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Giggleswick School

Chronicle 2017

Giggleswick School Chronicle 2017 Introduction

t Speech Day this year, the Headmaster talked on the theme of Time. Giggleswick endeavours to give its students the time to learn and participate in all the clubs, clinics, trips and activities that are on offer to create happy, involved and interested individuals who are, ultimately, equipped and ready to move on to the next stage of their lives.

time in addition to busy timetables of lessons, sport, music and revision, time that they gave so that we could bring together a record of the past year at Giggleswick.

I would like to thank all the staff and students, who have helped in putting the Chronicle together, for their time. Time in addition to busy schedules of preparation, teaching, marking or leading activities,

With thanks to: Ruth Turnbull Ben Harris Rachael Stanley

I hope that you, in turn, will be able to find time to enjoy reading through these pages. Jane Paul, Director of External Relations Editor Photography Design, Print and Production

Contents Introduction: 4-7 Time of our lives

Academic: 8-29 Any Questions? Crisis Management The Right to be Offended Tinker the dog Does Sport now come second to Politics in the Olympic Movement? Low interest rates penalise the thrifty GetGo Open Prize Winners: Citations

Creative: 30-51 The Knights Printmaking and the horse Les MisĂŠrables Find Me GCSE Drama Art Design

Enrichment: 52-65 Outdoor Pursuits: Skye South Africa Tour 30 Years of the Open Somebody like you South West Cricket Tour National Champions

Pastoral: 66-83 Coeducation through the years Catteral Carr Morrison Nowell Paley Shute Style

Sport: 84-95 Time to Shine

Staff: 96-101 Leavers

Time of our lives n these days of modern education, frequent inspections and safeguarding audits, reporting and external scrutiny quite rightly call us to account for what we are doing. But too few of these processes really allow us to consider what education should be. All too often, if we are not careful, it can feel a little bit like this picture, that I recently took on the Flat.

Time to savour every experience and help develop the uniqueness of the individual. This means enjoying a variety of experiences at school, not just the classroom or laboratory.

Why is it that our drama is so outstanding?

Neatly packaged, exam focused, fast paced. When combined with what seems like the ubiquitous availability of mobile technology, we can start to see the impacts that this can have upon our culture. With almost immediate access to so many of the things we want, we can have a strange sense of entitlement that our 'needs' should be satisfied at any given moment. I worry about how this plays out in education. That which is achieved without a great deal of effort is diminished in its reward, to the point where we quickly move on to the next desire without properly valuing what we have. How long does it take to want the next piece of technology or clothing once we have acquired what we thought we desperately needed? Parents might well take themselves back to their own school days and consider how long they seemed at the time. Many of us may have happy memories, often of summer terms, with time to explore and enjoy school. While we need to adapt education to meet the needs of the modern world, just as we are adapting Speech Day by making it more image rich, this doesn't mean that we should abandon the roundness of flavour that it should be providing, if we are to achieve the learning outcomes that we are aiming for. This is why, at Giggleswick, we have endeavoured to articulate what our learning outcomes should be within our Learner Profile. Education should be slow-cooked, and not takeaway. We should savour every flavour it provides, from the physics lab to the art room, from the sports hall to the chapel. How much do we really get from partial marinade followed by the microwave of revision? Education should take time.

Introduction

Beyond doubt, one of the most outstanding school productions I have seen was Les MisĂ¨rables last year. But it was not a one-off; some of you may also have seen the brilliantly devised immersive A level pieces and the shockingly powerful GCSE production. How have these come about? One of the reasons is undoubtedly time. Even after lessons and extra rehearsals, all these students gave up time on a Sunday to perfect their work. I have watched parts of these Sunday rehearsals and each member of cast and crew is clearly not only fully committed, but also enjoying it, because the outcome is so worthwhile and the process of getting there both supported and fun.

One Sundays in May, I dropped in on the Gigg to Gigg. It was wonderful to have time to walk and talk with pupils, where the conversation ranged from whether a pink wafer is actually a biscuit to whether Wellington or Napoleon was the greater leader. The answer to both, I felt, could not ignore Garibaldi. But how many schools do this, have the time and give the resources to a 56km walk with no actual

Introduction

outcome in terms of a certificate or points score. Nothing measurable or necessarily of particular utility, except for confidence gained from the real accomplishment of a genuine challenge. And there have been innumerable further examples in the past year of how time at school has reaped its rewards.

Our S@S programme has now built to 25 participants, each giving at least two hours a week which quickly adds up to significant time in directly supporting the local community. The Extended Project Qualification takes, on average, 180 hours of additional work on each essay or artefact. Each essay provides the opportunity to delve, to some considerable depth, into a topic of any choice, recently from Shetland ponies to renaissance art. What adult wouldn't relish the opportunity to take time to follow one of their own passions in such a way.

The Rugby Sevens side which reached three finals in four tournaments; around 33 hours team training plus 60 hours individual gym training, and another 30 hours at tournaments. The A level artists spend an evening a week in the art room as additional time, and many do more, some spending a further seven and a half extra hours in the art room that never seems to close. Faye Milbourn and others recently worked six whole days in the art rchool during the Easter holidays in order to prepare for their art exam.

35 of our current pupils are enrolled on the Gold programme and 79 on the Silver programme, the participants of which are offered over eight training days a year.

Introduction

Many have been fortunate enough to have heard our choir sing in Chapel on numerous occasions over the year. I believe the choir is an area of genuine excellence in the school, a view supported by feedback from their visits to Durham, Liverpool and Gloucester Cathedrals. Over the course of the year they have sung at more than 20 services (in addition to the 60 school services), and taken part in more than 50 rehearsals to get to their level of performance. So when we say the time of our lives, yes we imply that education is great fun â€“ we all enjoy the sense of accomplishment that comes from learning something new â€“ but I also want us to recognise how important it is to spend the time getting the right education to make our subsequent lives so much more fulfilling. Spending time doing the right things brings some wonderful outcomes, and all Giggleswickians have some fantastic opportunities in our boarding school to achieve this.

Mark Turnbull, Headmaster

Introduction

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Any Questions? ll ears tuned to Giggleswick in March as BBC Radio 4’s long running Any Questions? was broadcast live from the school’s Richard Whiteley Theatre. Jonathan Dimbleby chaired a panel consisting of shadow work and pensions secretary, Debbie Abrahams MP, leader of the Liberal Democrats, Tim Farron MP, former BBC economics editor and now chief market strategist for JP Morgan, Stephanie Flanders, and director of J&J Denholm and Secure Trust Bank, Lord Forsyth, who previously served as Secretary of State for Scotland.

The programme, which aired on March 10, took place before the announcement of June’s General Election, at a time when the burning issues of the day included, of course, Brexit, but also school reform and the recent Budget. The theatre was packed for the live broadcast, in what, for many, was a new experience in witnessing what goes on behind the scenes at a radio programme. Theatre manager Mike Offland said: ‘Tickets to be in the audience sold out in less than 15 minutes, a record for us.’ The whole school community found it fascinating watching how the BBC outside broadcast machine springs into action, with satellite dishes, cables, countdowns and more. Mike Offland said: ‘It was interesting to see how the most antiquated equipment is still being put to use - if it ain’t broke don’t fix it - alongside the latest fibre optic and satellite technology to transmit the broadcast. Unfortunately, this time something did break, and the first 30 seconds of the broadcast were not transmitted, which included the introduction to the venue and panel. Everyone in the theatre was oblivious to this but afterwards there were some very awkward phone calls being made by the production team. Fortunately, the missing snippet was caught on tape and was available for the repeat the following day, which actually gets the larger audience.’ As the audience arrived, they were asked to write down their questions which were taken away by the producers for sifting and choosing; no mean feat considering there were well over 100 submissions. There was a ‘warm-up act’ by a member of the local BBC radio team then the successful questions were announced – 10 people were ready to pose their enquiries but, in the end, there was only time for five. These kicked off with Paul Brennan who asked: ‘At the next election, should UK voters trust the Conservative manifesto and, if so, why?’ His question alluded to the Budget announcement of an increase in National Insurance contributions

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for the self-employed, which was in direct contrast to pledges in the Conservative manifesto. Put first to Michael Forsyth, it started the programme off with some political squirming and led to discussions around tax reform and broken promises. Next up was Leonie Darch: ‘Were headteachers setting a good example by heckling the Education Secretary today?’ Comments on the circumstances of the headteachers’ protest and debate on dwindling school budgets, academies, free and selective schools followed, plus jokes about heckling in the Houses of Parliament. Bernard Wright asked: ‘Were their Lordships right to vote for the amendment calling for a meaningful vote?’ which was a question about the Lords instructing the Commons to think again on Brexit. This prompted disagreements within the panel as Lord Forsyth was a leaver and Mr Farron, as leader of the Liberal Democrats, was then calling for a second referendum. The finances of leaving were also under scrutiny as economist Stephanie Flanders put forward her views. The Brexit theme continued with Nicholas Young’s question: ‘What is the panel’s view on British citizens being allowed to keep EU rights post-Brexit as proposed by the EU’s chief Brexit negotiator?’ Debate hotted up between Mr Farron and Lord Forsyth with chairman Jonathan Dimbleby having to intervene with a sharp ‘Gentlemen, gentlemen. Gentlemen!’ Giggleswick and its setting inspired the final question of the night. Mark Corner posed the teaser: ‘Which is your favourite national park and what is the greatest challenge facing it?’ Mr Farron reminded the audience that his constituency covers two national parks, the Lake District and the Yorkshire Dales. He said he found them equally fantastic.

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What is the panel’s view on British citizens being allowed to keep EU rights post Brexit?

Lord Forsyth revealed that his wife had grown up locally in the Dales, but he would choose his home area of Loch Lomond and the Trossachs. Stephanie Flanders said Yorkshire and Debbie Abrahams plumped for her local Peak District. The biggest challenges for rural communities were identified as affordability and connectivity and the question also prompted some nice compliments about Giggleswick and our stunning surroundings. Sixth formers attending were prepared with lots of interesting questions to put forward –unfortunately none were selected to read out – however, earlier in the day, the BBC staff took the time to meet pupils from the media group and talk to them about the process of mounting the broadcast. Pupils and teachers discussed the programme and the issues raised and all agreed that the questions

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picked made for an engaging and thoughtprovoking hour of radio. A number of pupils, staff, governors, friends of the school and OGs were able to meet the panellists and Mr Dimbleby at an informal reception after the event, where Giggleswick came in for even more compliments. Any Questions? came to Gigg after Mr Offland filled in a form on the programme’s website. He said: ‘We originally expressed an interest in hosting Question Time in 2012 to form part of the school’s quincentenary celebrations. However, the BBC producers felt that the venue was a little too small and the location too rural to attract a diverse enough audience and panel. We then applied for Any Questions? There is roughly a two-year waiting period and after two failed efforts to host the programme, we were offered the date in March 2017.

He said: ‘The whole experience was fascinating in terms of seeing behind the scenes of Radio 4 and learning more about the opinions of different political figures. We were blessed with an interesting panel including some local interest and heavyweight leaders – Lords, Commons and business interests – all very intelligent and knowledgeable people, kept firmly on track by the excellent Jonathan Dimbleby. ‘It’s more important than ever for people of all ages to engage in politics and the evening was very insightful. We were very proud to host such an important event for the local and regional community and it was fantastic to welcome so many people who had not previously visited the school or the theatre.’

‘We were chosen because we had a venue that met the requirements of the BBC in terms of access, capacity and availability. The history of the school and its connections to Richard Whiteley and Russell Harty, among others, gave plenty of scope to provide an interesting basis on which to introduce the programme.’ Headmaster, Mark Turnbull, felt that the experience was an important opportunity to broaden the students’ interest in politics, as well as being a memorable event for the whole community.

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Crisis Management crisis game is basically a political roleplaying exercise or simulation and during the Careers Week for the lower sixth, Aberystwyth University brought a team of five staff to lead a global crisis game.

media team. At the end of the afternoon session, all players were informed of the latest developments via a video news broadcast created by the stalwart Giggleswick Student Media team of Miles Taylor and Richard Lloyd.

Our students were given a background dossier that provided a context for the game. Groups of students were then assigned roles to play and the members of Simulation Control Team (SIMCON) – comprising staff from the Department – served as the referee. The aim of the exercise was to provide insight into the complexities of national and international politics and a greater appreciation of the difficulties faced by decision-makers when confronted with an international crisis. The simulation was a game in diplomacy and although teams are not prevented from making military moves, in the real world, states initially seek to secure their objectives using diplomatic means, only resorting to military force after all other options have been tried and failed.

Being part of the media team was a hugely enjoyable experience as it gave us a sense of what it is really like to work on a professional production. Even the simple task of setting up our own news studio made us feel as though we were on the set of BBC Breakfast! Having to gather snippets of news and sorting interviews throughout the day was immensely enjoyable, allowing us to be quickthinking when faced with problems and we worked hard to stick to the deadlines put forward. While working on the short broadcasts, the tips and advice given to us by Liv Williams, an ex-producer for the BBC, were invaluable and, for me personally, have boosted my confidence and drive towards my desired career in television.

The game had the specific aim of building useful skills that the lower sixth could take out into the real world. It encouraged us to take a broad perspective on decision-making, to work under pressure, and to find compromises in difficult situations. All in all, there were 15 groups of five students all working together representing their countries making GREEN moves (diplomatic) or RED moves (covert); all moves had to go through the SIMCON team of experts known as ‘the Gods’. The scenario was essentially a geopolitical crisis – in the Arctic circle a US Geological Survey reported that there is substantial undiscovered oil and gas potential, which may involve up to 90 billion barrels of oil and 1,669 trillion cubic feet of natural gas. It is thus estimated that the Arctic may contain up to 30 percent of the world’s undiscovered gas resources and about 10 percent of undiscovered oil resources. Therefore, the question is who has legal rights over the reserves and what are the ecological implications of drilling for the oil.

The team of the day was Denmark, ably led by Sebastian Ironside, who managed to gain the drilling rights to the oil, agreeing 40 percent of the profits, at the same time as averting an ecological disaster! Sweden was the overall winner for her negotiating skills and moral stance. Standout performers were Annie Brown and Charlie Husband (Sweden), Luca Endres (Oil and Gas), and Matthew Dew (Russia). Dr Brieg Powel (Lecturer in International Politics) commented, 'The pupils were fully engaged and quickly understood the rules of the game. Underhand deals took place in library corridors as countries tried to exploit each other’s resources. We enjoyed working with the pupils and look forward to establishing closer links with the school.'

As expected, the USA led by Charles Smith made some grand moves, as did the Russian Federation. Smaller countries such as Denmark, Iceland, Sweden and Norway had their voices heard, as well as the ICC – the Inuit Circumpolar Council. Greenpeace went head-to-head against the OGP – Oil and Gas providers. Watching over all of the proceedings , it was the job of the media team to keep abreast of all the moves involved in the crisis and simultaneously ensure that the kind of information which would be readily available in the real world to statesmen involved in such a crisis was communicated to them. In the confines of the game, this problem was largely overcome by means of TV news broadcasts by the

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Miles Taylor, L6 (Nowell) Miles is studying Theatre Studies, English Literature and Chemistry at A Level.

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The Right to be Offended ow easy is it to insult someone? You’re fat. I hate your jacket. Your nose is funny. You wear too much make-up. Now, you are probably all wondering where I am going with this. Perhaps I am trying to make a point. Or maybe, I simply want to insult you. But I am pleased to see none of you have reacted particularly badly. Nobody has shouted or retaliated in any way. Some of you even laughed. Even though I got up here and insulted you. Unfortunately, not everyone is as lucky as me.

In 2015, a mere two years ago, 17 people were shot dead in their offices at the headquarters of the satirical news magazine, Charlie Hebdo. Their crime? Insulting people. Their cartoons earned them death. Their opinions got them killed. The modern, progressive Western world continues to be divided over this tragedy. The cartoons, after all, were intended to ridicule the ever-divisive figure of the Prophet Mohammad. Make no mistake – those cartoons were intended to cause offence. But offence is good. In fact, offence is essential in order for our free society to work. In order to have free speech, we must have the right to offend. Over four hundred years ago, Galileo offended the Christians when he stood up and said, ‘I think that you are all wrong. I think that the Earth revolves around the Sun.’ Galileo was not just a genius. He was a forwardthinking genius. He looked outward, away from what was accepted and discovered something that flipped our understanding of the world on its head! An incredible milestone. Did society think so? No. Society put him under lifelong house arrest. If Galileo had been as afraid to cause offence as we are, then our understanding of the world today might be very different. So, even after all these centuries of what we understand to be ‘true’ being proven wrong, there are still sections of society who would like to censor free speech. Not their free speech, of course, simply that of anyone who dares to disagree with them. This suppression of non-mainstream opinions is creating a secular society of people who hide under the guise of their so called right not to be offended.

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they are meant to be challenged. Rules and regulations are not set in stone, nor are they made to be broken, but they are made to be changed. The very notion, that an opinion can be attacked and silenced because a certain group disagree with it, is an outdated one that is frankly offensive to the freedom of thought and expression that our ancestors fought wars over. I hate the idea that we are all supposed to get so outraged over completely petty things. Just last Halloween, there was an incident in the news involving a young boy dressed as an American Indian to go trick or treating. Rather innocent? Apparently not. His mother, who posted a picture of him on her social media, found herself subject to a torrent of abuse from the automated mob, who were apparently outraged and offended that this barbaric six-year-old had dared to ‘appropriate’ Native American culture. The boy’s mother was forced to apologise for her so-called offence. Are we all so delicate, so fragile, that the innocent actions of a child can cause maximum offence? Are we to be protected, to be cushioned within the confines of acceptable thought? We have got to the point where we need people to defend the right to free speech. And that is a danger. After all, you are perfectly within your rights to find anything offensive. Take Katie Hopkins, who in her time has probably offended more than a few of you. And you are completely within your rights to be offended by her, and believe it or not, the world is a better place for it. Because the alternative would be to drop the iron curtain on debate. We, as a society, must be able to have a discussion about immigration, to have a discussion about the NHS, to have a discussion separating an idea and the person who holds it. The alternative to offending people is to stay silent about issues that matter. To turn back the clock to the time of Galileo, to become a nation of fake people, with fake opinions, living fake lives. To have the mob silence the minority, and for the mere individual to have no voice at all. Cherish your right to offend. And to be offended. It is easy to be faced with your own opinions. Freedom of speech is freedom to those you disagree with.

So, is there a fundamental clash between free speech and the right to offend? I don’t think so. In fact, I think free speech is the right to offend, and that the right to offend is also a duty to offend. Humanity cannot push itself forward without new ideas, without opposition. This fear of being classed as ‘offensive’ is unhealthy for progression, and yet there is a rise in groups of people who simply will not tolerate ideas that do not conform to their narrow idea of ‘acceptable’.

Alice Stephens, Y11 (Carr)

I believe that this is not just undemocratic, it is dangerous. Ideas are not meant to be protected,

Alice delivered this at the Rotary Club Youth Speaks Competition which she won with Euan Brennan and Katie Clay. They went through to another two rounds.

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Tinker the dog

as I decided to use a paper-based system for filling my research and the development of my story. I also developed my planning skills although I recognise that my plan required constant adaptations in order to produce a better book. The skills which came as more of a surprise to me were my ability to write in rhyme and to successfully illustrate many pages in a consistent style. I have realised this is an area I could look into as a future career.

he Extended Project Qualification (EPQ) allows students to embark on a largely selfdirected and self-motivated project which complements their A level study. An EPQ encourages creativity and curiosity. Students must choose a topic, plan, research and develop their idea and decide on their finished project. A project topic may be directly related to a student's A level subjects, but looks beyond the curriculum and gives the students the opportunity to engage with a wider range of topics and ideas.

Supervisor's Concluding Comments

Initial Ideas My first idea was to link my interest in both Music and Art to produce a children's story book. Although often a hard aspect of book writing, my story line and central characters came very quickly at the start of my project and I decided on a moral tale in the life of Tinker the dog. My initial research centred on a range of popular children's books, interviewing teachers and pupils in the Early Years and also speaking to successful authors. The latter group was particularly useful as it helped to guide the amount of rhyme to include - enough to aid the reading and children's memory, but not so much that it would become difficult to translate in the future. I was surprised at how willing authors and illustrators were with their time – even Curtis Jobling, the designer behind Bob the Builder, gave valuable advice. My supervisor advised me that although the main focus of my project was the production of my book – an artefact – an improvement would be to focus on analysing various aspects of children's books such as the use of rhyme to help to develop children's reading skills. One of the important parts of the EPQ is reviewing your progress and justifying modifications; it quickly became apparent that I would not record a soundtrack as this would be time consuming and would constrain my text to ensure it

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was lyrical. This also allowed me to concentrate on the pictorial development of the book, including its animal characters, and it allowed me to increase its length.

Summary My final book comprised 32 pages, many of which contained full or partial illustration. The story line was engaging and the character development was strong. The evaluation from both teachers and pupils was that my book was enjoyable to read, attractive and original. I did successfully use some internal rhyme and rhyming couplets and these often came accidently. Through my project I have learned that while good illustrations are important, successful children's books rely mostly on a believable plot and on characters the children can identify with.

Reflection During this project, I learned the process of producing a book using the advice of Robert Bullock and Curtis Jobling to search for my inspiration and how they keep their books interesting and continue to grab children's attention. I also learned the importance of making the book eye-catching so adults would pick up my book and buy it. What took me by surprise was how long it takes to illustrate a book and think of each illustration, making sure you manipulate the characters exactly from the previous pages. I learned time management skills as there were key moments, particularly towards the end of my project, when I had to balance the completion of my project with my Fine Art and Textiles studies. My project's greatest strengths were the story line and characterisation – these ideas came surprisingly fast and were obviously strong – and my story required little editing. The main character’s name was better than I thought as I later discovered the definition for Tinker was 'a mischievous child' when in fact my main character was the opposite so it became ironic. Children are entertained by tales which include naughtiness so that is when I decided to add Tinker's friend, Tilly, the pet cat. I have definitely improved on my organisation through this process

Josephine's project was managed well, and the final artefact was well executed and clearly linked to her research. Interestingly, she surprised herself with the ease with which she wrote the storyline, which came to her very quickly, showing the power of a strong character idea. She used her paper-based management system well and overcame her natural artistic temperament, which could have led to disorganisation, to control her project very well. Her major adaptation, dropping the soundtrack, meant she did not have to write the whole book in rhyming couplets which eased the need for re-writes and also helped the flow of the book. She was able to analyse a wide range of children's books and it was clear how her analysis influenced her final book. One of her most successful resources was her email correspondence with a local and internationally recognised author/illustrator - this created a buzz during her presentation and these ideas influenced her final book significantly. Josephine's illustrations contained several details inspired by her research, such as the hidden object and the simple bold colours used. In addition, she was able to justify her choice of style for her main character, Tinker, including an analysis of the reasons for the detailing she used. The comments made by both the children and adults who read her book were very positive, with the illustrations universally appreciated – while she maintained a certain style for cohesion she was also not afraid to vary these – some pages were fully illustrated and some had no pictures. Some of her most successful illustrations had important details deliberately omitted, such as the illustration of the stairs. Jonathan Curry, EPQ Supervisor

Josephine Hustler, U6 (Style) This extract is taken from a research project completed by Josephine Hustler for her EPQ. She completed this alongside A levels in Art and Textiles. Josephine is now on an Arts Foundation course at Leeds.

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Does Sport now come second to the Politics in the Olympic Movement? Initial Ideas I have been lucky enough to be a spectator in two recent Olympic Games in Beijing and London which has fuelled my passion for sport. The Olympic movement has been embroiled in a number of financial and corruption scandals in recent years, so I was keen to investigate this in more detail. My starting point was to interview several key stakeholders in this movement – I quickly discovered that a key element of my project would be judging the reliability of my sources.

Summary The overarching fundamental principle of Olympism is to place sport at the service of the harmonious development which inevitably places politics at the heart of the Olympic movement. The intrusion of politics into Olympic sport has been a constant feature of the modern games since 1896 and should not be seen as a recent phenomenon. The Olympic movement has to consider public attitudes and trust where there is an ever-greater expectation of transparency and reform, especially in the areas of choosing host cities and illegal doping. Through my project, I have realised that the question posed does not have a simple answer – it is not the case that the politics or the sport are more important, rather that they should be seen as intertwined. However, this has led me to consider where the best balance lies between politics and sport and, in my opinion, it is the current cost of hosting the games – much of which is publicly funded – that is out of sync, weighted too much to political interests. Realignment of this balance is the challenge to the Olympic movement of the future.

Supervisor's Concluding Comments Overall, this was an impressive project that was thought out well and planned effectively. Archie was highly motivated and structured in his approach. He identified clearly the topic area he was passionate about. It was clear that, right from the start, the essay was about the politics within the Olympics. He planned his resources effectively and was careful to ensure he had a wide range of sources. He developed a timeline and plan to fit with his other commitments to ensure his time was distributed between all areas of study. Archie used a wide variety of resources including, primary and secondary sources. This was a real strength of this project and very well used indeed. He read around the topic intensively, conducted interviews with extremely influential people within the Olympics, and attended a lecture at Leeds Beckett given by a renowned professor. His final product essay was well structured and flowed very well, making it informative to read. Hannah Wright, EPQ Supervisor

Reflection I developed many skills through the process of undertaking an EPQ, including time-management, internet and media research, and note taking. It also taught me to be adaptable, both when my project took a path I had not planned for, or when interviewing professionals where I had to be led by their availability. I also learned how to properly reference which is important in any area of study, and I quickly picked up the ability to reliably reference sources to keep track of what I had researched. My presentation was demanding as my audience had differing knowledge of the Olympic movement. Unfortunately, there were areas of interest that were outside the scope of my project such as the doping issue that faces the Olympics. I would also have liked to examine issues of trust in the Olympics and whether the International Olympic Committee should be more transparent.

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Archie Hancock, U6 Nowell This extract is taken from Archie Hancock’s EPQ. He completed this alongside A levels in Politics, Economics and Drama. Archie is hoping to study Property Management at Oxford Brookes after taking a gap year.

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Low interest rates penalise the thrifty lison Wong studied A level Economics at Giggleswick between 2015 and 2017 and it was very soon apparent that she had the potential to be an excellent economist. The world has gone through some turbulent times, economic theory has been shaken to its foundations, and Alison seemed to relish the extra challenges that this provided.

She was a member of The Galbraith Group, and she made an excellent presentation discussing the tax avoidance of Multinational Corporations. She always wrote in a thoughtful and mature manner, and she showed the confidence to include her own astute evaluative observations. Alison decided to enter The Royal Economics Society Essay Competition and the title for her work was 'Low interest rates penalise the thrifty, so the sooner the Bank of England raises interest rates the better. Discuss.' In her paper, Alison explained why interest rates had been at a record low for so long, despite there being times when inflation was above the two percent target set by The Bank of England. She questioned the value of monetary policy, and debated as to just what the new targets were, and then outlined some of the potential dangers of an exchange rate rise. Steve Robertson, Economics & Business Studies

Below is a brief extract from her work:

Alison Wong, U6 (Style)

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have developed every attribute in the Giggleswick Learner profile to become a better learner. Leo was given the starting point of 1963 and one of the images was Kennedy. Leo knew that Kennedy was assassinated and as he started his research he became fascinated by the conspiracy theories. He chose a newspaper so that he could link other important 1963 occurrences together.

Furthermore, low interest rates have become a ‘new normal’, particularly for new young mortgage payers. It has been estimated that 1.85 million borrowers have never seen a rate rise, (Blackmore, 2015). This means that many may struggle or fall behind once interest rates are increased and monthly mortgage payments rise. According to the Building Societies Association, a staggering 18 percent of people claimed they would have to cut spending on essentials in order to keep up with payments if interest rates rose. Extra mortgage costs would also be passed on to renters resulting in huge financial shocks and possibly, debt. Given the current unaffordability of the UK’s housing market, its effects would be extensive if its structural problems are not resolved soon.

Alison gained an A* in Economics and is now at Durham University studying Economics and History. G

GetGO is a picture, word or number which stimulates an idea that can then be researched and presented to the class in a number of different ways such as an information wall, a podcast or film, or an artefact – generally every three weeks. GetGos may come from ideas put forward by teachers or from a student’s own idea. The aim is for Year 7 and 8 students to have fun researching and creating a GetGo and to use the feedback to make improvements throughout the year. By the end of each GetGo it is hoped that students will

Ultimately, due to the fact that economic growth has been below forecast in recent years, interest rates would be best kept low to stimulate demand once animal spirits recover. This is important for economic agents to make well-informed and certain decisions regarding spending and investing in order to achieve low inflation for sustainable growth and low unemployment. It is also important to keep in mind the interest rate of the UK relative to other countries. Even though it is low, other countries such as Japan have suffered negative interest rates. By raising interest rates, it would place the UK in a precarious situation against other countries as the cost of borrowing increases. Business uncertainty would reduce investments, increasing the UK’s productivity gap compared to the rest of the world and reducing competitiveness.

GetGo

Leo Gorner, Year 7 (Catteral)

9/23/1963

IN THIS ISSUE A moment of silence will be held for Mr Kennedy in his honour.

JFK ASSASSINATED Earlier this week on Friday at 12:30 John Fitzgerald Kennedy was shot in Dealey Plaza, Dallas, Texas. The fatal blow was from Lee Harvey Oswald. Although there are many conspiracy theories, most people do believe that Oswald killed JFK though it is believed that he may have had accomplices. Looking back at Kennedy’s life he was a very strong poli+cal leader. In 1960 at the age of 43 John became the youngest man ever elected as the President of the United States. In his short +me of being President he went through many crises including the Berlin crisis and the Cuban nuclear crisis. We interviewed members of the public and this is what they said: ‘Mr Kennedy was a great man and he will be sorely missed. Not only because of his outstanding ability as a poli+cian, but also he was a very nice man. I s+ll can’t believe that anyone would want to kill him!’, Robert Simpson. Another member of the public gave us their opinion. ‘I think Lee Harvey Oswald is a hero. Mr Kennedy was a very dumb, weak leader for the United States. He was ignorant to

the dangers that he put soldiers into. I was glad when I heard the news of his death!’ This person wants to remain anonymous. One of the theories of his assassina+on is the ‘Magic Bullet Theory’ where it states that Oswald fired three bullets. He killed JFK and badly wounded Governor John Connally, who was si-ng in the front seat of the limousine. The Warren Commission – the inves+ga+on of JFK’s murder – came up with the ‘Single Bullet Theory’ to explain how Oswald did so much damage with just three bullets. It states that both men were hit by one bullet that ‘entered JFK’s back, went through his throat, then struck Connally, breaking a rib and sha,ering his wrist, and finally stopping in his thigh’, says the Mary Ferrell Founda+on. Scep+cs say the trajectory was fanciful and renamed it the ‘Magic Bullet Theory’. It’s just one reason why conspiracy theorists think more than one shooter was involved. Some other theories include ‘The Black Dog Man Theory’ and the ‘Babushka Lady Theory’. Personally, I think that Lee Harvey Oswald did it and acted alone, but who knows. Maybe in 100 years we s+ll won’t know!

NEW GROUP, NEW ALBUM!

A group named The Beatles released their first album Please Please Me earlier this year. This album hit the world by storm and soon enough everyone knew the name ‘The Beatles’. Please Please Me went straight to number 1! These boys have poten+al.

NEW SHOP OPENS IN SWEDEN

Ikea. The new Swedish furniture shop promises to be be,er than anything ever before. Let’s just wait un+l it reaches the US and then we’ll review it! You never know with these Swedish folk

Academic

Open Prize Winners: Citations India Birley – Marshall Memorial (Sporting Achievement) India is an outstanding, all-round sportswoman who has been devoted to all sporting areas since joining the school as a Year 7 pupil. She trains with enthusiasm and competes with determination, leading by example. India has been central to the many successes of the 1st XI hockey team over the last three seasons, and has been captain of both the 1st team hockey and netball this past season, demonstrating her competitive nature and superb leadership skills. She is an athletic and intelligent netballer who reads the game extremely well; she plays to win and has been a key contributor to successes on the netball court over the years. During summer terms, India has represented the school in all the sports on offer, and is never afraid to step up to a challenge. India has also done much to encourage and develop younger athletes, and is a thoroughly deserving winner of this award. Elizabeth Bulmer – Wigfield Trophy Elizabeth has shown total commitment to school and boarding life at Giggleswick. She has participated in a huge range of events during her school career with enthusiasm. Her reliability, good humour and excellent common sense have all been appreciated by so many. Elisabeth has shown compassion and warmth to students of all ages, often unnoticed, and given without any expectation of reward. Elizabeth is truly a worthy winner of this award and an inspiration to others. Laura Darch and Fred Hewetson – Williams Memorial (General Merit) Laura has striven for excellence in all areas embracing every opportunity to achieve the best whether as an academic student, sportswoman, musician, mentor or Praepostor. Laura has led very much by example, setting the highest of standards at all times and is the most worthy recipient of this Prize for General Merit. Having joined in Year 12 and with a naturally quiet demeanour, Fred could have been forgiven for taking a quiet and less demanding route through his sixth form studies, but it quickly became apparent that this would not be in Fred's nature. Fred exemplifies the traits needed to make a success of one’s time at Giggleswick - determination, perseverance, resilience, talent have all been displayed at regular intervals during his time at the school. During his relatively short time at the school, Fred has become an example to other students and someone upon whom we can all rely. Laurie Daws and Emma Sharp – Old Giggleswickian Club Prize It seems that nothing is ever too much to ask of Laurie. His boundless energy and enthusiasm,

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coupled with a clear loyalty to the School, have made him an ambassador for Giggleswick throughout his time here. No task is ever too big or too small for Laurie to undertake and seek to complete to the best of his abilities. Laurie will, with no doubt, continue to be an advert for the school in the years to come and Giggleswick will hold a special place in his heart, as he will in the hearts of those people who have been lucky enough to have worked with him during his time here. From the moment that Emma arrived at Giggleswick, she has been involved in every part of school life. Emma has volunteered her services with enthusiasm to a huge range of events at school, and has been a superb ambassador at OG dinners, as a volunteer for the RWT, and as a tennis player at OG day. As well as supporting such events, Emma has appreciated the importance and value of the wider Giggleswick community and will be keen to return to school to support key event such as plays, Singing and Speaking and concerts, and will doubtlessly encourage others to do the same. Oliver Driver and Alison Wong - Style Memorial (High Endeavour) Oliver Driver is a top academic scholar whose passion for Physics has won him an offer from Oxford University. Gifted and hardworking, Oliver is an excellent role model to the younger pupils whom he has mentored in prep time. Alison Wong is a very academically driven young woman whose achievements have placed her at the top of the year group. Never happy to settle for anything other than perfection, Alison is an excellent role model to the younger pupils whom she has mentored in prep time. Archie Hancock – David Houston Trophy (Sporting Contribution) There are only a few students who can say that they have regularly played in all three first teams during the course of a school year - Archie Hancock is one them. Archie has displayed high performance levels across all three boys priority sports. He has played in the 1st XV Rugby team, the 1st XI Hockey team and captained the 1st XI Cricket team. This has not come about through sporting talent alone, Archie has worked very hard, putting in the extra hours of training to allow himself to compete at this top level in all three sports. Not only has he trained hard, but he has put his experience back into the game by helping coach the younger players in the school. Archie is a prime example of how endeavour can bring about results, not only for him, but also for the teams he represents. Archie Hancock – Deputy Head of School An often single-minded determination to make the very best of the opportunities afforded to him has helped Archie to become the shining example that

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he is today. Archie's vision for the future of Giggleswick School has seen him seek out opportunities to make a genuine difference to the lives and experiences of those around him. There can be no better example of this than the developments that he has pioneered in the GSU; he has been instrumental in developing and improving the fabric of the DC to help turn it into a more modern and functional space for pupils to use. This is something that cohorts of Giggleswick students will continue to benefit from for years to come. Josephine Hustler – Extended Project Qualification Award Josephine's Extended Project was skilfully managed throughout and, at all times, the focus was on the production of her artefact - an illustrated children's picture book on Tinker the Dog. Her illustrations and rhyming story lines were inspired by popular children's books - her contact with the author of Bob the Builder providing an interesting starting point. Her creative skills produced a novel, interesting, book which paired a traditional story line with a modern presentation. Isaac Ladds - Silver Kukri Trophy (Achievement in Royal Marines) Isaac has been a confident and effective leader putting 100 percent effort into his CCF duties, while managing his academic commitments. He has been somebody that can be relied upon to carry out a task to the best of his ability and has gained the respect of the CCF officers and cadets. Oliver Liebster - Sutcliffe Memorial (Achievement in CCF Army Section) Oliver has been a keen cadet over the past four years developing his field and leadership skills to a high level. He has used his unique brand of enthusiasm and humour when teaching younger cadets the basics, and has been an effective role model as Head of the Army Section. Richard Lloyd and Miles Taylor - Brocklebank Trophy Richard and Miles have continued to show their passion for film. Learning from their experiences, they have developed as filmmakers showing real flair and creativity, adopting new techniques, and experimenting with new genres. Their work successfully promotes Giggleswick to a wider audience and showcases their dedication and skill. Faye Milbourn – Partridge Art Prize Since her arrival at Giggleswick in Year 9, Faye has shone as a talented and tenacious art scholar. Embracing all genres from printmaking to painting, Faye exemplifies the outstanding effort and ambition expected of a scholar and encourages peers to do the same. Faye has committed great time, thought, skill and passion to her Fine Art studies in the sixth form even with the pressure of studying the equivalent of four subjects at A level. She is always the first pupil keen to work late or arrange time doing extra work in the holidays. Her most recent landscape work has been of a particularly high standard, showing her affinity for this environment and her mature understanding of ideas such as Romanticism and Pantheism. Her wonderful work, infectious effort and good taste in

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music (persuading her peers to work to classical pieces rather than Pop), will all be very much missed when she moves on to study Music next year. We wish her all the best in the continuation of her creative endeavours. Faye Milbourn and Owain Smith – Peacock Memorial (General Merit) ‘Outstanding’ would sum up Faye’s career here at Giggleswick. Her maturity, integrity and industrious approach to all areas of school life are a credit to her. Faye has excelled academically, musically and on the sporting front and fully contributed to the wider school life. As Head of House she has been a great leader and role model. She is a most worthy recipient of this Prize for General Merit. Owain's academic success has been complemented by his dedication to musical accomplishment. Exceeding expectations in both fields, Owain's success comes from a natural curiosity and a strong desire to keep looking for the next challenge. Charlotte Monks – Butler Literature Prize Charlotte has brought vibrant and challenging ideas to the group. She is a perceptive, sophisticated thinker who is not afraid to go it alone. She is confident to challenge critical positions and has shown a masterful interweaving of contextual knowledge, close reading and interpretation. Freddie Morse - Sean Whiteside Memorial Prize (Personal Achievement) Freddie's tenacious approach to study has driven rapid progress across a range of subjects, and at A level he continues to excel. Thriving on challenges, he is rarely content and exemplifies the independent, resilient learner. Euan Ogilvie and Abigail Pinfield – Headmaster’s Prize Euan has extraordinary drive and determination for all that he does. He embodies how, with the right self-discipline, it is possible to achieve the highest academic outcomes with a full commitment to the opportunities that Giggleswick offers. His considerable range of co-curricular activities, including the gold Duke of Edinburgh’s Award and Senior Cadet in the CCF, further highlight his sense of duty and appreciation of service to others. A 1st XV rugby player, North Yorkshire cross country runner and proud two time Scarrig winner, Euan has even attended regional finals for public speaking. Modest, single-minded and respectful to all, Euan has been an exemplary role model for the school. From the day she stepped into Giggleswick, Abigail’s maturity, consideration for others and willingness to contribute have shone through. She has embraced all that the school has to offer, approached everything with an open mind, and been quick to offer support to others. She embodies a ‘can do’ attitude, setting high standards in all that she does and never forgets the privilege she has been given. Integrity, industry and kindness define her and she has, quite rightly, been a wise role model for younger years. Thomas Renwick – Simpson Craft Prize The Simpson Prize is awarded to Tom for his remarkable attention to detail which has led him to

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create a truly exceptional promotional stand, with an industrial edge. Tom has excelled in his drive to meet his exacting standards through his carefully resolved and refined techniques. Thomas Renwick – Swann Outdoor Pursuits Prize Tom has been a reliable and dedicated supporter of the Outdoor Pursuits department over the last two years, using his experience and specialist Mountain Biking skills to the full. He has been a very capable assistant instructor on the Giggleswick Certificate programme on Friday afternoons in addition to helping pioneer the after-school Mountain Biking Club for younger pupils. Tom demonstrated a high level of fitness and expertise, beyond his years, when he competed in the 3 Peaks cyclocross race in 2016, completing it in a very commendable time. Tom is a deserving recipient for this award and should be congratulated for his high level of professionalism and service to the Outdoor Pursuits department. Emma Sharp and Joshua Warburton – Russell Harty Theatre Prize Throughout her time at Giggleswick, Emma has undertaken a wide range of roles exploring many theatrical styles. She has taken lead roles in all school productions most notably as a captivating Fantine. Emma has auditioned for, and been accepted into, the prestigious National Music Youth Theatre. She never settles for second best and pushes herself to produce the very best work possible. She is an outstanding actress who could quite easily transfer her work to the professional stage. Emma approaches performances with total conviction and is determined to do her very best. We wish her luck in pursuing her theatrical ambitions. Throughout his time at Giggleswick, Joshua has undertaken a wide range of roles exploring many theatrical styles. He has been in all school productions in either a support or leading capacity. Joshua never settles for second best and pushes himself to produce the very best work possible. He is an outstanding actor who could quite easily transfer his work to the professional stage. Joshua approaches performances with total conviction and is determined to do his very best. He is also a very gifted musician and singer and is keen to incorporate these skills into his theatrical work.

been part of most major ensembles, performed alongside professional musicians in the band for Les Misérables, and acted as a leader of both choir and orchestra which he has run with great purpose and character. Despite not studying music at A level, his unfailing commitment to music has been sincerely appreciated by all and he will be greatly missed. Toby Smith and Alice Stephens – Warwick Brookes Junior Merit Prize Toby has extraordinary ability and determination for all that he does. He has managed to marry total commitment to his academic work with a vast range of co-curricular activities, including the Duke of Edinburgh’s Award and music, in which he recently obtained his Grade 8 Distinction for drums. Modest and respectful of others, Toby is a popular and highly respected figure who must be congratulated for seizing every opportunity that Giggleswick offers. An outstanding student, Alice’s maturity, integrity and industrious approach to all areas of school life are a credit to her. A great actress and intellect, Alice has excelled in all areas. In particular, she has brought renewed energy and passion to Public Speaking and Debating at Giggleswick and she is the worthy recipient of the Warwick Brookes Junior Merit prize. Rebecca Witt - Pape Memorial Trophy (Achievement in RAF) Rebecca has been an excellent Head of the RAF Section this year. She has been committed to others in the Section, putting their needs before her own. Rebecca has built firmly on the success achieved through her Air Cadet Leadership Award, developing a strong leadership style based on integrity, high personal standards and leading by example. Osmond Wong – Andrew Beaver Design Prize Osmond has been awarded the Andrew Beaver Design prize for the exceptional development of his truly unique Comic-Con costume, which was both highly ambitious and challenging. His concept reflects his exceptional eye for detail and a ruthless desire to excel.

Owain Smith – The Hyslop Geography Prize Owain has been a top-class Geographer throughout his time at Giggleswick. He has never shied away from offering complex academic contributions to lessons and his personal interests extend a considerable distance beyond syllabus content and Giggleswick. His ability to synthesise myriad and diverse opinions and data streams into objective and valid conclusions are the skills needed to be a highly successful Geographer. Owain Smith – Music Owain not only has a passion for music, but also a kind of professionalism not often seen at his age. As a result of this mature approach and rigorous practice routine, he was recently awarded his DipABRSM in Cello performance which acknowledges his exceptionally high level of talent and musicality. Within the music department he has

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Creative

The Knights ead of Art, David Knight, is celebrating 20 years at Giggleswick this year and is still passionate about giving young people the opportunity to find a sense of their own identity through art and creativity.

In the two decades since David joined in 1997, the Art department has flourished, moving from the old art rooms on the site where the Sports Hall is today, to the impressive creative space provided by the purpose-built Glover Art Studio. ‘We are very fortunate to have great facilities here. It’s an inspirational space and the pupils appreciate the views across to Attermire and the limestone fells above Settle,’ said David. Many students have used the local landscape very successfully within their sixth form A level art work or the Cambridge Pre-U course which allows students to produce an in-depth body of work on a certain aspect of the local landscape. Ben Cornelius, Faye Milbourn and Molly Smith are recent students who have done this very well. Current student, Sam Jowett, is working on the theme of memory and old derelict sites of local industry, focusing on how the landscape is used to make a living, particularly mining and lime kilns. David himself is a painter. His pieces are fairly abstract, often with a landscape element and mainly an emotional response as opposed to a literal observation. He said: ‘My own inspiration tends to be more lyrical rather than literal. I’m more interested in creating a sense of a certain place. Elements I might use could be light, colour, surface texture, space, atmosphere, the weather, movement. The paintings can also be seen in quite different ways; they could be microscopic studies of a small part of the landscape, or they could be seen as satellite images looking down onto the landscape.’ David’s wife, Margaret Uttley, herself a full-time artist, paints in a more figurative style. They are both well known locally, having taken part in exhibitions in the area, and are connected with Gavaghan Art and Studio Vault galleries, both in Settle. Their daughter, Emily, a professional jeweller and OG, runs Studio Vault and was asked by Burberry to design a one-off jewellery inspired cape for exhibition in London, New York, Los Angeles and Shanghai. The couple’s other daughter, Lauren, also an OG, works in children’s clothes design having studied art at Giggleswick and costume design at Edinburgh University. David has always appointed a ‘ceramic artist in residence’ on a one-year appointment at Giggleswick, working in the studio on their own projects as well as teaching. He also actively invites a wide range of outside artists into school to work with pupils and share ideas and inspiration with the whole department, a practice which boosts creativity. Dave Fortune, printmaking technician at the University of the West of England and the deviser of water-based screen printing, is a regular

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guest, running workshops, as is Margaret. Animators Kettu film studios, whose CV includes working with Aadman Productions on ‘Wallace and Gromit’ and making music videos for Radiohead, also recently worked with pupils particularly interested in film and animation. David said: ‘I believe it’s really important to broaden horizons by seeing what other people are doing. I am always on the lookout for talent to invite into school. We are all about trying to encourage our pupils to think independently and come up with their own ideas. Working with artists from all specialisms, along with the residency, gives a variety of inputs which introduces different skills not only to the pupils, but also to us teachers, which is always interesting. We are pleased to have strong links with film and animation.’ Art is a great subject for the creative side of the brain, and it is a Giggleswick signature that young artists are allowed the freedom to run with their inspiration. Said David: ‘Some children may not be as strong at more academic subjects, but they shine in art. In some schools, art is becoming almost an elitist option, but here we give everyone the opportunity to try.’ ‘I am passionate about the ability for people to find a sense of their own identity through art and creativity. I like it when there is a strong crossover in many creative areas, when painting, sculpture, ceramics, jewellery, design become interlinked. The Bauhaus is a good example, or perhaps Charles Rennie Mackintosh. All great cultures are underpinned by a defining sense of visual/creative identity – Ancient Egypt, Aboriginal, Japanese and Chinese culture, even cave painting. It is at its strongest when art, science and engineering come together - think pyramids, cathedrals and skyscrapers.’

David and Margaret will be exhibiting together on the Isle of Lewis, at the An Lanntair Arts Centre in Stornoway, from May to July 2018

There are always at least four or five Giggleswick students who continue onto art and design courses, at establishments including Central St Martins, London, Leeds College of Art, UCL, London and Glasgow School of Art. OGs in artistic careers include James Ferran and Rufus Edmondson in architecture, Carolina Mondragon in Bayarri architecture; Tom Duxbury is a book illustrator, Chris Heap works on the sets for Coronation Street and Tom Coxon is involved in film set design. Nick Leigh is a landscape painter, Becky Watson is at the Hepworth Gallery in Wakefield and Tim Mellin is a photographer. Said David: ‘At A level we can give pupils strong, important fundamentals which they need to embrace and understand before they progress, such as drawing, experience with materials and a range of techniques, through experimentation - how an idea can develop and evolve. These are important areas and once they have these anything is possible!’

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Printmaking and the horse livia Shaw looks at the symbolism, process and meaning in the work of Professor Mark E Ritchie.

The image of the horse has always been an important symbol to humanity, mirroring the human journey. The oldest cave paintings feature horses not just as symbols of hunting and aspiration but also as representations of the identity of prehistoric man. Throughout history the horse in art has symbolised progress, whether through Stubbs’ analytical Arab paintings, or Munch’s and Muybridge’s use of horses to symbolise changes in power and technology. Across different cultures, the horse is a universal symbol of freedom without restraint, with ridden horses symbolising movement and desire. The horse also represents power in native American art. I initially studied the paintings of Benedicte Gele, whose work shows the power of the horse through the use of bold lines. Loose drips in his work portray sweat, and smearing of paint the heat of the horse’s breath, elements which bring his paintings to life. Loose lines in Gele’s work represent the energy of the horse and hash lines and repeated scratching of the outline achieves not just a sense of movement, but conveys his process of drawing the horse. Gele’s work, in turn, directed me to the work of Professor Mark E Ritchie, who is a contemporary printmaker, specialising in American horse imagery. Like Gele, Ritchie uses lines and chiaroscuro to portray the horse in a manner that is not just energetic, but conveys horse behaviour and interaction, as well as his own relationship with the horse. To learn more, I wrote to Professor Ritchie, posing a series of questions. In answer to one of my questions Ritchie replied: ‘The printmaking process and equine content are linked. I use a variety of plates that can be printed together or layered to make different compositions.’ Ritchie also commented that, ‘I treat printmaking processes as extended drawings.’ When Ritchie is working he ‘likes to think about compositions, the marks that build images and give the horses meaning.’ The idea of layering is particularly important in Ritchie’s work as it conveys multiple interpretations of what the horse means.

definition. On top of the cardboard I added corrugated cardboard, iron filings and glue drips which together suggested not only the sweat of the horse, but its physical live experience. Like Ritchie, I was aiming to convey my human experience of the horse, rather than just a simple portraiture. My next series of prints explored the idea of layering in more depth. Intaglio etchings allowed me to portray the experience of drawing and creating lines and also enabled me to add more visceral elements through kinaesthetic mark making. Techniques using stop out varnish, white spirit and schwarfidge enabled me to link back to a sense of place. I recreated the effect of hoof dust by spraying a diffused layer of paint onto the zinc plate. In my final prints I layered images of prints from silk screens with collagraphs. My aim was to capture figments of the symbolism of the horse from past to present, bringing them together to depict my personal relationship with the horse. In response to my letter, Ritchie had also said: ‘The evolution of an image is certainly what interests me the most’ with print making being ‘responsive to an experience and also (able) to infuse the work with distilled experience (and) memory. The finished work is less important than the process.’ As I reflected on the insight behind Ritchie’s work, I began to understand that printmaking is an ongoing activity of generating and organising ideas, as much as it is about producing final pieces. My final series of work reflects this, as it was in many ways about my experience of the process of recording the horse through my development of the medium, as much as it was about the final images of the horse. Printmaking has enabled me to view the horse in a different way. It has made me more aware of the relationship between subject matter, recording and process, and between this process and my experience of my own ideas.

This relationship between horses, people and culture was something that I was keen to explore through my own work, which I initiated with observational visits to Kilnsey Trekking Centre. My first prints were mono prints and conveyed a loose kinaesthetic suggestion similar to the cave art form, where the motion of movement and essence of the horse were more important than the horse image itself. My second series of prints were collagraphs, whereby I cut into cardboard to create an image of the horse, its linear features and muscle

Creative

Olivia Shaw, U6 (Style) Olivia studied BTEC Business and Art A level and is now at Nottingham Trent University reading Fashion Marketing and Branding.

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Les Misérables t was one of the most ambitious productions ever staged at Giggleswick School, but when the curtain went up on Les Misérables at the Richard Whiteley Theatre in November 2016, it met with glowing reviews by those who saw it and proved a phenomenal achievement for all those involved in staging it.

Published in 1862, Les Misérables was a platform for Victor Hugo, one of the most important and influential writers of the French Romantic movement, to point an outraged finger at the injustice that was being committed against the poorest and most vulnerable members of his society. Decades after the French Revolution of 1789-99, which was meant to bring an end to poverty, it aggrieved Hugo to witness the poor still getting poorer and the rich, richer. The preface to Les Misérables underlines one of Hugo’s key intents for the novel: ‘[So] long as misery and ignorance remain on earth, books like this cannot be useless.’

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Just seen THE most outstanding production of Les Misérables, well done to the massively talented cast, crew and staff! Parent This literary classic and pertinent social commentary was stunningly re-conceived by Alain Boublil and Claude-Michel Schönberg in 1980, when their multi award-winning musical first premiered in Paris. Quickly snowballing, it became part of our mainstream global consciousness in 2012, with the release of the feature film of the same name, starring Hugh Jackman. The intent to emulate and reproduce such an inspirational epic within the Richard Whiteley Theatre may have cast initial doubts, yet Director of Performing Arts, Gareth Warburton, clearly knew

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not to underestimate the ability of his students. And so, in November 2016, through utilising the talents of 97 ‘creatives, performers, musicians and crew’, Mr Warburton succeeded in creating a production universally acknowledged by all who saw it as being ‘polished to a professional standard.’ Other credits described it as ‘a stunning production’ which reinvigorated the well-known show, ‘making you fall in love with it once more.’ The most memorable review for director and cast will surely have been the one asserting that the school’s edition exceeded the calibre of many other West End shows, ‘which just didn't come up to the standard of last night's production!’ High praise indeed. Despite ‘having done a lot of shows but nothing on this scale’, Mr Warburton conceded that his motivation for tackling such a big production was to improve upon the production of Les Misérables he had created and directed 13 years ago when he joined Giggleswick School. Joined by Sally Malkin, a freelance professional designer, together they faced many challenges in realising their grand plan. ‘One of the difficulties was the issue of portraying time and place’, explained Mr Warburton. ‘This is a play that constantly shifts time and place, so we had to find a way of resolving that, which we did, by creating a composite set that could be used to suggest locations and define the shifts through lighting.’ Those lucky enough to see the production will have been impressed by the multi-functional stage construction and impressive lighting changes which enabled the set to metamorphose from scene to scene with breath-taking verisimilitude and ease. Also key to the realism of the production was the period authenticity of the extensive and intricately choreographed wardrobe. With 592 costume and accessory items inventoried for the production and 484 hours of costume creation, it is fair to say that Sally Malkin did a thorough job. ‘From the principals down to the ensemble members I wanted the actors to have a sense of their own character, even if their role was a small one’, explained Sally. To facilitate this level of understanding, Sally ensured that each costume had its own ‘back story’ of not only where it came from, but how its current owner came by it. In this way each costume was lovingly created and then ingenuously distressed and destroyed. ‘The impact visually when you see those costumes in situ is what makes it such a spectacle’, confirmed Mr Warburton. ‘When you put together the costume, with the design and the lighting − that is when the magic of theatre happens.’ The cast, whose acting and singing skills, mature and accomplished beyond their apparent years,

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Find Me lwen Wymark’s Find me deals with Verity Taylor’s incarceration into Broadmoor secure hospital for the criminally insane. Verity is autistic with behavioural problems, her incarceration for the rest of her life a result of burning a chair valued at £6. The play deals with the journey she takes through life, examining how her condition worsens, as she is placed in high security units from which she can never be discharged or transferred, resulting in inappropriate treatment and eventual life imprisonment.

were also requisitioned with an additional commitment from their director not to cut or style their hair and, where necessary and possible, to grow beards and mutton chop sideburns. Indeed, the fabulous Giggleswick Media documentary about the making of the show – available on YouTube – showcases Max Reiter and his sideburns, which he happily concedes are ‘monstrous’ as well as being a necessary ‘part of the character’ of Javert. This documentary superbly showcases not only the talent of the whole cast, but also their professionalism. Valjean (Joshua Warburton), Javert (Max Reiter), Fantine (Emma Sharp), Eponine (India Birley), Marius (Wil Richmond) and Cosette (Faye Milbourn), eloquently reveal the demands of immersing themselves in such complex characters − roles which required maturity, insight and empathy

I wanted to thank each and every one of you for such a fantastic performance last night. The quality of the singing, acting and stagecraft was of the very highest of any school production I have seen. It would be wrong to single out any individuals, but so many of you were outstanding whether you were a lead, named part, part of the ensemble, orchestra or production team. You should feel very proud of your role in something that is quite exceptional and which I am sure you will remember for a very long time. The reserves of energy required to keep this up for three more nights will be quite something, but I am sure that, as you step back into your roles for each performance, you will feel the rush of adrenalin that comes with being a part of something that is so good. Mark Turnbull, Headmaster

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executed with the power and sincerity that they indeed brought to their performances. Joshua Warburton summed up the consummate learning experience when he said: ‘Music is more emotive than speaking, and the very last song when everyone is back on stage and singing together is definitely very passionate and emotional.’ If everyone involved in the production carries just a little of what they felt and learned in this production out into the world, then Victor Hugo’s ambition for his novel will certainly not have been in vain.

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Sublime! There really aren't words for just how amazing this performance was. It was indeed a privilege to be there.

We aimed to create an immersive theatre environment for the audience so that they experienced events from the perspective of Verity and her parents. As her condition deteriorates, she has less control over her actions and her psychological mind set. We aimed to highlight the contrasts underpinning Verity’s worsening condition through physical action and increased irrationality. Throughout, immersive theatre in the style of Punch Drunk is combined with Frantic-style physical sequences, Artaud’s theatre of cruelty and heightened naturalism. Our aim was to evoke an empathetic reaction from the audience and raise awareness regarding the injustice of this particular case, and the lack of support provided for parents of children with difficulties.

Multi-role playing allows us to contrast different characters’ views on their perception of Verity and her progress. Multi-role playing also facilitates our ability to compare Verity’s interpersonal skills with other normative characters in the play. Verity’s demeanour is isolated; she does not like making eye contact with other people and adopts a foetal position when under duress. The action of scratching the left arm is repeated throughout the play to signify self-consciousness in the presence of the audience. There is conflict in how characters in the play behave when around Verity; the teacher in the swimming scene is patronising in an attempt to show kindness towards Verity who has forgotten her swimming cap. By contrast the medical consultants are negative towards Verity showing ambivalence in attitudes because of her condition. There is a clear contrast between the expectations of the world around Verity, as defined by social norms, and her own sense of normality. When these two are brought into conflict – through a clash in parental expectation, teacher expectation, peer expectation, medical expectation – there is conflict. Throughout the performance we employed a range of theatrical styles to help communicate our objectives; physical theatre is juxtaposed with moments of naturalism, choric function, synchronised action and grotesque stereotypes. Our objective was to compare the punishment of Verity with the nature of her crime and condition to highlight the huge sense of injustice. There were Theatre of Cruelty elements in the music used throughout the performance; initially the music was very loud and chaotic to evoke the eerie world of the asylum but as the play progressed the music was juxtaposed to this chaos to create a marked sadness. It became sad and sombre (Einaudi) to represent Verity’s illness becoming debilitating, ruining her life and creating low self-esteem. Archie Hancock and Josh Warburton (Nowell) India Birley and Emma Sharp (Style) Max Reiter and Charlie Allison (Paley), U6

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Creative

GCSE Drama Adult Child / Dead Child

semantics of the spoken word with physical action and attack the audience‘s senses.

dult Child/Dead Child by Claire Dowie, is a play which examines the plight of a central protagonist suffering from schizophrenia, which is manifested through the creation of an imaginary friend called Benji. Dowie retrospectively details the journey the protagonist takes through life, examining how the condition develops and worsens resulting in parental, educational and institutional conflicts. By looking back, the protagonist is able to evaluate the process leading to the creation of her imaginary friend, and plan how to look forward without her.

As the voice of Benji becomes more prominent, the victim gets progressively worse, feeling more isolated. We are taken through early stages of childhood, looking back at the protagonist’s deterioration in order to make sense of her world. Only by doing so will she be able to look forward to a life of normality.

This looking back/looking forward is communicated through the juxtapositioning of different stages of mental wellbeing. 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. This condition worsens resulting in physical restraint, high level control and a desire to escape. As the condition progresses, the cry for help becomes dangerous, physical aggression. The dichotomy of looking back/looking forward is defined by three key groupings: the victim, Benji, and the voices of authoritative control.

We wanted to ensure that the fear and anxiety was palpable and had a genuine impact on the audience generating empathy, shock and anxiety. This was essential to engage the audience in the performance. We aimed to highlight the contrasts underpinning the worsening condition through physical action and increased irrationality. Multi role-playing allowed us to contrast different characters’ views on how they perceived the victim’s progress in the battle with Benji. Multi role-playing also facilitated our ability to contrast Benji’s interpersonal skills with other normative characters in the play. The demeanour became isolated, referenced through a lack of eye contact with other people and adopting a foetal position when under duress. The action of scratching the left arm was repeated throughout the play to signify selfconsciousness in the presence of the audience. There was a clear contrast between the expectations of the world as defined by social norms, and the victim’s perceptions of normality created through believable and in-depth characters.

We wanted to create a piece which attempted to blur the lines between reality and fantasy allowing the audience an insight into the mind of the victim, questioning the nature of empirical truth. To do this effectively all cast members played the victim, Benji and the various voices of authority. This allowed us to question the validity of Benji’s existence, and question the motives of authoritative voices. It also allowed for reflective, self-evaluative analysis looking back as well as forward. As the victim, we wanted to explore retrospective self-analysis, charting the progression of the condition through distinct stages. The shift in these stages was marked by a new inner voice developed by the use of a new actor used to create the evershifting psychological deterioration of the protagonist. This was presented in a naturalistic and empathetic way ensuring transitions from each successive actor. The shifts were marked by the ever-growing internal voice of Benji, represented via the ensemble which moulded the world of the victim aurally and physically. Our objective was to make the collective voice of Benji incredibly disarming through physical theatre and aural impact. This was fuelled by the ideas of Antonin Artaud who wanted to replace the

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Alice Lehman (Carr) Isabel Feather and Harriet Philip (Style) Y11

Creative

GCSE Drama On Love

is made aware of his future the moment he holds his baby boy.

ur interpretation of On Love centred around four monologues, three of which were taken from Mick Gordon’s original play text. This consisted of a variety of verbatim interviews collated by Gordon which were integrated with a monologue taken from 4.48 Psychosis by Sarah Kane.

Millie McAneny played a young woman who has entered into a new relationship with a man. However, because of a silly argument, she puts herself in a dangerous situation as she attempts to commit suicide. This monologue addresses looking back/looking forward because it explores new love being born as a consequence of an unknown friend of her partner saving her life.

We addressed the idea of ‘looking back/looking forward’ through the monologues, exploring the consequences of committing to love. Love can completely change and influence a person’s life, it has the ability to make people feel anything between devastation and euphoria, and it can drive people to do things that, in normal situations, would be viewed as ludicrous or crazy. To ensure the balance between emotion and humour we created choral characters called ‘Love Spotters’ and incorporated them into the play to represent societies unloved. These undateables have a great knowledge of love but never actually experience it themselves, possibly because of their social awkwardness and obsession with something which, to many, comes naturally. We incorporated these comic choral characters to add comedic value to a relatively serious and sensitive issue. They also represent our tour guides who reflect upon love, shifting chronology as the audience are forced to look back on the loves and lives of these characters, and forwards to hope, new love and the beauty of new life. We decided to perform our piece around a bed which serves as a metaphor visualising love and affection. This object represented a metaphor for entering into a relationship which may include sex, children, sleep and dreams. Our piece combined naturalism and physical theatre to help us communicate both the humour and seriousness of love, and how the consequences of being in love impact on people’s lives in the past, present and future.

Libby Driver played a woman who is desperately and obsessively in love with an unattainable man. However, this love is unrequited. In her monologue she allowed the audience to delve deeper into her emotional state and, as a consequence, reveal the extent to which her imagination fabricates love to compensate for the pain of isolation. Rebecca Ramalingam plays the grieving girlfriend who suffers the consequences of losing the love of her life. The monologue introduces genuine romance then tragedy strikes as a result of two thieves spiking her boyfriend’s drink, leaving her to battle through life without him. Her monologue is told retrospectively as she takes us through the events of the night leading to her partner’s death then reflects upon what the future will hold for her. We attempted to balance our use of physical theatre against scenes which adapt a more naturalistic approach in order to visually engage our target audience. Love has many facets, it is a life altering, joyous experience but can also be devastating. In our work, we attempted to explore the consequences of committing to love unconditionally. These are stories which reflect upon the past looking back but are life affirming, embracing the future by looking forward. Libby Driver (Carr), George Ogden (Shute) Mille AcAneny and Rebecca Ramalingam (Style), Y11

For our performance, we decided to wear pyjamas which connected to the metaphor of the bed and the theme of love. The idea of our pyjamas being different, helps to illustrate the wide range of consequences caused by love. George Ogden took the role of a man who is dealing with a life changing experience; his partner, Emma is heavily pregnant. This strongly linked to the theme of looking back/looking forward because this life changing occurrence is something he doesn’t want to accept. He is frightened of commitment, the future and would rather live his life in the past. George navigated us through the physical and emotional change that fathers deal with throughout pregnancies. Eventually he accepts the consequence of becoming a responsible adult and

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Enrichment

Outdoor Pursuits: Skye t was always going to be a bit of a risk going to the Isle of Skye in July, but it certainly paid off. Known as the British Alps among the mountaineering community, the infamous Cuillins undoubtedly provide some of the most exhilarating and challenging scrambling that the UK has to offer. The aim was simply to give pupils the opportunity to hone their skills over five days on the sharp and exposed ridges of the Black Cuillin, as a perfect intermediate step towards the bigger Alpine ridges planned for 2018. Ably guided by Adele Pennington, Everest summiteer, and Spike Sellars, both experienced Skye guides, the week that they planned for us certainly did not disappoint.

Seven pupils and one parent signed up for the trip. Jonathan Taylor also accompanied the party, keen to push his own limits. The Sligachan Bunkhouse proved to be a comfortable and ideally situated base, close to the north end of the main ridge. A blue sky adorned the first day as we headed into Glen Brittle and set off to climb Sgurr nan Eag (924m), the most southerly and allegedly the ‘easiest’ Munro on the ridge. Not for the fainthearted, even this required sure-footedness and good route-finding skills. Spike and Adele were so impressed with the ability of the group that they were happy for us to progress to a long-standing personal objective, The Inaccessible Pinnacle. And so it was to be that 30 years after studying the tight contours on a map, almost blurring into one mass of brown lines, I, too, was able to share a real sense of achievement. The manner in which all of the group just got on with it was a great testament to the skill level and fearlessness of Giggleswick pupils. The ‘Inn Pin’ has proved to be too much and psyched out, or fought off, many a hardy mountaineer; its knife-edge exposure with incredibly steep drops on either side is enough to induce vertiginous feelings, requiring a cool head. Well done to Mr Taylor who faced his nemesis head-on. Surely after two sunny days we were riding our luck, but day three dawned with a big golden ball in the sky as we set off for a day’s climbing on sea cliffs at Neist Point, the most westerly point of Skye’s land mass. Neist Point attracts a good number of sightseers who mooch around viewing the sights such as the lighthouse and the odd seal or two. For us, it was a bumper day of single pitch climbing on perfectly dry rock with excellent friction.

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The manner in which all of the group just got on with it was a great testament to the skill level and fearlessness of Giggleswick pupils 54

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The weather broke slightly on days four and five but the light drizzle did not dampen spirits as we walked directly from the bunkhouse towards the imposing Am Basteir - not to ascent the summit itself - which would have been too demanding a scramble in the conditions, but rather the less imposing and more achievable, Bruach na Frithe (958m). It was good to experience ‘normal’ conditions as the wind lashed in rain for an hour or two. The group were keen to end the trip with another meaty scramble up a Munro. Despite the low cloud and light rain, we set off for Sgurr a Ghreadaidh (973m), a grade 2 scramble requiring some short roping technique. This was a fine outing to conclude a fantastic outdoor experience for all. Yes, we lucked out with the weather, but thanks to the excellent guides, good fitness and skill levels of the pupils, the objectives achieved were far beyond expected. Chris Wright, Head of Outdoor Pursuits

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South Africa Tour ravelling overseas to play sport has so many benefits for a young sportsman or woman, but particularly when the trip takes them to places where the culture and lifestyle is so different.

Our first matches were against Pretoria High School for Girls. The netball and hockey teams played some great, spirited games with a loss and a draw respectively. Further into the tour, the boys’ fixture against Harlequins RUFC was a tremendous game of rugby against a big, strong and well drilled side. Giggleswick led into the second half having played some well-structured attacking rugby but tired towards the end and let in two late tries to lose 3614. Next up were fixtures versus Benoni High School where the hockey team won 3-0 on a grass pitch (McAneny x 2, Hill x 1). While the netball team lost 33-13, it was a much-improved performance on the last game. The rugby team, down 19-0 at half-time, played much better in the second half, gaining a final score of 19-7 (with all tourists enjoying some pitch time). The penultimate fixtures were against the Langa township with all three games convincingly won. The Langa players were very enthusiastic and really excited to be gifted the sports clothing we had taken with us. One of our boys even gave his new boots to a township player which was a very kind gesture. These matches probably had the most emotional impact on the teams, it emphasised to us all the privileged lifestyle we lead in comparison to life in Langa. Towards the end of the tour, we were thrilled to be visited by Pieter Muller, centre for the Springboks and holder of 33 caps; after hearing about his experience as a professional rugby player, the girls played Westerford School at netball but could not defeat a strong side. Unfortunately, the astro was too wet for hockey so the girls team played soccer instead! The boys had a very good game against Groote Schuur High School playing some excellent rugby, in English weather conditions, which resulted in a narrow loss of 14-5. We were competing against schools that have about 1,000 pupils aged 14 to 18, from a variety of circumstances, some who lived lives similar to our own pupils and others who face much bigger challenges in their day-to-day lives. These fixtures taught the teams a lot about how they conduct themselves, the challenges (such as a different time zone) that face professional sports players, and the importance of keeping fit to combat other stresses that are put on a travelling sportsperson’s body.

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Once fixtures were over, the tourists could put their bodies to another test, overcoming 11 zip-wires in the Hottentot mountains – definitely the most adrenaline fuelled part of the tour!

There is no doubt that an experience like this creates more rounded individuals with transferable skills, who are more able to see things from different perspectives both from visiting other cultures, and from learning to live in close proximity with each other. All pupils were a credit to the school on and off the field. I would like to thank Fergus Ogilvie, Hannah Wright, Sophie Harker and all the pupils for making the trip such a memorable occasion. Dan Cook, Director of Sport

Understanding different cultures helps us develop different ways of interpreting the world. The tour commenced in Johannesburg with a visit to the Apartheid Museum, the Ellis Park Stadium (now the Emirates Stadium) and the Springbok Museum, famous for the post-apartheid South African win over New Zealand in the 1995 World Cup, where Nelson Mandela presented the Web Ellis Cup to Francois Pienaar. Whether visiting the Lesedi cultural village – home to several African tribes – being guided around Robben Island Prison by a former inmate, speaking to Xhosa and Zulu guides about politics in South Africa at the Voortrekker Monument and Museum, or on the tour of the Langa Township, everyone came away having learned something new. We were entertained with tribal dances, shown Nelson Mandela’s cell, learned about the history of apartheid and one member of staff even got married to a tribeswoman! A part of Cape Town that we don’t often hear about is Khalitsha where, in the last 10 years, the population has risen from 400,000 to 2.4 million, 50 percent of which are under the age of 19. We spent two hours touring the Baphumelele Orphanage, for which the school had raised money at the Charity Sports Dinner. A huge amount of amazing work is being done there in very difficult circumstances. Meal times became a cultural experience too; during our visit to Lesedi we dined on bugs, crocodile, ostrich and tried corn porridge locally known as ‘Pap’. Lunch at Sheila's, a septuagenarian and matriarch who told many informative stories with dry humour, was a particular highlight. We tried more national delicacies, such as locally cured and dried Biltong, on our way to the Mabula Game Lodge in the Limpopo Region, enjoying a three-hour dusk game drive. Among the beautiful scenery, we spotted many different animals, but the highlight was waiting for elephants to appear through the woods, snapping trees and branches as they made their way towards us. To learn even more about wildlife and the environment we took a boat to Seal Island, where the seal colony can rise to around 6,000 in the summer months, and then headed for Cape Point, the most southerly point on the African continent. A trip up the funicular railway took us to Roman Rock Light House very high up on steep cliffs with stunning views across False Bay and out to the South Atlantic and the Indian Ocean.

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30 Years of the Open or over 150 years, the world’s best golfers have faced the unrelenting challenge of links golf at The Open, golf’s oldest championship, and this year’s event, held at Royal Birkdale, marked 30 years of Giggleswick School students and staff manning the manual scoreboard.

Each day, around 20 students (and staff) are responsible for both running a hole-by-hole scoreboard and maintaining an up-to-date leaderboard. On the first day alone, in wet and blustery conditions on the North West coast, pupils had to make over 6,000 registered changes to the scoreboard. While this sounds daunting at first, the students soon become used to reading and interpreting the data sent to the PDAs, and the teams quickly determine roles to which they are best suited, be it putting up the scores or finding them in the boxes! That being said, mistakes occasionally happen and are usually spotted by an eagle-eyed member of the public or via the live camera feeds that Score Control use to keep watch: ‘Giggleswick, you've put Mickelson upside down...’ was one radio-call that kept us all entertained! The Open always attracts many famous faces; BBC Sports presenter, Mike Bushell, spent time with the group, while upper sixth pupil, Laurie Daws, had a moment to savour as he asked questions of golfing legend, Colin Montgomerie, on BBC Radio 5 Live. Kate Arnold, who led the trip said, ‘I am very proud of the team for their hard work in challenging weather conditions, they stayed so positive and professional throughout. They dealt with both praise and the occasional criticism from members of the public, admirably, while working hard under pressure. Thankfully, the team enjoyed the time spent on the scoreboard as much as the time spent watching the top golfers, but they also enjoyed taking the opportunity for a nap underneath the board after a 04.45 start!' Giggleswick’s relationship with the Open started at the 119th British Open Championship at the Royal Troon Golf Club and there have been some great highlights over the 30 years… In 1996 there was a large TV screen opposite the scoreboard which meant that ‘the less energetic group members could sit on the board, eat pizza and still see the golf live, even when they were on duty!’

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Golf is a day spent in a round of strenuous idleness William Wordsworth

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2001, Nick Wade (S, 02), ‘It’s always amazing to see the professionals in real life. No matter how many times you watch them on TV, it’s completely different when they are standing next to you or even talking to you. The practice days are the best time to see the pros up front as no photography is allowed on match days. There was loads to do outside the golf in the arcades, especially the horse racing game which provided some hilarious and rather expensive moments.’ In 2005 Chris Heap (P, 07), wrote of the accommodation, ‘we had been promised a luxury

scout hostel, which is exactly what the boys got. The girls, meanwhile, got a dubious little cottage next door, although we were the ones laughing when all their power and water supplies went off.’ 2006 was a special year: with scoreboard 2 set neatly between the 17th and 18th fairways and next to the Open Arms, a coffee stand, a Chinese noodle bar and a big screen. Not only was this the year of Tiger Wood’s successful comeback but, after 17 years, Dr Mike Peek stepped down from organising the scorers and received a special mention on the BBC from Peter Aliss. Millions watched the title play-off in 2007 between Padraig Harrington and Sergio Garcia but Martin Wigfield (P, 08), sitting in the 18th stand enjoying a well-earned rest from manning the scoreboard, was so engrossed in his Harry Potter book that he didn’t even look up when the BBC captured the moment that Sergio missed the putt that would have won him the title. To be fair to Martin, he did like Harry Potter (a lot) and putting up the scores in the pouring rain had been hard work! The 2011 trip to Royal St George in Sandwich started with the discovery that a member of staff had left their luggage behind. Fortunately, the minibus had only reached Keighley and so ensued a quick liaison in Gargrave with Neil Gemmell. The team slept on the floor of the Pheonix Centre, shared two showers between 15 and Kent delivered heavy rain throughout the tournament. In 2012, Geoffrey Boult was delighted to accept a plaque presented by the Royal and Ancient celebrating the school’s 25-year involvement with the Championships and in 2013, after 26 years of involvement, the R&A saw fit to present Dorothy Lambert with a claret jug shaped broach and silver coaster. This lovely moment was only partially spoiled by Dorothy’s assigning the chairman of the R&A a routine admin task, in spite of his protestations that he was ‘not an errand boy’. She was also mentioned by Peter Allis on the final Sunday of the tournament, who referred to her as ‘Mrs Giggleswick’. In 2013, there was a distinct move towards digital scoreboards around the course, allowing replays of fantastic shots and more detailed descriptions of current play. Thankfully, The Open also prides itself on tradition and so Giggleswick have kept their manual scoreboard, fully supported by members of the public; as the only major to still maintain a manual board, this makes The Open unique. The opportunity to soak up the iconic atmosphere and watch the world’s golfing stars is memorable in the extreme and, unsurprisingly, over the years, pupils have been quick to get involved. The Open continues to provide Giggleswick pupils with experiences that live long in the memory, while exposing them to the demands and pressures of working in a fast-paced environment. Kate Arnold, Chemistry

Enrichment

Somebody like you ne of my greatest passions is music and I have Giggleswick to thank for giving me the confidence to explore my music and performance which began with being given the opportunity to play Watt Cobblers in the Junior School production of What a Knight.

Since then I have continued to be fortunate to be able to capitalise on this within the co-curricular programme offered in school. One such opportunity was last summer’s CCF Army Cadet Expedition to South Africa. This expedition was a fantastic environmental, physical and cultural challenge; one I will never forget. As part of the three-week expedition, I chose to take part in a five-day canoe course down the Tugela River and, during this time, we were invited to stay overnight at an isolated Zulu village hosted by the chief, where the unique opportunity arose to sing some of my own songs as entertainment for the hosts. Unbeknown to us, another guest was present, who had taken time off work to meet the visiting cadets; he approached me later in the evening to ask if I would like to produce one of my songs at his recording studio in Durban. What followed was my cross-cultural collaboration with Zulu reggae artist, Ras d Bongs, on location in Kwa Zulu Natal to record one of my own songs: Somebody Like You. The single, which was released online in May 2017, received hundreds of plays through streaming in over five countries and was

broadcast in the UK, South Africa and the Congo. I was also interviewed on regional radio and in both local and national newspapers. Who would have thought that setting off on a cadet expedition to South Africa would produce this chance meeting that would lead to such exciting times? Wil Richmond, L6 (Nowell) Wil is currently studying A Levels in Music, Theatre Studies and Business Studies

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I would never have imagined when I was packing for my cadet trip that it would end with me recording a single with a Zulu Reggae artist in Durban…I’ve learnt so much about collaborating and world music.

Enrichment

South West Cricket Tour ing’s School, Bruton in Somerset was the location for the 1st XI Cricket festival where the players experienced their first real taste of declaration cricket, a different format to what they were used to playing, giving them new challenges to face. With the team missing a few players through injury and family commitments, younger players had an opportunity to showcase their abilities.

We had a good training session on the first morning before our first game against the hosts. We won the toss, batted first and scored 174 all out, with runs from HG Milton (34), HG Snowden (31) and OR West (30). Some tight fielding meant it was a close finish, however, we gave them extra overs in which to reach their target, which they did for the loss of 5 wickets. The second game was against a touring team from Peponi School in Kenya. Again, we had a good warm up before the game led by the senior players. We won the toss and chose to bat first. Some poor shot selection and good opposition bowling contributed to the worst possible start and we soon found ourselves 48 for 9 with plenty of overs left. However, there followed a brilliant unbroken tenth wicket partnership of 89 between JW Snowden and KE Hunter. The partnership showed real promise and resilience from such young cricketers, with some great running between the wicket and fantastic shot selection such that it was voted by the senior players as the ‘moment of the season’. This partnership gave the rest of the team real confidence going into the second innings. OR West

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and BN Allmand-Smith were the pick of the bowlers and were backed up with some fantastic fielding from EA Leech, WJ Bell and HG Milton. All the bowlers bowled to the attacking fields set by captain ACE Hancock and vice-captain EA Leech, to win by 20 runs. It was a fantastic game of cricket and a complete turnaround from 48 for 9. The final day saw a slightly earlier start against a good Christ’s Hospital team. We batted first again and made a steady start, through a good opening partnership from HG Milton and HG Snowden, reaching 42 for 0. However, from then on, we lost regular wickets and failed to build any meaningful partnerships. Only captain ACE Hancock, on his last innings for the school, finished unbeaten on 44, and we finished on 142. It was particularly disappointing not to build some meaningful partnerships, as this was something we had discussed as a side beforehand and all season. We did, however, bowl and field well, with OR West bowling particulary well, especially if you consider he was opening the bowling as a Year 9, and showing a really exciting prospect for the future. Unfortunately, we finished with a loss, however, there were lots of positives to take away ready for next season. The festival was a fantastic experience and we really enjoyed meeting and playing against boys from other schools and other countries. Overall, it was a great way to end the season and we are looking forward to going to Christ’s Hospital in Sussex for next season’s festival. Rupert Bunday, Coach

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National Champions

Charles Smith harles’ hockey continues to go from strength to strength with his outstanding season being topped off with the honour of captaining his country.

C Euan Brennan

Sammy Baker Jones

uan enjoyed an outstanding Fell Running season becoming English Fell Champion before representing England at the International Youth Cup for Mountain Running.

multi-talented sportswoman, Sammy has, for several years, performed to a consistently high level in Athletics, Hockey and Netball for both school and county. Having previously been selected for both county and North of England Hockey, as well as county Netball, she is well aware of what it takes to compete with the best.

Competing in the FRA English Championships, Euan managed to claim victory in three of the four races and, in doing so, secured enough points to finish first in the league and officially become the U17 English Fell Champion.

Fifty-five athletes, representing 15 countries from around Europe and the USA took part in the event held in Gagliano del Capo in Southern Italy on Saturday 24 June. The steep 5.2km course was technical, rocky and undulating, while temperatures in excess of 35 degrees made for extremely difficult running conditions.

Looking ahead, Euan has his eyes firmly fixed on winning a Great Britain vest and is expecting a very hectic schedule heading into the trials. He said, ‘I train a lot which can eat into my prep time. It is a bit of a juggling act to balance my studies with training and events. Having said that, my teachers are very helpful and they make time to cover for any study time lost to training and competing.’

Charles’ ultimate goal is to play National League hockey and he dreams of one day travelling to India to compete in the IHL. For now, he targets a place at university which he hopes will help him get further international recognition with England U23s.

Sammy’s true passion lies in track and field athletics and she enjoyed a hugely successful 2017 season in both competition and coaching. Her outstanding talent meant she was selected to represent North Yorkshire in the National Championships for the fifth consecutive year. Competing in the team combined heptathlon event, Sammy and her four-strong team achieved an outstanding second place finish, narrowly missing out despite losing a team member to injury during competition. Her competitive achievements didn’t end there as she was crowned Yorkshire 400m hurdles champion in her debut season in the event.

Sammy now has her eyes firmly fixed on the future. ‘Hopefully we can go one step further in the National Championships and become champions. I personally want to do even more training and improve my performance. My dream has always been to compete in the Olympics, so that is the ultimate goal. I have always looked up to Jessica Ennis-Hill so the dream would be to follow in her footsteps.’

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Charles took part in the Advanced Apprenticeship in Sport (AASE) programme. An England Hockey driven apprenticeship scheme which incorporates a rich blend of on-pitch technical and tactical sessions, and a wide range of modules such as Strength and Conditioning, Psychology, Nutrition, Media and Communication Skills, Career Development, Lifestyle Management and many more.

Charles also represented Ben Rhydding Hockey Club in the National U18 Club Final, played at Lee Valley Hockey Centre, Queen Elizabeth Olympic Park, missing out on the title via the lottery of a shootout.

Sammy went beyond her own competitions to launch a Track and Field Club for other pupils, as part of her EPQ, after devoting her spare time to qualifying as an England Athletics Assistant Coach.

atie became British Judo Champion in what proved to be an extraordinary sporting year for the young Judoka.

It was his involvement in AASE which led to England U17s selection for the UK School Games. Reflecting on the tournament Charles said, ‘It was fantastic to play for England and amazing to get the opportunity to captain against Scotland. It was really fun, we had some really close games and, in the end, we finished third.’

In May, Euan went on to win the U19 England selection race at Hutton Roof and gained automatic selection to represent a four-strong England team in the European Mountain Running Youth Cup.

Euan, placed fifth overall and the first English runner to complete said, ‘The temperatures made it really challenging, the terrain was steep and rocky, and the narrow course meant you had to be aggressive when overtaking. But it was a fantastic experience and made great practice for upcoming events.’

Katie Wright

Her outstanding form in area competitions saw her defend her title as North West Area Judo Champion for the second year running and become Lancashire’s Champion and Gold Medallist. Katie also successfully fought her way to the title of Midlands Champion and Gold Medallist in two weight divisions; she was the only Judoka to do this at the event. Katie’s remarkable performances led to her being entered into the (under 32kg) Pre-cadet National Judo Championships in Sheffield, the most prestigious event for judo players across the country. She fought her way to the gold medal by beating three other Judokas in succession, all by Ippon. She said of her victory, ‘When I realised I had won my third contest, and that meant I had become British Champion, it felt amazing. It was great to see my grandad, parents and brother cheering me on and I am so proud of my medal.’ Katie now trains and competes as part of the England Pre-cadet National Team, ‘I’m incredibly grateful for all the support of my coaches, team mates and family. Without them I would not have been able to achieve this.’ Katie takes inspiration from two other female athletes, ‘Jessica Ennis-Hill inspires me because she seems like a nice, genuine person as well as being a really good athlete. I also think Ronda Rousey is someone to look up to because she was a great judo athlete and was unbeaten in the UFC for such a long time. She is so talented and knows what she is doing.’ Katie is extremely passionate about sport and enjoys Football, Rugby and Athletics as well as Judo. She hopes to have a career in sport and, when asked what she targets for the future, said ‘I want to win a medal for my country and I’d love to fight at the Olympics as well.’

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Pastoral

Coeducation through the years s we (the girls) filed into the dining room there was a silence the like of which I have never since experienced. It was so strong that it almost became a sound. Rows of wooden refectory tables and benches were filled with wideeyed boys.

elanie went on to read Geography at Loughborough University and teach English in Finland. In 1983 she joined the Metropolitan Police Service where she became Chief Inspector from the Counter-Terrorism Command.

At the top table, raised on a platform, there were the masters in gowns, bespectacled and although not smiling, raising their eyebrows in an attempt to look encouraging. As we were led to our table, the silence was broken by the grating of benches being shoved by the backs of knees, as the boys stood up for us. As I look back over the last 30 odd years, I realise that this place is part of my DNA. I felt the community, of which I was privileged to be a part, made me feel almost a pioneer and ambassador for strong women who have the ability to live their lives within a framework which is unchanging as the world changes around us; and to face adversity with grace and strength of character as well as embracing and being grateful for goodness, beauty and friendship. We were indeed girls in a boys’ school but we were above all students at Giggleswick School in the exact same way our male counterparts were.

During her career she was responsible for transforming a small armed police presence at Heathrow Airport into a response unit capable of responding to all types of armed criminality following the 9/11 attacks in New York as well as holding responsibility for the security of the Channel Tunnel. She has trekked to base camp Everest, Machu Pichu and completed the coast to coast walk (and cycle) and the Tour De Mont Blanc twice.

Leslie went on to read French and Education at Homerton College earning a Bachelors Degree from the University of Cambridge. After a career in fashion, which included Jaegar’s graduate management programme and managing Max Mara’s flagship UK store, Leslie now runs nutrition and lifestyle workshops as well as teaching French. She has returned to Yorkshire and has three children.

At the time we lived in Zambia and I have two younger brothers. We all went to school in what was Rhodesia at the time (Zimbabwe now) and it became too dangerous during the civil war. Giggleswick offered the opportunity for us all to attend the same school. I loved the Sunday services in the chapel, watching our boys compete at Rugby with the local rivals and also attending the cricket matches on sunny afternoons.

‘I

was away on a Geography Field Trip with another pupil, Graham Tattersall (Carr), and missed the first day or so that the girls arrived at School. We were returning on the train from the Betwsy Coed Field Centre, and had attended this field trip to help with our Physical Geography A Level Paper (under the tutorage of David Fox).

Melanie Bailey

As we travelled back on the train from Wales, we read most of the newspapers, many with headlines and front page pictures of the girls arriving at school. Of course we wondered what impact they would have, and how they would get on (particularly as there were only five I recall). I think they coped very well with all the attention. Living in Richard Meredith's house, they were well 'protected' when they needed to get away from the very male dominated environment.’

Melanie Bailey (nee White) was one of the first five girls to attend Giggleswick when it opened its doors to girls in 1976.

John Sugden, OG John ran the Sixth Form bar during his time at Giggleswick which prepared him for life in the hospitality trade where he built his own company which was sold to a large brewery in 2006.

Leslie Lockyear Leslie Lockyear (nee Wolstenholme), who started at Giggleswick in 1978, was one of the first 15 girls to attend the School.

1512

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1976

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2016

The school is built on a site that is now the shooting range.

A purpose-built science block and swimming pool is launched.

The school moves to its current site and the first boarders arrive two years later.

The Chapel is built – a gift from Walter Morrison MP to commemorate the Diamond Jubilee of Queen Victoria.

The Memorial Library is developed to commemorate over 800 OGs who saw action during the Great War. 125 never returned.

A Preparatory School is added for pupils aged 7 to 13.

Girls arrive at the School. The first boarding school in the North to become coeducational.

The new Sharpe Library and IT Suite is completed and opened by HRH Princess Anne.

The new Junior School is built to replace Catteral Hall.

The Richard Whiteley Theatre opens. It sees 10,000 visitors in its first two years.

The School celebrates its Quincentenary 500 years. The International Summer School is launched.

40 years of co-education is celebrated at the School

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Catteral ooking back over the last year, there was a wealth of successes, achievements and talents to celebrate in Catteral. Our new group of Year 7 pupils brought with them great enthusiasm and a zest to get involved, and the Year 8s really did step up to the mark taking on added responsibility and leadership, allowing them to stand up as role models and creating opportunities for them to provide real direction and a positive example to follow.

The autumn term is always a great mix of new experiences and challenges which the children faced head on, developing their confidence and acquiring new skills. Our mantra of ‘participation for everyone’ has been brilliantly demonstrated with a number of pupils stepping out of their comfort zone to try out new activities and clubs. Once again, the annual Inter-house Singing and Speaking competition provided an excellent platform to showcase the huge variety of talent that exists in the junior boarding house. Our theme of ‘The 70s’ was welcomed by all, especially myself, for an opportunity to delve into a familiar past. A number of Year 8 pupils were able to demonstrate their passion and assured responsibility to organise and perform to a very high standard. After many hours of rehearsals, we were able to produce a polished performance which earned Catteral the prize for the whole house speaking item, something the children should be very proud of. As we approached Christmas, it was time to organise the Boarders’ Christmas party, an event that has become synonymous with the end of the autumn term. With a wealth of party games providing many hilarious ‘dancing’ opportunities, as well as secret Santas under the tree, the evening was a great success. January can sometimes present us with a sense of dread as the winter weather continues and dark nights are still with us. In order to lift the mood, Catteral took a trip to the Pantomime in Harrogate to see Dick Whittington, preceded by lunch at Pizza Express. Audience participation was a must on this occasion – ‘Oh, yes it was’ - something the Catteral boarders were very happy to go along with. The Charity Ball was yet again a huge success for the Catteral pupils, with the whole of Year 8 in attendance. It was great to see the fantastic efforts made by all the pupils to dress up and very much look the part. I escorted the children down to the dining room, where we were greeted by an array of sea creatures, sporting the ‘Under the Sea’ theme. One of the great achievements of the year was finally to present ‘Catteral’s Got Talent’. This had been an idea developed from discussions at our House Committee Meetings, and was organised by the pupils. Mr Ogilvie, Mrs Davies and I were put in the role of judges, borrowing the QI buzzers for

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authenticity. Everyone was treated to a huge variety of singing, dancing, playing instruments, humour and party tricks, although the ‘Chubby Bunny’ challenge is not something that we would encourage anyone to try at home! Another idea discussed at our House Committee meetings, was the concept of House Nights. The Year 8 pupils were able to liaise with each other to organise film and pizza nights on Fridays which proved to be very popular. This encouraged them to negotiate and plan the event together to include everyone in the year group and ensure the evenings were a success. The house dinner introduced the Catteral pupils to the more formal aspects of school life. It is a fun occasion for this age group, with entertaining quizzes and table games, and prizes for all the Year 8s presented by the Heads of House, Alison Fry and Archie Alton. I also had some of my own prizes to commemorate some of the more humorous events that took place over the last year. The momentum of the year was certainly maintained in the last week of the summer term. It began with a cricket tour, led by Mr Bunday and Mr Cook to the South West of England, staying at King’s Bruton School. The Year 7 pupils departed on their crosscurricular trip to Normandy, where they had the opportunity to stay in a Chateaux, experience French culture, and brush up on their languages skills. Meanwhile, Year 8 pupils were able to deliver an excellent performance of Roald Dahl’s, The Witches. This involved every pupil, with a range of roles covering all aspects of the production from acting, lighting and costumes, to make-up and set changes. The pupils were able to shine in their respective involvement, making it an all-round team effort! We are very proud that in Catteral the pupils are encouraged to take part in a huge variety of activities. This allows them to interact within their year group as well as between the age ranges, affording a sense of community and allowing positive relationships to flourish. At the end of the summer term we said goodbye to Mrs Davies and Mrs Ayari. Mr and Mrs Davies will be moving to Nottingham, and await the arrival of their first baby. Mrs Ayari leaves Giggleswick to study for a MEd. Both will be missed within Catteral and we wish them every success in the future.

Christine Gemmell, Catteral Housemistress

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Carr Responsibility Head of House: Faye Milbourn Deputy Heads of House: Penelope Simpson House Seniors: Rebecca Adams, Laura Darch, Olivia Dewhurst, Callie He, Allana Jones, Abigail Pinfield, Saskia Rockliffe-King, Molly Smith, Annabel Young Salvete: Jasmine Campbell Flynn, Vian Wing, Jane Howard, Imke Hoyndorf, Grace Jackson, Yutian Li, Eleanor Marshall, Isabelle Thompson, Isobel Harrison, Mollie Bratt, Samantha Hargreaves, Sophie Hume, Abigail Hutchinson, Jemima Jaggar, Madison Morphet, Elizabeth Morse, Foely Smith, Lily Verity, Aimée Warburton, Charlotte Liebster, Charlotte Jacobi, Wanli Wang Valete: Rebecca Adams, Laura Darch, Olivia Dewhurst, Callie He, Allana Jones, Faye Milbourn, Abigail Pinfield, Saskia Rockliffe-King, Penelope Simpson, Molly Smith, Annabel Young, Grace Buckley, Charlotte Jacobi, Charlotte Liebster t was with both sadness and excitement that I started this year, sadness as I contemplated all the wonderful moments that I would miss when I relinquished the role of Housemistress after 17 fantastic years, but excitement at the undoubted joys that my last year in Carr would bring – I most certainly was not disappointed!

In September and January, as well as new pupils, we were fortunate to welcome new members of staff to the House team: Mrs Simper, Miss Whitaker and Miss Harker, all of whom were tremendous additions to Carr. While Miss Whitaker was only with us for a term, she won the hearts of the girls with her great kindness, and love of great movies and climbing. As ever, the Carr girls did their best to ensure that my final year was characterised by their ambition, resilience and tremendous sense of fun. The latter was in evidence from day one as the new U6 House Senior team organised a fabulous ‘Welcome Back’ barbecue and games night for the House. With Faye Milbourn and Peeps Simpson leading by example, the inclusive, fun and diverse nature of the year’s House activities – from an informal photo shoot, a series of inter-house sports nights with Shute, to paint twister with Style – and the enthusiasm of the U6, ensured that the House events were enjoyed by all and provided plenty of opportunities for integration across the year groups. Participation was at the fore this year and the Carr girls once again made their mark in so many areas of school life from climbing to the Rock Concert, and Les Misérables to debating. For some their commitments beyond school were equally demanding with Emily Oliver (L6) returning in September having completed the National Citizenship Award over the summer break – a tremendous achievement and one that enabled Emily to learn new skills and challenge herself in an unfamiliar environment. Others chose to set

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themselves physical challenges with Jo Adams and Marie Lothian (Y10) enjoying the demanding October half-term Mountain Skills week and, in the same week, girls from Y11 and the sixth form completed their Silver Duke of Edinburgh’s Award expeditions. Intellectually, the school was wowed by the incredible debating skills of Saskia Rockliffe-King (U6) and Alice Stephens (Y11) who stormed to victory in the interhouse competition securing the overall prize as well as the Partington Trophy for best speaker which was awarded to Saskia. Alice and fellow Y11 student, Katie Clay, then went on to represent Giggleswick superbly in the Regional Final of the Rotary Youth Speaks public speaking competition. On the sporting front, the Carr girls were victorious, with winning performances in many of the interhouse events. The Juniors secured a most convincing win in the hockey after the Seniors’ hard-fought draw. In Scarrig it was a clean sweep with Carr girls collecting all the individual silverware together with the overall trophies for both the Junior and Senior competitions. Eve Hutchinson (Y11) shaved a most impressive 25 seconds off the course record – a fantastic achievement! Anna Dumcheva, Julie Bedford, Imke Hoyndorf, Jasmine Campbell Flynn and Jenny Dixon showed their mettle on the squash court to give Carr a very pleasing 3-2 winning result and on Sports Day in the summer term, Carr once again scooped a host of individual trophies, as well as the overall House cups, to adorn the wonderful new trophy cabinet gifted to the House by the Thursby family. Strong teamwork and leadership skills were notable in the preparations for both Singing and Speaking and the annual Charity Ball, the upper sixth guided the House incredibly well. Credit must go to the lower sixth for their selflessness as they ‘willingly’ donned bright orange face paint and head dresses to take on the guise of clown fish at the hugely successful ‘Under the Sea’ themed Ball. In March, it was wonderful to welcome back OG and former Carr girl, Alex Stamper, as guest speaker at the House Dinner. Her thought-provoking speech, encouraging the girls to ‘make a difference’ in any way that they could, was incredibly well received and her stories of life as a teacher in a very challenging Newcastle primary school were both hilarious and inspirational. Both Neil and I would like to express our thanks to Carr girls and their parents, both past and present, for the friendship, support and generosity that they have shown us over the years. We could not have asked for a better final year and we are so very proud to be able to say that we have played a part in the wonderful family that is Carr; the Carr girls, parents and staff have inspired, entertained and motivated us and we very much look forward to following the successes of Carr girls over the years to come. Emma-Jane Wharton, Carr Housemistress

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Morrison Responsibility Head of House: Oliver Liebster Deputy Heads of House: George Marshall, John Nuttall House Seniors: Benedict Allmand-Smith, Oliver Driver Salvete: Luca Endres, Joseph Moorhouse, Alan Qi, Harry Wu, Harry Castles, Theophile Chenel, George Barker, Joe Braithwaite, Jay Cafferkey, Harry Dawson, Oliver Kelt, Harry Spellman Valete: Benedict Allmand-Smith, Oliver Driver, Tair Guliyev, Oliver Liebster, George Marshall, John Nuttall, Leo Tang, Niven Smith, Harry Castles, Lorenzo Tomasso he defining characteristics of Morrison House shone brightly in 2016 to 17. The house spirit was in evidence in a fantastically spirited and hilarious interpretation of the 1960s Singing and Speaking theme. Clad in rubber rings, Hawaiian shorts and swim gear, no-one will forget the small group rendition of Summer Holiday.

Another second place in the junior inter-house rugby was scant reward for the heroic performances of the Year 9 and 10 boys. The house spirit was epitomised by the hard tackling of Josh Wellesley-Smith, the silky skills of Lorenzo Tomasso, and the willpower of William Robinson. Euan Brennan continued to display sporting excellence with his selection for the England Mountain Running Team and his superb recordbreaking run in the Sports Day 1500m, followed by his cool victory in the ensuing Open Mile. That race

saw boys from all year groups run to secure points for their house. Perhaps the defining image of Morrisonâ€™s year, though, was that captured by Euan, following the victory in the tug-of-war. The neck bulging, fist pumping still shot of James Ward, Randal Jackson and the rest of the team still sits in the entrance to Morrison. One of that team, Oliver Liebster, proved himself an excellent example to the younger boys throughout the year. First team rugby player, Head of House and public speaker, he has left us to go and study at Royal Veterinary College, London. Another inspiration was Oliver Driver, who goes on to study at Oxford University. He grew into a great all-rounder, able to excel in the classroom, speak publically and provide excellent leadership. John Nuttall and George Marshall were equally inspiring role models, leading the house on a day-to-day basis and achieving excellence through their vocational qualifications. The ambition and aspiration of all the upper sixth was palpable and offered a fine example to the rest of the house. Darts Night was undoubtedly the highlight of the many activities that ran through the year. Mr Currie provided the board, the scoring and the commentary. The house was full, the volume was full and the acclaim for eventual winner, Luca Endres, was fulsome. Nights like these showed Morrison at its best, with friendship, competition and fun very much in evidence. More formal, but no less enjoyable, was the House Dinner, where Fraser Davies spoke eloquently and powerfully about GIGG: G G G G

Grow your friendships It doesn't even matter if you lose Graft is greater than gift Green of Morrison goes deep

Sadly, Morrison bids farewell to Mr Davies and a number of its staff team. Ashley Currie has been an immensely popular and effective house tutor, while the house owes a huge debt of gratitude to Daniela Parravano who has been the matron for three and half years. She has been a consistently caring and warm presence in the house and will be missed.

James Giles, Morrison Housemaster

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Nowell Responsibility Head of House: Ben Taylor Deputy Heads of House: Tom Renwick House Seniors: Laurie Daws, Archie Hancock, Fred Hewetson, Edward Wang, Joshua Warburton Salvete: Yusif Abdul-Nabi, Austin Fu, Gary Gao, Raymond Liu, Brian Qi, Henry Shing, Ben Soltmann, Oliver Fairfoot, Jack Hutchinson, Theodore Jackson, Toby Lloyd, Edward Morrow, Elliot Taylor, Owen West Valete: Laurie Daws, Archie Hancock, Fred Hewetson, Thomas Renwick, Benjamin Taylor, Edward Wang, Joshua Warburton, Max Leitz, Raymond Liu, Archie Paxton, Xin Yan his year's Nowell House Dinner brought us all together on a dark and chilly January evening (although without the same challenges of wading through flood water that we faced last year) to share a lovely meal and the pleasant company of others. We were incredibly lucky to be able to welcome John Spencer as our speaker for the evening.

John was initially introduced to me as ‘one of the guys from Wharfedale Rugby Club’, which is indeed true, but does rather hide his standing in the rugby community from those who did not know of him before the evening. John is the tour manager for the upcoming British and Irish Lions tour to New Zealand and had, in fact, only just returned from a trip to New Zealand with Warren Gatland (the Head Coach) the previous day. He was also a member of the last British Lions team to play out a winning tour against the All Blacks, in 1971, and will be taking over as head of the RFU in August this year. Mr Spencer held the house captivated with his speech about his life in rugby and his current work with the British and Irish Lions, with the highlight for many being the many items of ‘stash’ that he brought along to show to us all.

The Year 13 boys regaled us with tales of their time at Giggleswick, along with some heartfelt accounts of their friendships and shared experiences which were delivered in an entertaining and comedic manner. Once again, the Year 13 boys stepped up to plan and host an excellent evening which was enjoyed by staff, pupils and guests alike. Speech Day is one of the biggest and best attended events of the school year, giving us all the opportunity to celebrate some of the many successes that our students have achieved in the preceding 12 months. A particularly impressive showing from the boys of Nowell House included 13 boys receiving awards, with four of these receiving two awards and Tom Renwick receiving three. The stand-out year group was our Year 13 with every single Nowell boy going up to collect awards on the day. Sporting success was again a major part of the year in Nowell, with victories in Junior and Senior House Hockey and four of the six Scarrig podium places going to Nowell boys, including victor for Jack Hutchinson in the junior race. Jack also took over from Scott Taylor on Sports Day by keeping the Victor Ludorum trophy in Nowell for another year. The end of this school year marks an end to the association that a number of staff have had with Nowell House during their time at the school. Heather Mitchell has been as close to an ‘ever-present’ as it is possible to be in a boarding house; she is the one person who the boys come into contact with at every break and lunch time. Having cheerfully and enthusiastically undertaken the role of House Matron for the last three years, we wish Mrs Mitchell all the best as she leaves to take on a role in her husband's company after the summer. After four years as resident tutor in Nowell, Rupert Bunday has moved to become resident tutor in Morrison from September. Mr Bunday has brought a constant source of energy and enthusiasm to all aspects of life in Nowell and has been a source of advice and support for pupils and colleagues alike. We wish both Mrs Mitchell and Mr Bunday all the best in their new roles. After two years in Nowell, I too will be making a move, to take over as Housemaster of Paley. I have very much enjoyed my all too brief time in Nowell; the welcoming family feel of the house and the dedication and enthusiasm of all the boys is something that struck me from my first day in the house to my last.

James Giles, Nowell Housemaster

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Paley Responsibility Head of House: Will Bell Deputy Heads of House: Tony Wong Praepostors: Matt Daggett Salvete: Andrew Waltzer, Allan Hudson, Alexander Vlahovic, Zhuang Han, Harry Fry, Oscar Russell, Timothy Atkinson, Toby Cook, James Gaynor, Guillermo Perez Ferrandiz, Arthur Paas, Christian Ohlendorf Valete: Charlie Allison, Will Bell, Max Reiter, Andrew Waltzer, Euan Ogilvie, Rian Hamilton, Matthew Daggett, Tony Wong, Alex Ellis, Gabriel Lord, Arthur Paas, Christian Ohlendorf ousemastering, as every knows, is the best job in boarding education and this year, my final one, has been no exception. It has been fantastic to think back on how much the boys have progressed and, all the daily difficulties (and nightly ones) aside, it is watching them achieve their goals and fulfil their undoubted talents that has brought the most pleasure.

We had to settle for winning four of the 'Big Five' this year, but this was more than made up for with winning on that glorious October night of Singing and Speaking. Boy did we deserve that after all those near misses. Meanwhile, we had an impressive focus on fundraising this year, another real achievement chronicled in our termly newsletters. Rather than repeat so much of that success here, we traditionally have a piece from the Head of House and this year it was someone who really did transform himself, a Paley Man through and through, Will Bell:

â€˜Starting off the year as a House Senior and then later in the term taking on the positon as Head of House, I really wanted to push the upper sixth as a unit to work together and lead the house. This was seen best in the preparation for Singing and Speaking where everyone came together in the sixth form and got the whole house involved. It paid off, and we finally won the overall award, the event that Mr Griffiths had been waiting to win for six years. As the year progressed, we, the upper sixth, persistently put on House Nights as often as we could to create an atmosphere in Paley where everyone felt at home, comfortable and also, when it came to house events, so they would give 100 percent to win for Paley; this seemed to work with other wins in House rugby, Scarrig and Sports Day. As Head of Paley, there were times when it was tough and it took hard work and resilience, but it was all worth it and helped us in our successes this year and hopefully continuing into next year. I would like to thank Mr Griffiths and Mr Taylor in helping me personally develop as a character, and the rest of Paley as they have carried the house forward in leaps and bounds to what it is today. I wish Mr Griffiths all the best in his new job.â€™

Sam Griffiths, Paley Housemaster

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Shute Responsibility Head of House: Ellis Hartley

belief and determination, and I am sure that those younger boys watching soaked up the wisdom of the lessons learned by their peers.

Deputy Heads of House: Alex Han, Jan Leufgen Praepostors: Matt Daggett Salvete: Max Baldwin, Benjamin Blanchard, Sam Underwood, Hughie Vyse, Hanwen Zhou, Robert Falshaw, Jack Harrison, Rodrigo Lizasoain Abia, Reuben Mander, Marco Turnbull Valete: Nicolas de Brio Arias, Alex Han, Ellis Hartley, Jan Leufgen, Alex Reynolds, Tian Shen, Owain Smith, Gregory Turnbull, Alex Xu, Alvaro Amat Ariza-Cabello, Kieran Hunter his was a highly successful year for Shute with impressive academic achievements from the upper sixth, excellent performances in all competitions, exeat trips and a great sense of team spirit from regular and enjoyable house activities. There is little to suggest from the outcomes of this year that it began with the uncertainty of a new Housemaster, House Matron and academic tutor, but every reason to think, as it ends, that the best is yet to come.

Ellis Hartley led the academic charge from the front, as Head of House, with some excellent results, surpassing both expectations and the requirements of his chosen course with BTEC double distinction. Owain Smith achieved straight A grades at A level and is now reading Earth Sciences at Durham, and Nico del Brio achieved the highest points score of the year with five A level passes. It is worth noting that Owain’s UCAS points tally was matched (or nearly matched) by several pupils on BTEC courses. While there was disappointment for some boys at GCSE, there were still some excellent performances with Tom Lothian accruing the greatest points score and an outstanding set of results in Mathematics, and Amir Hamrouni exceeding his predictions following some diligent preparation. Those about to undertake their first set of external examinations will hopefully recognise the link between hard work and results! House competitions were a bone of contention this year and, with the exception of the Badminton team who won a thrilling victory, every single competition for the seniors was a second place. The basketball competition was an example that could (or should) have been won and they were disappointed not to do so. Rugby was an example where the expectation at the outset was not one that involved victory, but where great team spirit on the day brought them within a whisker of it. At the end of the year, the tugof-war was probably the most exciting of the big competitions, with a modestly sized team of brilliantly ‘psyched’ Shute boys pulling over the favourites (and old rivals) Paley, in the heats, and coming within one pull of a win in the final. Throughout the year, the boys have learned some tough lessons in getting the balance right between

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It was an unfortunate coincidence then, that the House dinner speaker was an Olympic Silver Medallist, an achievement that would otherwise have been much easier to appreciate! Jonathan Schofield won a Bronze medal in the London Olympics, followed by a Silver medal in Rio four years later in the two-man Kayak Sprint. Jon and his wife Rachel (also a World Champion Kayaker), were engaging and inspirational as well as disarmingly friendly and generous with their time. The message of ‘daring greatly’ and ‘marginal gains’ was aptly summed up at the end of Jon’s presentation by a statistic which represented the sum total of all the winning (or losing) margins in every major competition since he was sixteen: 2.4 seconds. For a man at the age of 31, this was a compelling illustration of what a difference we can make to our lives by effort and attention to detail. House trips this year have included the obligatory paintballing expedition, which should more accurately be called ‘Shoot the Housemaster at all costs even if he’s on your own team’ and a hugely entertaining ‘bubble football’ game which saw the football degenerate into British Bulldogs and finally a general free-for-all as the boys realised that they were pretty much impervious to injury in the gigantic inflatable spheres. Ellis Hartley was determined in organising and overseeing a regular programme of activities for Friday evenings (Dodgeball, Football, Netball with Carr, Water Polo, film nights and Basketball), and our tutor team gave generously of their time to run regular weekday evening activities, of which Mr Andrew’s cookery evenings were undoubtedly the most popular. Ellis was certainly the lynchpin of this year’s successes and hugely improved the House confidence. The 2016 to 17 academic year has been one of challenges, lessons, successes and failures. It has been hugely enjoyable to watch the boys develop and the House identity grow into something that they consciously and deliberately decide is going to be better. A growth mindset approach had started to evolve even before it became an educational initiative around the rest of the campus, and contrasting the boys’ self-depreciation at the start of the year, with the optimism and vigour at the end of it, is as much of a reward as a Housemaster could ever ask.

Peter Keron, Shute Housemaster

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Style Responsibility Head of House: Emma Sharp Deputy Heads of House: Elizabeth Bulmer, Jessica Clark House Seniors: India Birley, Rachel Costello, Anna Fisher, Josephine Hustler, Hannah Lightfoot, Lottie Monks, Olivia Shaw, Elizabeth Templeton, Rebecca Witt, Alison Wong, Katherine Zhang Salvete: (Joiners): Jennifer Akin, Katie Bagshaw, Isabelle Bargh, Emma Belshaw, Alice Browne, Emily Castles, Charlotte Cook, Poppy Coultas, Emelia Coultherd, Erin Cummins, Taylor Eccles, Maddison Goode, Hannah Green, Emily Guy, Annabel Harrison, Maisie Harrison, Chloe Hodge, Imogen Johnson, Se Eun Kim, Jannika Kreitz, Erika Mayo, Millie Scott Valete: (Leavers): India Birley, Elizabeth Bulmer, Jessica Clark, Rachel Costello, Anna Fisher, Josephine Hustler, Hannah Lightfoot, Lottie Monks, Emma Sharp, Olivia Shaw, Elizabeth Templeton, Rebecca Witt, Alison Wong, Katherine Zhang, Olivia Ogden, Charlotte Dunne, Ellie Harrison, Constanze Holland, Ane Salegui Zubimendi, Anna Shao, Jemima Lovell, Dora Sun ith the summer holidays and the South Africa tour firmly placed in distant memory, the ladies of Style embarked upon another action-packed academic year.

Under the successful leadership of Emma Sharp, the upper sixth led by example in all areas. Style’s new resident tutor, Kate Arnold, made her debut and it quickly became apparent how useful an A level Science teacher was judging by how much time Miss Arnold spent with the girls in the common room helping them with their chemistry prep! The autumn term was crammed full of activities and the Style girls were prominent in the school’s musical Les Misérables, with Emma Sharp and India taking lead roles, and many others also performing. As halfterm approached, rehearsals for Singing and Speaking, with the theme of 1950s, got well under way and all were delighted to win the whole house singing prize. Sporting wise, the long anticipated senior hockey, due to very evenly matched sides, was rewarded by a draw 3-3, showing how well the team pulled together, maintaining high spirits and good humour. The term ended with the traditional Christmas party (yes, it is still going strong), and the usual silly but hilarious party games with all 67 girls (and staff) dressed in pyjamas! The spring term was tremendously busy and successful with the Style girls to the fore with some amazing performances in the Young Musician Competition; it was a very proud moment when Maddison Goode was awarded the KS3 prize for her performance on the alto saxophone.

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Music in Style, a core value, has seen many successes this year including Emma Sharp and India Birley grade 8 voice, Hannah Lightfoot grade 7 voice, Ti Evans grade 6 voice and Maddison Goode grade 6 voice. Stylites show off their creativity too and a large proportion of the house has taken part in productions and examinations. Congratulations to Emma Sharp grade 8 acting, Ti Evans, grade 7 acting and Jessica Clark, grade 6 acting. Style maintained a very positive outlook on sport during the Easter and summer terms, but despite the girls’ commitment and determination, sadly our victories were fewer than usual, however, the girls’ skills lay within the netball and tennis court and it was rewarding to see both the junior and senior cups for netball and tennis lined up in the trophy cupboard. Sports day was yet again fiercely contended and congratulations go to Imogen Johnson first 100 metres, and Alice Browne 300m. Katie Bagshaw and India Birley rose to the challenge and attained first place for high jump; Emma Crossley-Smith and Rebecca Ramalingam also deserved their first places for shot-put and discus. I was delighted that the girls raised £100 for World Vision for the village of our sponsored girl, Justine, by hosting the traditional bacon sandwich sale at break time. Special thanks go to the Morrison boys and Catteral who polished off the last 20 sandwiches! Life in Style has never been busier or more exciting. With a new weekly programme of events and activities, organised and led by the upper sixth house seniors, the common room has been a buzzing focal point to the house. House nights have been varied and well attended with rounders and games in the garden, camp fires, movie nights and Sardines to name but a few. Style House Dinner was held at Christmas this year; guest speaker, Emily Yates, talked about growing resilience and being positive all great messages for the girls to take away. Emma Sharp spoke about making the most of one’s time at Giggleswick and grasping the many opportunities presented. Style House has continued to appreciate the input and support of its duty team. Sadly, we said goodbye to Kate Arnold as our resident tutor but congratulate her as she enjoys her promotion to Lower School Divisional Head and we wish her great success in her new post. We are delighted that Ellie West will be our new resident tutor from September. All in all, 2016 to 2017 was a fantastic year for Style.

Louise Ladds, Style Housemistress

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Sport

Time to Shine ndividual sports such as triathlon, cycling, climbing, martial arts and gymnastics are attracting more and more teenagers – a trend reflected at Giggleswick.

In a year which has seen the opening of our new state-of-the-art climbing wall in the Pavilion, pupils gaining national honours in running and judo, and more students than ever taking a spin round the mountain bike skills track, it’s noticeable that traditional team sports could be heading for a back seat. The gap is closing in the popularity stakes between the traditional team games of rugby, football and hockey and the ‘newer’ individual sports which are now beginning to enjoy wider recognition, particularly as some have now been accepted into Olympic competition. Said Headmaster, Mark Turnbull: ‘Against a background of increasing participation in sport in general, there is a national trend of more and more people taking up individual sports.’ Certainly, this would seem to be backed up by Sport England’s Active People Survey. Latest figures suggest almost 230,000 more people played sport weekly in 2016 than in 2015. Mark Turnbull added: ‘At Giggleswick, we actively encourage interest in cycling, running, climbing, triathlon and cyclocross and are lucky to have the natural surroundings which are perfect for these sports. Every child has the opportunity to try a wide range of sports, including the ‘newer’ individual ones alongside the more traditional team games such as rugby, cricket and hockey, in which we have always been strong. In fact, women’s rugby, in particular, is becoming very popular.’ ‘It’s important to recognise that individual doesn’t have to mean alone. I have found a surprising amount of teamwork is involved in the newer sports. Ask anyone tackling a difficult route up a crag how much they have to work with the person belaying them at the bottom.’ School has embraced the trend towards individual sports by investing in purpose-built facilities such as the mountain bike track, sports hall, conditioning gym and, most recently, the indoor climbing wall. Giggleswick is now also a regular fell race venue with an annual Kendal Winter League fixture, organised by Fergus Ogilvie, taking place in the Ghyll and Observatory fields. In September we hosted the English Schools National Fell Running Championships, again with Mr Ogilvie in charge, which was a great success and showcase for the school. The climbing wall was opened by mountaineer Alan Hinkes OBE in March 2017 providing a facility for learning and perfecting skills before heading out to the local countryside which is famous among

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Tom Renwick, U6 (Nowell)

climbers. Our pupils have always been able to tackle outdoor, limestone sport climbs such as ‘Gigg South’, literally on the doorstep, and traditional crags within the school’s main grounds, but the climbing wall adds an extra element for learning and all-weather practice and, of course, sport climbing is now an Olympic sport.

The Three Peaks Cyclocross event attracts over 600 competitors from all over the country and is widely regarded as the toughest Cyclocross event in the world. Riders race over the three Yorkshire peaks, for 40 miles, on road bikes with drop handlebars, skinny tyres and no suspension, with 6,000 feet of climbing, carrying bikes on shoulders when the ground is too steep to ride. Tom came in the top half of competitors and completed the course in 4hrs 27mins.

Added Mark Turnbull: ‘We are already seeing results from our investment in these facilities. As well as national honours, we have pupils enjoying extreme sports such as Tom Renwick, U6 (Nowell), twice successfully completing the Three Peaks Cyclocross, which is said to be the toughest cyclocross race in the world, and Sam Sharp OG, embarking on a mountain biking epic journey in Nepal.’ ‘Crucially, it’s having the opportunity and time to do these things which will increase participation. Being a boarding school facilitates those opportunities. Building on from this is parental influence. As more adults are getting into sports such as cycling and running, the enthusiasm rubs off on their children. You only need to look at how many parents join in the Race for Life or support the annual Three Peaks Challenges that the school undertakes. Role models such as the Brownlee brothers, Laura Trott, the gymnasts, swimmers and other Olympic stars also spark interest in sporty youngsters and another major factor is the internet with its technological innovations which make specialist sport and fitness information available to all. It is no longer necessary to be a member of a club or attend fixed sessions to boost performance – the boom of fitness social media apps such as Strava is proof of this. Meanwhile, Giggleswick is continuing to uphold traditional sports. Mark Turnbull: ‘Traditional sports, as well as individual ones, have a huge part to play at Giggleswick in developing young people, and encouraging teamwork and important life skills.’ ‘Cricket and rugby games require time, so with shorter learning days to support the increased demands they are facing, this becomes harder and harder for state schools. We have more time to spend on games and we make the most of this!’ ‘There are also concerns about some of the risks involved in contact sports. I believe it is important to have an element of risk for boys and girls to allow them to develop skills. The girls who have tried rugby here absolutely love it. Women’s rugby has been a fast-growing sport and we see that reflected at Giggleswick. Ultimately, sport for us is all about participation and personal development and, in particular, the character traits we encourage in pupils to give them the best opportunities beyond school, such as resilience, passion and a proactive, assured outlook on life.’

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Leading the Field 1st XV Rugby he pre-season got underway with a tournament at King’s School, Macclesfield, where the squad performed to very high standard with some fast-paced, aggressive, attacking rugby against some big schools; the results included a very narrow loss to the hosts.

back, allowed us to play some good running rugby with real pace and intensity. Rian has been rewarded for his efforts by being offered a Senior Academy contract with Yorkshire Carnegie and has since made his first team appearance in the British and Irish Cup. Dan Cook, Coach

1st Boys Hockey he first team had a very impressive season with only one school fixture resulting in defeat. Captain Ellis Hartley and ViceCaptain Archie Hancock, embraced their roles, leading from the front with high expectations from their team both in training and during matches.

A stuttering start to the season included losses to AKS and Pocklington. After allowing Pocklington an easy start with a couple of early tries, Giggleswick really came back into the game with some ferocious defence from the likes of Rian Hamilton and a couple of well worked tries. Barnard Castle were next up in the NatWest Cup and, although the Giggleswick boys performed well, they were, ultimately, undone by a big, well organised side. Victories came against Rydal Penrhos, Ashville College and Newcastle School for Boys, but the highlight of the season had to come with a home victory over Ampleforth, which hasn’t been achieved for a very long time. The boys’ spirit and work ethic could not have been faulted in what was to be a famous victory which they fully deserved. As a coach, there is nothing better than to see how players develop over the course of their time at the school and a prime example of this has to be Freddie Scott in the second row. To be pitched in with boys up to two years older, and not look out of place, is a great achievement. Archie Hancock showed his skills as a half back and organised the team well, alongside Fred Hewetson, Benedict Allmand-Smith and Euan Ogilvie, who was capable of making ground whenever he had the ball. There were a few standout players who came to the fore during the term. The bulk and strength of Ollie Liebster proved difficult for the opposition to control as he led from the front. This, combined with a backbone of county players, Ben Taylor in the back row, George Marshall at scrum half and the talisman for the team, Rian Hamilton at full

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They were unfortunate to lose the first game of the season against Rossall but the team quickly learned from this and went into the remainder of the season with a determination to succeed. This led to our best performance against Sedbergh, where we were disappointed to draw after a great start to the game, scoring two early goals due to our speed in attack. There was a high intensity to the game and all players committed fully to jumping back when against a quick counter-attack and committing to high lead runs when we won possession in defence. The players gradually developed as a unit and linked up passages of play to create some fantastic attacking opportunities. The most improved player of the season was Kieran Hunter, often playing two games back-to-back for the 1st and 2nd teams, covering a huge amount of distance and proving a force for the opposition; although he was unconventional, he was certainly effective. Gracie Willacy made the transition from 1st XI girls hockey to 1st XI boys hockey extremely well (not an easy feat), demonstrating grit and determination when up against some skilful players; this will improve her performance level next season for the girls team. Edward Leech was calm, cool and

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collected in defence, proving to be the most consistent player of the season, and was instrumental in limiting goal scoring opportunities for the opposition, alongside some outstanding goal keeping performances from Ellis Hartley. The most valuable player of the season must go to Charles Smith who has shown great flair in the centre of the pitch. His attacking ability led to his scoring 12 of the 19 goals achieved this season. He is impressing at school, club (Ben Rhydding) and performance centre level, and is a name to watch out for in the future. The team will be losing only two members, so I expect good things from them next season! Hannah Wright, Coach

1st Girls Hockey

be relatively easy to lead when things are going well, however, it takes strong leaderships skills to take your team through a rough patch and emerge as a stronger and more accomplished side. Hannah Wright, Coach

1st VII Netball he 1st team had a very tough start to the season and, as a relatively young side, there was some displacement of positions. However, after working tirelessly, and with a variety of combinations, they began to steadily improve. India Birley, Matilda Jaggar and Sammy Baker-Jones worked incredibly well together moving the ball across court and using re-set passes to ensure the opposition were kept off balance.

t was a year of significant change for the 1st XI with eight new members – of which seven were Year 11 – joining the squad. They faced a steep learning curve in the first few weeks and played some incredibly tough matches against St Peter’s, Ampleforth and RGS Newcastle.

We lacked the fitness at times to deal with the quick counter-attacks from the opposition and left ourselves exposed at the back. We needed to ensure that the passing was more secure and that every pass made was for a real purpose. However, the second half of the season showed much better form after wins against Yarm, Barnard Castle and Ripon Grammar School. The girls finished with an incredibly well fought match against Stonyhurst where they were 3-0 down, coming back with true grit and determination to draw 3-3 and very nearly winning the game. There was some fantastic play this year, particularly by Matilda Jaggar in defence, who was often the last man standing; her nerves never beat her as she made tackles that prevented numerous goalscoring opportunities. Gracie Willacy proved a key player for the team again this year as she was fearless in defence; her pace and skill allowed her to attack at pace and her work rate was unrivalled. They will undoubtedly be the leading lights for the team next year. Real credit must go to captain, India Birley, as she faced an incredibly rough start to the season. It can

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Emma Sharp joined part way through the season and settled brilliantly into the shooting circle with Anna Mills becoming the top goal scorer in the remainder of the games. Anna Mills’ spatial positioning in the circle and rebounds were excellent and afforded us numerous shooting opportunities. Amy Cornelius at GD continued to intercept with surety and was supported in defence by Ti Evans. Ti also shared WA with Francesca Tomasso and they both worked tirelessly in attack to get the ball up the court. Hard work and tenacity among the team paid off towards the end of the season when we beat Austin Friars 45-11 and Rossall 21-20 after previously losing to Rossall in the past two seasons by one goal. Bethan Stoll, Coach

1st Team Football iggleswick footballers are lucky to play on some of the best pitches in Yorkshire. In some ways this tends to help our opposition, often bigger schools who play more football, who really appreciate a top-quality surface.

As a group, the Giggleswick squad got better, playing with more confidence as the season went on. Special mention must go to Laurie Daws for his enthusiastic captaincy and to George Marshall for energetic displays. Thanks also to Kevin Byrne for

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Towards the end of the season, the batting was opened by Harry Snowden (Y10) and the bowling by Owen West (Y9), both very exciting prospects for the future. Another highlight of the season was the thrilling draw against the MCC, recovering from 7-4 after eight overs. Harry Snowden showed great resilience and confidence to finish 59 not out, having faced 135 balls and batting for 149 minutes, to save the day.

refereeing and to the ground staff for preparing such great pitches. Giggleswick is a rugby school, but there is a place for football and I am always pleased to see students become more technically proficient and start to show a greater awareness of systems and shape.

Steve Robertson, Coach

1st XI Cricket nother successful season with good wins against Kirkham Grammar, Settle CC and Ermysted’s. The first half of the season was full of wins and some good team performances. Fifties from captain, Archie Hancock, and vicecaptain, Ed Leech, against Settle CC saw us chase down 156 after the bowlers had worked hard to restrict them earlier. The season’s early success was based upon restricting the opposition’s runscoring options, through accurate bowling and aggressive fielding. This meant that we didn’t have to chase too much with the bat.

The second half of the season resulted in more losses, however, with injuries and exams forcing us to play the younger cricketers. The positive of this, of course, is that they gained experience of 1st XI cricket putting them in an excellent position for next season.

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Overall, the 1st XI played 11 games, with two cancelled, winning four, losing six and drawing one. The leading wicket takers were Thomas Lothian, Owen West and Ed Leech, and the leading run scorers were Archie Hancock, Ed Leech and Harry Snowden. Rupert Bunday, Coach

1st Team Rounders he Rounders 1st team had an undefeated season, with convincing wins against Sedbergh, Ampleforth and Barnard Castle. Matilda Jaggar was able to perform a wide variety of bowling techniques to help limit the opposition’s scoring opportunities.

Beth Bulmer was strong in the backstop role enabling a solid connection with Amy Cornelius and Gracie Willacy on first post eliminating numerous batters quickly and effectively. Lizzie Templeton, Eleanor Marshall and Natasha Hill were excellent in the deep-fielding roles with some superb catches being taken. India Birley, Matilda Jaggar and Natasha Hill scored most of the rounders for the team and some good tactical awareness allowed many of the team to score a significant number of half rounders. Eleanor Marshall, L6 (Carr) and Amy Cornelius, Y11 (Carr)

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Rugby Sevens ugby Sevens is an extremely tough game where work rate and resilience, as well as skill, come to the fore. The senior sevens team made a great first impression in the abbreviated version of the game, going through undefeated to win the Rydal Penrhos Sevens on the 4G surface at Burnage RUFC. George Tankard controlled play from the breakdown, allowing some devastating attacks from the likes of James Ward, to beat six teams in a row!

This success carried on in the QES Kirkby Lonsdale Sevens a couple of weeks later, where the team narrowly lost in the final to Queen Ethelburga’s. The squad again showed some good shape and tenacity in both attack and defence, and a great ability to keep the ball alive. Next up was an early departure, on a Sunday morning, to Sheffield, in what must have been the worst conditions that we experienced all year. In thick mud, driving rain and cold wind we were able

to put together some of the best rugby we had played all year. At one point a ‘try of the season contender’ was scored against Woodhouse Grove, going the length of the pitch though several players’ hands. We narrowly missed out on going through to the Cup Finals on points difference, but beat Woodhouse Grove to win the Plate. So, three tournaments and three finals led us to the North of England Sevens at Birkenhead and the Stonyhurst Sevens, however, injuries to key players diluted the team and unfortunately we struggled to hit earlier form. The team acquitted themselves well against a strong Kirkham Grammar side but were knocked out in the quarter-finals at the North Sevens, and lost in the Vase final at Stonyhurst. Rosslyn Park proved to be a tough ask with key players struggling with their fitness. It was a fantastic experience for the boys, and winning the final group game in the Cup competition was a just reward, but we were all left wondering, what if? Dan Cook, Coach

Cross Country he Easter term is always the busiest for cross country and the weekly senior games sessions saw a decent amount of interest from boys and girls alike in a range of abilities. They enjoyed the opportunity to run on field, fells, through woodland and along canals.

At the competitive level, a small cohort were very busy training hard, some up to six times a week, and running for school, club and at county representative level. The school hosted the Kendal Winter League offering an opportunity for runners of all ages to take part, including staff, with Euan Ogilvie finishing 10th in the men’s race. At the Harrogate and Craven Championships in Ripon, a large number of Giggleswick pupils took part and Mollie Bratt and Jack Hutchinson (Juniors); Euan Brennan, Tom Humphries and Eve Hutchinson (Intermediates); and Euan Ogilvie and Tom Renwick (Seniors), all qualified to run in the North Yorkshire Schools County Championships also held at Ripon. From the North Yorkshire Championships, Jack Hutchinson, Euan Brennan, Tom Humphries, Eve Hutchinson and Euan Ogilvie went on to run for the county. The school took a boys and girls team down to Coventry for the King Henry VIII Relays and the boys team finished 15th from 42 schools winning the most improved team cup based on the previous year’s result. At the Inter-counties Cross Country Championships in Loughborough, with selection based on qualification through club running performance,

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Euan Brennan (North Yorkshire U17), Tom Humphries (Cumbria U20), and Eve Hutchinson (Lancashire U17), all ran, Euan’s placing of 22nd being the highlight. Congratulations to all members of the school who ran in Scarrig; there were some good races in tough conditions. Winners were: Archie Alton (Minor Boys), Katie Wright (Minor Girls), Jack Hutchinson (Junior Boys), Mollie Bratt (Junior Girls), Eve Hutchinson (Senior Girls) and Euan Ogilvie (Senior Boys). On the same day, Euan Brennan and Tom Humphries pulled on their North Yorkshire Schools County vests to run in the English Schools Championships U17 race at Norwich on a fast, flat dry course. Both ran well and Euan’s storming run to finish 11th was an all-time best for a Giggleswick athlete. Sadly, he just missed out on an England team selection but made up for this later on the fell running scene, where he represented England at U18 in the European Mountain Youth Cup held in Gagliano del Capo, Italy. Euan finished fifth and the team third. Euan also ran for North Yorkshire and Humberside in the London Mini-Marathon in May. Euan Brennan, running for Yorkshire, and Tom Humphries, representing Cumbria, ran in the Fell Running Association English Championships based on a series of races. Euan finished first in the league and is officially the U17 English Fell Champion. Tom finished a creditable equal seventh. (pic??) We hope all this success will encourage other young runners to try and get more involved and raise the Giggleswick running profile further. Fergus Ogilvie, Coach

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Staff Leavers Sarah Williamson ppointed by Peter Hobson, Sarah began her Giggleswick career in 1989 as an English teacher and House Tutor in the Green. A graduate of Liverpool University and fiercely proud of her Hull roots, Sarah, with all her quiet industry, set about teaching and, most importantly for her, getting alongside pupils. She was a conscientious and considerate teacher who always cajoled the best out of those she taught. Never one to shirk her duties, she would run out of midnight oil ensuring each pupil had the right feedback.

Under the tutelage of Jenny Thomas, Sarah progressed on to Assistant Housemistress and from there to Housemistress of Carr in 1995. Her reign in Carr until 2002 was typified by her energy and commitment to the girls in whatever they were doing. She attended an endless list of plays, concerts, debates and recitals, and was involved in games coaching in her earlier days, but I suspect that her House role gave her the most satisfaction and reward. At the time of her role as Housemistress, she moved from Assistant to Director of Studies. This coincided with considerable changes in the curriculum and the usual rafts of policies and documentation. Sarah took this in her stride ensuring that nothing was overlooked and as the area of policies evolved, Sarah became an inspector applying her conscientious approach and clinical overview to the toughest documents. This proved to be a significant factor in assisting the school through a number of successful inspections; her time commitment and meticulous and professional stamp of approval resulted in some highly successful outcomes. Sarah’s appointment to Deputy Head in 2002 was reward for her efforts in a range of areas, dovetailing seamlessly into all the areas in which I lacked experience. Sarah picked up this baton and, in conjunction with the Designated Safeguarding Lead and pastoral responsibility, ensured the right outcomes were found for each child. There was no rushing Sarah and no corners were cut in any issue she dealt with. She gave time to parents and pupils alike with a fine eye for detail and always ‘loved the unloved’ (something we shouldn’t forget!). When Geoffrey Boult undertook a sabbatical, Sarah enjoyed a brief stint as Acting Head and ensured that nothing was left to chance in her preparation. Latterly, and alongside the ‘day job’, she undertook the role of Housemaster’s wife, not a phrase she perhaps would readily accept – possibly House Tutor would be more appropriate. Sarah put others before herself and provided a listening ear to anyone who needed it. She made others’ jobs easier by taking up the slack and could always be relied upon as the ultimate sounding board. Sarah is a consummate professional but more

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importantly a person with real values who gives generously of her time as she did throughout her career at Giggleswick. Neil Gemmell, Senior Master

Sam Griffiths ith a PGCE and an MSc from the University of Edinburgh, Sam Griffiths came to Giggleswick to teach History and Politics in September 2006. At the ripe old age of 23, he arrived newly married and with a baby boy. His natural charm and youthful enthusiasm meant that he quickly settled into the department and became a popular and valued member of the teaching staff, respected by both pupils and colleagues alike.

As a recipient of a boarding school education himself, it was in his role as resident tutor in Shute House where Sam particularly excelled. Pastoral care was clearly Sam's vocation and he was soon promoted to the post of Housemaster of Paley. In undertaking the so-called ‘Paley revolution’, he quickly became the consummate, all-round Housemaster; an approachable and caring teacher who had a sense of humour and a genuine concern for the well-being of the young men in his boarding house. Beyond his house responsibilities, Sam took a very active role in school life. A keen runner and sportsman himself, Sam dedicated his time to a range of coaching posts in the sports department. As well as coaching boys rugby and cricket, he achieved success with the girls sevens (coaching a team who became North of England champions in 2011.) He also organised various enrichment opportunities within the Politics department, initiating Giggleswick's involvement in Model United Nations and organising trips to Westminster for sixth form politicians. His schoolwide mock elections and Dimbleby-style Question Time were also well received by our pupils. Sam departs to take on a Housemaster role at Shrewsbury School. They will no doubt also be putting his personable traits to good use with an

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extended role for him in the marketing department, liaising with outside agencies. Housemastering is undoubtedly a whole family commitment and with Freddie and the children by his side, Sam was certainly blessed. He, Freddie and their three children – Hamish, Emilia and Tom – who have all benefitted from the experience of a Giggleswick education at the Junior School, all leave with both our best wishes and our sincere thanks for everything they brought to the school.

Michael & Heather Davies ike and Heather Davies joined Giggleswick in 2013, with Mike appointed as Head of RE and resident tutor in Shute and Heather joining the teaching staff soon after in the Biology department. As Old Giggleswickians go, one could not ask for a more archetypal example in either of their cases, both dedicated to their work, selfless in their commitment to the school and warm and loving people who quickly became popular with both students and staff.

Heather took up the role of Academic Head of Catterall in 2014 and had a huge impact, most significantly in developing the prep routine. Heather recognised that this seemingly mundane part of school life is the most important foundation of independent learning and that the younger years is the place to start forming good habits that are likely to bear their greatest fruit five or six years later when students make the step to universities and adult life. Year 7 and 8 students now talk about their ‘GetGo’ tasks with enthusiasm and pride, and Heather’s great achievement in Giggleswick could well be making changes like this in a way that brought everyone on board. Foresight and steely determination were her most admirable qualities and ones that will be greatly missed. Mike’s easy-going manner gave the impression of someone less ambitious, particularly when described adjacent to his wife. But his calm exterior belied the sheer quantity of his output. Even just one part of his job, Head of RE, is no small task – teaching just about every single pupil in the school is a huge administrative burden – all the usual requirements of an academic Head of Department still apply and, of course, having to line manage the Chaplain is everyone’s worst nightmare. But Mike’s remit was far from limited to the academic and he wholly embraced the breadth of life at Giggleswick. An everreliable resident tutor whose calm and kind manner grounded the house at times of strife, whose stories entertained and whose jokes appalled the boys, Mike’s ability to hustle even the most confident of

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unknowing new boys at the pool table gave him legendary status in the common room. Mike was also the lynchpin of the 345 Club for three years providing a weekend entertainment package for around one hundred 13 to 16year-olds outside the timetabled lessons, a task which Mike never once even flinched at, and his unremitting enthusiasm on this front won him a great deal of respect from colleagues. Mike and Heather leave Giggleswick for the sunny south, teaching in Nottingham and embarking on a new chapter of their lives, parenthood. There is no doubt that the lucky new-born will have a great start in life and we wish them all the very best.

Sally Ayari ally joined Giggleswick from Malsis where she was Head of Maths. She had previously had experience working at Cheltenham College as Head of Girls Games and took up the same role at Gigg in 2004. Within this role she re-established competitive hockey fixtures and helped to grow girls sport at Giggleswick to what it is today.

Her teaching of maths focused on bringing on, and supporting, those who found the subject more challenging. She prepared for lessons with empathy with her charges, making her classes relevant and fun. She did this successfully with her mantra being 'good with numbers'. Sally was an excellent sports woman in her own right, having played netball, lacrosse, hockey, rounders (a very technical game) and rugby to a high level, she was even crowned North of England shot-put champion! Sally, who has a real passion for coaching and officiating sport, forged a great connection with those she has taught and coached over the years. She is a confident and highly respected coach and umpire, famous in these parts for her running

commentaries during netball sessions. Her Year 8s certainly knew her well and quickly worked out that she keeps her tan topped up by asking the groundsman to mark out her pitches so she is always facing the sun! Sally is a good listener and has been a caring sounding board for many a tutee whether in Style or, more recently, in Malham House, Catteral. She has a keen sense of humour and an easy manner that enables her to strike a good rapport with pupils and parents alike. Probably the thing that I will remember Sally for most is her incredible talent for public speaking and her recollection of facts. She demonstrated this skill with unerring accuracy at every final assembly, without notes, recalling every name and key moments from the season when rounding up the girls’ sporting achievements and colours awards - a very impressive skill! Sally will be moving on to do an MEd in Education and we wish her, Archie and Bilal all the best with this and in her future ventures.

Bethan Stoll ethan Stoll came to Giggleswick in 2012. Throughout her time at the school she was an inspirational teacher of drama, a valued friend, colleague, and vibrant, energetic member of the common room. Bethan made herself known to all in a very short period of time and was at the heart of school life. She was also a much-valued resident tutor in Carr House and a superb netball player, coach and enthusiast.

Bethan worked closely with me on a range of superb school productions which included: A View from the Bridge, Guys & Dolls and Les Misérables. Her skills as a physical theatre practitioner provided added strength to the drama department’s arsenal, eliciting superb work for productions and examination pieces. Bethan deserves considerable credit for her contributions to the excellence that is currently evident in drama particularly the Year 7 and 8 production which she directed each year. Who could forget the wonderful Seussical the Musical which Bethan worked on with Alice Grant. As well as her many contributions to the world of the performing arts, it is worth noting that Bethan was one of the few members of staff who also stepped up to the challenges of the Gigg2Gigg. Throughout

her time in the school Bethan led the sixth form Saturday social club with the energy and imagination one would expect of a university entertainments secretary.

Fraser Davies raser joined the Physics department in September 2013, his bow-ties and waistcoats significantly improving the sartorial elegance of the scientists. Joining us straight from the intellectual climes of Oxford, his deep understanding of the subject, and willingness to share this, had an immediate impact upon the students (and upon the staff success rate with the Times crossword).

Equalling his passion for Physics was that for religion; none of those present are ever likely to forget his sermon on Angels. He also supported Outdoor Pursuits and running, treating the Gigg to Gigg three peaks challenge as if it were a stroll in the park. Fraser would not shy away from stress and we wish him well with his move, marriage and new career.

Ashley Currie shley Currie arrived in 2016 from Magdalen College School, Oxford and fully immersed himself in the life of the school.

He was Head of Mathematics and a rugby and hockey coach. He will long be remembered in Morrison House where, as a tutor, he organised a fantastic House Darts competition. Ashley moves on to take up the position of Head of Maths at St Edward's, Oxford.

Graham & Anne Lilley raham joined the Properties Department in January 1977, initially working as a painter but turning his hand to most things. Such was his value to the school that he became Assistant Clerk of Works and then in 2000, he was promoted to take on the role of Health and Safety Supervisor. He executed this role in a quiet and

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conscientious manner, diplomatically pointing out key areas for consideration and alteration. His persistent nature enabled the various Bursars to feel fully supported in this key area in relation to thorough risk assessments and it is no accident that our inspections have found our arrangements for health and safety to be excellent. Graham also had many other roles and his development of conservation and links to the surrounding environment will be a lasting legacy. His quiet determination allowed him to take on a variety of roles prior to retirement in Health and Safety, management of the minibus fleet and driving pupils around the country for trips and fixtures. Needless to say, it has taken three people to now cover all his roles. Anne retired in December 2016 after 44 years of service to the school. During that time she gave selfless service to roles incorporating Catteral Hall, the Junior School and finally in Catteral House. As a House Matron she offered an ear of reassurance to huge numbers of pupils, operating in a calm manner with each one. Anne was a skilled practitioner in running repairs with pupils’ uniforms and mended, labelled and named hundreds of items of kit over her time at the school. In addition, she supported the games programme by offering pitchside medical assistance for the younger pupils playing matches on Pape’s. The lasting impression of Anne is of a person who displays upmost professionalism in everything she undertakes with every job completed to the same high standards. We wish Graham and Anne a happy retirement and recognise their quiet dedication to the wellbeing of the pupils in all their varied roles.

Pam Gledhill am has been the Giggleswick Biology technician for 23 years, starting under Headmaster, Tony Millard, in 1994. One of Pam’s first memories was the whole school singing happy birthday, on The Flat, to Warwick Brookes on the occasion of his 60th birthday and staring in wonder at what she had walked into – Giggleswick!

Since those heady days with Nigel Mussett as Head of Department, 16 Biology teachers have passed under Pam’s watchful eye and she was on to her third Headmaster – very impressive. Pre-2003, Biology was to be found with Art on the site of the ‘new’ Sports Hall in the old Design workshops. I have memories of Pam, mop and bucket in hand, sweeping out the water after a heavy night’s rain before the first lessons could begin. Pam helped oversee the department’s timely move to the newly refurbished Science buildings, where she was a tremendous help in equipping the laboratories and ordering all the extra equipment. In her new empire, run from the upstairs prep room, Pam kept us all in order and the department ran like clockwork. Pam is a trained science teacher, which explains her effortless transition to technician. She was often to be found in the photocopying ‘cave’ labouring under mountains of copying or in the prep room washing up after ISA practicals. Pam also made many long-term friendships while at Giggleswick, not least with ‘Val from Chemistry’. The pair could be seen lunching in the dining hall just before the one o’clock rush every day. Pam always had a good word for the quality of the school food. Pam also met royalty while at Gigglewick when Princess Anne landed by helicopter on top pitch. Nigel, in his role as CCF contingent commander, formed the welcoming party and asked Pam and Val to go with him. A photo of Pam and Val accompanied by a royal protection officer always took pride of place in the prep room. Pam was, and is, a strong supporter of the school Christmas concert and drama productions, and she has fond recollections of the quincentenary Hallé Orchestra and firework commemorations. Pam valued her interaction with students afforded by her role, which lead to many chats, much hilarity and long-term friendships as students moved through and left the school. Pam was a tireless worker behind the scenes at Giggleswick and, like many others, her often unseen contribution was instrumental in our success.

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Staff

Pam leaves Giggleswick at an exciting time in her life with the arrival of granddaughter Elkie in October. We all wish Pam and Eric a happy retirement and look forward to meeting up at future events.

Jill James ill worked tirelessly to support individual pupils, particularly in the senior years. Jill started in 2001 supporting international pupils to prepare for English assessments such as IELTS and FCE. Her skill and patience with pupils was soon spotted and she was soon also working with dyslexic pupils to support their work in GCSE English.

As a talented producer of artisan jewellery, she was also the Learning Support expert on supporting pupils in Art and worked closely with the Art department supporting pupils on a Friday afternoon. Travel, particularly to Spain and France was always important to Jill and many Spanish pupils were surprised to be supported by a fluent Spanish speaker. Jill was an ever-popular support teacher and I wish her well in her retirement in southern France.

years of teaching I don’t think I have come across anybody with his passion for throwing and kiln building. Hours and hours of time were devoted to the construction of his large scale, outdoor, woodfired kilns, an almost ritual-like process, with Matthew sometimes going through the night without sleep. It was most certainly this focus and determination that helped him to be crowned ‘Britain’s Best Potter’ on the TV programme, The Great Pottery Throw Down. His calm, confident demeanour probably also helped; we were all amazed at how laid back he was throughout the whole process of the highly intense filming, and so proud of him when he was announced the winner! This not surprisingly gave Matthew an enormous amount of exposure and, deservedly so, he was offered a 3D Design teaching post at Robert Gordon University, Aberdeen, where he will also continue studying for an MA in ceramics. When we originally appointed Matthew in Sept 2014, we had no idea what an amazing journey we were all in for. It was indeed fantastic having him around for a, sadly, short time at Giggleswick. His presence here most certainly promoted the value of both the residency post and the relevance of ceramics as part of art education. We also said goodbye to Heather Mitchell, Nowell matron for three years and Daniela Parravano, Morrison matron for nearly four years. We thank them for their care of all the boys in these two houses.

Matthew Wilcock he ceramics residency post at Giggleswick has now been running for 20 years. The residency runs for a full academic year and enables makers to use the excellent ceramics facilities to develop their own work while also teaching for 12 hours a week. This means pupils have the opportunity to work directly with professional, highly skilled makers, who in turn introduce new ideas and possibilities.

Ceramics is one of the oldest forms of art and today, while the techniques and skills date back thousands of years, it continues to push the boundaries and develop. It is also one of the broadest forms of art ranging from traditional domestic work through to cutting edge high art sculptural work found in today’s avant-garde galleries. Many past residents at Giggleswick have continued to highly regarded MA courses such as the Royal College, London. It is wonderful to say all our past residents have been fantastic and without doubt over the last two years Matthew has certainly continued to promote the amazing benefits and opportunities the residency post offers. Matthew has tremendous energy (he would regularly go for a hundred-mile cycle ride and then teach and work for the rest of the day), enthusiasm and dedication in abundance. In all my

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Giggleswick School Settle, North Yorkshire BD24 0DE Tel: 01729 893000 Fax: 01729 893150 Email: admissions@giggleswick.org.uk

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