St George's Chronicle 2021 Magazine by St George's School, Edinburgh

2021

CHRONICLE

Navigating the next horizon

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Contents G

Contents

Leadership 4 Big 4 5 Letter from Head Junior School 6 Memories of 8 10 12 14 16

Junior School Primary 1 Primary 2 Primary 3 Primary 4 Primary 5

Lower School 18 Primary 6 Goes 20 21

Greek Lower School Eco Group Home Schooling – a Parents’ Perspective

Outdoor Education 22 Virtual Nature 24 28 30 34 36

School Primary 6 Camp Remove Camp Lower 4 Camp Upper 4 Exchange Duke of Edinburgh

Expressive Arts 38 Creative Writing 46 Photography 50 Art 60 Music 62 Carol Service 63 Drama 64 Awards 65 Feature article: 66

Perseverance Pays Library

Widening Horizons 67 Boarding 68 Women of the

Future Conference

70 Life-Long Learning Conference

Updates 72 Sport 80 Staff 89 Valete

Student Leadership Team 2020-21 Head Girl – Sarah Cooper Deputy Head Girl – Amelia Norbury Senior Prefect – Amy Guijarro Head of Boarding – Harriet Dixon-Spain Deputy Head of Boarding – Callee Gollan

House Captains

Argyll – Naomi Scott Buccleuch – Charlotte Burridge Douglas – Georgie Yuille Lindsay – Anna Gibson Moray – Cara Farquharson Strathmore – Georgie Mason

School Prefects Caitlin Roger, Katie Bamberry, Callee Gollan, Sophia King, Danni Ou, Alyssa Vallery, Fleur Drummond, Teddy Henderson, Molly Mearns, Rebecca Bole, Alice Honley, Rania Krishnan, Camilla Hanley, Eilidh Page, Saskia Feachen, Rosie Murray

Vice House Captains

Argyll – Isabelle Tanner Buccleuch – Abi Hartless Douglas – Raaiyesha Ojha Lindsay – Milly Jardine Moray – Gabi Nicol Strathmore – Robyn Stewart

Editor: Shelagh Rodger

G Student Leadership

The Big Four I really enjoyed my role as Head Girl for the session 2020-2021. Like all things this past year, it came with its own set of challenges but was still an amazing experience. I enjoyed leading the Upper School Student Council, weekly meetings with Mrs Hems as well as organising things for our leaving class of 2021. I was able to develop my organisational and interpersonal skills as well as developing relationships with people from all over the school. I loved working with the 'Big 4' and prefects, we were able to work effectively together and it was always a lot of fun! In general, in my last year, I also enjoyed the increase in freedom and being able to work more independently and on more challenging projects. There was still time to play lots of sport and spend time with my friends, all of which helped in keeping a balanced schedule. I found my role as Head Girl extremely rewarding and exciting and wish Anya all the best for this next session. Sarah Being Deputy Head Girl for the 2020/21 academic session, was both an honour and privilege. It’s been an experience I’ll never forget and one that taught (Photo above from left) Amy, Amelia, Harry then Sarah

me an immeasurable amount, contributing to shaping me to be the person I am as a Leaver of 2021. My duties included: weekly coffee meetings with Mrs Hems, overseeing Lower School student representative council, organising scavenger hunts, writing minutes on my phone as I sat in the fortnightly prefect meetings, attending candid ‘Big 4’ photoshoots, participating in online health and safety meetings, and recording and editing online assemblies - my Outlook Calendar was always full to the brim, but I loved every moment. However, the role didn’t come without hurdles and challenges. I had to adapt due to the growing global pandemic, being innovative to fulfil my role to the best of my abilities through Microsoft Teams, whether this be arranging meetings or delivering presentations. All whilst juggling UCAS deadlines, preparing for admission assessments and attending weekly hockey fixtures. Without the support of my peers, teachers and especially the others in the ‘Big 4’, this past year wouldn’t have been the same. I’ll cherish the memories we made and the pride in what we accomplished for a lifetime. Amelia

Introduction G

Letter from the Head

This year has seen a series of new challenges and horizons for us all. When we returned to school in August 2020 it was to a new world of tiers and bubbles, with one-way systems marked out across the school. We were delighted to be opening our doors once again, after a summer term of online learning, and St George’s adapted quickly to what was required.There was huge relief at being back in person, and of course some anxiety about how long that might last, and how to keep the school safe and well. Students, parents and staff responded with an overwhelmingly positive approach, recognising the limitations but seeking to make the best of a tricky situation. It was the co-curriculum that had to adapt the most, and while we were delighted to see sport returning gradually as the autumn term progressed, music and the performing arts bore the brunt of the restrictions. An online Carol Service, which would have been unthinkable only months previously,was devised and executed with great skill and attention to detail. While we could not have a school play, film allowed us to capture and share the girls’ witty, affectionate and poignant reflections on their lockdown experiences. The second lockdown from January to March meant that we returned to supported home learning once

more, this time with many more digital tools and skills to hand. I would like to record my thanks and immense respect for the staff who met the challenge of teaching from home in those dark winter days with such energy and commitment. For the children of key workers in Junior and Lower School, we remained open, with learning continuing in both in person and online, our teachers became adept at managing the two. For another cohort of Upper 5, Lower 6 and Upper 6 there came the realisation that examinations would be cancelled, and so they and their teachers were called upon to adapt yet again,in order to generate the necessary evidence to support estimated grades. Our boarding community was scattered across the UK and the globe. Some of our boarders, who had not been home since the summer holiday of 2020, did not see their families for nearly nine months, and stayed with guardians in and around Edinburgh. Others had managed to return home before Christmas, and so followed lessons from a variety of time zones. Their resilience and quiet patience were remarkable.While adaptation has clearly been a theme, it has not brought about a narrowing of horizons, but rather has engendered a willingness to embrace new possibilities. This was the year in which we made the decision that St George’s would allow the boys in our Nursery to remain with us until they reach the end of Primary 3.In recognition of this development our name has changed, to become St George’s School, Edinburgh.In the summer term, for the first time at St George’s we hosted a Sixth Form conference at which speakers joined us both virtually and in person.The end of the year saw us saying farewell to a number of staff members who had served the school with distinction for many years. We wish them all much happiness as they embark on retirement, or take the next steps in their careers. A few days later we were able to announce a new partnership for the school with Netball Scotland, a forward-looking organisation that is doing so much to raise the profile of women and girls in sport. It was such a positive note on which to end a year in which the challenges had come thick and fast, but entirely epitomised the indomitable spirit of this school which has been so much in evidence in these recent months. Alex Hems 2021

G Head of Junior School

Memories of Junior School

Kindnes s

Head of Junior School G When our Primary 5 girls move from Junior School to Lower School, they talk about their memories at the Primary 5 Farewell. As I, myself, am moving on this year too, I felt that I’d also like to share my memories of Junior School with you. There are too many to mention, but these especially stand out for me. My first day in Junior School was as a Primary 2 class teacher. There was a small cage with ducklings just outside our classrooms! Christmas always comes early in Junior School as rehearsals for Christmas can start as early as October! We were preparing a dance to the music of Raymond Briggs, The Snowman. I made 22 snowman outfits from white bin liners, which in retrospect was not the best idea, as they rustled all the way through the dress rehearsal and, in some girls’ cases, were in shreds by the end of it! A major wardrobe malfunction and a panic to make a further 22 for the following day! Our musical presentations have always been highlights in our calendar but The Rainbow Spectacular involving all the JS girls on stage together is a special memory for me. A myriad of colour splashed across the stage and all Junior girls singing together (how I’ve missed this during the pandemic) A special thanks has to go to the parent who had tickets on the same evening for the Take That concert through in Glasgow but chose not to go so she could see her daughter. She told me afterwards that she had no regrets. I think we produced a show that evening of which Gary Barlow and Robbie Williams would have been proud! Primary 5 Camp has always been near the top of my favourite things to do. Although over the years, the venue has changed, getting to know the girls in the great outdoors is always a real privilege. I’ve witnessed determination to master the ropes course or the log walk, as the girls discover new skills of leadership and teamwork while new friendships form. I've sung thousands of campfire songs and eaten far too many toasted marshmallows. I've danced in my pyjamas at the disco and learned some very interesting dance moves! Camp also brings some sleepless nights and very early mornings to add to the cherished memories. Most recently, our Primary 5 girls have walked from Bonaly into the Pentlands in the first few weeks of term to scale the heights of Scald Law. They learn so much about themselves but also how to be an ornithologist, a meteorologist, a mycologist, an entomologist, a photographer, a botanist and a scatologist. If like me, you have to look the latter up in the dictionary then it is little wonder, as I can share with you that this specialist identifies animals through the study of their excrement. I shall never forget the girl who had this role and was

checking each pile fervently and using her identification card to place the animal species who had left it behind. However, one small mass was confusing her. We knew it wasn’t a sheep. I suggested she consider a rabbit, or a fox, or another woodland creature found on a Scottish hillside. As she studied her identification card, she proudly announced, “Mrs Hay, I’ve got it! I know exactly what it is. It’s definitely a Chinese water deer!” A comical and precious memory. I have loved leading assemblies over the years and have many happy memories of these, especially when the girls take me off on a tangent. We have laughed a lot too and what would our lives be like without laughter? The girls have led assemblies with aplomb – from sharing nature documentaries or informing us about the value of foodbanks to sharing their classroom learning with parents on a variety of topics. A favourite memory was the Primary 1 girls’ first assembly when they talked about the people who help them in school and they dressed as the lollipop man, as the cooks, as the school nurse and their impersonation of me was frighteningly accurate! My most recent memory will be of all the Junior School visiting Yellowcraigs together and spending a glorious and joyous day of sandcastles, sunshine, sandwiches, kite-flying, paddling and football. The happiest of days! So, as I move on, I feel proud of the girls in Junior School this session and all the memories I share with them. One of our Primary 2 girls told me that her mum had told her that I’d been teaching at St George's since 1927. I was quick to point out that I thought what she had said was that I have been here for 27 years. Either way, it is time for me to move on now and make more memories, whilst always treasuring those that I have made here in Junior School. Sue Hay, Head of Junior School

G Primary 1

Primary Ones at Yellowcraigs Beach s!

e wave

in th lashing

e waves!

Having Fun!

jumping th

finding crabs! hells!

finding s sand art! 8

Primary 1 G

Flying Kites!

G Primary 2

Celebrating Friendships by Primary 2 It has been a really strange year for us all! We all had to be patient and work together. Along the way, we have realised that we have a lot to be thankful for- our parents, our school and most of all our friends! We wrote acrostic poems to celebrate our wonderful friends!

Primary 2 G

G Primary 3

A Victorian School Day at St George’s During our topic on the Victorians, we had an experience of a day in a Victorian School. We all dressed up in Victorian outfits and the classroom was transformed into a Victorian School Room. The windows were partially covered, and we had slates with chalk on our desks. We had to be very quiet and were not allowed to ask questions, which was quite difficult! We are very glad that schools today do not have the Dunce’s hat, a cane or scary teachers.

School Rules • Students must stand up to answer a question and wait for permission to speak. • Students must stand when an adult enters the room and greet them. • Students must always use their right hand for writing. • Students must not put their hand up unless they are told to do so. • Students must not ask questions • Talking and fidgeting will be punished. • Students must call teachers ‘Sir’, ‘Miss’ or ‘Mrs’.

RULES I hate the way the classroom looked and smelt, and I knew that smell. It’s the cane, it was made in Tudor times, that’s how old it is. Bronwyn The thing was, the windows were higher because we weren’t allowed to look out of them. Esmé When an adult came into the room we had to stand up and say good morning. Cara If you fiddle with your pens, you will get the Dunce’s hat. Pranavi I was well behaved on Victorian Day, even though I did not like it. Imogen

Primary 3 G TIMETABLE First of all, we lined up and the loud bell irritated my sensitive ears. Olivia The teacher rang the bell and then another teacher came and checked our nails. Audrey We walked quietly into the classroom and sat down in our seats with our back straight and our feet on the ground. Melody

After a lovely break we had an unexpected P.E lesson, or should I say, it was the most amazing P.E lesson called drill! Erin We first did marching, I was quite bored, ‘left, right, left, right, left, right’ I would not like to do that again. Lydia I hated drill, it was so hard, my tights almost ripped. Eliza For P.E we did drill because it was important. Emily For drill we had to do marching and squats. Elizabeth

When I walked inside, I was shocked. All of the desks were in twos and all of the pretty windows were blacked out. Selma

We did copper plate handwriting, it was really odd. Alice

In the classroom the tables were laid out facing the front. Tessa

I loved Victorian Day, even though some parts were scary. Cara

We did handwriting with fancy pens. Lucy I kept on interrupting, so I got the Dunce’s hat. Julia

Victorian School Day at St George’s Edinburgh Monday 24th May 2021 9.00am Registration 9.30am Reading 10.30am Writing 11.00am Arithmetic 11.30pm Dinner 1.00pm Drill 2.00pm Scripture 2.30pm Singing 3.10pm Close

When it was home time, I was exhausted! Pandora We did the register and we had to say ‘Present Miss’. Rachael Someone was late so they got the Dunce’s hat. Abigail You could not write with your right hand. Isabella Handwriting was very hard because I had to use my right hand. I was the first person to get the Dunce’s hat because I am left handed. Madeleine After break we did arithmetic, we wrote the 3x table on our slates, it was really hard. Poppy We had to write down the 3x table on slates, it was a bit scary and I thought I was going to get the Dunce’s hat. Violet I was the second person to wear the Dunce’s hat. I got it because I wrote my 3s around the wrong way. Isabelle

Alba

G Primary 4History

Primary 4 and the Romans

Primary 4 G I loved our trip about the Romans and we got ice cream at the end. We did some fun recordings in Music with Mrs Morrison, dressed up as a Roman! Phoebe

because I learned it was carved by the Romans. I also enjoyed learning about the Roman numerals and how to write them. Kana

I loved dressing up as a Roman and learning how Romans defended themselves by shielding like a tortoise. I loved learning about Roman numerals. Poppy L

I really enjoyed seeing the Roman fort and baths. We got ice cream at Cramond Kirk. Zoe

I loved learning about Romans. My favourite part was learning Roman numerals and I really enjoyed our Roman day as we learned how Romans defended themselves. Dilara I loved singing “Party Like a Roman” and our field trip through Dalmeny and Cramond to see the Cramond Lioness which is in a museum. Isabelle I really enjoyed dressing up as a Roman soldier and learning how the Romans attacked and defended themselves against arrows. Jaanhavi I loved learning about Roman numerals and know that X is 10 and IX is 9. I also loved learning about mosaics and the different patterns made with bits of stone or marble. Emily I loved our Roman field day when we got an ice cream before coming back to School. I also enjoyed all the activities that we did on our Roman Day. Laila I really enjoyed seeing the remains of the Roman Fort when we went to Dalmeny and Cramond. I really enjoyed our project on the Romans. I learned that when the emperor put his thumb up or down the gladiator would either live or die. Poppy B I really enjoyed making a music video with a song called “Just like a Roman” and I loved our 10km walk through Dalmeny to Cramond to see the Roman sights. Olivia On Friday, we dressed up as Romans and learned how to do the V shape and the tortoise. We also recorded all our Roman songs and sang “The Slave Song”, “The Empire is Burning”, “The road building song” and “Just like a Roman”. Matilda I really enjoyed our Roman walk and I enjoyed dressing up as a Roman. We learned a form of attack called the Arrow. Eloise I really enjoyed dancing to “Like a Roman” and I enjoyed learning about Eagle Rock on our walk to Cramond because the Romans carved it. Katie R I really enjoyed dressing up as a Roman and learning to shape like a tortoise and an arrow. I also enjoyed our trip to Cramond and learning about the Lioness and the Eagle Rock. Natalia

My favourite thing about the walk was seeing Eagle Rock. I liked seeing a piece of Roman history in real life. I also liked seeing the sign about the Cramond Lioness. Bess My favourite Roman activity was dressing up like a Roman for Roman day. I liked doing marching routines and pretend fighting. Fleur I liked learning about Roman numerals and our visit to Cramond. Isabela I enjoyed seeing Eagle Rock and learning how the Romans thought eagles were powerful birds. It was interesting to see the place where the Cramond Lioness was found. Zandi My favourite thing about our Roman topic was learning about the Roman Army. I really enjoyed learning about how the Romans would fight and gladiators. Izzy On our trip to Cramond I really enjoyed the end when we saw Mrs Hay at the Cramond Lioness. Then we visited the Roman Fort at Cramond Kirk and got some ice cream. Caoimhe I learnt that the Romans carved a lioness, and it was found by a ferryman. Laurie My favourite thing was looking at a building that looked like a Roman villa. Anushka I enjoyed learning about Eagle Rock, and we took a year group photograph there. Eryn I liked going to see the Roman Fort and reading the information signs. I also really liked the ice cream at the end of the Roman visit. Katie On our trip to Cramond we saw an old Roman fort, and this was my favourite part of the day. Amelia I enjoyed our Roman day at Cramond, and my favourite part was at the end of the trip when we got ice cream. Eva

I enjoyed seeing the Eagle Rock on our School trip

G Primary 5

Primary 5 Highland Games On Wednesday 16th June 2021, the Primary five girls took part in their own version of a traditional Highland Games.

Preparing for the games

The Highland Games were inspired by our Scottish Wars of Independence topic, where the girls studied their heraldry and ancestry. Our clans were formed from our very own houses, with house captains taking on the role of Clan Chiefs. In preparation for the Highland Games, the girls designed their own Clan coat of arms shield in their houses. They split their shield into four sections and dedicated each section to a word or ethos which was important to them. Here are the completed clan shields:

The Highland Games afternoon The games were split up into six activities: Toss the Caber – we used large cardboard tubes to replicate the heavy tree trunks traditionally used. The girls lifted the caber from the bottom, took a short runup and threw it as far as they could. Where it landed determined how many points they were awarded.

Tartan Tangle – a Scottish play on a traditional team building game. In their clans, the girls would get into a tight circle and take two hands from their fellow clanswomen. Then, they would try to untangle themselves without letting go of any hands. Successful clans were awarded 100 points!

Once the shields were complete, the girls were raring to go. With chants ready to go, the next stop was the playing fields!

Welly Wanging – Poor Mrs Hay’s wellington boots were thrown into the air as far as possible. The furthest welly determined how many points each clan received. This one was harder than it looked!

Primary 5 G

Pass the Haggis – a homemade haggis was passed between each clanswoman in the line, going over the head then through the legs. This was a game of speed and accuracy and the girls received one point for each time they did a full circuit.

Highland mini-games – two games designed to be completed in smaller groups. The first was a medieval themed ring toss, where the girls aimed their ropes at sticks worth different points. A deceivingly difficult task! Followed by a tin can fall, where they threw tennis balls to try and knock down as many tin cans as possible.

After the games

The Highland Games were a great success. Here is what some girls had to say about their afternoon: “I loved the Tartan Tangle. You had to untangle yourself without letting go, it was so fun!” Vina. “It was really fun and unusual; I’ve never done anything like it before!” Emily “Toss the caber was the funniest – the look on some of the girls faces when they tried to throw it was hilarious!” Imogen “I felt so happy and proud of my house when we won 100 points.” Sophie “We were grateful to have the Highland Games as we couldn’t go away to camp this year. Thank you to our teachers for setting it up in our playground!” Drew The winners of the afternoon were: 1st – Argyll 2nd – Buccleuch

3rd – Douglas The team with the least points each had in a turn in the stocks. However, the stocks were so popular that all the girls wanted a turn!

Hot Tattie – this game was the most challenging for all of the clans! The ‘tattie’ was thrown between each girl and could not be held for longer than two seconds. If it hit the ground, no points!

After the Highland Games, the girls were treated to a well-deserved BBQ. A huge thank you to Tony and the catering team for providing this.

G Primary 6

Primary 6 Goes Greek The Primary 6s travelled back in time to the era of the Ancient Greeks. They had wonderful fun investigating the daily lives and culture of this civilisation, particularly enjoying the re-enactments of Ancient Greek Myths and the crafting of clay pots. “Ancient Greece was the best topic I’ve ever done. It was so interesting to learn about the fantastic stories and the gods and mythical animals. I enjoyed making Greek vases out of paper and clay. The Ancient Greeks were amazing people who were great at architecture and created democracy. My favourite part of the topic was the mythology and when we did our own Greek Plays.” “It is amazing to see Ancient Greek columns still today. They’re everywhere and are very fascinating and the structure is so fancy. I wonder how they built them as they probably didn’t have cranes to help them. I was also surprised to find out that an Ancient Greek worked out how to measure volume!”

“I didn’t know that the Ancient Greeks were split into city states. I enjoyed learning about the gods and their myths. It was fun learning about what the Ancient Greeks did (there were some really crazy things that we found out about on Horrible Histories!)”

Primary 6 G

G Lower School

Lower School Eco Group Despite the lockdown, the Lower School Eco Team have had a busy year! We have kept our pond looking good with regular maintenance and have been delighted to see increasing aqua life and flourishing plants over the months. The Pond is a fantastic resource for the whole school and year groups have been learning through investigative science lessons as well as just enjoying pond dipping for fun. Planning has continued for development of the area, with step-by-step additions to follow over the coming sessions. With great excitement, the Eco Team sold jars of organic honey from our very first batch of Honeycomb Cottage produce. The stall was cleared within minutes! We hope to have more honey pots in stock soon. Our hive is situated at Redhall Allotments and is looked after by our very kind friend, Peter. We have enjoyed video footage from the hive and hope to arrange

a visit to Honeycomb Cottage when restrictions allow. The Nessie Bin continued to bear fruit – or should we say clothes – for third world countries. All donations are hugely appreciated so please do keep them coming. The Eco Team took advantage of many people’s ‘lockdown clear-outs’ and were delighted with one particularly big haul! The Nessie charity weighs our donations and gives us an amount of cash in exchange. All monies are fed back into our Eco projects. Eco Day this year was online, but this did not stop us creating all sorts of wonderful eco art and inspiring us all to be more aware of our planet and more green in our own actions. The Eco Team also launched a ‘Lights Off’ campaign with humorous reminder posters on the toilet doors. We are all trying our best to switch off lights and computer monitors when they are not being used. This is something we encourage everyone to do at home too!

Feature: Parents' Perspective G

Alexa – home school the kids! By Neil and Tara McGregor-Woodhams, daughter Anais P6P

Neil’s view

I found home schooling pretty challenging, especially the first time in P5. Having a ‘helper’ personality, I would have loved to have been a teacher in another incarnation. Because of this, I naively thought I could do a good job of teaching my daughter. Hah right! Each time I tried to get a task even half completed, it felt like pulling a tooth out. And then there were tasks that I didn’t even attempt because I just ran out of patience. Early on I decided I’d just try to get some tasks completed to a reasonable standard and keep my relationship with Anais intact rather than spend the whole day screaming and shouting so she was top of the class. Looking back, that was the right choice. In the first lockdown Anais found the IT confusing and difficult to navigate. It was all so new to everyone and the learning curve was extremely steep. Trying to find the appropriate tasks and information to complete the tasks just made my head spin, even before I started trying to engage Anais in the learning. Late at night, I still have disturbing ‘Twinkle’ worksheet flashbacks! I found the second period of home schooling in P6 a lot easier. Everyone knew much better what to expect and having to check in with her teacher made Anais more accountable which helped motivate her to get through the work. This made a massive difference. What I learned from the experience is that you can only lead a horse to water. No matter what skills you have as a parent, or how noble your intentions, if the student isn’t in the right environment for learning, you’re banging your head against a brick wall! It also made me think about my priorities and values. Ultimately, I realised that I value the health of my relationship with my daughter more than I value achievement. I’m sure Anais could have learnt more during home schooling, but we came out of it with our

relationship as father and daughter intact which, at the end of the day, is the most important thing for me.

Tara’s view

I thought the first period of home learning in P5 was absolutely hideous. Anais made her mind up on day one that home schooling was not for her. In fact, like a brilliant Bond villain, she soon realised that it could be used to her advantage to achieve total home domination! Not seeing her friends meant breaks every 15 minutes, a constant stream of snacks or runs round the garden to psych herself up for each task. As the family organiser, I felt left to teach almost everything and print off endless sheets while navigating across multiple tech platforms worthy of the NASA space program! There was no joy and definitely no banana bread baking! Round two in P6 couldn’t have been more different. I had a new job and had made the wise decision to lock myself in the home office so colleagues didn’t witness our dysfunctional reality TV show unfolding in the background of Teams meetings. We got Anais a big desk and proper office chair for her room. Mrs Sinclair went above and beyond. She did virtual lessons and managed to keep Anais engaged and busy. When needed, we depended on our virtual educators – the corporate monoliths of YouTube, Netflix, DisneyPlus all of which we used unashamedly and with abandon. The main thing I learned during the whole homeschooling malarkey is that parents need to step back and let their daughters step up. By doing that, I let Anais show me all the things she loved learning about. I was challenged to build eco dens, dribble footballs and help her with creative writing. Anais taught me how to slow down properly, for all the right reasons. That’s the real lesson of home learning; I just didn't think I would be the pupil.

G Nursery

Virtual Nature School

During the Spring term the nursery team were selected to participate in a Living Classrooms project funded by the Scottish Government, called Virtual Nature Schools. The project was led by Dr Claire Warden who is an educational consultant who has developed an exciting and enlivening pedagogy promoting interest and enquiry for outdoor education in the early years. The Virtual Nature School project aims to support the flourishing of children’s learning by encouraging them to engage with and view the world in different ways using all their senses. Children feel inspired to learn through, from, with and in nature itself. The Virtual Nature School project began in February and the St George’s teachers and practitioners attended online training seminars each week. The nursery team learned about the benefits of using provocations to inspire the children’s natural curiosities about the natural world in our own leafy school environment. We spoke to practitioners across Scotland, sharing our experiences and learning from one another. The team recorded the experiences of the children using a natural floorbook which became a living document for the children’s engagement with each provocation. Despite – or perhaps because of – Covid restrictions, this was a fantastic learning opportunity for the nursery team as well as the children! The provocations were powerful in their simplicity. Each week our learning focus changed and we were guided to ‘look up, look down, look through, look in, look at and look under”. Using mainly the natural environment we observed as the children’s perceptions of nature and themselves changed. Together we took the time to slow down our pace, experience mindfulness and enjoy being present in each moment. We found the children gained a greater sense of themselves and their position in the world, and we observed as they gained a renewed appreciation for the minibeasts, birds, plants and animals around them. Here are some of the teacher and practitioner extracts from our Virtual Nature School floorbook, with quotes from the nursery children themselves:

“Looking down to look up”

We provided the children with a variety of resources such as mirrors, reflective surfaces and iPad cameras. The children attracted by this provocation explored the world above them by looking down – noticing how the clouds, sky and branches moved and exploring their

Nursery G own reflections in relation to what was above and behind them. It was fascinating to watch how they combined the reflections with paintings into one “complete” picture.

“What I see when I look up”

The children attracted by this way of “looking up” used painting, drawing and photography to represent what they saw when they looked up and to share their view of the world above them. It was fascinating to get an insight into how they see and interpret their environment, what details catch their attention and how things look from their perspective.

“Looking Down”

We started the week by talking about “looking down” – “What might you see if you look down?”, “Could you look down from different places? Trees, bird’s eye view, out of the window?”, “I wonder what is under the ground?”. The girls shared ideas and thoughts: “Maybe we can get some seeds and plant in the ground”, “Maybe we will see footprints? We could make our own footprints! We could draw around our feet and other prints we see.”, “Trees don’t make footprints. They have roots instead of feet.” The children also drew parallels to previous learning we have done on patterns, bug hunting and map making, inviting us to revisit these topics. The enquiry-based outdoor learning experiences promoted by the Virtual Nature School project completely engaged our nursery children and we watched them grow into capable scientists, confident in following their own innate drive for learning, using their keen minds to problem-solve and think creatively in all types of situations. As a team, we have transformed our own thinking about our outdoor spaces and the way in which we use them to inspire the children’s thinking. Several members of our nursery team have gone on to further study in this area. The Virtual Nature School journey has also begun our long-term journey to develop our outdoor provision further, with bug hotel, music wall and sensory garden already implemented and small world space, construction area, water wall and climbing area to follow in the next school session. “If we really want children to thrive, we need to let their connection to nature nurture them”. (Dr Claire Warden)

If you would like to learn more about the Virtual Nature School programme, please visit their facebook page or view a selection of short videos on their You Tube channel.

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G Outdoor Education

Remove Camp In Summer term the Remove’s undertook a week of Outdoor Education both on and offsite. The week aims to challenge the girls physically, socially and mentally, from developing teamwork and creativity to challenging fear and building resilience. For two days the Removes travelled to Auchinstarry Marina, undertaking activities such as canoeing, climbing, abseiling, and bushcraft. On the other days, the groups completed their Level 1 Bikeability course that they missed in Primary 6 and team challenges. Throughout the week each group had a theme such as selfawareness or confidence. Throughout the week they researched and investigated how these skills were used or developed, culminating on the Friday with a presentation of their findings. The Removes' positive attitude to take on challenges and engage in the activities was a joy to witness and the benefits were clear to see, but here are the girls to tell you themselves. Mr Fowles

What were your themes and how did you use it? Theme: Resilience What does that mean: Resilience is when you do not give up and keep going. Even if it’s something that you

are scared of or it might take a long time you have to keep trying and get over both mental and physical obstacles Why was your theme important: It was quite important in canoeing when me and my partner (Anna) kept crashing and failing we kept trying to get forwards. Then also when we were rock climbing, at some point it was quite challenging, and you just didn’t want to anymore but then I kept going and got to the top Eleanor RP Theme: Cooperation/Teamwork What does that mean: Focusing on working as a team and helping each other with the activities and cooperating to complete the activities Why was your theme important: We used it all the time but especially in orienteering when we had to work together to find the points, and when we had to make the poster about our theme, it was important so we could all work together to complete the task and help each other do something we were maybe scared to do Jessica RX Theme: Self-Confidence What does that mean: My theme is about not

Outdoor Education G doubting yourself and to be confident in what you do and who you are. Why was your theme important: I used Self Confidence when I was doing the abseiling as you have to have confidence in yourself to do abseiling because it was scary for me. When I was doing the abseiling if I doubt myself I won't want to do it but I didn't doubt myself and it was so fun! I think camp helped develop them as you need all of the themes for every single task we had to do. For example in the abseiling we used teamwork as we were telling each other where to put our feet and hands. Lucy RX

How have you used the themes since you were back at school? In English we were writing poems about Jack and the Beanstalk and in my group of four we all had to be confident that we were doing well and we needed to have the confidence to keep writing and not give up or be sad. We also used Teamwork by listening to each others ideas and co-operating with each other while also combining ideas and listening to each other. Joanna RP and Zviko RX The camp made me think about my self-awareness, now I think I have understood more about my capabilities and try everything because it can turn out to be really fun and I think it has made me more determined Katyla RP

G Outdoor Education

Lower 4 Camp In Summer term the Lower 4’s undertook an Outdoor Education week with a difference. Not the usual residential week but a series of day trips to Auchinstarry Marina and Port Edgar Water Sports Centre. The aim of the week was to re-engage the year group with the outdoors, develop new physical skills as well as challenge them mentally and socially. Throughout the week the girls took part in wide ranging activities from hiking, bushcraft and abseiling to sailing and stand up paddle boarding. The girls grasped the opportunities to be in the outdoors with both hands, representing the school and themselves superbly. It was a great week to end a challenging school year and their time in Lower School. Here is what a few of the girls had to say about the week. Mr Fowles

“My favourite part of the week was probably when we did water sports. I liked having a kayaking race and doing lots of different small challenges, I especially enjoyed the challenge where we had to put three people in a kayak and try not to sink it. I also liked bush crafting. It was a lot of fun learning how to make a fire with flint and steel, and learning how to make a stable shelter in the wild. Camp was a lot of fun and I would love to do it again.” Iris L4Q “When we went to camp, I was really excited to do all the different activities and watersports. My favourite activities we did in Auchinstarry, were the abseiling, and canoeing, because I had only done abseiling once before and I was very happy when I managed to climb

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up to the top, and abseil back down. A new skill I learned was how to light a fire during bush crafting with just a few recourses available and it was so much fun. We also had hot chocolate afterwards and it was delicious! During the 2 days we were at Port Edgar, we did sailing, paddle boarding and kayaking. Sailing was my personal favourite because I already do sailing in Italy, and I got to steer the boat, and at the end of the day we all capsized on purpose which was so much fun. I really enjoyed camp this year and I think it was one of the best camps I have been to so far! “ Vittoria L4Q “My favourite part of camp was where we did paddle boarding. I loved to play Simon Says, doing a forward roll and a headstand on the board.

I also loved running across 3 paddle boards, I managed to make it to the end!! I especially loved to do the dragon challenge, where we managed to fit 17 people on the board. I enjoyed jumping off the pier, although the salt water rushed up your nose. The hardest part of camp for me was to overcome my slight fear of heights and do abseiling at Auchinstarry. It was also difficult to get back on the sailing boat after we capsized. To keep going, I gained the confidence to not give up, and keep trying. I also developed the skill of intellectual thinking, as I had to stay calm and figure out a way to bring the ship back on track and how we could get everyone back in. I made many new friends and learnt many different skills. Overall, I thoroughly enjoyed camp and I thought it was a great experience.” Samanthi L4Q

G Outdoor Education “In my opinion, camp was great fun and valuable. It taught me so many things I did not know for example the hill walk we got to learn so much more about the Antonine wall. I also had the pleasure to make new friends as none of my friends were in the group, I learned to come outside my comfort bubble not in friendship but also when it came to water sports. At first, I was freaking out so much because I don't like water but now, I know there is nothing to worry about.” Naa L4Q “When I went to camp, I was quite scared of abseiling, especially as I felt under pressure when being high up, but I overcame my fear and took part in the activity and really enjoyed it. Though abseiling isn't something I think I will rush into any time soon I am still very proud of myself. Though the water sports were quite cold and wet, I really enjoyed the kayaking and paddle boarding, as it was something I hadn't really done before. I learned quite a lot of new skills in these activities like; how to sail forwards

and backwards, how to turn directing and how to get the boats/paddle boards into and out of the water. not only did I learn a lot from camp, but I enjoyed playing lots of games, like world domination in kayaking where you all had individual countries and had to hit other boats with your paddle to try and get them to join your country.” Lucy L4Q “Last week, I particularly enjoyed the sailing activity. Me and my partner had a blast steering and trying not to capsize (though, at the end we actually tried to). This was something that I had never done before and would choose to do again. Another activity I loved doing was the paddle-boarding; I fell off several times and was dared to do a handstand on top of one. I also had not done this before. Camp pushed me to stay open minded; for example, I was not very excited about the idea about sailing, because I thought that it was going to be boring. But once I got out onto the water, I didn’t want to come back.” Sophie L4Q

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G Upper 4 Exchange

An Exciting tour of Edinburgh and Scottish culture Monday - School Our exchangers began their week by videoing a tour of St Georges School to show what it is like to go there, explaining the rules and regulations, all the while filming the school grounds and classrooms. They were reminded of the Scottish dances that were passed down from our ancestors and revealed them to our American / Canadian exchangers, hundreds of miles away.

Tuesday - City Centre souvenir from some of the shops and a quick Starbucks. They stopped on their way to see the Scottish Parliament, and Holyrood palace.

Wednesday - Stockbridge

The city centre is so close you can walk to it from St George’s; it is about 45 minutes away. The exchangers walked past the National Gallery of Modern Art and then St Mary’s Cathedral, until they reached Princes Street, one of the most visited and popular streets of Edinburgh, known for its many shops and its closeness to a very large garden. Royal mile The Royal Mile is a very historical mile, and it is known for its many shops and it leads from Edinburgh castle down to Holyrood palace. They were able to get a

Stockbridge is about half an hour, but the exchangers decided to go on a slightly longer route to show what

Upper 4 Exchange G beautiful scenery they have in their city. They walked along the Water of Leith and followed the river into Stockbridge, where they had Starbucks (again!) and then made their way back in time for lunch. Lunch and Highland Games The exchangers had a little taste of America as they tucked into burgers, fries, and milkshakes. They came in very large portions, and it was hard to finish everything. Later on they played their own version of the Scottish Highland games. They played games such as toss the haggis (throwing balloons filled with water), tug of war, bowling and ‘sheep’ shearing. The ‘sheep’ were pieces of paper covered in cotton wool balls, so no animals were harmed in this activity!

Thursday - North Berwick North Berwick is a good 50 minute drive from Edinburgh, but is worth it. The beaches are impeccable, and the coast boasts a fabulous selection of rockpools filled with critters like crabs and tiny fish. There is a wonderful array of small shops crammed with souvenirs and food. Our exchangers arrived on a hot, sunny, clear morning with the intent of having a very luxurious and leisurely day. They explored the town by walking towards the famous coffee shop, which many people had recommended. They looked at all the colourful shops and, after buying some postcards, headed down to the inviting sea and warm sand. When it was lunchtime, they gathered their things and headed for the nearest fish and chip shop for food and conversation. They spent the next hour and a half wading in the sea, watching the rock pools, sunbathing, and playing games. After a quick icecream they headed back to Edinburgh, bellies full and content, their minds tired but happy. Heather (Upper 4)

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Duke of Edinburgh This has been a busy year for DofE as we have successfully caught up with our expeditions that were cancelled during lockdown for the 2020 leavers as well as all current students. The Bronze groups had a wonderful time in the Pentlands improving their navigation skills and enjoying a campfire with marshmallows in the evening. The Silvers have just completed a very wet expedition in the Trossachs and showed their determination to continue even when the going gets tough. This year's Gold groups achieved some adventurous routes on the Cairngorm Plateau

and even found patches of snow in August! The catchup Golds from last session undertook a grueling 7-day expedition at the start of the summer holidays to combine the practice and final expedition. They enjoyed their last event ever with St George's and showed their instructors they can achieve anything! I am so proud of all their achievements throughout lockdown and their ingenuity to find ways to complete their awards under difficult circumstances. Well done to you all. Jo Mushat

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G Creative Writing

Purple Hyacinths I bought a bouquet of hyacinths this afternoon. Our local florist regarded me with the same smile as usual, a blatant attempt at subtle sympathy. "The usual," she encouraged, only answered by a curt nod, and wandering eyes. With gentle hands she gathered them, minding their purple frills, and lay them bare of tissue or wrapping before me. Another quick acknowledgement, a swipe of my card, and the chiming of the bell behind me, masking her goodbyes. I remember my first visit to her little corner shop: the glazed lettering on the shop sign, a multicoloured array of flowers spilling out of buckets, in an overwhelming variation of different shapes and sizes. Our florist, knowingly asking for the occasion. And I, the bumbling idiot, insisting on a bouquet of red roses, my most creative attempt at courtship. I left the shop with a pounding heart and my ticket to your heart on my arm. And my plan was successful, granted, in a somewhat backward manner. The roses themselves earned a barely graceful laugh and a quip at my originality; next time bring me hyacinths, you said. Whether due to my charms or pity for my red cheeks, I returned home that day victorious, your number scrawled across my hand. You never let me live it down. The twinkle in your eyes was incontestable each time a relative or friend, hairdresser or unsuspecting stranger asked how our infatuation began. You would retell the story with little consistency, each time embellished with your own details: how I rushed after your fleeting figure just leaving for your lunchbreak, grabbing your hand, bicycle clattering to the pavement, with utmost urgency and gallantly professed my love. Those who knew me best would raise their brow, while those who knew you best would titter fondly, accustomed to your love for hyperbole. Walking down the street, bouquet of hyacinths in hand, I passed a fast-food joint. Hardly uncommon, making little distinction from the others littered about town: a letter missing from the front shop sign, obnoxious fluorescent lights flickering against grimy tiling, a glowing menu against the backwall advertising the same meal deals as the next. Stopping at the window, I watched as the single man behind the counter scratched lazily at his beard, elbows leaning against the metal counter where glass screens revealed greasy patties and battered haddock, and continued walking. We had eaten at such a place for our first date,

despite my plans to impress at some fancier restaurant. You had insisted on a burger and fries, having seen something enticing through the stained windows, to which I acquiesced; your excitement easily overpowered my dislike for fast food. The young man behind the counter had begrudgingly taken our late-night order, slapping two burgers and a tray of fries on our table with a bored expression. The burgers were oily, contents spilling too easily from the buns, and the fries sagged in their boxes. And yet, you ate happily, dipping your soggy fries in a generous dollop of ketchup and laughing unabashedly as grease dripped down your face, radiant under the fake fluorescents. A bouquet of white hyacinths, as requested, sat beside you. Objectively, you were not remarkably beauteous or exceptionally intelligent, of no particularly affluent or renowned heritage. You were by appearance ordinary, and yet life at your side felt as if it transcended the usual state of casual existence, elevated not by circumstances but your aggressive individuality. This did not come with a rejection of commonality, instead the embrace of it. All manners of the mundane deserved your attention, beautified by your eye. To you such appreciation came naturally. And whether by your direct influence, or the simple matter of being in love, I began to reach an understanding. I never quite finished. Days grew into months, months into a year. Numbering dates was no more, kisses came by instinct. Passion dissolved more into familiarity; the jittery enthusiasm had worn off. Your possessions slowly filtered into my home as everything doubled: plates, toothbrushes, meals in the fridge. Attempts to resist neglecting your own apartment for the sake of my bed became less frequent. This problem was quickly fixed; you were more than willing to move in. With that, littler details of your person became common knowledge, all your habits, good and otherwise, part of my constant. During the day, I would be at work; you would send little messages of everything and anything; the foam on your coffee looking like a smiley face, a blue tit at the window, a piece of graffiti that caught your eye on your daily cycle. Greeted with a kiss at my return, our evenings consisted of all forms of adventures: trying new recipes and resorting to take-out, eccentric conversation at the dining room table, living vicariously through movie

Creative Writing G characters on Netflix, criticising rugby matches from under the blankets on our sofa. Nights of tender touches, your giggling melodic against the walls of the apartment; we shared secrets in the dark, or plainly, fell asleep. Mornings of disentangling myself from your embrace, coffee rings on the table, bus rides to work. I am welcomed home by an empty apartment, embraced by the silence. I drop my bag at the door, slip off my shoes. The letters on the doormat go ignored. Entering the kitchen, hyacinths in hand, I feel a sudden sharp pain in my foot. I lift my leg; embedded into my foot is a small shard of ceramic, blood blossoming across my sock like a bud in bloom. I remove it, pushing it under the counter, scattered among the others. On a rainy day in March, a crash was reported: a truck began driving too early, when the light had turned amber, crashing into the cyclist crossing the street parallel. The truck driver remained unharmed. The ambulance was not quick enough to save the cyclist, lost on the way to the hospital. I broke your plate. It slipped from my grasp, shattered into an endless number of pieces. The nurse on the phone called my name gently once, twice. Repeated the details once, twice. I understood, but

not at all. She hung up. My phone fell to the floor. Everything and nothing flooded my senses. I waited all afternoon for you to come home. I arrived last to the hospital. I saw you from the doorway. My legs pushed me forward. I touched your hand. I touched your cheek. Brushed your hair from your eyes. Hardly a whisper of your name. Nothing. The feeling then was surreal, insurmountable, out of body. The devastation in that instant weight down on my body, bringing my knees to the floor, hindered my ability to move, rendered me speechless. Sobs wretched their way from my throat, maybe screams, maybe your name, over and over. I won’t remember the rest. The funeral passed; my memories are warped, like how the reflected images in a dirtied puddle beside the road appear fluid and everchanging. I remember little of the event, but I know you would have hated it. You would have hated the suffocating pity of family friends invited only out of courtesy, who strained for any words. You would have hated enduring the eulogy given by a man who knew nothing but a summarised version of everything you were. You would have despised the location: a Christian church, because even through death your parents would glaringly spite your ‘lifestyle choices’. You would have loathed the white lilies decorating your casket: basic, impersonal, as if this loss meant nothing but another day on the job. I hate them. I hate the truck driver. I hate the road. I hate your bicycle. I hate our apartment, and I hate plates, and toothbrushes, and fast food, and I hate roses, and flower shops, and hyacinths. I hate you. No, I don’t. I never could. I hate myself. Maybe. Out of obligated kindness, I was let off work. Friends make their rounds, stumbling over their words, always walking on eggshells when a hardwood floor lay just beside them. I save them the embarrassment; I ignore their calls, block out their messages, decline tentative invites to have dinner, lunch, brunch, coffee at the nearby café. I bought another bouquet of hyacinths this afternoon. Purple hyacinths. I take the vase off the kitchen table. The previous bouquet was rotten, now, the purple frills shrivelled and drooping. They go in the bin. I refill the water and fit the new bouquet into the vase. Alice, Lower Alice, Lower 6

G Creative Writing

I should like to… I should like to paint the noise of leaves rustling in the night as they dive to their misty doom; The softness of the sun rays warming people's hearts making them filled with joy; Or the squawking of seagulls high above on a warm summer's morning. I should like to hear the newly sprung daffodils releasing their petals reaching out to the bright blue sky; Or the beauty of the oceans as the sun sets behind them. I should like to take the happiness of Christmas Day to keep all year round And touch the glow coming out of a wand. I should like to understand the lightness in the dark times or the power of angels bringing people up to heaven.

Francesca RQ

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Let this Stay Last night A stag Strode down the hill; An owl swooped up and away; The stars shone brightly, Let this stay Today A cat stalked a mouse Before it sprinted away Little chicks in a nest: One feather drifted slowly astray; The sun peeped out Let this stay This year A mask Kept me safe; A dreaded virus Kept me from seeing Anyone I know. Feelings of great sadness grow But life returns: Let this go..

Caitlin RQ Modelled on ‘Prayer for the Earth’

G Creative Writing

Writing Competition: The Blank Page glowing invitation, a challenge offered to the depths of who we think we are, a provocation to that part of us where creativity meets experience. The blank page says to us, “Show me the essence, show me what matters and why it matters.” The blank page is a beginningless void. The blank page compels us to explore our imagination, those diverse unique places we might share with others. The blank page entreats us to prove we have been alive. In session 2020-2021, we held a writing competition open to students in St George’s School’s Sixth Form. Inspired by Kevin MacNeil’s novel ‘The Brilliant and Forever’, students were tasked to write something short – up to 500 words, maximum! – inspired by ‘The Blank Page’. It could be prose, poetry or drama.

The Brilliant & Forever

Here is the extract from MacNeil’s novel, ‘The Brilliant & Forever’ which inspired this competition: I think the blank page terrifies us, being the visual counterpart to silence. The blank page is an iced-over graveyard, the absolute zero of all contact and warmth. The blank page denies us the comfort of meaning. The blank page is the unknown, hinting that it’s unknown because it’s unknowable. The blank page makes that which we do seem to know petty and inconsequential. The blank page renders us painfully vulnerable. The blank page is the rejection of every story ever told, thus it is a

Kevin MacNeil kindly agreed to judge the competition, and was delighted with the quality of writing. I was deeply impressed with the quality throughout and I want to thank all the entrants and to encourage you to keep reading and writing. As I always like to point out, if I can be a writer, anyone can. And on the evidence of the work presented here, you are all well on your way. You are writing work of a higher calibre than I was at your age. So please do keep writing. And if you are ever in the Stirling area, or indeed if you decide to become a student at Stirling, do get in touch and, guidelines permitting, we can have a coffee and a chat about writing. Kevin MacNeil Author and Lecturer in Creative Writing, University of Stirling There were three winners. Congratulations to: • Sive • Emma • Eleanor

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Otherwise known as ‘free paper’ The blank page is the silent demand, the physical manifestation of doubt and fear. The blank page is synonymous with palpable tension, the atmosphere brittle and bitter. It is the magic hidden by the curtain, the seemingly mundane transformed into the unthinkable. Worthless until created on, gaudy in its unrelenting overconfidence, yet irresistible to us. We permit the pen to waltz across the snowy surface, ink bleeding through scars in the page until the rivers run dry. The thing we aspire to prove our worth to, to feel the flawed perfection of crisp paper crackling under the weight of heavy thoughts. Then it is extinguished, and the transient spell lifts. The blank page is desolate and barren. Futile. Sive

G Creative Writing The blank page is potential – of both uplifting and grim potential. It is possibility – limitless possibility as infinite as our universe. It can be the tangible manifestation of all dreams and all fears. It is humanity. It can be my story. It can be yours – it can be all of ours. It is not an “it” but a he, a she – a they or a them. The blank page can be jarring – like plunging into the foreign depths of an ocean. It is like an ocean so deep and vast it appears to be black - not crystal clear as water should be. It is detached and cold. It can be like slipping unprepared and absent-mindedly into a shower yet to warm. Being with the blank page is vulnerable – you are naked. Yet, there is something enthralling - something sparkly and alluring - about the blank -page. It is fitting – that the blank page is white – for white light reflects all frequencies, all colours, of light from red to violet – just as the blank page is yet to absorb any words from any person. The blank page is like the catalyst for conception. It inspires inquisition and curiosity which in turn can conjure fantastical stories or screaming headlines. It is here where its subtle magic lies. It is fitting that the blank page is derived from a living organism a tree. The blank page is a life cut down - a sacrifice or an exchange of sorts. A life for lives. The old life is then made into paper pages which are used to breed new lives and vitality - in the form of stories. For as one assaults that blank page – violating its blankness – the page becomes alive. To write on the blank page is like walking alone and aimlessly on an eerily still, foggy night, under the dim orange streetlights, with no destination in mind. There is no destination – only potential for a destination. And that is somehow more promising. One finds themselves rejuvenated. One may even be reborn. It may rip apart notions and beliefs. It may even rip apart an identity. For as one writes the tangled web of: emotions images, thoughts, opinions and beliefs unravels like a ball of wool. The words on the page becomes animated,

in our imaginations, like a roll of film onto a projector. Ultimately, the blank page is an oxymoron – it is exhilarating yet relaxing. It can enchant, fascinate, devastate or anger. It is intimidating at first. But there is something liberating about stripping your defences down – like a snake shedding its old skin. As soon as that pen touches the blank page, that page is forever altered – ink is permanent. And as one begins to write, one feels their agonies decay and in their wake the soil of growth is fertilised, and the flowers of clarity allowed to flourish. I am addicted. For writing is renewal – the sort one so often associates with Spring. Emma

Creative Writing G Contentedly nestled into the back lane of Little St Martin’s, sat the mismatched chimney pots, and badly painted windowsills of a presumably derelict, yet firmly inhabited secondhand book shop. The door let out a wailing screech when opened, relieving any necessity for a bell, and the carpet that one immediately encountered on entering, clung to the shoe of whoever gave it the opportunity. The layout of the shop consisted of a magnificent variety of antique bookshelves, arranged with fantastic irregularity, and a considerable amount of skill. The shelves were home to every conceivable genre of literature - sweet romances, disturbing horror, heart-wrenching tragedies, and the occasional carefully concealed rent demand letter. Hidden enclaves guarded obscure works of poetry and mighty compilations of ancient philosophies; and the works of Liszt, Ravel and Chopin were among those inhabiting the musical section of the diverse collection. Burrowed deep into a corner sat, almost permanently, the proud owner of the marvellous establishment. He was an aged man, who exhibited an unkempt, yellowing beard, round glasses which were missing a leg, and a threadbare Fair Isle jumper, under which a smartly ironed shirt was worn to redeem any lost debonair. He considered himself and his beloved shop to be mutually dependent, quite convinced that the shop needed him just as much as he knew he relied on it to constitute his entire reason for being. By day, he settled into his cherished armchair and consumed yet another compendium of knowledge, and by night he retired upstairs to his flat to lie, sleeping above his coveted treasure. In the beginning, O so long ago, he had tried desperately to replace the memory of his own story, with those that filled his now precious shelves. At first, when he still had the energy, his quest to discard his own memory was quite frantic. He gathered book upon book to fill the space with anything that might erase his past. He bought the shop, and the flat above, in order to have constant access to his growing cache. His eyes glazed over, disregarding anything but the contents of the pages he read so hysterically, from sunrise, to sunset. As time went on, and energy lost was justified by calm resolution, his hoard allowed him to leave the pages of his novel empty, as he absorbed those filled with anything to make him forget. The wisdom he gained from his age, and the age of the great writers he so carefully studied, gave him peace, and the collection of books he had so wildly acquired, became his source of solace and comfort. After trying for so

long to escape his past reality, he could finally consider his beautifully dilapidated home, and dearly consoling friend, his new story, which contained pages and pages of stories that he wanted to remember forever. Eleanor

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Creative Writing G

Visiting Margaret Visiting Margaret was always the most tedious part of my week. Conversation rarely strayed from whatever was on the telly that day and I always felt strangely unwelcome. The peeling wallpaper in her room was a sickly pink and the old moth-eaten furniture held the familiar musty odor that all older relatives seemed to possess. Margaret herself, was confined most days to an old wheelchair that creaked with every slight movement she made. However today, as I sat opposite the old woman listening to her ramble on about the “local youths” I noticed a peculiar smell. Slowly turning my head, I searched around for the source of offending scent. The bedroom. I excused myself - “toilet break” - and crept cautiously down the hallway. As I neared the door, the odour became unbearable, a deadly mixture of sweetness and rot that invaded my nostrils, stuck to my tongue, and made my eyes stream. Imagine, if you will, coming down the stairs in the morning, having a sniff and KNOWING that your beloved pet has dragged some poor creature into your home and left it to rot. Now imagine that but infinitely more potent. Heart in my mouth, my shaking hands pushed the door open. The image of that room is now permanently burned onto my irises, the sudden urge to expel my lunch onto the floor washed over me in waves. Leaning against the doorway for support I steadied my breath and called to the withered lady in the living room. “Margaret, you didn’t tell me you had a husband” Emily (Upper 5)

G Music

Music This past year has been a year like no other for the whole country and the impact the pandemic has been significant. The past year in the RMC as you can imagine has been one of mixed emotions but one of the most prominent factors which has been displayed is that of resilience. Staff and students alike have shown what can be achieved in such difficult circumstances and this has been reflected in what the Music Department and the students have produced in 2020-2021. Returning to school 2020 after the summer holidays we all hoped that we could return to music making as we remembered it pre-Covid - unfortunately this was not to be the case. Restrictions were still in place which meant vocal ensembles, brass and woodwind ensembles and mixed age group ensembles were unable to function. As the term progressed some singing in the Junior School started but had to be administered outside which may be ideal in Tuscany but quite challenging in Roseburn! The frustration shown by staff and students was evident here as we were performing artists unable to perform. I am proud to say that we were not deterred

and what was to follow was nothing short of remarkable. Ensembles were formed meeting all the Government and School guidelines, not without casualties however, but at least some music making was now possible. The RMC hosted the Young Musician of St George’s competition in November 2020, a contest which showcased a wide range of talent, and we were treated to performances of the highest standard. This was the third year of the Young Musician competition at St George’s, and whilst everyone who participated played exceptionally well it was Sive (L6)- piano who won the competition. The Young Singer of St George’s competition was in its second year and was won by Amelie (L6). Due to restrictions both competitions unfortunately could not have an audience present so thanks to Mr Raynor both competitions were video recorded and streamed to parents. External examinations were affected but we still managed to enter students for these examinations although most of them had to be recorded and sent to the relevant Boards. This format was extremely time consuming as recording levels had to be set to ensure

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a good balance between the soloist and accompanist. Students worked incredibly hard, and their efforts coupled with their teachers’ support really paid dividends with outstanding results being achieved. Throughout this year the Music Department managed to produce videos of all the Junior and Lower School Performer’s Platforms which meant that parents and relatives could watch their daughters participate in performances. One of the highlights of the Winter term across the school community is of course Christmas with its Concerts and Carol Services. This year was certainly going to be different and although we did not manage live concerts, we were able, with the creativity, dedication and commitment of Mrs Morrison, Dr.Cradock, and Mr Raynor, to video and stream some festive cheer with contributions from all parts of the school. The Senior Carol Service was videoed, and the musical input comprised of string ensembles and a lot of humming! It was an interesting exercise which I hope will not be required in the future. Although 2020 had been a difficult year, we looked to 2021 with more of an understanding of what to expect. The Music department was still using Teams

for class and individual tuition but was making plans for a return to school and assessment preparation of students all of whom ultimately achieved marvellous results. When we finally returned, we set up three String Taster sessions for the Primary 3 classes in the summer term. These sessions gave the students an opportunity to play all the instruments of the String family and were led by Roddy Long assisted by the string teachers. Returning after the Summer of 21 we have seen a relaxation of restrictions which has enabled us to restart our ensembles. It is not surprising that the up take has been disappointing after such a long duration of limited playing and no singing so I believe that this is work in progress and hopefully all groups will be near their full complement in a year’s time. We do not advocate “keep dancing” but certainly “keep playing and singing”. Taking everything into consideration, the resilience, commitment and perseverance of both the students and teachers has ensured that the Music department has had another successful year. We all look forward to more settled times and a return to even more happy music making!

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Carol Service

As we approached the end of the unique year of 2020, it was important to maintain the traditions that mark key points in the St George’s calendar. Our annual Upper School Carol Service at St Giles' Cathedral, at which the community gathers before dispersing to Christmas festivities and time with family, was not possible, but we were not defeated. As the autumn term drew to a close in December, the Upper School watched the Carol Service which was filmed over two days in November at St Giles' Cathedral and St George's. Carols, readings, prayers

and music all mark this important celebration each year and it was all included as usual- just adapted to comply with the Covid restrictions of the time. The role of the students and staff, in particular the music department, in allowing this vision to become a reality cannot be praised highly enough. They all demonstrated the ‘YES, SHE CAN’ approach that prevails within St George’s. The Carol Service captured the essence of a year dominated by tiers and guidelines to form a fitting record of an aspect of St George's response to COVID19 in 2020.

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School Show with a difference: Film Review

Along with the rest of this year’s school events, the St George’s student-run theatre production also moved online. This presented the students with many challenges, which they overcame by creating film shorts, recorded in person and over Zoom. The cast of ‘Lockdown!’ spanned from Upper 4 to Lower 6 and demonstrated the versatility of the cast’s acting repertoire. The cast (who doubled up as editors) made use of a brilliantly fun editing style which brought the film to life – adding realistic green screen sets as well as quirky, humorous animations. This helped to illuminate the comedy and wit sustained throughout many of the pieces. Having said this, a large amount

of the films’ successes were down to the cast’s efforts to portray such a genuine and sincere rendition of Lockdown. ‘Lockdown!’ refused to ignore the less glamorous aspects of lockdown: feeling unproductive, fatigued and demotivated. The authenticity of the films was comforting to both students and teachers. The spirit-lifting compilation of short-films provided the school with yet another impressive representation of the talent of the students of St George’s, and testified the resilience of the pupils in such testing times. Eleanor and Georgie

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Awards

Eilidh Page - Old Girls Award Eilidh has always gone above and beyond to take part in school activities and to help people. Within her role as Wellbeing Prefect, Eilidh consistently posted positive things onto different year group teams, and she didn’t stop, even if it seemed that not many people were looking because Eilidh realised that for those who were looking at the posts, it was helping them so much and adding brightness to their days. Even lower down the school, Eilidh has always put herself out and been strong minded in her support of others. We all admired her bravery and confidence in shaving her head for a cancer charity, raising lots of money and standing on the stage at assembly, bald, to tell us all about it. Eilidh has been and continues to be such an inspiration to us all, forcing us to look at our personal achievements and consider how well we are looking out for others and if we are doing enough for charity. Eilidh truly deserves this award.

Cara Farquharson - Good Friend Award Cara has an unbelievably kind heart and a genuine wish to help others. She always goes the extra mile to make sure a person feels comfortable and included. Cara continually puts others before herself and is always there to offer a friendly, welcoming chat. Even in times when she herself found life difficult and stressful, she never failed to offer an incredible amount of support to friends struggling with their mental health. And not just those in her friendship group. Cara never has a bad word to say about anybody and can always be found in the com and round school chatting, smiling and making people laugh, whoever they are. She makes a real effort to be friends with everyone. Cara can turn a negative into a positive and is a wonderful friend to have around. Cara is a gorgeously bubbly person who deserves great recognition - even if the revealing of this award results in her falling to the floor of the stage.

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Perseverance Pays The students of 2020-2021 should look back on their achievements with pride. Not only did they make it through a global pandemic, enduring multiple lockdowns, they did so with grace and humour, supporting one another with admirable empathy and compassion. What’s more, they also demonstrated real skill and academic attainment. Much clamour was made in the national press lamenting lost ‘rigour’, or prophesying inflated grades, but a detailed look at our students’ performance belies these concerns. Where results were better amongst St George’s students, it was because they genuinely performed better. In many ways we were well positioned to ensure continuity of learning through lockdown. Our use of Office 365 – most notably Teams and OneNote – meant we could maintain contact with our students throughout lockdown, offering both pastoral and academic support. Far from losing teaching time, with many of our students we actually gained time, albeit time spent teaching remotely, or making use of flipped learning. One clear example of this is the excellent performance of our students in their RUAE. Part of the Higher English course, Reading for Understanding,

Analysis and Evaluation (the assessment formerly known as Close Reading) assesses a student’s ability to read a previously unseen prose nonfiction text, and demonstrate their understanding of ideas, analysis of language, and evaluation of the writer’s purpose. With the previous year’s exams cancelled, our students spent longer in the summer term refining these skills remotely, meaning that when they joined us in school in August they already knew the basics. This extra time accelerated their learning and allowed for more time to practise assessment technique and time management, bolster their vocabularies and refine their analysis. As such, the level of skill they demonstrated in RUAE assessments in Summer 2021 was excellent, and markedly beyond what would historically have been the case. And this excellence was repeated across the school, in different subjects and assessments. There’s no denying session 2020-2021 was a hard slog, but there’s also no denying the excellent performance our students delivered. We are proud of them, and I hope they feel that pride in themselves, too. Andy Leask

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Library Year in Review 2020 - 2021 Library Team: Duncan Wright - Senior Librarian, Chloe Elder Senior Library Assistant and Lorna Barr - Early Years - P6 Library Practitioner. In August 2020, the Library Team met on campus for the first time since the pandemic began. Armed with tape measures and face masks, we got ready for the Autumn term. All of us were excited to return to campus, but it would mean changes to our library services. We developed our strategies to provide the best Library service we could within the restrictions. New initiatives included our reservation and recommendation service, “Book a Book”, for Lower and Upper School, Shelf Elf for Junior School, the Mobile Library, as well as Library Lessons in the classroom and the Digital Reading Passport for Removes to Upper 4s. It was great to welcome students and staff back to our libraries and engage in conversations around reading and their experiences of lockdown. As the term progressed digital literacy lessons were taught to students studying Advanced Higher and the Remove Reading Challenge was launched. During the second lockdown after Christmas, all library staff were involved in delivering online lessons and we continued to promote the importance of reading for pleasure via our digital displays on Microsoft Teams. As Winter turned to Spring, we returned to Campus and opened up our physical libraries once more. Browsing was back and quarantining of books was no longer required (thankfully!). And despite challenges, the Library was still able to host special events throughout year. In Junior School, we celebrated Roald Dahl Day and joined in the NessBookFest Reading Record. As part of our Remove Reading Challenge, we welcomed Anna James for a virtual visit. We also celebrated Book Week Scotland and World Book Day across the school. And Lower School teams competed in the National Reading Champions Quiz. We look forward to another eventful year ahead! No matter what comes next the St George's Library Team will continue to strive to support our staff and students. (Adapted from the Library Newsletter, June 2021)

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A year in the life of Houldsworth

2020-2021 was an unusual year at Houldsworth. We had new routines and habits to keep everyone safe. We enjoyed our garden, painting, and getting to know everyone or catching up with old friends after a long time away. There was lots of excitement about our Murder Mystery Night, organised by sixth form. ‘I couldn’t believe that Alfie the cat appeared from Mrs. McMurray’s bag!’ - Megan, U6 As time went on, we started to explore Edinburgh and ramble our way through its windy old streets. We enjoyed the autumn sunshine at the esplanade and along the Royal Mile exploring the Palace of Holyroodhouse. We celebrated wintertime at the Botanics light show and a Christmas Dinner with a surprise appearance from Santa and her helpers! Then it was time to end our first term to spend Christmas with family and friends. This time away lasted a lot longer than we all expected and Teams kicked into overdrive.

‘For all of us, Houldsworth Team has been brilliant, for fun and to spend time together. It can’t replace the real thing, but it doesn’t need to. Houldsworth Team has definitely become special in its own right. Give the dingbats below a try, how many can you get?’ Harriet (Head of Boarding, 2020-21) We were reunited at the start of spring and celebrated over the holidays with trips to Edinburgh Zoo, Lauriston Castle, Calton Hill, South Queensferry and of course an egg hunt. We were very lucky with the weather and enjoyed our very Australian sausage sizzle with fruity ice lollies! The Summer Term was full steam ahead. We went out exploring on Sundays, including a trip to escape rooms and inside Edinburgh Castle. We ended a year like no other with the annual Houldsworth BBQ. It was a gorgeous day and gave everyone the chance to be together and celebrate a year that had been full of new experiences for everyone. Onward to 2021-22 for the Houldsworth community!

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Women of the Future: Leading and Living in the 21st Century

On Monday 21 June, we were fortunate to hear from an array of inspiring women who shared their perspectives and experiences with our Sixth Form, under the heading ‘Women of the Future: Leading and Living in the 21st Century’. Our mission was to open up a discussion about the changing nature of the working world and the fact that career paths are very rarely straightforward but can involve very different phases and significant changes of direction. The women who gave their time so generously came from academia, sport, engineering, the music industry, health care, technology and more. They are CEOs, entrepreneurs, innovators, leaders and change-makers. Their experiences and routes through life were varied and fascinating. When I devised the title for the event I deliberately combined ‘leading’ with ‘living’ because I believe that we do not leave ourselves ‘at home’ when we are working. Of course we should be professional and committed at work, but the experiences and values that shape us into the

employees, employers or colleagues that we are often touch our most personal core, and if we can draw on those positively as a source of strength and motivation, then surely we will be able to give so much more to our work. Conversely, while we do not live to work, feeling that we do work that matters and is aligned with our values is an immensely important part of self-esteem for most of us. So many of our speakers referred to the importance of staying true to one’s values, and hand in hand with that, they spoke of the need for courage – the courage to take a leap of faith, based on following your interests, passions and core beliefs. ‘Speak up, even when your voice shakes’, was a phrase that resonated very powerfully with me on Monday. I am still fizzing with the energy that these women brought with them, the excitement that they were able to convey about their work and their lives. Certainly none of them claimed that any of what they have achieved has been easy; it was clear that they all have a very strong work ethic, but they have been sustained

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through challenges and adversity by belief in what they are doing. Yewande Akinola, an energetic, determined and charismatic young engineer spoke of the importance of finding a mentor, of working with people who inspire you and finding opportunities for creativity to maintain motivation and focus. Importantly, they made clear that they are not afraid of failure, seeing it as a chance to learn and progress rather than as an end point. ‘Embrace challenge as a gift’, in the words of Claire Nelson, CEO of Netball Scotland, who closed the conference for us. So where does that question of ‘having it all’ fit in to this picture of the woman of the future? If by that we mean being able to have a successful and fulfilling career, and having a family, then many of our guests show very clearly that it can be done. None of them, I am sure, would say that it has been straightforward for them, but very much worthwhile and often inspiring and lifechanging. Is that the only way in which we should define a successful woman though? This is an

issue that goes to the very heart of the origins of this conference, which lay in some very thought-provoking discussions with my colleagues about the way in which we define success. The notion of the ‘superwoman’ calmly presiding over a meeting while smoothly managing all other areas of her family’s life does noone any favours, becoming an unhelpful ideal against which we measure ourselves. We all need to know, on our own terms, what success means for us, in our working and personal lives, recognising too that the definition may change as we move through different stages in our lives. Finally, we were exhorted to be kind, to ourselves and to others. To remember that we can lift up others with our stories, and that we can all make a difference. It was a day to remember, and I hope that the students who took part were as inspired by it as I was. Mrs Alex Hems MA Oxon Head, St George's School, Edinburgh

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Life-Long Learning Conference June 2021 We were delighted to welcome speakers virtually and in person for our annual Lower 6 Life-Long Learning Conference. This year the key note speaker was Jane Turton, Chief Executive of All3Media, a Fellow of the Royal Television Society, board member of the Edinburgh International TV Festival and a recipient of Women in Film and Television Business Woman of the Year Award. Graduate ambassador, Sam Read, then gave a presentation on how to choose university courses. For those considering a gap year, we heard from Will Dunlop and Nick Hare of Letz Live. Students could then choose an interactive virtual session with Uptree that focused on careers in STEM or employability skills and what employers really want.

Calum Fraser from the University of Dundee followed lunch and answered lots of questions. We were also pleased to have sessions on apprenticeships and our platform, Shortlist.Me, that allows students to practise online interviews and gain feedback. Former student, Orlagh MacDonald gave a very interesting presentation on international applications. The day ended with the Upper 6 students' panel and their Courses, Choices and Applications Q&A. Although the majority of the day's speakers appeared virtually, Lower 6 students were able to gain a wealth of material and insights from the year above which prepared them well for making decisions and applications.

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Hockey The Hockey season at St George’s was of course impacted by Covid-19, but that didn’t stop us from working hard on our skills and game play in training, as well as playing internal games and local fixtures when possible. All teams had fixtures against MES, George Watson’s College, George Heriots’ and Edinburgh Academy in the first half-term, which was a great opportunity for all to enjoy playing sport together with friends. We were delighted to be able to attend the Upper 6 Leavers’ Tournament at Peffermill Playing Fields in June, which gave our Upper 6 pupils the chance to represent the school in tournament hockey for one final time. We may not have won, but we scored some great goals and definitely had the most fun! A number of pupils earned representative honours. Well done to Sophie Hems and Abi Grahamslaw, who both represented East District U14 Hockey in interdistrict matches. Well done also to Honor Simpson, who represented East District at U16 level. Georgie Yuille and Skye Waugh were both selected to play in Scottish Hockey’s Academy Series and then subsequently were selected to represent Scotland at U18/U19 level in the summer, while Kate Bole played for the U17 team. Congratulations to them all on superb achievements.

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Tennis Tennis Clubs and Fixtures Summer term saw our ever-popular Tennis clubs return in full force, with record numbers in attendance, particularly in Upper School. We were delighted to be able to play local Tennis fixtures at all age groups. Primary 6 and Remove both had their first experience of school tennis on a Saturday and took part in a mixture of practices, internal games, festivals and fixtures with George Watson’s and MES. Lower 4 teams had some impressive wins against George Heriot’s and George Watson’s in particular. In Upper School, we had a mix of wins and losses against all opponents in some wellcontested fixtures. LTA Tennis Competitions Well done to our Lower 5 LTA Tennis team of Julia Cooper, Honor Simpson, Daisy Scott-Watson and Rosie Platt and our Lower 4 team consisting of Anushka Anoj, Mairi McLintock, Bella Geard, Hannah

McIntosh and Florence Henry. Both teams won all of their games in their respective leagues – well done girls! Tennis Championships This term has seen a large number of pupils who attend our after-school Tennis Clubs take part in Tennis Championships for their respective age groups. Our Remove Tennis Champion this year was Francesca Earl and the runner up was Abby Maclennan. In Lower 4, Anushka Anoj was the winner, defeating Mairi McLintock in the final. In Upper 4, Daisy Scott-Watson was the winner and Jemima MacAuley was runner-up. Our Lower 5 Tennis Champion is Julia Cooper, with Honor Simpson finishing as runner up. Our Senior Tennis Champion this year is Anna Gibson, with Charlotte Burridge finishing runner-up. Well done girls! In the Bargeton and Benson Doubles Tournament for Upper School pupils, our winners this year were Charlotte Burridge and Anna Gibson – well done!

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Netball Netball clubs continued to thrive at St George’s in 2020-21, with large numbers of girls from Primary 6 all the way up to Upper 6 taking part in our popular clubs. All girls particularly enjoyed getting to play on the newly re-surfaced Lower School MUGA’s! While everyone worked hard, and most importantly, had fun, we did miss our competitive games in the

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Autumn and Spring terms. Therefore, it was great to see our seniors have an outdoor fixture with George Watson’s College in June, which resulted in a convincing win. The Primary 6 girls also got a taste of some competitive Netball, playing in the Supernetters’ tournament at the end of the season. Well done to all our Netballers!

The Athletics season in summer 2021 was highly anticipated and as usual we had girls attending our clubs in large numbers, particularly from Lower School. Primary 6 and Remove girls were delighted to take part in their first athletics fixture at George Watson’s, before Primary 6 to Lower 5 all went to MES for a fixture later in the season. It was pleasing to see some excellent individual performances and great team spirit and effort all round.

Cross Country Congratulations to our Under 11 Cross country team consisting of Imogen Thomson, Francesca Earl, Abby Maclennan and Pippa Dickson, who won the Scottish Independent Schools’ Invitational Cross Country Championships in 2021! Well done to Imogen who also placed 2nd individually.

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Equestrian Every year several St George’s girls compete for the school in equestrian events. This year, like last, has been different for our team members with Covid -19. Most events during the autumn term were cancelled, but thankfully from April onwards, many school events have been able to run and so our girls have been able to compete again both individually and as the St George’s team. The next team competition was at the beginning of June, at the Belsay Horse Trials. On this occasion, all four girls took part in a number of showjumping classes. They were extremely supportive of each other with new horses and challenging courses.

L-R Emma L5, Daisy U4, Rosie L5 and Olivia L5.

There have also been a number of individual successes amongst our school riders worthy of note as on the British Show Jumping front, all the large National shows were given go-ahead in March.

Daisy and her pony Curravordy Builders Blue qualified for the Horse Of the Year Show (HOYS) Newcomers final. Tess U5 and her horse, Darcey at Bicton in Hickstead at JC.

Marni L5 and Caleb at Bicton in Hickstead at JC qualifier, June 2021. All said, our equestrian girls and ponies have had a pretty good run despite the lockdown rules and restrictions. We wish all of them a great summer of competing and look forward to hearing how they get on.

Cricket Cricket returned to St George’s in the summer of 2021 after an absence due to Covid-19 and it was excellent to see that our enthusiasm for the sport had not dipped! Close to 100 girls played at our co-curricular clubs and were very fortunate to be able to play some fixtures. The Lower 5 and Upper 4 combined teams had two good wins over George Watson’s with losses against The Mary Erskine School and Fettes College. Our Lower 4 team had an exciting draw against The Mary Erskine School, while Remove also had a draw and a win, both against George Watson’s. Some Primary 6 girls got the opportunity to experience their first competitive fixture at MES, while all of P6 played in our own internal end of season tournament. Well done everyone!

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Athletics Championships and Olympic Sports Day 2021 On Wednesday 23rd June we were very fortunate to have a superb day of sport for all girls in Lower and Upper School. Alongside our traditional Athletics Championships, we had a very exciting programme of Olympic sports for all Upper and Lower School pupils to try. We had 9 sports to try and everyone had a chance to be active, play some games and for many, to try a new sport. We are very grateful to our fantastic external sport providers for providing these

opportunities! The external specialists covered Football, Rugby, Cricket, Judo, Volleyball, Netball, Hockey, Tennis and Wheelchair racing, with an incredible mix of Olympic and Paralympic Athletes present, as well as professional players and coaches. In our traditional Athletics Championships, a number of field events were completed before finals day, leaving some very exciting track finals to complete the competition. There were many excellent performances, and the overall results were as follows:

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P6 Athletics Championship 1st Eliza Weiser 2nd Ailsa Fox 3rd Loshe and Shania

Upper 4 Athletics Championships 1st Daisy 2nd Maighdlin 3rd Caitlin

Remove Athletics Championships 1st Lily 2nd Sacha 3rd Francesca

Lower 5 Athletics Championships 1st Olivia 2nd Lindsay 3rd Mhairead and Honor

Lower 4 Athletics Championships 1st Florence 2nd Lottie 3rd Hannah

Senior Athletics Championships 1st Sofia 2nd Robyn 3rd Grace

Congratulations to our winners and runners up and to all who took part in a brilliant day of sport!

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St Gs v Merchiston KM challenge In the Spring term of 2021, in the midst of another national lockdown and a period of home learning, the St George’s community competed against Merchiston pupils, staff and parents in the ‘Race to Paris’ Kilometre Challenge. This involved pupils, parents and staff running, walking or cycling and recording their distance via online form, contributing to the total for their community. The competition took place over 11 days and was fiercely contested! St George’s fell behind early on but fought back to claim the win by a narrow margin, a brilliant effort by all involved. Both communities together completed over 12000 kilometres, a stunning effort in such a short space of time.

Being physically active during various lockdowns has been a challenge for many who found their usual lifestyles and forms of exercise disrupted. We know the importance of exercise and activity for both our mental and physical health and it was excellent to see so many girls getting active and getting their families involved too! Many of our pupils found the challenge a good way to get a break from their screens and relieve stress, while others enjoyed the chance to get to know their local area while on runs, walks and cycles. Well done to all Lower and Upper School girls and their families for a very successful Kilometre Challenge!

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Staff Leavers The full length versions of the staff tributes are available on our website www.stge.org.uk. From the home page go to news section on the main navigation bar and click on, latest news, Chronicle.

Sue Hay

Head of Junior School, August 1994- June 2021, 27 years

From all at St George’s we wish Sue every happiness and success in her retirement. We know that she is looking forward to the fresh challenge of golf club captaincy which will help to keep her busy and most importantly we know that she is looking forward to having more time to spend travelling with Tom and her wonderful daughters. We are enormously sorry to say goodbye to Sue, and mark the passing of her tenure as Head of Junior School. In many ways words are not sufficient to thank her for every and all of her services to St George’s Junior School and we hope that she leaves us safe with the knowledge that she has made an immeasurably positive difference not only to the lives of the children but also her colleagues who hold her in the highest of regard. Good luck for the next part of your life’s journey, Sue!

Trudi Robertson

Junior and Lower School Teacher, August 1996- June 2021, 25 years Trudi has been a key player in many girls’ lives, helping them navigate and transition through Primary into

Secondary Education, Support for Learning, starting their new school career at St George’s and tackling the rather tricky years of entering adolescence. Delivering the individual approach is exactly what Trudi does so well. Generosity in time, dedication, care and sharing of expertise as she has helped and stretched so many girls allowing them to access the gateway to Upper School with confidence, self-belief and a renewed understanding of kindness and friendships are just a handful of the qualities Trudi has given St George's that we are so very grateful for.

Rachael Porteous

French and Support for Learning teacher and Joint Curriculum Leader for Modern Languages, 1985-1994 and August 2007 – June 2021, 23 years

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Rachael joined the staff of St George's in 1985 as a Teacher of French after completing her studies at St Andrew's University. During her time with St George's, she took on the role of Assistant Housemistress and was actively involved in the Duke of Edinburgh Award Scheme. Leaving in 1994, Rachael co-founded and ran a sub-post office / coffee shop / gift shop in East Lothian until 1999. Rachael returned to St George's in August 2007 as a part-time Teacher of French and Learning Support. She was appointed Joint Curriculum Leader for Modern Languages with effect from August 2019. Rachael leaves us with a career and record of service which she can look back on and be proud of. We will miss hearing the shuffle of her feet coming along the corridor, heralding her arrival each morning and her setting the world to rights from the comfort of the croissant chair before getting up to meet the day head on. She has been a pleasure to call a colleague and a friend, and everyone in the Languages Department wishes her a happy retirement. Bon Chance et Amour Toujours, Rachael.

Sandra Stenhouse

Business Education, August 1998- June 2021, 23 years Sandra started her career with St George’s as Part Time Assistant Teacher in the Business Education Department in August 1998. With two years proven track record, she was an obvious choice for a full time Teaching post in 2000 and was appointed Head of Enterprise three years thereafter. Over the years, Sandra has been actively involved in Young Enterprise, both within school and as a member of the Board. She has also been an SQA marker and has written materials for SQA. True to her expertise in the teaching of Business, Sandra is an astute business woman - particularly skilled in the areas of Marketing and HR. Only Sandra could use her power of persuasion in recruiting Business Enterprise Teachers across a range of departments in school to oversee groups of L6 girls during lunchtimes or after school as they develop their own products to sell! Sandra's skills in creating spreadsheets and doing the 'checks and balances' are endless. In fact, Sandra

not only keeps a 'check' on figures and numbers, she also checks in with her family, friends and colleagues. And of course, Sandra maintains a 'balance' in her life too - able to put schoolwork to one side, she and her husband, Jimmy, are great vintage car enthusiasts, and together they've travelled far and wide to attend vintage car events and rallies, often dressing up to look the part! Happy retirement, Sandra - the best times are yet to come!

Cathy McInally

Mathematics, April 2000 – June 2021, 21 years Cathy loves maths and is never happier than when working through a challenging maths problem. She is an excellent and very talented mathematician. Cathy is also an excellent teacher who gets the best out of her students, whether or not they are able mathematicians; she has shown great skill over her long career in helping girls, for whom maths was a struggle, to get the best result possible. At the other end of the ability spectrum, Cathy has encouraged and stretched our most able mathematicians, including those who have gone on to pursue maths at university. In recent years she has taught all elements of the maths at AH, including the Mechanics and Statistics. Cathy is rightly proud of her sons, and Stuart’s rugby exploits have been a source of great joy. It is easy to see who is the rugby enthusiast on a visit to the maths base! She now has the joy of grandchildren too. There is no way Cathy will be short of things to do in the future, especially with grandchildren, piano playing, the new holiday home, and of course, some mathematical problem to work on. We wish you a wonderful retirement.

Gordon Lamont

CDT, August 2003 – June 2021, 18 years From a background in Civil Engineering, Gordon embarked on an honours degree in Technological Education in 1998 as a mature student. His first placement as a probationer was at Denny High School, thereafter joining George’s in August 2003. If asked to contribute to a school initiative, Gordon is always willing to get involved, even if that means more work for him, and is always done with good cheer and wholehearted commitment. He is an

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excellent team player and has been part of many important collaborations, including the House Team, the International Exchange Team and, on many occasions, part of the Enterprise Challenges for different year groups working with business, food studies during his time here. He has supported numerous individual students in his international role, in Young Engineers and in the several design competitions, robots and Lego to name but a few. Gordon will spend much of his new free time renovating his new home and garden – a literal “Grand Design” in the making. He will also have more opportunities to watch the rugby, especially his team Glasgow Warriors, enjoy his motorcycles and indulge in the odd beverage. Gordon, we wish you well in your retirement.

received her Associate Membership of the British Dyslexia Association – two years of hard work alongside her job provided an entry into SfL in August 2014 where Gerry has worked across the school and undertaken the role of Access Arrangement Coordinator. For Gerry her desire to show that enough is never enough continued. In addition to her AMBDA recognition she qualified as an ESOL teacher. And she has even found the time to add to her already impressive set of skills by completing training as a Cambridge Assessment English Speaking examiner – skills that she has put to good use when preparing students for ESOL exams. It should also be said that Gerry puts the ‘style’ into ESOL – what Imelda Marcos is to shoes, Gerry is to ‘face masks’. Every outfit she has worn to school in recent months has been beautifully coordinated with a colourful mask. Out of school, Gerry has added wild swimming to her repertoire and can often be found at weekends heading off on adventures with her trusty caravan to visit new spots around the country. A way to make the recipient feel envious is to receive a text telling you that she is watching the sunset while having a glass of prosecco in some remote corner of Scotland. We wish you the very best in your next adventure.

Gemma Heather-Hayes

Drama , August 2008 – October 2020, 12 years

Gerry O’Fee

English, Support for Learning and ESOL, August 2002 – December 2020, 18 years Gerry joined us in August 2002 as a part time teacher of English, having worked for Longman Group in sales and journal development, as well as bookshops before commencing her teaching career. Interests in theatre, local history, the environment and hill walking provided rich material for her use in the English classroom, where she was an inspirational teacher who held the confidence of the girls as they explored literature and language. Never one to feel enough is enough, Gerry expressed an interest in Support for Learning and in her active pursuit of a post qualified with the Open University and then gained the coveted acknowledgement as a specialist teacher when she

During her time at St George’s, Gemma has produced and directed many stunning and memorable School productions, most recently in the Lower School. These were always characterised by her wonderful creative

Staff G energy meaning that all students loved taking part. In her classroom teaching, Gemma cares deeply about her subject and strives to pass on this enthusiasm to her students. She has always gone above and beyond for her exam candidates, rehearsing with her Higher and Advanced Higher students on their practical work during many lunchtimes and after school. They have all benefited from her expertise in acting. As well as juggling these commitments with the growing demands of home life, Gemma has run a successful LAMDA program where she prepared girls in the theory and practical elements of the varying levels before presenting them for the external exam. Over the years, scores of girls have achieved certificates of Merit and Distinction, not to mention the huge boost that these experiences have provided to self-confidence and presentation skills. Gemma has been an energetic, vibrant, and creative member of the drama department while also forming strong relationships across the whole of the wider school community: taking a great interest in how people are doing, from kitchen staff and groundsmen to teaching colleagues and parents. Her wonderful sense of fun and cheerful demeanour will be greatly missed as she moves on to her new role in Fife.

Linda Aslet

Piano teacher, October 2011- June 2021, 10 years Originally a Potteries girl from Staffordshire, Linda travelled extensively within the UK with Peter, her husband of 45 years, whom she met at Birmingham University. For 10 years she taught Music, latterly as Head of Department at Collingwood School near Bagshot in Surrey, before moving to the US with Peter’s job. They spent 10 years in America – five in New York followed by five in Houston, Texas. During those years two exciting things happened. Firstly, a career change from teaching to Public Relations, initially as a receptionist and gradually working her way up to a VP position in Edelman PR Worldwide. Travelling across the States, mostly to trade shows and conventions, was a real eye-opener and a world away from teaching. Highlights included flying with clients in the Fuji airship above Las Vegas and promoting concerts in Manhattan’s Radio City Music Hall. Secondly, and even more exciting, Linda and Peter discovered they were to become adoptive parents. Since then both of their daughters have attended St George’s.

The family initially moved back to Glasgow and later Edinburgh. When Felicity joined St George’s nursery in 1995, Linda began a 25-year association with the school, foremost as a parent, then volunteering to play piano in the Nursery thanks to the effervescent Liz Stewart. Subsequent stints saw her teaching in the Junior School part-time and for the last 10 years she has taught piano at St George’s. She has found it immensely rewarding to return to teaching, especially in a one-to-one capacity where she values really getting to know and support her pupils. Linda hopes to continue her private piano teaching from home and also looks forward to spending time in her allotment and garden as well as spending quality time with her other daughter, Emily. Living close to the School, St George’s will always be on Linda’s radar and some of you will no doubt see her out and about dog-walking! Linda, we wish you a wonderful retirement.

Deirdre Latimer

Head of Mathematics, December 2013 – June 21, 8 years Deirdre joined St George's as Teacher of Maths midway in the School Session 2013/2014 and was promoted to Head of Faculty of Maths with effect from August 2014. Previously, Deirdre had worked at Robert Gordons College, teaching one of Anne Everest’s sons, along with periods at a number of local authority schools. Deirdre has a passion for maths, a love of teaching children of all ages and abilities, sound organisational skills, the capacity to work under pressure and lead by example, and a vision for making the experience of students in mathematics interesting and stimulating as possible. We were delighted for Deirdre when she announced her appointment as Deputy Head (Academic) at St Margarets’ School, Aberdeen. We wish every success as she leaves us to take up her post in the “Granite City” and thank her for her full contribution to St George’s.

Katie Thomas

Head of Food Technology, April 2014 – March 21, 7 years Katie came to us from Craigmount School and prior to that she had worked in England and Malaysia, and also in Dundee in product development for a confectionary company.

G Staff Katie is one of those teachers who is willing to get involved if asked to contribute to a school initiative that involves more work for her. This is always done with good cheer and she throws herself in whole heartedly. She is an excellent team player and has shown this through her input to various Enterprise initiatives with Upper 4 working with the Business and Design departments. She is also a warm, compassionate and caring person who will listen and support her colleagues and students alike. Her creativity in problem solving is key to her flexibility of approach within the classroom, meaning she is held in such affectionate regard by all of her students. She leaves us to take up a post, training student teachers, passing on her skills and knowledge to the next generation of Food Technology teachers.

Helen Hubbard

Food Technology, August 2015 – August 2021, 6 years When Helen joined St George’s as a part time teacher of Food Technology, she quickly established herself as a member of the department, and her ability to enthuse students of all abilities was a key skill. Together with Katie Thomas, she developed the Food Technology courses for Lower School, enabling girls to develop skills as well as knowledge, and the emphasis on healthy food and how it is relevant to the girls. The student numbers taking GCSE Food and Nutrition and 6th form courses have grown significantly and this is in no small part due to the enthusiasm and passion that Helen shows in the classroom. She encourages creativity and the concept of exploring food, where it comes from and the diversity of international cuisine. Helen leaves us to join the Business School team at Queen Margaret’s University as lecturer in Culinary Arts. It is a new role, managing the international degree provision as well as lecturing on other UnderGraduate and Masters’ courses in the business school. We wish you all the best, Helen.

Helen Fraser

Music Teacher, August 2017 – December 2020, 4 years Leaving Walworth Academy as Head of Music, Helen commenced her employment at St George's as Teacher of Music on 21st August 2017. As well as teaching music P6-U6, Helen coached students in

Gaelic speaking. Helen reduced her hours from full time to part time with effect from August 2018. Helen and her husband, Tim, welcomed their second son, Ivor Alexander, in July 2019. Following completion of maternity leave, Helen's request for unpaid leave to January 2021 was granted allowing her to spend more time with her children. Subsequently she decided to leave St George’s and is now a partner in the family business.

Annessa Ashkanani

Modern Studies, August 2018 – June 2021, 3 years Annessa joined the staff of St George's as Teacher of Modern Studies in 2018 from her probation year spent at Royal High School. Her passion for her subject and her enthusiasm as a teacher have won the respect and loyalty of all she has taught. A passionate advocate for social justice and inclusion, she has also sought ways to promote awareness of discrimination and has worked tirelessly with students to educate and inform others about the effects of bias and prejudice. Annessa quickly immersed herself in the school community, becoming a Boarding Tutor in her first session. In 2019, she became Head of Year and has supported the current Upper 5 through their GCSE years and the period of supported home learning with sensitivity, good humour and energy. We wish her well as she moves on to the post of Teacher of Modern Studies at Dunbar Grammar School.

Support staff Administrative support, IT support, library staff, classroom assistants, boarding assistants, school nurses

Phyllis Mackay

Administration Assistant, Sept 1999 – October 2020, 21 years Phyllis came in to provide some temporary admin support in 1999 and then later that year joined us permanently as our Administration Assistant in the Upper School office. Through the years Phyllis has taken on many different roles within the Administration team. She began supporting the Music department in 2009 and then moved across into supporting various Careers officers. In 2012 Phyllis also took on the

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Linda Sloan

additional responsibility of providing administration for Assessment Support. She has continued to coordinate the Support for Learning team and provides administration for our Examinations officer. Phyllis’ many other duties have included Reception cover every morning and lunchtime for many years now. She is our photocopying, laminating and binding guru in Upper School as well as having responsibility for ordering paper and stationery. She has also assisted over the years with ticketing for school productions. In June 2019 Phyllis received an award for her 20 years' service with St George's. Thank you for all your sterling years of service – we shall miss you but you will not be forgotten. We wish you many, many happy years in your retirement.

Ed Dias

Network Manager– January 2003 – August 2021, 18 years Since taking over Network manager, Ed has been a careful steward of the IT resources in the School. The reliability of our network, which we have come to take for granted, does not happen by accident – it is the result of the knowledge and skills which Ed has brought to this role. The centrality of IT to the operation of this business brings with it a high level of responsibility and pressure for our IT staff; Ed has held this responsibility, which I suspect few give much thought about, with resilience. We thank him for all his invaluable work for the School and wish him well in his new role at the Northern Lighthouse Board. Ed, you will be a hard act to follow and will be greatly missed by all at St George’s.

Lower School Welfare Manager, August 2007 – June 2021, 14 years Linda has been nominated for the most steps made on a daily basis at St George's. The saying, you can't be in two places at once, does not apply to Linda who appears to travel at the speed of light! Linda has the ability to unjam a locker, print a document, complete registration, get a girl a mask from the Lower School kitchen, count the number of desks on LH4 and answer the phone to one of our parents all at the same time - or so it seems anyway! There are many words we could use to describe Linda - productive, empathetic, intuitive, efficient, organised, approachable and selfless, to name but a few. She has certainly mastered the art of working with parents, having the patience of a saint with our girls and being a top teammate to staff. Linda's departure will undoubtedly leave a huge gap in our community. Her warmth and caring approach has made her a dream to work with and she will be missed by all. We wish her all the very best.

Moira Simpson

Junior School Support Assistant, August 2006 – January 2021, 14 years Moira has had involvement with St George’s since 2002 when she was involved in extra-curricular activities in the Boarding House of St George’s. Four years later she was appointed Admissions Officer and extra-curricular Activities Assistant and Dance Teacher for the Boarding House. Shortly afterwards Moira became a full-time member of the Houldsworth Boarding Team as a Resident Houseparent. In August 2010 Moira relinquished her responsibility as Resident Houseparent and was appointed Junior School Support Assistant where she has been ever since. Based in the medical room, Moira has provided a safe pair of hands in many a medical crisis. Always ready to lend a helping hand, staff in Junior School will miss her wide range of abilities. In Junior School, Moira ran two Scottish Country dancing clubs and she was instrumental in the success of the annual P5 Ceilidh. In addition, she was a UK trainer for the Guide Association for many years and also a respected guide leader in West Lothian. Moira’s contribution to Junior School and our wider School community has been much appreciated.

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Duncan Wright

Senior Librarian, August 2016 – August 2021, 5 years Before joining St George’s, Duncan held the position of Senior School Librarian at ESMS, during which time he was named School Librarian of the Year – a prestitious UK-wide award recognising the excellent work that is carried out in school libraries every day and to highlight the current practice of those whose work is outstanding. Seeking a new challenge, Duncan joined St George’s as Senior Librarian in 2016 where he has proven to be a super colleague and has contributed greatly to the development of learning resources at the School. He has been instrumental in developing online resources as well as updating our stock of books. Duncan has pioneered a modern approach to accessing resources, introducing the online library software we have today. His enthusiasm and drive, encouraging Douglas in all house events has been greatly appreciated by staff and students in Douglas. Duncan’s contributions go beyond the Library and his Head of House responsibilities. He has also been involved with football training for the younger girls. We wish Duncan success in his new role as Library Trainer/Consultant with Accessit, the software company which provides the school's library management system. Our heartfelt thanks for his contribution since arriving at St George’s. He will be missed.

Lesley Abbott

Alumnae Relations and Database Administrator/ Foundation Office Assistant, August 2018 – August 2021, 3 years Lesley came to St George’s as Part Time Alumnae Relations and Database Administrator after over 25 years of a highly successful career in Banking. She had moved from that in 2016 to an Executive Administrator role with Tennis Scotland which had given her further exposure to mentoring and philanthropy programmes via Judy Murray's "She Rallies" events and other development initiatives. Within Lesley's first term of work, she helped set up the database, saw the migration of data into the new system, met the OGA committee, organised reunions and heavily supported key events to celebrate the 130th birthday, including front of house management for Equality for Women with Judy Murray and Judy Dalton and 'An Evening with Gabby Logan'. After the first term, Lesley's role changed to

'Foundation Office Assistant' and her considerable creative skills have led to the success of the Dragon Magazine which has received excellent feedback from Old Girls, staff, parents and students. Lesley was a key member of the team that launched the Foundation website which has transformed our communications with our alumnae body, and enables us to connect our current students up with parents and former pupils who are willing to offer support through work experience, mentoring etc. We have greatly appreciated the perspective that Lesley brings to life at St George’s, from her previous experiences in banking, and also the volunteering that is close to her heart.

John Hammell

Communications Manager, Aug 1995-Jul 2019, 24 years Mr John Hammell retired from his post at St George’s School in July 2019. We apologise that this was missed out of the 2019 Chronicle but are pleased to now publish the tribute paid to him at that time, by Mrs Alex Hems, the full text of which is available online. John was an employee of St George’s for over 24 years. He was employed primarily to set up the school network, and was the architect behind the structure and provision of the network. He planned and implemented the development, from a fairly rudimentary provision of IT, to the modern network that it became, so integral to the operation of the school. John retired in July 2019 ready to move to pastures new in Cromdale just outside Grantown on Spey, initially to continue his project to refurbish his new house and enjoy the spectacular views of the Cairngorms. Never one not to be busily engaged in some IT related venture John is currently supporting Moray Council with one-to-one support for children without access to a home computer. A tough but very worthy cause. John - we wish you and your family every continued happiness.

Facilities Margaret Imlah

Facilities Director, October 1988 – January 2021, 32 years During her time at St George's Margaret has been greatly involved in the school's facilities development

Staff G General Facilities Assistant from March 2013. Over the years, he has kept the paintwork throughout the School looking clean and crisp as well as playing a large part in maintaining the grounds to a beautifully high standard. He also helped to safely cross the girls on Garscube Terrace. The John/Dougie double act could often be heard singing “Happy Birthday” to a passing student and bringing a smile to their faces every day. Retirement will give John more time to follow his beloved Hibs and to start a new daily routine of taking one of his three grandsons to school. We wish him a long, happy and healthy retirement with family and friends, hopefully in sunnier climes at some point in the near future. plan and the building of the Robertson Music Centre, two extensions to the Junior School, the St George's Centre and the Enterprise Centre, and most recently the Everest Pavilion, the Sixth Form suite and the creation of new accommodation in Houldsworth in summer 2018, as well as the ongoing refurbishment programmes in existing buildings. Margaret also works closely with external groups linked to school such as NYCOS, Excel Sports Academy and Grange Hockey Club, parent bodies such as PTF and the Safer Routes to School group and Old Girls. These are the bare bones of a career that has, in ways too numerous to count, made a positive difference not just to this school, but to the daily lives of staff, children and parents within our community. So it goes without saying that we will miss you greatly Margaret. We very much hope that you will stay in touch with us, and that, in due course, once we are allowed to have social gatherings again, we will be able to have a jolly good party, to say our goodbyes in the style that you deserve. I know that Council, the Old Girls’ Association and a number of parents, are very keen to support that plan. In the meantime, we wish you and Alasdair great happiness in your retirement. We know that it is unlikely to be a quiet, restful sort of retirement, but will see you extremely active, busy and creative, and we hope will leave you some time for your old friends here too.

John Young

General Facilities Assistant, May 2004– August 2021, 17 years John joined St George’s in May 2004 as Maintenance Painter and Decorator, later taking on the role of

Mary Cunningham

Facilities Assistant, September 2003 – December 2020, 17 years Mary joined St George’s initially to assist at lunch time with the daily service and clearing up of lunch. Her role in St George’s gradually expanded to include covering the St George’s afternoon café, which she made very much her own so she will be sadly missed by the many friends she made there. In the early years of Mary’s employment, romance blossomed between her and the Head Chef, Phil Cunningham. Mary and Phil married in 2004. They have always enjoyed their holidays in Ullapool and when we are once again able to take travel and holidays for granted, are looking forward to making up for lost time. We wish her a long and happy retirement and thank her for her many years of work for St George’s.

Irina Chelminska

Cleaning Assistant, September 2003 – December 2020, 17 years Irena has worked in the Junior School cleaning her areas of responsibility to a very high standard. She has always been a calm, friendly and gentle presence in the Junior School but I know from her colleagues that she can at times display a wicked sense of fun and humour. Although initially employed to work in the Junior School, Irena stepped in to work a Sunday shift in Houldsworth House, while the Boarders are in residence over the school term. She has carried out this work since then, working round the girls to discreetly clean and tidy up round them as they slowly emerge on a Sunday morning. Her calm demeanour will also be much missed there. We thank her for her

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To mark 20 years working at St George’s

music, singing regularly in a voice and harp ensemble throughout the UK. She is also a member of Triplicity, a vocal and piano trio. Anne has performed on Radio 3 and Radio Scotland, both as a member of a consort and as a featured artist. She directs and arranges for several community choirs and leads classes in singing for health and wellbeing.

Susan Murray

Simone Sahyouni

very hard work and support during her years in St George’s and wish her all the very best for the future.

Long Service Awards (Paddy) (Violin) -September 2001 Susan, the youngest of 3 children, attended Watsons and then St Leonard’s. She studied at Royal Academy of Music with Frederick Grinke then at The Royal Scottish Academy of Music and Drama with Jimmy Durrant before teacher training at Moray House. After the Academy she joined Scottish Opera Orchestra. Paddy then had a break from playing to have her family: 1 boy and 3 girls (pupils at St George’s) after which time she joined the orchestra of Scottish Ballet. Paddy taught pupils of, and coached, The Waddell Orchestra and still teaches here at St George’s, Heriots and privately in West Linton. Passions include: The three Gs: Gin, Gardening, Gunna the dog, not necessarily in that order! Of course, she is a dedicated grandmother to her 7 grandchildren.

Anne Lewis

(Singing) – September 2001 In her time at the school Anne has taught singers as young as P5 to U6 gaining the respect of staff, pupils and parents for her obvious love of singing. Not only is Anne a dedicated and much-admired teacher of singing, she also has gained acclaim as the director of her “a cappella” singing ensemble Cantate which has delighted audiences on numerous occasions. Anne studied at the Guildhall School of Music and Drama and has performed as a soloist in Oratorios by Vivaldi, Mozart, Haydn, Handel and Bach, including 'The Creation' with both Sir Charles MacKerras and Sir Roger Norrington. She performs and records with Cappella Nova, Scottish Voices, Dunedin Consort and Canty. Recordings include music by James MacMillan and other contemporary composers. She has toured America and performed 'Messiah' at the Noirlac and Chaise Dieu Festivals. She is an accomplished singer of Scottish traditional

(Singing / Piano) - September 2001 Simone pursues a demanding schedule as a singing teacher and music arranger, dividing her time between St George’s and Edinburgh City Council Schools. At St George’s she teaches pupils form P6 to U6 and directs the singing ensemble “Lyrica”. Soprano, Simone Sahyouni, studied at the RSAMD where she obtained a BA (Hons) degree in Musical Studies Performance. Following this, she toured Lebanon as guest soloist with the ‘Baroque Ensemble du Liban’ and was invited to perform a world premiere piece by Jamal Abul Hosn at the Sidon and Tyr Roman Ruin Music Festival, which was broadcast live on Arab satellite television along with several other televised solo recitals. Performances include: of Mahler’s 4th Symphony, Mozart’s ‘Requiem’,Verdi’s ‘Requiem’, Strauss’ ‘Four Last Songs’ and also appearances at St. George’s Choral concerts. In 2014 her debut solo album ‘Calme du Soir’ featured on BBC Radio Scotland’s Arts Show.

Dr Jane Gardner

(Piano) - January 2002 Jane has taught a variety of age groups ranging from P3 to U6. Although Jane teaches piano one of her many skills is composition and in 2001 Jane gained her PhD (Composition) from Goldsmith's College, University of London. This was after gaining her Postgraduate Certificate in Composition, Royal Scottish Academy of Music and Drama. Earlier in 1994 she was awarded the major Composer's Bursary from the Scottish Arts Council to create a performance piece inspired by 'The Twelve Dancing Princesses' fairytale by the Brothers Grimm (completed 1999). Jane, as some of you may have seen, writes, arranges music and plays piano for silent movies and this has seen her perform (pre-Covid) in cinemas throughout Britain as a soloist or as part of an ensemble.

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VALETE 2021 Platinum Badge: awarded to girls who joined us in Nursery and completed their school career at St George’s School for Girls. Gold Badge: awarded to girls who began and completed their school career at St George’s School for Girls or who have boarded since Remove.

UPPER 6P AMBER DEVIN

2014-2021 The University of Edinburgh – Philosophy

FLEUR DRUMMOND

2008-2021 Gold Badge University of Aberdeen – Law with English Law

THEODORA HENDERSON

2006-2021 Platinum Badge University of St Andrews - Biology

ISOBEL PAXTON

2017-2021 University of Oxford - English Language and Literature

NORMANDY SIMPSONYEOMAN

MEGAN MACLEOD

2014-2021 Gold Badge University of the West of Scotland Applied Bioscience and Zoology

DANNI OU

2019-2021 The University of Edinburgh – Psychology

EILIDH PAGE

2007-2021 Platinum Badge The University of Edinburgh - History of Art

NAOMI SCOTT

2015-2021 Newcastle University - Philosophy

ISABELLE TANNER

2014-2021 University of the West of Scotland Sport Development

SANJANA VINJAM

2015-2021 University of Strathclyde - Chemistry with Drug Discovery

ABBIE WALLACE 2007-2021 Gold Badge Gap Year

2014 – 2021 Heriot-Watt University – Mathematical, Statistical and Actuarial Sciences

UPPER 6R

MARIA WRONKA

2010-2021 University of Sheffield - History and Politics

SABA LATIF

2015-2021 University of Aberdeen – Psychology

ANNA ROBERTSON-KELLIE

2015-2021 University of Liverpool – Veterinary Science

UPPER 6S KATHERINE BAMBERRY

2006-2021 Platinum Badge Durham University – Earth Sciences

REBECCA BOLE

2009-2021 Durham University – Philosophy, Politics and Economics

FLORENCE-ROSE MURRAY

2019-2021 University of Strathclyde – Business

KATE TURNBULL

2012-2021 Gap Year – studying Textiles Applying to University in 2022

ALYSSA VALLERY

2014-2021 University of St Andrews - Geography

UPPER 6W

CHARLOTTE BURRIDGE

SHACHI DESAI

MINGFEI DU

MELONY FILSON

2006-2021 Platinum Badge Central Saint Martins – Foundation Diploma in Art and Design

ABIGAIL HARTLESS

MIA GODDARD

SUKHMAN KAUR

2015-2021 University of Glasgow – Geography

2019-2021 University of Leeds – Film, Photography and Media

UPPER 6Q ISABELLA BROWN

2017-2021 Edinburgh Napier University – Business Management

ANAHITA KAZEMIFAR

2019-2021 Gap Year Making further applications in 2022

2016-2021 The University of Edinburgh - Medical Sciences 2015-2021 Newcastle University - Marketing

LULU HARVEY-CRAWFORD

SHIONA HILL

2019-2021 University of Aberdeen - English

RACHEL HOPKINS

2019-2021 Gap Year – working and studying Applying to University in 2022

2006-2021 Platinum Badge The University of Edinburgh - Physics 2019-2021 University of St Andrews - Computer Science 2015-2021 Gap Year – working as an au pair in London University of Stirling – Psychology

MILLY MEADOWS JARDINE 2005-2021 Platinum Badge Newcastle University – Sociology

JOHANNA KHANDAKAR

2015-2021 The University of Edinburgh – Painting

G Valete SOPHIA KING

2013-2021 Gap Year - working and travelling in China and Japan Applying to University in 2022

JEMMA MCCAULEY

2005-2021 Platinum Badge Gap Year – working and travelling Newcastle University – Combined Honours

GABRIELLA NICOL

2007-2021 Platinum Badge University of Glasgow – History/Politics

ELEANOR NORRIE

2017-2018 The University of Edinburgh – English Literature

RANIA KRISHNAN

ALICE HONLEY

MOLLY MEARNS

RUBY WILSON

2010-2021 London Metropolitan University – Fashion 2017-2021 The University of Edinburgh – Sociology

EMILY PRIMROSE

2008-2021 Gold Badge Edinburgh Napier University – Psychology with Sociology

SHONA RANKIN

2012-2021 Glasgow Caledonian University Nursing Studies (Adult)

SOPHIE REID

UPPER 6X

2016-2021 Durham University - General Engineering

BAILEY BROWN

CAITLIN ROGER

CARA FARQUHARSON

ROBYN STEWART

2019-2021 University of Westminster - Criminology 2012-2021 Gap Year Making further applications in 2022

ANNA GIBSON

2006-2021 Platinum Badge University of St Andrews – Medicine

CAMILLA HANLEY

2015-2021 University of St Andrews – Medicine 2012-2021 University of Exeter - Politics and International Relations (with Study Abroad)

SKYE WAUGH

2012-2021 University of Leeds – Social Policy and Crime

2015-2021 Gap Year - working and travelling Applying to University in 2022

UPPER 6Z

GEORGINA MASON

2014-2021 University of Manchester – Social Anthropology and Philosophy

2017-2021 École des Hautes Études Commerciales du Nord, Lille, France - Business Management

RAAIYESHA OJHA

SASKIA FEACHEN

ANGELINA SOMUAH

CALLEE GOLLAN

2015-2021 Gap Year – volunteering Applying to University in 2022 2015-2021 University of Glasgow – Medicine

GEORGINA YUILLE

2013-2021 James Madison University, Virginia USA – Biology and Pre Med.

UPPER 6Y LUCY KANE

2016-2021 The University of Edinburgh – History of Art

AMIRAH AHMAD PUAD

2007-2021 Platinum Badge Newcastle University – Film Practices 2019-2021 University of Glasgow – Finance and Mathematics

NIRANJANA GOPALAKRISHNAN 2011-2021 University of Strathclyde - AeroMechanical Engineering

JESSICA HANLEY

2015-2021 The University of Edinburgh – Philosophy and English Literature

2014-2021 Gap Year – working and travelling Applying to University in 2022 2015-2021 University of the West of England, Bristol - Filmmaking

STUDENT LEADERSHIP TEAM HARRY DIXON-SPAIN

2019-2021 Head of Boarding University of Cambridge - Human, Social, and Political Sciences

AMY GUIJARRO

2011-2021 Senior Prefect Loughborough University - Sport Science, Coaching and Physical Education

AMELIA NORBURY

2009-2021 Deputy Head Girl Gap Year – working and travelling Durham University – General Engineering

SARAH COOPER

2013-2021 Head Girl University College London – Law with German Law

It’s a win win win win situation Want a multi award-winning team on your side? Just as St George’s School aims for academic excellence, we strive for legal distinction. And our recent list of awards would suggest we’re achieving this. We’re one of Scotland’s most prominent full-service law firms and we offer specialist legal, property and financial services. But enough about us. We’re here to focus on you and your goals and to help you reach them. We do this by teaming partners with accredited specialists and award-winning individuals. It’s a different approach. And it’s proved a winning combination. Different people. Different approach. Different results. For more information about how we can help you call

0131 516 5354

EDINBURGH I GLASGOW I EAST LOTHIAN I DUNDEE

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Day and boarding school for girls, 3 - 18 years Boys extending up to the end of P3 by 2024 T 0131 311 8000 E admissions@stge.org.uk OSCR Charity No: SC012632 Help with fees available

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