well, narrowly losing out on a place in the final, but there were some great performances by Lexi Fenton and Freya Ponting, who showed tenacity and endeavour to win the ball back, creating space to play forward. A couple of good fixtures finished the season off well for the U14s: a closely fought draw with Stonyhurst, and a narrow loss in a game where they deserved more against Ashville College. Hettie Cossens was a stalwart in goal throughout the season. The girls have developed THE
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their game considerably this term and we look forward to their continued improvement at U15 level. U13 Year 8 have all made progress and enjoyed furthering their knowledge and understanding of the game. Mr Helme has focused our training, which has improved their level of skill in both attack and defensive play. The season started off well with a very good win against Queen Mary’s School, but a tough loss against Ampleforth followed. However, the team bounced back superbly to win a goal fest in style against Austin Friars, the final score being 8-5 to Giggleswick! Annabel Taylor and Lucy Topliss showed superb early season form, leading from the front with their superb individual skill on the ball. A tough run of fixtures followed against Pocklington and Sedbergh where the squad left without a win. A closer fought encounter with Rossall sadly led to a 2-1 loss, but signs of improvement were shown with the team dominating for large parts. The middle of the season saw the team take the long trip to Repton School to compete in the IAPS Hockey Qualifiers. This was a superb opportunity for them to play against some of the best prep schools across the north and the midlands. A number of tough and competitive games helped the team to learn and grow a lot. Millie West was a shining light throughout the tournament, showing superb determination and an excellent work rate to lead the team. The final couple of Saturday fixtures again found the team struggling to get a win, despite playing some good hockey. A 2-2 draw against Ashville in the last fixture of the year was the boost that the team needed. U12 September was a very exciting time for the Year 7 team: new term, new team and lots of new faces. We have really enjoyed learning lots about hockey in our games lessons and done our best
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to apply this to our Saturday matches. The season got off to a superb start with an exciting 3-2 win against old rivals Ampleforth. The early season form and excitement continued in close encounter, this time a 3-3 draw with Austin Friars. Some superb early performances and goal contributions came from Juliet Freegard, Cicely Cossens and Amelie Brown. The first loss of the season came against a very strong Pocklington School team, when the girls showed superb resilience and played right to the end against a good team. Other good results followed, with a very comfortable win over Rossall School, followed by the highlight of the season - a win against Sedbergh Prep! Some improved performances and excellent contributions were made by Martha Lloyd, Aaminah Iqbal and Annabell Wass. The remainder of the season saw the team go without a win for the last three games: two hard- fought draws against Barnard Castle and Sedbergh again, followed by a loss to a good Ashville team. Goalkeeper Chloe was brilliant in goal throughout, keeping the team in many a game with some superb saves. One of the highlights of the season has been the contribution of Elodie Martin and Matilda Evans, both girls have stepped up and played in the U12 team despite both being still in Giggleswick Junior School. They have both been superb players for the team, showing themselves to be both ambitious and highly skilled hockey players. We offer a massive thank you to Miss Palmer for her support of the team on match days and to all the games staff for their coaching.
Boys’ XI Hockey
2nd XI Under the astute guidance of Senior House Master Neil Gemmell, the 2nd XI continue to flourish with their unique and special brand of hockey. Despite losing some key personnel the previous year, the team got off to a good start with some competitive games. A narrow 1-0 loss to Ashville, despite some superb defending from the rugby 1st XV captain Seb Lee,
was followed by another 1-0 loss to rivals Sedbergh. Good early performances from the young Year 11 duo of Isaac Larkin and Henry Walton showed positive signs for the team going forward. The next fixture saw the team utilise their deep defensive formation to great effect as they managed to hold St Peter’s, York to a 1-1 draw. The remaining two games of the season saw the team bring together some very good performances, utilising the girls’ 1st XI players of Jemmima Jagger and Marie Lothian to great effect. The clinical 2nd XI swatted aside Ampleforth College and Barnard Castle 2-0 and 6-0. Sadly, the team lost their chance of redemption and a return fixture against Sedbergh owing to postponement, but it was another competitive and enjoyable season of hockey which Mr Gemmell was truly proud of. U15 The squad’s work ethic and ambition resulted in competition for nearly every position. The approach to training and willingness to try new tactical strategies saw the squad develop over the season, saving their most complete performances for the Yorkshire Cup tournament. The season started with a fluid performance against Rossall School, with the match played in quarters to accommodate the large squad we took over. The following weeks saw two fantastic matches against Ashville College and Sedbergh. Although the squad were defeated narrowly in both games, only our generosity in front of the opposition goal prevented us reversing the results. This theme continued against St Peter’s in a thrilling 0-0 draw, with the two goalkeepers that day playing extremely well. The final regular season match against Barnard Castle School saw the team dominate the match but fail to convert the pressure into goals, which resulted in the squad having to battle hard to maintain their one goal advantage. The squad’s final effort saw them head to the Yorkshire Cup Tournament at Leeds University where the squad was denied a final THE
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appearance by defeat to the eventual winners Ashville College, in suddendeath penalty flicks. The squad’s play throughout the tournament saw all elements of their game come together in a series of slick performances. Leo Gorner developed into the squad’s first-choice keeper with several skilful and committed performances, developing his footwork alongside his athletic diving. There were a number of other squad members who appeared in goal. William Atack’s season was cut short through unfortunate injury which saw Thomas Stephens seize the opportunity to develop his kicking skills, proving an able replacement and back-up for Leo Gorner. The defence was rotated through the season and saw several players perform well individually and as a unit. Morgan Healing, who also captained the team, developed into a strong tackler who worked hard to develop his distribution skills. Peter Moffat was very effective on the right-hand side and demonstrated his attacking skills as the season progressed. Felix Baeaetjer was one of our best tacklers, who also worked hard to improve his personal distribution. Paul Peitza settled well into his defensive role bringing a lot of skill to the role. Matthew Ellwood was another player who contributed to the defensive effort and his performance was matched by Toby Brown who used his reach to great effect. Angus Roberts read the play very well and his passing skills were a key part of the team. Max Kleinart took on the role of the holding midfielder, disrupting attacks and then unleashing the attacking players with his distribution skills. William Bagshaw was another midfielder who worked hard to cover the pitch and contributed positively in both attack and defence. Alfie Lampkin showed willingness to work hard going forward and in defence, using his stick skills to great effect. Jonny Scott used his distribution skills to great effect, especially after eliminating defenders with his stick work. Josh Fry was a highly skilled midfield link player who worked in partnership with Jonny Scott to create numerous goal-scoring opportunities. Seb Eastell proved highly effective in the forward line
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and maintained his goal-scoring touch to the end of the season to complement all his good play. Sid Holden used his pace effectively against defenders to open up goalscoring chances, while Oscar Skelton provided the attack with width and pace. Harry Young and Freddie Wilkens also proved to be committed and dangerous attackers for the team. It was fantastic to see 24 players fighting for a role within the A team, with notable appearances from Harry Cook, Alvaro Inareta Gimeno, Vittorio Turnbull and Ramsey Smith. U14 The U14 boys had a superb season, going unbeaten on Saturdays and playing some exceptional hockey. Emphatic victories over Ashville, Barnard Castle and Rossall were topped off with narrow but important victories against old rivals Sedbergh and St Peter’s, York, 1-0 and 2-1 apiece. The highlight of the U14 season, however, was a superb cup run in the England Hockey Schools Championships. The journey began on a cold afternoon in Leeds for the Yorkshire round of the national competition. Needing to finish top of the group to qualify for a semi-final place the team started well, dominating the possession and chances on goal against competitive teams from Ampleforth College and Hall Cross School. The midfield duo of Olly Laxton and Max Seddon set the pace of the game and brought quality to the proceedings. Despite goalkeeper Ryan Phillip being called into action on a number of occasions, another win to round off the group matches saw the team progress through to the semifinals. The semi-finals meant a move down the road to Weetwood and a fixture against a good St Peter’s, York team for a chance to play in the final and achieve qualification for the next round. A match of superb quality saw the momentum shift back and forth in a short period, both teams having good opportunities to score. Will Scholey and Hugo Walton performed well, stopping a number of threatening attacks and releasing the pace and skill of Ben Kelt down the right. Despite their best efforts, a counter-attack in
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the dying moments of the game saw the St Peter’s, York team take a 1-0 victory after a well-taken goal. A semifinal loss meant a place in the ¾ place play-off; luckily for the team a place in the next stage was still up for grabs with a win. Bouncing back quickly, the team was triumphant and Tomas Sanz steered the team to victory with a man of the match performance. The win meant a well-deserved place in the North semi-finals for the Giggleswick U14 team. A place in the England Hockey Schools National Finals was still up for grabs: two more victories in the North semifinal and final would secure an historic place. The first game was a trip north to Egglescliffe School when a onesided game meant Giggleswick scored goals a-plenty and ran out emphatic victors. Goal contributions from Will Towe, Tomas Sanz and Olly Laxton meant the U14 team left ecstatic and ready to play for a place at the National Final. An away game against a competitive QEGS Wakefield team was set up to be a tough test, but a well-prepared team arrived in good spirits. The game started well with chances for both teams, but QEGS was the sharper of the two and went 1-0 up. The Giggleswick team continued to create chances and the sharp work of forward pair Tomas Sanz and Luke Quintana-Robinson resulted in a well-deserved equaliser. The game continued to entertain with some highquality hockey. QEGS was the next to score going 2-1 up at half time. A positive half-time talk for Giggleswick saw a rejuvenated team come out after the half, and some great link-up play between the outstanding midfield duo of Olly Laxton and Max Seddon laid another chance on a plate for goal scorer Tomas Sanz to level the scores at 2-2. Giggleswick continued to push and took the lead midway through the second half - an amazing turnaround for the team and a chance at the National Finals was begging. With the game heading towards a close, the QEGS team capitalised on some nervous defending and levelled the scores at three apiece, disappointingly for the Giggleswick team who now needed penalty flicks to achieve their goal. With the deadlock at 2-2 after THE
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three penalty flicks each, sudden death was required. A miss by QEGS Wakefield after a superb save from goalkeeper Seb Wass gave Olly Laxton the opportunity to send Giggleswick to the England Hockey Schools National Final… he duly obliged! Slotting the ball low into the goal, he sent the crowd wild as Giggleswick achieved history and qualified for the Boys’ U14 National Finals. With the Finals planned and a trip booked to Reading Hockey Club for 25th March, the team and Giggleswick were buzzing. Sadly for all involved, however, the dream never became a reality owing to the outbreak of Covid-19 and the subsequent lockdown. Despite this, the boys should all be immensely proud of what they have achieved and look forward to similar great achievements in the future. U13 The U13s had a great start to the year, playing a game with great structure, with all players showing determination and grit to securely give us the first win of the season. Archie Clarke proved to be the centrepiece of the game, causing havoc in the midfield before feeding the ball to Myles Carr-Odie, who gave us good height and structure in attack. As the season progressed, the boys showed the ability of a top hockey team, but were undone in the second game by a very strong Yarm team who showed some excellent skilful play, to hand the boys an unusual taste of defeat. The boys continued to show a strong desire to win and always played with deliberation; sometimes, however, raw emotion and determination to win at all costs overcame good decision making and we were unable to finish our chances. On the other hand, Alex Bird continued to display some outstanding skills as a goalkeeper and kept all of our games competitive. The way that the whole team responded to the feedback that was given to them over the coming weeks was admirable. More importantly, they started to work more as a team, with a drive to work for each other to play good, structured hockey. This resulted in more consistent performances from
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the team, led by great structural play from Stanley Brown, Ted Huber, Charlie Yule, Archie Clarke and Joe Martin. The boys learned some hard lessons over the season, but owing to their resilience, they came out of it better team players and a more rounded hockey team. U12 The Year 7s certainly enjoyed their hockey and considerable progress was made. Many of the boys were new to the game, but quickly picked up the basic skills and as the season progressed they played with increasing awareness of space and of their teammates. All the boys played in all the matches either at A or B team level on a rotational basis and gained experience playing in different positions. In the inter-school matches, the boys played a good number of games and the A team went to the In2Hockey Tournament in York. This provided an excellent learning opportunity, and some strong teams were met along the way. Matches were played against Casterton Sedbergh Prep and St Mary’s Hall, our local derbies which were closely contested and much fun, including some morale-boosting wins amongst the results! It was pleasing to see the boys start to play ‘heads up’ hockey, looking to play passes to players in space and improving their movement when not on the ball. Ben Wilson in goal had a great season: he was always reliable and an excellent shot stopper, and quickly learned how to narrow the angle and deny the opposition a big target, and he could clear his area effectively too. Leo Turnbull, Charlie Harrison, and Sebastian Mills have all made significant improvement to their stick skills, movement and positional awareness, showing increasing confidence as the term developed. Robert Miller, Oliver Gill, Jackson Whewell and Woody Salt played with great purpose and were prepared to work hard in defence and attack, showing good vision and improving fitness. Freddie Robinson and Archie Siddons demonstrated good strength on the ball and a good eye for goal once in the shooting position.
Thanks go to the whole coaching staff, and particularly Mr Helme for his great insight and enthusiasm.
Netball
2nd VII The 2nd VII team was a very young side which mainly consisted of Year 11 pupils. Having seen the opening training sessions and skill level, it was evident they were going to compete against the bigger schools and hold their own. Barnard Castle arrived at Giggleswick and showed a great physical presence in all areas of the court. Giggleswick responded by playing some quick and free-flowing netball which varied the pace of the game. Barnard remained physical and accurate with their shooting. This enabled them to clinch the win against a very promising 2nd VII. The girls played some fantastic netball against Ashville in a game which was a real team effort. Despite facing particularly well-drilled opponents, many of whom play representative netball at county level and above, the girls really challenged them, and each player gave 100%. The team demonstrated cohesion and I was particularly impressed with the improvement in their spacing -something that the girls had worked hard on in training. The hard work and commitment to training paid off against Rossall when the 2nd VII experienced a solid 14-1 win. Not only did the team move the ball well, they also defended in an heroic fashion to only concede one goal. With the shortened season owing to Covid-19, the 2nd team was denied the opportunity to continue its progress and team cohesion. I would personally like to thank every player for their commitment, endeavour, and positivity throughout the season. I wish all the leavers the very best and I hope you continue to participate in netball long after leaving Giggleswick. U15 The U15 team was poised for an excellent season and it was evident in the opening training sessions that they THE
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were all ambitious and determined to make it one to remember. Giggleswick’s first match of the season was against a physical Barnard Castle side. The match started in a ferocious fashion. Freya Cope and Jemimah Allmand Smith led from the front and spurred teammates on when the going got tough. Lucy Shaw demonstrated her ability on debut, alongside Mollie Howarth who was accurate with her shooting. Owing to the fast nature of the game and some poor passes in the third quarter, Barnard were able to capitalise on this and score several goals in quick succession. Time ran out for Giggleswick who just missed out on a victory. The second game of the season was the U15’s biggest test. A well-drilled Ashville side dictated the match from the outset. However, the result did not reflect the U15’s excellent effort, tenacity and determination which made the game exciting and a pleasure to watch. Never to give up was the biggest lesson from playing Ashville. The side managed to hold the opposition out and not give away any late nets, which meant they won the fourth quarter. Hard work paid off on the west coast when Giggleswick played Rossall. With high winds and cold conditions, it was evident it would take grit and determination to get a win. There was some fantastic play in very cold conditions. Amelie Rogers and Mollie Howarth complemented the amazingly quick centre court players’ work with pinpoint accuracy shooting. Positive team cohesion enabled the side to play some excellent netball and demonstrate their true ability. The U15s travelled to Ripley St Thomas, Lancaster to play the final match of the season owing to Covid-19. A tough playing surface and high winds meant it was hard to gather any momentum. Both teams took the lead numerous times in each quarter. Eleanor Warburton battled hard against her opposite number whilst shooting extremely well. The game ended 13-15 to Ripley. However, it could have gone either way. This was a season which was cut short, but the team should be very proud of their efforts. Every person
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who represented the team did herself proud. The challenge of Senior Netball awaits them all next year, but I am confident they will continue to learn and develop their skills to produce the performances they are capable of. U14 The U14 side was a delight to coach this year. Their dedication and ambition to make continuous improvements was impressive. Building on previous skills and tactics, they were able to challenge the opposition all over the court and produce some impressive netball. Having started the season early, participating in the Sisters in Sport Cup gave the team a chance to get ahead of the game. Two tough games against Ripon Grammar School and Bradford Grammar School meant we did not progress. However, excellent individual performances from Cicely Evans, Mary Huber and Lily Whewell enabled the team to remain resilient and look ahead to the regular season. The regular season started with a very competitive match against Barnard Castle School. The physicality was evident and Giggleswick managed to hold their own, but could not convert their chances in the D. The scoreline ended 11-14 to Barnard Castle, but Giggleswick demonstrated great determination to never give up. After a tough loss against Ashville, the team trained hard and were pro-active in attending extra training sessions. This showed, and the result was an excellent whole-team performance against Rossall. A trip to Lancaster to play Ripley St Thomas was challenging. Battling against the wind and tricky playing surface, Giggleswick just missed out on clinching another victory. I was most impressed with the whole team this year. They made a collective effort to attend extra training sessions as a team to always give their all. They should be very proud and remain positive for next year, when they will get the opportunity to really flourish. Well done to all players who represented the school, some of whom had only taken up netball for the first time.
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U13 A Team The U13s had a pleasing season in terms of performance and development. The main targets for the term were to have fun but always to challenge the opposition to a close game. The U13s certainly demonstrated the core values of sport and remained resilient throughout the term. Barnard Castle proved to be a testing first game, but there were lots of positives to take away from the match. Annabelle Taylor and Emma Thornton managed to make several interceptions and ensured the team had a solid platform to attack from. Continued commitment to training and progress enabled the U13s to challenge Ashville in a 5-9 thriller. Millie West, Phoebe Cook and Lucy Topliss all began to grasp the pace of the game and produced pleasing performances. The Rossall match was a turning point for the U13 side and their netball really started to come together. A new-found understanding of moving the ball through the court enabled Georgia Voss to find her flow of scoring consistently in order to ensure a 17-1 win. The performances kept coming from the side and comprehensive wins against Upper Wharfedale and Cundall were all richly deserved. Owing to Covid-19, the season was cut short and the U13s did not get an opportunity to challenge themselves further against better opposition in the form of Stonyhurst and Pocklington. The side should be very proud of their efforts as they managed to build on the previous year’s work and developed into a promising team. I would like to thank every pupil who represented the school for their grit and creativity in matches. U12 The U12s made a pleasing start to the season and they showed great promise in the opening matches, gelling well as a team. With several positive performances in the opening matches, the team managed to compete against Sedbergh, Stonyhurst and Cundall Manor. Without focusing on the results, the U12s managed to produce some flowing netball by moving the ball down the court with THE
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ease. Juliet Freegard was influential in bringing all players into the game, whilst Martha Lloyd and Annabel Wass managed to become more consistent with shooting, rewarding the attacking players’ hard work with goals. Cicely Cossens demonstrated key defensive skills and managed to win the ball back in open play on numerous occasions. A win against Rossall was well deserved and reflected the hard work which the team had put into training. All the team began to gain confidence and transition up and down the court with some excellent through-court play. Special mentions to Mathilda Evans, Elodie Martin and Darcey Ogden who all played up a year and represented Year 7. I am very proud of how the U12s approached the season and would commend all of the players for their efforts. In all the matches they stayed resilient and ambitious to the end. This is the start of their netball journey. I hope all players will stay engaged and develop a passion for the sport as they have all shown great promise.
Rugby
2nd XV The squad grew and developed a collective approach against bigger teams throughout the season. The squad was successful in the number of players who progressed to represent the 1st XV and performed with credit. The quote that stays at the front of my mind when I look back on the season is from Ben Ryan, the Fijian Olympic Gold medalist Sevens Coach, ‘They never lost a match through lack of effort’. There were many highlights for the team, from victory to honour in defeat, to individual efforts and skill. Will Robinson was an outstanding leader and player who could cover a multitude of positions, but unfortunately injury curtailed his season. Joseph Ladds stepped up to lead the team in the remaining fixtures, setting the example for others to follow. He was supported in this role by Theo Chenel, who proved to be a strong ball carrier until injury prevented him playing. Cameron Ogilvie returned to the
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squad to use his pace to great effect; however, his courageous defence saw a shoulder injury bring a halt to his playing. Our American speedster, Matthew McChesney, developed into a wholly committed outside back. Reuban Mander and Harry Dawson worked hard in scrum and lineout to provide ball for the pacey backs, while Harry Fry and Alex Martin worked hard around the pitch to support their teammates. Oliver Kelt set an outstanding example with his all-round play and tenacious defence, supported by the destructive presence of Oscar Russell. Sherief El Defrawi and James Cobley formed an unlikely partnership which competed hard at the rucks and mauls. Jack Harrison used his footballing skills to great effect in attack, showing a great turn of pace, and Oliver Stanton also showed his pace on the few occasions he was fit to play. Our two debutants, Kian Schmidt and Justus Mielkle, took to the game with great enthusiasm and energy. The squad members showed tremendous self-belief and a willingness to work hard for each other against some strong teams. A number of these players could continue their rugby exploits next season with the same enthusiasm and energy. U15 Performance and results don’t always go hand in hand, but the former should be the focus. This group produced some strong early season form winning four out of the first six games. Notable scalps included Pocklington, Ashville and Newcastle High School. This was brought about by strong defence and a willingness to offer nothing to the opposition in the red zone. This was supported by some good offloading in the drier, sunnier conditions and the ability to offer more than one runner, or option in support. The second half of the season saw a notable win over Lancaster GS first string U15 team and real parity in in the tight in each game. The only disappointing feature were the losses in the two cup matches by a combined score of only 5 points, where more accuracy and composure would have helped turn those games around. The squad consisted of some able
performers but those with the ability to develop and listen prospered as the season went on. In the pack a reliable front row held their own with rampaging runs from Will Atack and Ryan Chai leading the way. The backrow combination of Harry Young, Harry Cook and Peter Moffat led the tackle count and dominated the breakdown -a perfect back row! The switch of Johnny Scott to scrum half added great service and a real threat around the fringes with Sid Holden adding the running threat wherever he played. Out wide the real stand outs were Leo Gorner and Vittorio Turnbull who added so many additional dimensions to their game by learning from each situation. Also, a mention to Will Bagshaw who felled trees at full back and was the best chop tackler in the squad. Thanks also go to the boys who were learning the game (Paul and Alvaro) and who added significantly to the squad depth. U14 The U14 rugby team had a challenging term of rugby. Although not all the results went Giggleswick’s way, we have learnt an awful lot as rugby players and as a team. From the start of the year, the U14 team remained resilient in every single game and improved week on week in several key areas such as open play, defence and team spirit. The first few games of the season were tough against Pocklington and AKS Lytham. The performances improved and several players began to lead the team going forward. The battle against Ashville was close and the resilience to never give up was shown by Kian scoring a try in the last minute. Despite losing by two points to Newcastle School for Boys, the team continued to develop and remain engaged. All the squad members have played their part this term and they should be proud of their efforts. U13 The U13 team had a busy schedule of fixtures during the season with just one of the 13 games being cancelled owing to frost-hardened pitches. The Tuesday and Wednesday training sessions focussed on ball handling, THE
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the tackle area, trying to generate quick ball at the breakdown and moving the ball to space. The regular squad of 16 all got plenty of game time during the term. The steady progress made on the training ground was converted into some pleasing performances in the fixtures and the team was always competitive. There were some very close games against AKS, Pocklington, NSB and Lancaster in particular, and a wellcrafted win over Bradford Grammar B, and these results demonstrated that progress has been made since last year. The brand of rugby the team tried to effect in attack was to play a fast, open game and use the pace in the backline. When they managed this, they made good headway and it was entertaining for the spectators. Defence was the area of the game that improved most during the term. It is one that needs to be tightened up further to put oppositions under pressure and force more errors and make a real difference to results. As captain, Myles Carr-Oddie led the team well in the warm-ups, and along with Alex Bird, Jenson Hurst, Hugo Warburton, Joseph Martin, Archie Clark, Stanley Bannister, Ted Huber and Koby Miller, played with increasing impact and consistency. Martin Climent, Kit Falshaw, Ryan Ma, Charlie Yule, Louis Roberts, Toby Green and Stanley Brown all worked hard to improve their understanding of the game and their skills, and are becoming increasingly effective on the pitch. The boys showed evidence that they can play to a plan and as a team. If they continue to work hard and believe in the process, they will start to win more games as they move up the age groups. U12 The U12 rugby team of 2019/20 was born from the great traditions of the Barbarians. They were a group of young boys who came together and formed a bond, which I believe will see them as one of our strongest years by the time they reach the 1st XV. We focussed on enjoyment, playing the game with the right spirit and not a
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small amount of skill. We may not have been a team to arm wrestle a result, but we played some of the best ball in hand rugby I have seen from an under 12 group. There were some standout performers, but the thing that made me the most proud was that at the beginning of the season our ambition was to have every boy compete for the school as part of the team, and that is exactly what happened. So I will not be mentioning any specific student this year as it would be to misunderstand what this team of excellent boys was all about: effort, teamwork and skill. YOUNG ATHLETES COMPETE FOR THE CATTERAL SHIELD Young athletes from 21 schools took part in our Catteral Shield crosscountry event last week. Almost 300 runners tackled the challenging course, with such a big field ensuring that pupils experienced a true test against the best in the north of England. Competitors came from schools including Belmont Grosvenor, Casterton Sedbergh Prep, Windermere School and Hunter Hall, and the
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team from Rydal Penrhos travelled three hours from their Colwyn Bay base to take part. Others came from local primary and secondary schools including Settle, Upper Wharfedale, South Craven, Gisburn, Giggleswick and Kirkby-in-Malhamdale. The number of entries was an indication of the value placed on this long-running event. The Catteral Shield was first run around 40 years ago – when the junior school was known as Catteral Hall – with the original course using the entire golf course. The race moved to the Ghyll Field in the 1990s and subsequently extended to include a start and finish on Pape’s, when we invested in turning a rough, wet field into the high quality, well-drained sports pitches seen today. Head of Junior Sport, Mr Ogilvie, said, “The course includes twists, turns and changes in gradient which are significant tests of cross-country running ability, especially when wet weather makes it very slippery as was the case this year. Well done to everyone who participated.” Our junior school pupils were on the THE
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podium twice, with team thirds in the U11 boys’ and U11 girls’. Mathilda Evans won an individual bronze in the U11 girls’ category. HARROGATE AND CRAVEN SCHOOLS’ CROSS-COUNTRY CHAMPIONSHIPS AT GIGGLESWICK On Tuesday, 16 schools descended on Giggleswick, with a total of 430 runners taking part in the Y713 age range in the Harrogate and Craven Schools’ Cross-Country Championships. The weather was perfect: calm and mild with soft conditions underfoot on Gigg’s challenging course, based on the new ‘Scarrig’ layout. Giggleswick put out runners in nine of the 10 races and had some decent results. Highlights of the day were the Senior Girls’ team coming second, with Marisa fourth, Mollie fifth, Bethany seventh and Chloe ninth, all qualifying for Craven to run in the North Yorkshire Championships at Tadcaster in January. Archie had a good run in the Year 8 boys’ finishing 16th and the team, including Stanley, Charlie and
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Koby, were ninth. The Year 9 boys did well to finish fourth, with the top four of Ben, Luke, Juan and Will all doing well in a large field of athletes. The Year 10-11 boys finished eighth, with Frederick, Anton and Max on their first cross-country run well supported by Toby. The day was rounded off with the Senior Boys’: Jack (who qualified too), Nick, Cameron and Clayton bringing the team home in third place. A good afternoon was had by all. Many thanks go to Ermysted’s Grammar School for their help in providing the results service and to Giggleswick staff, including Mr Cook, Mr Taylor, Mr and Mrs Wright, Mr Eccleston and Mr Wharton. ‘RACE FOR LIFE FROM HOME’ Covid-19 has hit the country very hard indeed this year. Charities, in particular, have been hit hard financially by the pandemic. Cancer Research UK had to cancel all 400 ‘Race for Life’ events this year, leading to approximately £30 million less being raised from fund-raising than in previous years. Carr House and Giggleswick, however, would not let the pandemic get in the way of supporting this fantastic charity and organised our ‘Race for Life from Home’! On Sunday 14th June at 11am, the Giggleswick community came together once again to don their running shoes and do their walk, jog or run. All donations were online and we raised a whopping £2,396. Miss Rowles produced an heroic effort in a dinosaur costume, the Allens donned a substantial amount of pink for the occasion, and even a horse was involved with the event! There were also many other families who came together to take on the 5K challenge. Well done and thank you to all who took part, and I look forward to being able to hold the event at school next year. GIGGLESWICK SCHOOL HOSTS KENDAL WINTER LEAGUE RACE. On Sunday, 12th January 2020, Giggleswick hosted the second race of this year’s Kendal Winter League Series. The event is open to runners from eight years upwards and features races at U11, U13, U15, U17 and Senior level. There was a record entry of 372
runners from running clubs far and wide, with Settle Harriers represented well in all the races. The challenging course includes continual changes in gradient and key features of the gorge, the ‘water splash’ and some craggy climbs and descents in the beautiful fields surrounding the school. Overnight heavy rain had made the underfoot conditions slippery and energy sapping, despite the overhead conditions being ideal for racing. The races were well contested and the winners were as follows: U11 boys’ Luca Roberts (Cumberland Fell Runners), Emmy Ranner (Helm Hill), U13 boys’ Archie Peaker (Keighley and Craven), U13 girls’ Lucille Pickles (Barlick), U15 boys’ Harry Ewbank (Eden Runners), Jessica Bailey (Leven Runners), U17 boys’ Charlie Almond (Ambleside) and U17 girls’ Ella Dorrington THE
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(Clayton-le-Moors Harriers), and the Senior Men’s Matthew Knowles (Lancaster and Morecambe AC) new record 22:37 - and Women’s Chloe Rylance (Ambleside) had standout performances. Giggleswick School had runners representing their club or running as independents: U11 Robert Shuttleworth 23, U13 Max Gilchrist 37, James Wright - staff 37, Pete Keron - Staff 59, Neil Gilchrist - parent 96. The race has become a favourite of many over the last seven years. It is very much a community event with many locals taking part, as well as pupils, staff and parents from the school. The refreshment stall run by staff and pupils raised well over £400 which will be donated to Luke, a local seven-year-old boy who has suffered the life- changing effects of meningitis.
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LEAVERS FORENAME SURNAME Marisa Allen Katie Allenby Yiming Bai Euan Baird Sean Bargh Benjamin Bastow Samuel Bolles Bethany Broadley-Mundell Christy Cai Sophie Campbell Amy Chadwick Theophile Chenel Max Feather Evie Fenton Grace Forsyth Sophia Foster Andrew Fry Sebastian Goodson James Gu Aaron Harrison Isobel Harrison Amber Healing Chloe Hodge George Huber Claudia Humberstone Toby Hurst Joshua Kirkhope-Arkley William Kirkhope-Arkley Joseph Ladds Lauren Leech Seb Lee Marie Lothian Matthew McChesney Benjamin Oakes Cameron Ogilvie Tim Oliver Alvin Ouyang Marcello Parravano-Tomasso Nicholas Peat Michael Quintana-Robinson William Robinson Constance Rockliffe-King Madeleine Rockliffe-King Scott Taylor Christopher Thornton Isobella Turner Samuel Underwood Hughie Vyse Toby Weatherill Izobella West Lucy Whyte Beiman Xu Ann Wu
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DESTINATION University of Edinburgh University of the Arts, London City, University of London Northumbria University Gap year University of York Bishop Grosseteste University York St John University University College London Staffordshire University University of Bath School of Art and Design, Paris Gap year Newcastle University Bath Spa University University of Northampton Sheffield Hallam University University of Nottingham Gap year University of Nottingham Northumbria University University of Dundee Durham University Apprenticeship University of Bath University of Dundee Pembroke, Oxford University of Sheffield Cardiff University Newcastle University University of Edinburgh Lancaster University University in America Harper Adams University University of Exeter Gap year Aberystwyth University Nottingham Trent University Royal Holloway, University of London University of York Degree Apprenticeship with Rolls-Royce Northumbria University Newcastle University University of Leeds University of Bristol University of Bath University of York Gap year University of Sheffield University of York Bath Spa University University of Leeds Returned to China
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COURSE Physics Fashion Buying and Merchandising International Political Economy Applied Sport and Exercise Science Environmental Geography Applied Drama in the Community Psychology Economics and Mathematics Acting for Stage and Screen International Management Design and Crafts Economics and Politics Drama (Musical Theatre) Acting Product Design History Architecture Business with Economics English and Creative Writing Visual Arts and Film Business (with placement) Accountancy French and Arabic Economics and Finance Religious Studies and Philosophy Mathematics and Economics Spanish and English Literature Business Management Bioveterinary Science (with placement) Politics and Modern Languages Accounting and Finance Business Law Music and Philosophy Business and Management Social Sciences, Foundation Year Sport and Exercise Science Sport and Exercise Science Medicine, MBChB standard entry (5 years) Chemistry for Drug Discovery Interactive Media Mechanical Engineering Genetics History History of Art Foundation course
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ABRSM PRACTICAL EXAMS DECEMBER 2019 Georgia Lewis Grade 1 Sebastian Fazackerley Grade 1 Georgia Lewis Grade 1 Abigail Rice-Bowen Grade 2 Darcy Ogden Grade 2 Willa Bailey Grade 2 Poppy Coward Grade 3 Madeleine Evans Grade 3 Lily Coward Grade 5 Thomas Reeson Grade 6 James Cobley Grade 6 Constance Rockliffe-King Grade 6 Nicholas Peat Grade 7 Izobella West Grade 7 Samuel Underwood Grade 7 Grace Forsyth Grade 8 Emma Belshaw ARSM
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Singing Piano Sax Clarinet Clarinet Clarinet Sax Piano Clarinet Oboe Flute Piano Singing Singing Cello Singing Piano
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Distinction Merit Pass Merit Pass Pass Merit Pass Pass Merit Distinction Pass Distinction Distinction Pass Merit Distinction
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STAFF LEAVERS
RICHARD ADAMSON Richard is leaving us to teach Maths at Lancaster Grammar School, having made a significant contribution to the teaching of Maths at Giggleswick and last year, as the Subject Lead. As a reflective practitioner, Richard constantly sought to find new ways to inspire a love of maths and to develop the self-confidence of his pupils. Whenever I popped my head into his classroom, there was always a positive buzz, with pupils highly engaged in their learning. Richard was also a well-respected tutor in Catteral House where his good humour, friendliness and approachability was always on display. We should also remember Richard’s wonderful musicianship. The beauty of his voice behind me, as we sang Fauré’s Requiem in floodlit Fountain’s Abbey, is something I shall never forget. We wish him and his family all the best as Richard moves to teach closer to home.
PAM BAGOT Pam joined Giggleswick in 2004 as the new Head of Geography at Catteral Hall Prep School, teaching pupils in Years 6-8. She was instrumental in updating schemes of work in both Key Stage 2 and 3, with an emphasis on enquiry-led and hands-on learning experiences for pupils. Pam was an advocate of learning outside the classroom as much as possible, organising and leading many field trips
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that really enabled the curriculum to come to life. Pam also supported the school’s co-curriculum by providing various clubs and activities both at Catteral and at the Junior School. She helped to nurture sporting talent, coaching and officiating matches in netball, hockey and rounders to various year groups, but most recently taking charge of the U9 teams, which is many children’s first experience of team sports. In recent years, Pam had a key role in both the Junior and Senior Schools, teaching Geography to Key Stage 3 classes, but also Humanities (Geography, History, RE) to Upper Key Stage 2, supporting the transition from one stage to another. Pam very much embodied the role of a boarding schoolteacher. As well as her role within the classroom, she was actively involved in supporting pupils both in the boarding house, and also pastorally. Pam’s kind and caring manner made her an excellent tutor in Catteral, which included responsibility for junior boarders on weekends. Pam arranged a wide range of exciting activities for our youngest boarders, many of which involved off-campus trips across the county, but also some that enabled a more home-fromhome experience that were just what was required for many children who were new to boarding. We thank Pam for her incredible dedication to the school over the last 16 years. She has been a much-valued member of staff, supporting colleagues and students, and would also put herself forward to lend a hand in whatever that might be. We wish her all the very best for the future.
BELINDA ELDRIDGE Belinda Eldridge joined Giggleswick School from the Yorkshire Sculpture Park as Development & Commercial Director in September 2018. In her relatively short time with the school, Belinda brought new focus and drive to the Development & Commercial Department, professionalising
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the processes and reshaping the team. Belinda had a broad portfolio which included fund-raising, working with the GSPA and supporting the Old Giggleswickians. She showed a commitment to getting fully involved in her team’s work and was not afraid to roll her sleeves up. Of particular note was her involvement in International Summer School and her eye for detail in making sure arrangements were in place. Belinda had an excellent network of contacts across Yorkshire and nationally, and used that network to the advantage of Giggleswick. Her previous experience of fundraising for new building projects meant that some excellent groundwork was undertaken for future development campaigns. Belinda was particularly instrumental in bringing forward new ideas for commercial activities and for fundraising, and the school will benefit from her legacy going forward.
BARBARA GENT After a chance meeting and a glass of sherry, Barbara Gent was appointed by Peter Hobson, Headmaster 1986-1993, as Librarian and Archivist in 1989. At the time, the Library was located on the first floor of the Memorial Library building. She also took over the Brayshaw Library and together with Peter’s wife Amanda and a team of volunteers from the local NADFAS organisation, she catalogued the collection of local history resources, including the Brayshaw Collection, and valuable first editions. When the Sharpe Library came into being, it was clear that her role would change. Although over time she became more and more comfortable with modern technology and the information age, she would have been the first to acknowledge this was not her strength. Early in my time, she asked if she might have a small additional budget so that she could bring some order to the archives which were extensive, as was bound to be the case for a school with 500 years of history. In this role, she excelled as the first point of contact for anyone researching family involvement with the school and her correspondents would be always extremely grateful for the care their enquiries were dealt with and the detailed information they would be furnished with. It was always a joy to tackle new projects together. Her input into the scheme to refurbish the Memorial Library in 2004 was invaluable, including helping to choose new furniture, lighting and the careful restoration of the benches recording THE
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the names of the fallen in two world wars. Rummaging around in the safe one day, I came across, neatly folded in an old tobacco tin, the original 1507 lease of the land which had enabled James Carr to build the first school and the 1610 document recording the purchase of the land. Barbara was delighted and had them carefully framed. Her encyclopaedic knowledge of the school’s history came into its own when she served on the 2012 Committee, chaired by the then Chairman HH Judge David Stockdale OG, which was set up to mastermind the 500th Anniversary celebrations of the school. Barbara was a great expert on the Chapel and very much enjoyed showing visitors round whenever asked. She wrote the Chapel Guide in 2018, providing wonderful insights into the people who were inspired to create and furnish the building. She was a delight to work with, with an infectious enthusiasm and a lovely twinkle in her eye, ready to help solve any problem, and willing to share her extensive knowledge of English Literature which she had taught in a previous career. Her legacy is an extremely valuable one.
JOHN HAMILTON We say thank you and farewell to John Hamilton who has worked incredibly hard as the Faculty Head of Maths and Languages, as well as Director of Digital Strategy. It was John’s forward thinking that established Microsoft Teams as our new communication and teaching platform, and without his impetus and determination to get all colleagues trained and on board, we would have been unable to have run such a successful Virtual School. His help sessions delivered throughout lockdown were invaluable to all colleagues who were seeking to develop their digital skills. John’s methodical, clear thinking enabled him to see many IT projects through to completion and we are grateful for the work in particular on the design of a modern classroom space utilising the latest wireless technology. We wish John all the best in his new role as Head of Mathematics at Dollar Academy.
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LOUISE LADDS Louise arrived at the school in 2009 to teach French. She immediately made an impact as a teacher who completely understood the ethos and nature of a boarding school, and was always very quick to volunteer to help the students and her colleagues. When the vacancy arose for Style House Housemistress, Louise grasped the reins and very quickly made the girls feel welcomed, supported and part of a school community. She spent six highly productive (and competitive) years in this role, before moving on to the Assistant Pastoral Lead role within the school. This position allowed her to continue the excellent pastoral care that she developed in Style, but also to have more of a whole-school impact and presence. Louise has now moved on to a Deputy Headship, where I know she will maintain these standards and lead the next generation of students and staff in a caring and supportive manner.
JANE PAUL Jane Paul brought a quiet determination to her role as Director of External Relations. Jane came to Giggleswick in 2015 from the School of Management at the University of Bradford, and immediately set to work modernising Giggleswick School’s marketing and admissions approach. A new, up-to-date website, Facebook, Twitter and other social
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media outlets, and refreshed relationships with the local media were all part of what Jane achieved at Giggleswick. During her time with us, Jane was also responsible for establishing strong ties with national publications, and this included the Tatler Schools Guide where Giggleswick School is now rightly listed as one of the top schools in the country. Jane understood the importance of team cohesion and worked hard to build an effective team around her. Her calm nature guided the school through some difficult times and allowed for a considered response at times of high pressure. Jane was active in recruiting new pupils to Giggleswick and oversaw some very positive intakes of new pupils. Her commitment to recruitment of pupils meant that Jane travelled as far as China and Japan in her search to establish new markets. Giggleswick School is now well positioned in its market, with a strong brand and an active pipeline of new pupils thanks to the work of Jane Paul.
DOMINIC SHREAD Dominic joined Giggleswick in September 2020 as a newly qualified teacher of business and economics, as well becoming the resident tutor in Paley. His love of sport, particularly tennis and rugby, quickly endeared him to students and boys in house. As a tennis coach he helped lead the school team at the National Independent School Championships at Eton College. In the classroom he was always open to new ideas and approaches to inspire and challenge students. His use of rubber ducks and rubber cheese to help explain economic concepts helped bring a different dimension to topics! His nurturing approach was particularly welcomed by BTEC students with whom he would often spend additional time helping understand more difficult concepts. Beyond the classroom he was committed to students experiencing the practical side of business. As Young Enterprise Link teacher, Dominic always challenged students to go further and aspire to higher standards with
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their product ideas and company strategy. In 2019 he helped lead the Colour County team in becoming Yorkshire and Humber winners of the competition, reaching the prestigious national final. We thank Dominic for his service and wish him well in his new role teaching business and economics, as well as coaching tennis, at St. Peter’s School, York.
EMMA WATAMBWA Emma Watambwa arrived as a Physics teacher in 2017. She immediately made an impact with her excellent classroom practice and her dedication to the students. Her care and attention to detail was immediately recognised and Emma was appointed Housemistress of Style for her second year at the school. Whilst in the house, she ensured that every student felt at home and well supported. She would always go above and beyond for the girls, and she was a very popular and well-respected member of the Common Room. Emma has left Giggleswick to become a Housemistress at Millfield School, but her legacy will remain for many years to come.
MARGIE SIMPER It has been an absolute pleasure and privilege to work with Margie over the last couple of years. She has made staff and pupils laugh through her incredibly understated sense of humour, and cry through the power of the remarkable music she has created. The impact Margie Simper has had upon Giggleswick music should never be underestimated. Her success as a leader has been demonstrated by remarkable improvements in GCSE and A level; Margie has ensured that music results rival the very best the school has to offer. The regional and national reputation of Giggleswick has been hugely enhanced through the choir’s excellence and she has made some remarkable achievements in a very short space of time! The Choir and Schola remain outstanding; the fact that she was asked to take the choir to perform at St Paul’s, Westminster and Fountains Abbey is testimony to the standards she demands. Margie made a real difference to people’s lives and this is a rare gift. She will be missed as a valued, supportive colleague and friend to all. THE
SUSAN WATTS-WOOD The beginning of the new school year for any member of Senior House staff back in the 2000s was the jolt back into reality after five weeks off, of the new parents’ tea on the Sunday afternoon before term commenced on Monday morning. The whole day was a whirlwind of preparation, with overseas students arriving by taxi or with parents at all times of the day and night. Old lags were also returning surprisingly early to get a first look at the room plan and to establish themselves. All this whilst anxious new parents and in my case girls, arrived with myriad questions and enquiries. Knocks at the door, doorbells ringing, dog barking, small children bleating and typically, back in those days in Style, we had 25 new starters of all ages. The housemaster was sprinting just to keep up. Tea and much hand-shaking underway, we were about to attack the Chapel Hill for the first time in the year. So, with all this in mind, you need all your staff to be firing on all cylinders, ready to help field those questions and to help take the pressure off. Into the melee arrives this woman whom I had never met before! Was she a parent, a relative or a messenger from Reception? She dispensed tea, wise and soothing conversation and cheerful friendliness. It was as if Mary Poppins had been booked in for the day to help out. “This is Sue Wood, the new ICT teacher who has been added to the Style team,” says Mrs Bellis. From that day Sue Wood (Watts-Wood as she was to become when she married Paul in 2008) became one of my go-to colleagues. She combined the work ethic of a busy and conscientious mother with the skills of pastoral wizard! Having read Business Studies at Leeds University she converted to Law. She then pursued a successful career as a restaurateur before the birth of her son Sam in 1994. Not
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Sue turned her hand to tutoring in Paley House and her experience in bringing up her own son was soon brought to bear in Paley and to the benefit of that team. Curriculum demands and the growing knowledge of her pastoral skill meant that she moved her teaching to include PSHE and Curriculum for Life, which more recently she headed. Sue also began to teach Business Studies and helped to establish the important BTEC Business course which required renewed and detailed one-to-one teaching and input. Not surprisingly, the grades achieved by her students were above and beyond expectation. The hats that Sue wore and the roles that she filled show what a talented and dedicated colleague we have lost to retirement. Her family will now be organised, cared for and supported and we shall miss her ‘can do’ attitude and down to earth positivity.
content to be juggling all these balls, Sue then embarked upon the challenge of bringing up her son whilst undertaking a PGCE in which she converted again to the teaching of Information Technology. It is no surprise that the then head of ICT, Martin Lawson (who then went on to lecture at Lancaster in ICT Education) spotted Sue’s potential and appointed her to his young department. I am eternally grateful to Martin for doing that as it was to the great benefit of all who worked with her that Sue joined the staff that year. Comfort zones have never been a thing for Sue. Notwithstanding that weekly duties in a boarding house were new to her, she was soon asked what she could offer to the provision of games and extra-curricular activities. Netball was added to her duties, training as an umpire and a coach she travelled across the county with her junior team. Umpiring with her natural authority and sensible pragmatism, she took the team on tour to Barbados too. Then she joined the CCF RAF section, attending officer training at Cranwell and joining the section on camps and on the ranges as well as at air experience flying days. She became a much-valued teacher of Information Technology and it was no surprise that when Martin Lawson left for Lancaster University, Sue was appointed to lead the department. The need for women to hold roles of this sort, in such subjects, as role models was clear, and the choice must have been easy given her meticulous attention to detail in marking whilst presenting engaging and cleverly thoughtthrough lessons. It was, however, in pastoral care that Sue was absolutely outstanding. If there was ever an evening that as a housemaster I felt utterly comfortable with leaving the premises, it was Wednesday. Returning to the house I would know that issues, if there had been any, would have been handled, documented and put to bed. Happy girls were happier and worried ones encouraged and soothed. Her way of talking to and managing teenage girls was almost mercurial. For that good sense and trust I will always be grateful. It remains for me the greatest shame that she never took the opportunity to lead a house herself as it was an opportunity missed for all those concerned. After Style,
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JOHN WESTERN John arrived at Giggleswick in 2014 to take up the position of Head of Mathematics. His classroom practice and his subject knowledge were excellent, a trait that continued throughout his time here. However, John was also quickly recruited as the Housemaster of Nowell, before moving to Paley in the same role. These positions allowed him to demonstrate his extremely caring and thoughtful nature; supporting many students throughout their time at the school. His contribution to kayaking and OP was also extensive, and John would always be the first person to volunteer to help run a trip or an event, always putting the students first. He has left the school to be a Housemaster at St. Leonards, where I know his future students will experience the same high standards of care and commitment that he demonstrated whilst at Giggleswick.
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Giggleswick School, Settle, North Yorkshire, BD24 0DE Tel: +44 (0) 1729 893 000 Email: enquiries@giggleswick.org.uk
www.giggleswick.org.uk Giggleswick is a registered charity no 1109826