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downsidE DIARY ISSUE 25 â€“ 2019-20

A YEAR OF

STRENGTH

downsidE DIARY

CONTENTS

2019-20

REGULARS 04 EDITORIAL Welcome from the Head Master 06 AT THE TOP Our new Heads of School

24 EPQs ‘Is dementia, specifically Alzheimer’s Disease, a uniquely human disorder?’ – one of the EPQ titles from this year’s Lower Sixth

08 OG MEDAL Meet this year’s winner of the OG medal – Fr Timothy Radcliffe (S63)

30 MEETING MR RAWLINS Into la cage du lion – Sixth Former Joe interviews our Head of Languages

18 REFLECTIONS 30 years at Downside: House Master Simon Potter reflects…

39 ROOM OF OUR OWN Why the Weld Café is a hub for pupils

40 TEACHER PROFILE: TOP BRASS Meet the Head of Academic Music – Jonathan Bridges 44 FROM THE ARCHIVES: Strength Through Adversity 46 MIXED MEDIA A selection of the GCSE and A level art submissions 66 FROM THE ARCHIVES: Gregorian Boarding Before Zoom

SPECIAL FEATURES 10 A LEVEL ADDED VALUE How Downside adds value at Sixth Form 12 STAYING HOME FOR VICTORY Marking the 75th Anniversary of VE Day 16 CREATIVE EDUCATION Meet our Artist-in-Residence, Holly Warburton 26 VIRTUAL SCHOOLING Virtual learning and living during lockdown 28 THESE GIRLS CAN! Emily Chapman on making physical activity and sport accessible and enjoyable for all our Downside girls 37 A RICH DIVERSITY The importance of listening and acceptance

38 BEYOND DOWNSIDE How the wider School community supported the Upper Sixth in their final term at Downside 50 TEDx: IDEAS WORTH TALKING ABOUT The Heads of School bring TEDx to Downside 52 EDUCATION FOR SUSTAINABLE DEVELOPMENT How Downside is getting actively involved with the UN’s programme for sustainability 56 FUTURE PROOF FOOD Our partnership between sustainability and nutrition from Downside’s awardwinning catering team

62 TESSERA Celebrating intellectual exploration and discovery for their own sake – find out more about the academic journal written by our pupils 65 NEW CHAIR OF GOVERNORS Introducing Dr Giles Mercer 68 SPORTS ON LOCKDOWN Supporting, guiding and inspiring the Downside community in their love of sport 74 CARE IN A CRISIS Claire Murphy discusses pastoral care during lockdown – and beyond 76 SCHOOL PARTNERSHIPS Sharing and learning together with other schools

The Editorial Team Downside parents who would like to obtain copies of the photographs in this edition should contact the Marketing Office: +44 (0)1761 235151 news@downside.co.uk

EDITOR Beck Ward Murphy bwardmurphy@downside.co.uk

PHOTOGRAPHY Rooster Marketing, Merille Ryder, Dan McLean, Beck Ward Murphy, Katie Walker

CREATIVE DIRECTOR Tim Mercer tim@mercerdesign.co.uk

PRINT Gemini West, Bristol gemini-print.co.uk/west

DESIGN Reuben Wakeman at Mercer Design www.mercerdesign.co.uk

Admissions: +44 (0)1761 235103 admissions@downside.co.uk

FROM THE HEAD MASTER… You know you are living in strange times when a former Governor of the Bank of England is quoted saying ‘We’re all Leninists now!’ although, having heard Mark Carney interviewed subsequently, it’s clear he’s no Bolshevik, nor was he planning a coup to topple our current political system. He was referring rather to Lenin’s conception of history, when he famously asserted ‘there are decades where nothing happens and there are weeks where decades happen!’ I can certainly attest to the fact that the rate of change over a few short weeks earlier this year felt far greater and faster than anything I have experienced during my previous five and a half decades. It’s been quite a ride, a rollercoaster even, scary at times and pretty uncomfortable but also extremely exciting and giving us a completely new perspective! It’s as if someone had plugged the post code for Damascus into our collective satnav and was giving us a once in a lifetime opportunity to rethink and reset our culture. By culture I mean ‘the way we do things around here’, and when I say OUR culture, I don’t mean just the culture of Downside, or the culture of our country or indeed that of the whole of Europe, I mean the culture of the whole world.

EDITORIAL 4

Editorial

The extraordinary measures (I would say unprecedented but it may take years for that word to regain any meaning) which have been taken by governments around the world in reacting to the Coronavirus Pandemic have shown that fundamental change is possible where there is the political will. If we can have a global response to the threat of a virus, then what about the other equally serious and deadly threats we face, like climate change, global poverty, and inequality brought about by discrimination. I’m sure I’m not alone in craving some normality, but at the same time find myself sympathising with the

Chilean protest slogan which reads: ‘We don’t want to go back to ‘normal’ because ‘normal’ is the problem!’ So, let’s not go back to ‘normal’, instead let’s go forward to a ‘new culture’, a ‘new way of doing things around here’. Of course, this won’t happen overnight! There is no quick fix, nor are there any short cuts. It takes time. A marathon begins with a single step, and so must our journey. And what should be that first step? In recent years we have been encouraged by writers and journalists like Matthew Syed and Elizabeth Day to re-evaluate and reframe our relationship with failure. I think ignorance needs a similar makeover. Just as we have begun to accept that failure is the springboard to success, so we would do well to appreciate that acknowledging our ignorance is the essential precursor to acquiring knowledge. Rather than being fearful or embarrassed of our ignorance and constantly trying to conceal it (ironically, all too often, by making a display of our limited knowledge), we should recognise it for what it is, the first vital step in our education. This is where the novelty and uncertainty of recent times has been liberating. It has given us permission to admit our ignorance and, to our surprise, rather than leading to weakness and collapse, it has built up our strength and provided the basis for an exhilarating level of innovation and collaboration. The passage of time is rapidly returning to normal and soon a decade will again take the full ten years. Like St. Paul we must get back on our horse and continue our journey, but like him we will be viewing the world through new eyes. Let’s continue celebrating our ignorance and indulging our curiosity. The terrain may remain challenging, but we are fitter and stronger for the journey and there is no telling what exciting and ambitious destinations await us.

Editorial

AT THE

TOP

WE ARE DELIGHTED TO PRESENT THE NEW HEADS OF SCHOOL FOR THE NEW ACADEMIC YEAR 2020/21 – KATHARINA LÜTZENKIRCHEN AND NICHOLAS HOBBS.

Katharina, Isabella House Downside has allowed me to fulfil my potential, both academically and personally. I am currently studying Latin, History and Mathematics, which I enjoy very much due to the great academic environment of the School. I am hoping to read Theology and Religion at university with the intention of pursuing a career in counter-terrorism. Downside provides a great variety of co-curricular activities. I most enjoy those in which I get to serve my community and those in need. For me, the best part about Downside is the strong friendships I have been able to build and the great environment that encourages you to become the best version of yourself. “As Head of School I would like to give back to my community the sense of encouragement I have always felt during my time in Downside. I want to help everyone feel welcome and enable all pupils to get involved in activities that will make their experience at Downside worthwhile.” Nicholas, Smythe House During my four years at Downside I have learnt many valuable skills, not only in academics but also in co-curricular activities. Being part of such a special community has allowed me to exceed my own expectations. The School has encouraged me to challenge myself and to get the best out of every opportunity on offer. Being a part of various teams in sports has enabled me to form strong social connections with my peers, develop my teamwork skills, to achieve success and to always try my very best. Being part of many lectio groups has allowed me to develop my spiritual understanding and has brought me closer to God on a personal level. Lectio was my route into the Benedictine ethos of the School; it led me to greater paths than just a normal education. Downside has taught me many skills which will provide me with the necessary tools to exceed expectations in later life. The biggest highlight of Downside so far has been the people I have met and social skills I have developed. Without my group of friends, I would not be the same person right now. I hope to transfer these social skills into a medical career in the future, and to further my Catholic education. “As Head of School I would like to make the most of this year, and provide any member of the Downside community with a helping hand wherever it may be. I would like to focus on the care of all pupils, and provide them with a comfortable environment to ensure they achieve the very best they can during their time at Downside.”

Katharina Lützenkirchen

At the Top

Georgia Bolton, Head Girl 2019/20 Downside is an incredibly special environment, and one where it is a privilege to be a student. To be able to learn, grow and make friendships in such a warming community gives each pupil a sense of pride, one which will be carried throughout life. To be Head Boy or Head Girl of such a remarkable school is an honour, and one which should be embraced with arms wide open. I wish both Katharina and Nick the best of luck, and all the happiness in their final year at Downside. If I had one piece of advice it would be to grasp every opportunity that comes your way, and do not be afraid to do something a little different. I have no doubt that you will both be great leaders of the School taking it from strength to strength next year. Mateusz Kapustka, Head Boy 2019/20 I have spent just two years at Downside but it has been the most enriching time I have ever experienced in my life. Coming from a completely different environment, I have been amazed by the great sense of community, lifelong friendships and understanding which beams from everyone I have met. Downside will be in my heart forever as I am aware of how much of a positive impact it has had on my personality and how it allowed me to develop as a student as well as a person. I have to admit that I will be saddened as I move on in my life and hopefully start university this autumn, however I truly believe that Katharina and Nick will do their best as the new Heads of School for the approaching academic year. I would like to wish them all the best as during these unprecedented times as their journey might not be a bed of roses – there will be a lot of obstacles they come across, but I know they will make our community come back stronger and reunited.

Nicholas Hobbs

At the Top

OG MEDAL

This year the Old Gregorian Medal has been awarded to Fr Timothy Radcliffe (S63). Ordained in 1971, Fr Timothy is a well-known and distinguished preacher and writer, the first Englishman to serve as Master of the Order of Preachers (Dominicans) and the founder of Dominican Volunteers International. Tell us about your journey from Smythe to becoming a distinguished preacher and writer. Which A levels did you opt to study? What did you study at University? I was blessed to study with two brilliant teachers. Dom Aelred Watkin taught me history and John Coulson English. Dom Aelred taught us as if we were undergraduates, and I am sure that is why so many of us from his small class became writers: Paul Crossley, a world expert on medieval architecture; Richard Holmes; the biographer of Shelley and Coleridge; Patrick Marnham who writes about French culture and literature, and so on. I joined the Dominican Order before going to Oxford, where I read theology.

Benedictine great uncle, Dom John Lane Fox, said that I might not be sufficiently intelligent to be accepted!

Your life and career have taken you down many paths, what has been the most memorable and why? I enormously enjoy the time that I spend in Iraq, working with my Dominican brothers and sisters. I have been bowled over by their schools, in which Muslims and Christian pupils study together, and by their courage in rebuilding them from scratch when they returned to the north of the country which had been occupied by ISIS. People from Mesopotamia were present at Pentecost and the small Christian community still clings on despite centuries of persecution. I also loved my visits to Algeria and so many other countries.

Tell us what it was like to be awarded the Michael Ramsey Prize for theological writing, for your book What Is the Point of Being A Christian. I was very surprised. I never felt that I had a chance of winning. When I arrived I glanced at the seating plan for lunch and assumed that whoever was placed next to the Archbishop of Canterbury was going to be the winner and it wasn’t me! The prize gave me the confidence to go on writing.

What drew you to the Dominicans rather than the Benedictines? I no more rejected the Benedictines than does someone who marries. It was Dom Aelred who first told me about the Dominicans, and our motto Veritas, ‘Truth’. I was drawn by the simple brotherly way of life, by our Dominican democracy and by belonging to a community of brothers and sisters that is truly global. Mind you, my

OG Medal

What was it like to be the first Englishman to serve as Master of the Order of Preachers (Dominicans)? The Order must have been desperate! It was fascinating to live in such an international community. The 14 friars on the General Council came from 14 nationalities, and we were bound together by a profound friendship and mutual trust. Cardinal Cormac said to me, ‘Now you know how lonely it is at the top’, but I have never felt less lonely. Travelling eight months a year for nine years was exhausting but exhilarating.

If you were a pupil at Downside today, with a desire to deepen your faith, where would you begin? Our faith is attractive because of its beauty, truth and goodness. To some extent which opens the door depends upon one’s character. The trouble is that if one starts with its truth claims, then many young people might become nervous, as if all other approaches to knowledge and transcendence were being invalidated, which is not true. Or else one might fall into a narrow dogmatism which is not at all Catholic. If one starts with our moral vision, one can sound moralistic if one is not careful. And that is why beauty

is for many the way. Beauty has its own authority, which attracts without imposition. Then one can come to see the beauty of our truth claims, and an orthodoxy which is spacious, and the beauty of our moral vision which is liberating. In this edition of the Downside Diary, we’re exploring strength. During the Covid-19 pandemic, what strengths have you relied upon? I have been sustained by friendship. During lockdown friendship with the members of my community has been vital. But also friendship with all sorts of people, as we Zoom, Skype, email and phone, giving and receiving support from each other. All these relationships open a tiny window into the eternal and equal friendship which is the very life of God. What advice do you have for pupils as they set out on their journey? Don’t be afraid to engage profoundly with people who have convictions different than one’s own. Communication may have gone global but often people want to belong in communities of the likeminded. We are becoming tribalised, often influenced by the culture wars of America. The quality that I most love in others is magnanimity, being big souled! That requires an openness of heart and mind to those with whom you disagree. Never dismiss another’s opinions as absurd or nonsensical. Even if one is convinced that their views are wrong, they may still have something to teach one. How do you feel about being awarded the OG medal? When I was six I won a prize at school, but since there were only six other pupils in the school, there were prizes for all! After that I never won a prize during my school career at Worth or Downside. My parents always asked discretely if there was any reason to come to Prize Day and there never was. So receiving the OG medal is a wonderful surprise for which I am most grateful.

OG Medal

A LEVEL

ADDED VALUE WE ARE DELIGHTED THAT, FOR ADDING VALUE AT A LEVEL, DOWNSIDE HAS BEEN PLACED SECOND IN SOMERSET AND 39TH NATIONALLY IN THE DFE PERFORMANCE TABLES, RANKING OUR VALUE-ADDED SCORE IN THE TOP 30 INDEPENDENT SCHOOLS IN ENGLAND.

These results reflect the commitment of Downside to see every pupil achieve their very best as they progress through the School. There can be no doubt that pupils who are happy, challenged and engaged take full advantage of all the opportunities offered to them and support each other to do the same. All our pupils, both boarding and day, are able to immerse themselves fully into the learning experience and take advantage of on-site extra tuition, where necessary, and focussed prep-time. The valued added at Downside is not solely limited to academic achievements. The School offers opportunities for pupils to enjoy over 100 co-curricular activities – all building confidence and developing character – whether it be team work in sports, problem solving on CCF exercise, outreach to local primary schools or communication skills honed at public speaking events.

10 A Level Added Value

A Level Added Value

STAYING HOME FOR

The 75th anniversary of VE Day in May was particularly poignant. As well as a celebration of peace in the past, it also symbolised the coming together as a virtual community in the face of the Covid-19 struggles. Again we prayed for peace – but this time it was for a very different reason.

surroundings of the School’s pavilion. Dr Tapia Amador ran an online Inter-House Live Chess Competition, won by Fifth Former Alfred Wong who secured 11 matches undefeated. Very popular was the Retro Selfie Challenge, where pupils and staff dressed up in the style of famous WWII posters.

A 75 Sports Challenge was run by the Sports Department, which saw pupils and staff completing 75 repetitions in a range of physical activities. The day ended with virtual tea parties and the sharing of stories and photographs from VE Day 1945 with extended family members online.

The Downside community engaged wholeheartedly with a special programme of learning and fun for the day. The Head Master opened the event with a welcome speech video shot up in the charming

Mr and Mrs Dolman took up the Lindy Hop Challenge and danced their socks off in fine form, whilst their daughters took part in the Bake Off, creating delicious treats for the local care home Fosse House.

It was a day to reflect and remember the past, to take a pause for the present and share the time together, even though we were apart.

#ve75day #communityspirit

VICTORY THIS YEAR, VE DAY SAW US ‘STAYING HOME FOR VICTORY’. WE REMEMBERED THE EVENT AND FELT GREAT STRENGTH TOGETHER AS A COMMUNITY, EVEN THOUGH WE WERE PHYSICALLY APART.

12 Staying Home For Victory

Staying Home For Victory

MY CHILDREN BENEFIT FROM THE BEST OF BOTH WORLDS: THE NURTURING OF THE HOUSE PLUS REGULAR FAMILY TIME AT HOME. THEY LOVE BEING DAY PUPILS AT DOWNSIDE AND REALLY BENEFIT FROM THE BOARDING STRUCTURE: LESS PRESSURE TO SQUEEZE IN ALL OF THE EXTRA ACTIVITIES IN THE NORMAL SCHOOL DAY, MORE DOWNTIME WITH THEIR FRIENDS – AND SCHEDULED PREP TIME. Current Parent

WHAT A DIFFERENCE A

DAY MAKES

Boarding or Day? For some families, this decision isn’t an easy choice to make. Luckily, Downside offers both options and day pupils can always move to being boarders if they wish. Whilst we primarily remain a 24/7 boarding school, around 25% of our pupils choose to take the day option so that they can have a mix of school and home each day. Day pupils are integrated seamlessly into a world of opportunity, mirroring all that a boarder will experience. They share the six Houses with boarders, and can even choose to sleep at school for two or three nights per week with our ‘Day Plus’ option, which is similar to Flexi Boarding.

14 What a Difference a Day Makes

We believe that, in this part of the country, we offer the best combination of academic focus, co-curricular breadth and pastoral care. Our school day can dovetail with the parental working day, with all activities on one beautiful rural campus, where rushing to after-school appointments can become a thing of the past. This can give the family significant benefit at no extra cost; indeed parents tell us that this added freedom has a very positive impact on the quality of family time at home. All meals, including supper, can be taken at the School. Day pupils can stay until 9.00pm, meaning that prep and exam revision can be done in a supervised atmosphere. Parents tell us that this is an effective use of time and actively enhances the home life of their child. With daily school minibuses that collect and drop off door-to-door to and from Frome, Bath and the Chew Valley, and co-curricular activities based on-site at no extra charge, the day offer at Downside is fantastic value for money.

What a Difference a Day Makes

Holly has enjoyed sharing her knowledge of digital animation and illustration with Downside young artists, including the teaching of digital software applications such as Photoshop. She has praised the variety of creativity, originality, techniques and materials that are encouraged both in art lessons and at weekend co-curricular art activities. The School is lucky to have extensive art facilities including a dedicated Sixth Form studio, a print screen room and a Mac studio.

Holly showing new skills and techniques to visitors from Heywood Prep at one of our Art Experience Days (see p76).

CREATIVE EDUCATION LAST SEPTEMBER WE WELCOMED A NEW ARTIST-IN-RESIDENCE TO SCHOOL – HOLLY WARBURTON. HOLLY GRADUATED FROM KINGSTON UNIVERSITY WITH A FIRST CLASS HONOURS DEGREE IN ILLUSTRATION AND ANIMATION IN 2018. SINCE THEN, SHE HAS WORKED AS A FREELANCE ILLUSTRATOR AND ANIMATOR, OFTEN DIGITALLY. HER FAVOURITE ANIMATION PROJECT OF 2019 WAS AN ADVERT PROMOTING A BONNARD EXHIBITION FOR TATE MODERN.

16 Creative Education

In Summer 2019, a number of celebrities from the Creative Industries Federation, including Sir Lenny Henry, called for creative education to be accessible to all young people and asked the government to realise the vital role of creative education not only for the younger generation, but also for the creative industry and our future economy. Employing artists like Holly gives our pupils an insight into the professional arts world and demonstrates the continuum from art made in the classroom through to professional practice in the creative industries. At Downside, Holly relishes inspiring young minds, while helping to raise the status and value of creative arts in education. As part of Holly’s residency, and inspired by the beauty of the landscape at and around Downside, Holly has had the opportunity and time to produce new artwork for her studio based on a series of nature studies. She also continues to consider commissions, progressing further her industry experience and pieces for auction. To see more of Holly’s work, please visit hollywarbs.com

Creative Education

REFLECTIONS BARLOW HOUSE MASTER SIMON POTTER HAS BEEN AT DOWNSIDE FOR 30 YEARS. HE REFLECTS ON HIS OWN SCHOOL DAYS, HIS TENURE AT DOWNSIDE AND HOW HE’S APPROACHED LOCKDOWN.

Tell us about your introduction to Downside. I arrived at Downside in the summer of ’91. I still remember so well my first sight of the Abbey: its green roof against the other greens of the Somerset countryside. I was brought in to run the School’s leisure facilities, to develop external bookings, organise an activities programme and manage the GAP pupils. I realised very quickly that weekends, normally packed with my playing team sports, were no longer my own. I didn’t mind as I reflected on how much people had done for me as a teenager who was passionate about playing sports. Now, it was my turn to give back, coach and encourage.

Simon with his wife Silvie, daughter Zaza, who is currently in the First Form, and Lucca the dog.

18 Reflections

Soon I was also doing some DTP graphic design, teaching PE and then Design, having completed an in-service PGCE. I was introduced to tutoring and pastoral life by Dom James in Barlow (B72; HsM of Barlow 1983–96) before taking on an Assistant’s role in Plunkett House (our small prep school House), initially under Adrian Aylward, our recent Chair of Governors. My apprenticeship in pastoral work continued in Powell House, as an Assistant and then House Master for some years. Following this, and in addition to teaching and coaching games, I was seconded to where cover was needed at the time: Games Master, ICT liaison, Sports Administrator, Art Technician and Assistant in Barlow House – all good learning experiences and I gave as much as I could to all these

roles. It was pleasure to be offered the opportunity to be House Master again, particularly in Barlow, and I am aware of having come full circle in both returning to Barlow and helping to organise the activity programme. What have been the highlights of your time at Downside thus far? On a personal level, meeting my wife Silvia, here and seeing our daughter Zaza complete her first, albeit, abridged year at Downside. Generally, however, there have been many highlights namely as a House Master and the constant challenge of youth and being kept young by their zest for life. It is wonderful to be part of their transformation – that is what keeps you grounded and in the present. Whilst tangible projects are important and have their place in every aspect of life, I believe in the ‘long game’ particularly when dealing with personal development. It is always lovely to hear years later how past pupils remember their time here, for the most part, with affection. This morning I had a WhatsApp message from a former pupil Sanzhar Sultaniv (B03). A long time ago, clearing out a cupboard, I found his tour shirt from 2002 when he was in Plunkett. I kept it in the hope of giving it to him one day – perhaps for his own child. Anyway, some years ago he called in to give a talk to the pupils on a film he had produced. He was grateful for the shirt which made him laugh. More years passed, and this morning on WhatsApp he is wearing it! In his words – ‘it may or may not have contributed to him getting

himself back in shape!’ All I know is that he must have worked very hard to achieve that! Amongst other things he commented that Downside itself and the supportive mentors he had here gave him and many pupils the opportunity to spread their wings. There are of course the many emotional highs of amazing individual and team performances on the sports field, and not always resulting in victory, but always important milestones and experiences. Watching the pupils perform in both music and drama and the joy and elation they obviously feel – the result of much courage, practice and determination – is priceless. Other highlights have been being part of the many changes in the last three decades and most importantly the move to co-education. Finally there has also always been the opportunity to listen to and meet interesting, and interested, people from all over the world. What sort of (senior) school did you attend and how does it compare with Downside? That’s also another story worthy of more time. Briefly, on arrival in this country, having departed Southern Africa, with a certain degree of haste, I was lucky enough to end up in Winchester where I attended my local comprehensive school. My mother worked every weekend and our life went through a significant change, but, as children, you adapt and get on with it. My older brother and sister also

Reflections

important to me in my teenage years. Downside certainly provides all of these opportunities – under one roof. IT IS WONDERFUL TO BE PART OF OUR PUPILS' TRANSFORMATION – THAT IS WHAT KEEPS YOU GROUNDED AND IN THE PRESENT.

kept me in line. The teachers I remember took an interest in me as a person; they were encouraging, understanding and persistent. They had to be with me as I really could have done more – a childhood in the bush was not, initially, compatible with sitting in the classroom. Real progress in this respect was not until post-16. My saviour was sport. I played after school, on Saturday mornings for the school throughout the year, Saturday afternoons for the Winchester Clubs, often with some of my teachers in the teams, and Sundays for the county during the winter and local sports club during the summer. I am very grateful to all those who worked hard at providing the opportunities and the communities for us

to learn and thrive in. The teachers I knew also saw you in a different light outside the classroom, and that is what Downside provides and it makes all the difference. I had a variety of paid jobs outside school, including a paper round and bakery job before morning school, gardening and leisure attendant after school and during the holidays. Downside’s Benedictine ethos of building community and service and the variety of opportunities it offers to thrive both inside and outside the classroom do, in many ways, reflect these experiences. They enable the development of positive, productive relationships and it is that that I appreciate most. To see pupils in every aspect of life gives you a better understanding of them. Being trusted with space to learn from experience is something that was

Relaxing on the Worth Lawn with Barlow Boys on a Prize Day.

20 Reflections

How would you describe the ‘personality’ of Barlow House? That’s not an easy question if you are at the coalface, however, I do know my own personality is perhaps more suited to Barlow than the other Houses! A contentious and debatable statement perhaps. Talking about what you do can muddy the waters, and what you do should talk for itself. I will leave this question to others with excellent credentials in community living, pupil management and expressing themselves. Dom James described the Barlow personality as a community man who contributes to many aspects of life in Downside, Academic, Games, Music, Drama, Debating, Service and Serving in the Abbey Church – perhaps in a less flashy way but always there, always present. (The idea of presence in everything you do is an area I have become increasingly sure about.) Mr Paul Jones (Teacher of English and Barlow Tutor) spent two years with us, sadly leaving for pastures new this summer. He left us with his kind reflections on Barlow… ‘It has its own wing of the School, within and without. A feeling of togetherness, support and friendship rolls along the corridors, up the endless stairs to the lofty garret and through to the cinema room and study. It somehow feels like Barlow is an unvarnished, asymmetric embodiment of the values of the School, Benedictine to the core, but through essence, rather than didactic teaching. Gentle humour, a duty of care, thoughtfulness, an even pace to life – all potential pitfalls in a modish world which favours pace and rigid interpretations of intellect – are strengths…’ It would be unfair to claim exclusive rights on these kind sentiments but as a House they are and remain important aspirations for the Barlow personality.

How have you approached lockdown? This certainly enabled a period of quite intense reflection as I am sure it did for many. On presence, we all know what it feels like if someone in your company is there physically but might as well be on another planet because they are so distracted. I know we are all guilty of this on occasions, looking at our phone, dreaming of being somewhere else or worrying about something completely different to the conversation or company immediately at hand. There is no doubt that I have found the advent of social media a challenging concept when it comes to social development and the instant, sometimes thoughtless, platform it provides. I can see our pupils together in a social group, all with their heads down and face-to-face interaction at a minimum. I always challenge this and am often assured this is not the norm. This is also balanced by the constant interaction, smiles, activities and games I see in the corridors, Houses and on the sports pitches. On behalf of my own daughter I am also very grateful of the opportunities it has provided for remote interaction with friends during lockdown. Balance and education is crucial if we are to avoid and understand the more negative aspects of this medium. For that we need more excellent role models, peers, parents, politicians and dare I say it even celebrities! I have always tried to apply my full attention to most things I do, with varying degrees of success. It is not easy to focus on the more mundane aspects of life but it certainly makes a difference when you do. There is nothing new in this idea, mindfulness I believe, but it remains a worthwhile aspiration which can be challenged by the expectations we place on ourselves and others and the society we live in. More recently, during the lockdown, I have been trying to apply this

to walking up a flight of stairs, the food we have been eating, conversations with friends, family and strangers – it is what makes life enchanting. Downside pupils are generally very good at this especially when they follow their passions, whether it is playing a musical instrument, on the sports field or learning something new in class. In my case, I can find that focus on the tennis court, dealing with community life in the boarding house and increasingly, during lockdown, going for a walk with my daughter. There is no doubt that recent events and restrictions have focused the mind and personally, my family and I have been very fortunate to spend Easter and the Summer Term in school. The emergence of spring has been an absolute pleasure to watch. We have had time to walk, talk and tackle endless projects I have had in the back of my mind (mainly repurposing furniture and making things – including a new office). It’s not often I have the School’s Design Department to myself – my version of the garden shed escape perhaps! Zaza, our daughter, and I have had long walks, crystal hunting on the farm field beyond the sports pitches adjacent to the Roman Road. For the first time I really noticed the impressive and beautiful line of trees that hug the road from the top of the village. I have always loved field walking, hunting down interesting things from antiquity – I had forgotten the magic of finding crystals, fossils and bits of pottery. We even found a piece of ceramic that had a very old Downside crest on it…one that I did not recognise from my time here…so obviously more than a century old! The holiday gave way to a different routine and returning to work, Zaza ‘attended school’ in the Barlow study every morning adapting, with relative ease, and using social media to its full. Silvia has

returned to painting in her studio (our living room whilst in school) and I learnt to cope without the boys in Barlow and embrace the virtual world of learning. I am fully aware we are somewhat blessed, being together in a beautiful place and having our own and collaborative projects. As Barlow House Master, I am grateful for how the pupils always manage to keep me in the present as they tackle their days and learn through experience. My advice to pupils is always to take advantages of opportunities to find out what you are good at, strive to understand others, embrace change and learn how to manage or lessen your anxieties, and if you can, combine your passions with a career. Then, engagement, vocation, a passion for life, kindness, self-worth, understanding and contentment will have a very good chance to follow. Don’t be afraid of how long this can take and don’t give up. Keeping life simple can be a complex art as we negotiate the passage of time and the associated responsibilities. Perhaps you only need to be clever twice in your life, finding your own vocation and meeting a partner to share the journey with. Otherwise you need to be clever all the time, and that can be exhausting. I have been fortunate enough to find it all at Downside!

Reflections

FOR THE LOVE OF DISCOVERY HOW DO CONSUMER COMPANIES KNOW HOW TO GET YOU TO BUY THEIR PRODUCTS? WHAT’S THE POINT IN SCIENCE? DO I HAVE TO WEAR A WHITE COAT?

These questions were the inspiration for Downside Science to begin a series of Sixth Form lectures from speakers that would focus on the sort of careers that pupils can follow with a science qualification and that don’t involve standing at a lab bench wearing a white coat. As well an inspiring our Sixth Formers, the lecture series welcomed pupils from Millfield School, Bruton School for Girls and Ralph Allen School. For the inaugural lecture, Dr Andy Myers from Walnut Unlimited talked to psychology, biology and business studies pupils about the science of market research and brand awareness. Walnut is a market research agency combining research skills and insight expertise acquired across different sectors over many years. They deliver human understanding that allows brands to shift behaviour, launch winning products, communicate effectively and engage with people.

Dr Myers is a specialist in neuroscience; he enthralled the audience with some of the subtle things that major brands do to build their reputation and promote their products. From EEG and eye tracking to skin conductance measurements and MRI brain scans. There were a few insights into mistakes that brands made with their products such as Tropicana spending nearly $100m to change their packaging, realising that it wasn’t selling as well and having to change it back again. Pupils had a chance to ask their own questions in the Q&A session, as well as speak with Dr Myers on a one-to-one basis at the end of the lecture. It was obvious that everyone had enjoyed the lecture and hopefully it had opened eyes to more career paths, or at least make sense of the work that they are doing in lessons. A successful lecture and hopefully the first of many when we return to school in the autumn.

If you feel that you could inspire our next generation of scientists with different career paths using science-related qualifications, please email Head of Chemistry Mr Hunt: phunt@downside.co.uk

22 For the Love of Discovery

For the Love of Discovery

How are young people affected by climate change and what are we doing to prevent it?

OWAIN DALEY Assuming that money is no object, what is the best strategy for combatting Bovine TB?

NIKODEM BAEHR

SEBASTIAN HALL Do the ethical issues that arise around autonomous vehicles condone their use?

Is space exploration justified?

LYDIA WHITTAKER

Is dementia, specifically Alzheimer’s Disease, a uniquely human disorder?

FREDERICK DALGLIESH

Do Christian responses to the problem of evil and suffering have anything to offer modern society?

NICHOLAS HOBBS

WEIYI LI How effective is anti-angiogenesis as a 'silver bullet' treatment of cancer?

Does chronic illness affect social relationships in adolescents?

JUDETTA WHYTE

How do martial arts affect people psychologically?

HANNA KEDZIOR

How useful is the Bible in understanding humanity?

MICHAEL YUEN

How has the depiction of homosexuality played with the traditional depiction of the sexes in fine art?

How far was Belgium Colonialism responsible for the Rwanda Genocide?

JOE ROWELL

24 EPQs

To what extent did the Diocletian persecution impact Christians living in Great Britain?

ROSEMARY CAPEWELL

Are athletes born or made?

Is the national minimum wage justified? The analysis of the United States' economy.

MICHAEL KEALEY

SAMUEL WEBB

I APPRECIATED THE PROCESS OF WRITING MY EPQ AS IT ENABLED ME TO EXPAND MY SCIENTIFIC KNOWLEDGE AND SHOWED ME HOW MUCH JOY I CAN DERIVE FROM THAT. Sixth Former and Polish Scholar Wiktoria Lassak

Is the concept of physical infinities desirable in modern science?

JEDRZEJ NIEPOLSKI

Our pupils receive some guidance in lessons and have the support of their tutor but, to develop independent skills, they work mainly on their own. Once their research is complete, pupils conduct a formal presentation and then are questioned in detail. EPQs are well regarded by Russell Group universities, and can form part of a UCAS application.

How may ballroom dancing affect modern music therapies in rehabilitation of elderly with disabilities?

MARTA RESIAK

An EPQ is an extended project qualification, the aim of which is to develop the skills required to study independently at university. All Lower Sixth Form pupils have the opportunity to undertake an EPQ. They choose their own topic, research the subject and then produce a dissertation of 5,000-8,000 words, fully referenced, with critical analysis and a bibliography.

WIKTORIA LASSAK

THIS YEAR’S EPQS – WRITTEN BY THE LOWER SIXTH FORM – SHOW, ONCE AGAIN, THE DIVERSITY OF WORLD ISSUES THAT INTEREST OUR PUPILS.

What was the real reason that the United States of America invaded Iraq in 2003?

ALEXANDER WICKHAM

EXTENDED PROJECT QUALIFICATIONS

WILLIAM BOWMAN

EPQs

What has been driving Polish emigration since the fall of communism in Poland?

EPQs

DURING THE LENT TERM IT WAS CLEAR THAT LOCKDOWN WOULD NOT BE OVER IN A FEW WEEKS. WITH THAT IN MIND, STAFF WORKED TOGETHER TO CREATE THE DOWNSIDE REMOTE LEARNING PROGRAMME TO SUPPORT OUR PUPILS, NOT ONLY IN THEIR STUDIES, BUT ALSO TO KEEP THEM CONNECTED WITH THE SCHOOL COMMUNITY.

VIRTUAL SCHOOLING

The programme helped pupils to establish a routine which was manageable and sustainable, and was met with much enthusiasm from the pupils and their families. The timetable was redesigned to make timings simpler and with the intention of providing a healthy blend of opportunities for classes to come together to receive live instruction or modelled activities. Of equal importance was the need for our pupils to study independently using resources provided for them by teachers on which they could work at their own pace. During this time of uncertainty, we needed, more than ever, to listen to and support one another. As a school, we have a strong sense of community but the way in which we expressed ourselves inevitably changed somewhat as we moved online. Alongside the Remote Learning Programme, we continued with community events, such as Mass, School Assembly, Hymn Practice, tutor time and House assemblies in virtual form. These were important set piece events, but the sense of community was generated from our everyday interactions, which took place in the classroom, in the Houses, and through the co-curricular and the spiritual life of the School. We reunited these communities online and provided the opportunity for relationships within them to be strengthened.

26 Vir tual Schooling

Vir tual Schooling

THESE GIRLS CAN!

Emily Chapman, Head of Girls Games

Launched in 2015, the ‘This Girl Can’ initiative has successfully persuaded nearly three million women across the UK to get more involved in physical activity and sport. Funded by Sport England, its core mission statement emphasises that:

aspect in this is pupil perception and engagement. This year the girls have been in high praise of their tennis coach, Mr O’Rourke, and remark that they feel listened to and supported in their chosen sport.

‘Women come in all shapes and sizes with all abilities and from all backgrounds. Some of us are expert sportswomen, some of us are a bit rubbish. It doesn’t matter. We’re just happy that you’re getting active. And if you’re still not sure that you can, we’re here to help you to figure out the way of getting active that’s right for you.’

During lockdown I had the opportunity to participate in a ‘Women in Sport’ webinar which focussed on how to engage girls and young women more in physical activity, especially those who identify as ‘nonsporty’. One of the key messages from the session was about the importance of ‘relatable’ role models for young women. One example given concerned body image, especially in sports without much media coverage. This got me thinking… at Downside, we have many of these relatable female role models who regularly take part

As Head of Girls Games at Downside, it is important to me that we make physical activity and sport accessible and enjoyable for all girls. An important

28 These Girls Can!

in physical activity and sports ranging from walking or running to wild swimming and rock climbing. I wondered if they might be agreeable to sharing their stories of how they like to keep active. Women are traditionally reticent about sharing their relationship with exercise, but the response was overwhelmingly positive and the result has been the These Girls Can! publication which it is hoped will inspire and motivate all girls at the School to keep active, both over the summer break and beyond.

as it is so important for their physical and emotional health and wellbeing. To read These Girls Can! – a relatable role model encyclopaedia of female Downside staff please visit: www.downside.co.uk/these-girls-can Emily Chapman Head of Girls Games

I hope that girls and young women at our school see that we don’t all fit into certain boxes and that everyone finds their own individual exercise journey at different times of their life. I hope that These Girls Can! inspires all our pupils to continue to seek what they enjoy and keep doing it,

These Girls Can!

PERFORMING IN AND OUT ARTS OF LOCKDOWN IT’S NO SECRET THAT PERFORMING ARTS HELP TO DEVELOP SOCIAL SKILLS, ENCOURAGE POSITIVE EMOTIONAL DEVELOPMENT, AND IMPROVE PERFORMANCE IN ACADEMIC STUDIES.

OUR HOUSE Slick costume changes, cleverly designed sets, creative choreography and all our favourite Madness tunes in Our House, the Musical. It was everything we love about Madness and more.

The School’s Arts facilities include Downside Abbey Church – a majestic and inspiring venue to perform in; a Performing Arts Centre which has a 400-seat theatre, music rooms and a recording studio; and a Mac Studio dedicated to music. During lockdown, not being able to perform together in these wonderful spaces did not ‘stop the music’. Far from it. We have continued to sing, dance and act together virtually, keeping us strong as a community, and connected to our artistic roots. As well as continuing Arts lessons from the curriculum, pupils and staff also joined voices to bring us the Downside Virtual Choir and May Morning Madrigals; pupils and staff learnt the Lindy Hop for VE Day; and the First to Third Forms started a new arts project entitled ‘Musicrama’. Here are some of the events from the past year:

BEFORE LOCKDOWN: THE OTHER GUYS Jaw-dropping harmonies, inventive lyrics and slick dance moves: singing sensation The Other Guys performed a medley of songs in the school theatre back in January. It’s hard to say which number from the evening concert received the loudest applause. Every offering was a delight including some amazing beat-boxing in various up-tempo numbers from Old Gregorian Felix Hobbs (S18).

Rock Night

CHARITY SHOWCASE Downside School and the Midsomer and Radstock Rotary delivered a fantastic evening of musical entertainment in aid of the School’s and Rotary’s charities. The event featured ensembles from Downside, the Paulton Concert Band and the Midsomer Community Band, with uplifting favourites from stage and screen, from much-loved band repertoire and massed items featuring the Downside Pipe Band.

30 Performing Ar ts

Performing Ar ts

DURING LOCKDOWN: MUSICRAMA The Music and Drama Departments joined forces during remote learning for their ‘Musicrama’ project. Pupils from the First to Third Forms tapped into the inner lives of toys (1F), household objects (2F), any inanimate object (3F), and created a monologue accompanied by soundtracks and sound effects. For Drama, pupils were encouraged to script, add stage directions, movement, gesture and expression; vocal intonation, pauses and design and make costumes and props. In Music, pupils got to grips with BandLab and Garage Band, and were encouraged to make music out of everyday objects, as well as any instruments or recorded music that was fitting to their piece. Finally, the pupils used editing apps such as iMovie to put their pieces together and record their final performances.

DOWNSIDE FUNCTION BAND The newly formed Downside Function Band, comprising pupils and staff, aims to perform their arrangements of contemporary artists such as Stevie Wonder, Bruno Mars, Aretha Franklin and many more.

COMPOSITION COMPETITION As part of the 2 Days in June programme, pupils composed their own musical offerings.

VIRTUAL CHOIR Every week pupils and staff joined in voice for the regular Sunday Service’s Hymn Practice.

MAY MORNING MADRIGALS The first day of May usually sees members of the Downside Mixed Chamber Choir climb up to the top of the Roberts Tower for May Morning Madrigals. The Madrigals are a much-loved tradition at the School for welcoming in spring. Despite the spring 2020 lockdown, the choir certainly didn’t disappoint. Whilst not on site, they recorded their musical offerings and sent them to Mr Bridges, Head of Academic Music, who edited them together. (Left) The 2019 May Morning Madrigals

32 Performing Ar ts

Performing Ar ts

grades started to plummet. I think that story is in itself an explanation of why Colin was my favourite teacher, as he was an example of how much difference it can make if you have a teacher with whom you can engage.

MEETING MR RAWLINS

by Joe Rowell

LAST YEAR WE ‘MET MR HOBBS’. THIS YEAR JOE ROWELL – THE ANDREW NEIL OF DOWNSIDE – MEETS MR RAWLINS, TO LEARN MORE ABOUT DOWNSIDE’S LONGSTANDING LANGUAGES LEGEND. SOME SEE HIM AS AN INSCRUTABLE FOE WITH A CLEAR SET OF INTRACTABLE BOUNDARIES, WHILST OTHERS HAVE CAUGHT A GLIMPSE OF A SENSE OF HUMOUR LURKING SOMEWHERE WITHIN, A FLICKER IN THE IRIS, A MOMENT, THEN GONE. WE BRAVED LA CAGE DU LION. Joe: The first thing you need to know about Mr Rawlins is that he attended possibly the only school in the country that it is more unique than Downside: Christ’s Hospital. Mr Rawlins: It’s one of the oddest schools in the country. Take a look at their website, and you’ll see the uniform. We had to march into lunch each day with a large marching band playing (I led the band), although lunch (indeed any meal) was barely worth going to, as we had what was described by school inspectors as ‘the worst school food in the country’. The regime was harsh in other ways; large dormitories of 30 or so beds, with just two small radiators; ice would form on the inside of the windows. The beds were metal frames, wooden planks and a thin horse-hair mattress; you could do someone serious damage

34 Meeting Mr Rawlins

My least favourite teacher was probably one of my O level French teachers, who very nearly put me off the subject for life. He wasn’t unpleasant; indeed, he did his best to be well-liked, but at the end of the day, I just found him too full of his own selfimportance. And he had a very annoying voice. Perhaps didn’t always have as much patience as I could have done with others; one of my French teachers once wrote of me, ‘His attitude towards his classmates is sometimes less than saintly’, which was probably fair. I do cringe now thinking back to how I behaved in some classes when in the equivalent of the Fourth Form.

in a pillow fight, as the pillows were fairly solid. It's a serious grounding for a serious person, a crucible of hard-knocks from iron pillows, with a role model to match: the Head of Languages was a large, terrifying Yorkshireman given to explosions of temper that made you quake. Joe: Mr Rawlins isn’t from Yorkshire. There is, however, an apocryphal tale told by Mr Rawlins – you have to wait until you get to the Sixth Form at Downside to hear it – which details what happens to you when your pronunciation of ‘jeune’ overlaps with ‘jaune’. However, Christ’s Hospital has one defining and impressive aspect: Mr Rawlins: It provides a private education to those who otherwise couldn’t afford it; the majority of pupils pay either drastically

reduced or no fees. Of the £60m of bursaries offered by all independent schools in the UK annually, approximately £15m, so one quarter, are from just that one school. Joe: It’s an enormous figure and suggests that Christ's is an empowering place, with the capacity to engender profound change for the individual. Mr Rawlins expands on his experiences, via the thorny topic of best and worst teachers. Mr Rawlins: In many ways, I was a good pupil – hard-working, generally well-behaved. My favourite teacher was Colin Edwards. He taught me O level Maths, which I took in the Fourth Form, then an additional O level in the Fifth Form. He was remarkably patient, very good at explaining Maths, and it was because of him that I took Maths at A level. I was lucky enough to have him once again, and I continued to do very well. However, he left at the end of my Lower Sixth year, so I had different teachers in the Upper Sixth, one of whom was the excellent Head of Maths, but despite his excellence, I found myself completely at sea in the subject, and my

Joe: We wonder if these things have changed now he is on the other side; does he remain ‘less than saintly’, does he still react strongly to ‘an annoying voice’, and does he challenge – at least inwardly – others’ ‘self-importance’? These are the secrets of the Common Room. We do know that some pupils find Mr Rawlins a bit intimidating and are brave enough to ask him about this. We then run for cover like the waiter hotfooting it from Mr Creosote after one last ‘wafer thin mint’.

did he end up here, and how did he end up staying here for such a long time? Mr Rawlins: It was almost accidental, to be honest. I was very happy at my previous school, but a friend there had asked me to help her update her CV, which I did, and so I thought it was a good time to update mine, which I also did. Having written a fresh new CV, then, I thought I would send it off, just to see if it ‘worked’, and the Head of MFL at Downside happened to be in the TES that week, so I sent off an application, without any confidence I would be considered, as I was still under 30 at that point. This is my 23rd year here in the same job (mostly) and the same classroom, indeed the same desk chair (which I brought with me from my last school). I had intended to stay no more than five years. The skills needed to stay this long are abiding optimism and the ability to feel fulfilled in your own comfort zone. In terms of the working day my favourite part is first thing in the morning; waking my brain up with coffee and The Times crossword. My least favourite is the journey to and from school; I only live 20 minutes away, but I really dislike driving. Mostly because of other cars, lorries and tractors. And cyclists. Driving sometimes seems less of a commute for me than a series of hair-raising near-misses.

Joe: We’re left wondering exactly what it means to ‘fulfilled in your own comfort zone’. The image of Mr Rawlins is of a language evangelist, someone with the highest expectations who will repay your hard work in kind, leaving no stone unturned in supporting ambitious UCAS applications, for instance. Maybe it’s a noble sentiment, the idea that in amongst all the cut and thrust of ambition in the workplace, or in a school year, where the desire to be the best and keep moving upwards is in some way enshrined by societal expectations, there is a genuine truth isn’t doing what you do to the very best of your ability and not focusing on the horizon, chasing it, but allowing it to sit there and frame the sun’s diurnal progress; look you, the stars shine still. He is uniquely placed, not just in terms of seeing change over time at Downside, but in the wider independent school sector. Mr Rawlins: Downside has definitely evolved, and definitely for the better. I think it is a much kinder environment than when I first joined. I’m talking mainly about the pupils; my colleagues have almost invariably been people with whom I have enjoyed working. The most obvious change during my time was the move to co-education, but I don’t think that was the catalyst for the change in atmosphere in the place – that had already started before co-education. The influx of international pupils has

Mr Rawlins: Well, thank you. Actually, the fact that pupils are happy to tell me this as often as they do suggests that it is not as true as some might say. On the other hand, although the image of the ‘dark lord’ (as I have been referred to by colleagues on occasion) is not one I actively cultivate, I don’t think there’s any harm in there being staff around of whom one is a bit wary. Joe: As one of the ‘old guard’, Mr Rawlins has been at Downside for 23 years. Children he taught when he came here are now 41 years old. We’re open about two things: how

Richard aged 14

Meeting Mr Rawlins

A RICH DIVERSITY

LISTENING IS FUNDAMENTAL TO OUR GROWTH AND DEVELOPMENT.

Mr Rawlins in full flow at one of Downside’s Language Experience Days with visiting Year 5 pupils from Heywood Prep and Kilmersdon Primary School. changed the School. Multiculturalism benefits us all; modern Downside is a more tolerant place, and this is partly because we have adopted values beyond just those of a traditional, all-male British boarding school.

outdoor education instructor in the United States. I worked on a residential centre, where groups of school children would come to stay for five days, and basically, I taught nature. I loved the job, and almost stayed out there MULTICULTURALISM BENEFITS Joe: It's hard now to permanently. US ALL; MODERN DOWNSIDE imagine Mr Rawlins in I wasn’t so IS A MORE TOLERANT PLACE, a different vocation, intimidating back AND THIS IS PARTLY BECAUSE but we know that then. Bizarrely, WE HAVE ADOPTED VALUES all teachers at one I was also the BEYOND JUST THOSE OF A point didn’t want Director of Water TRADITIONAL, ALL-MALE to be teachers, Safety for US BRITISH BOARDING SCHOOL. they wanted to be forces in Southern writers, scientists, Germany, but I’m doctors, artists, but subsumed their hopes not sure that counts, as I didn’t know I held and dreams into creating opportunities for the position until I surrendered my ID at others to achieve theirs. What about Mr the end of my time there. Rawlins? What was his dream? Joe: Mr Hobbs was a VW Kombi. It’s one Mr Rawlins: I would have loved to be of our standing questions. That and the joke an airline pilot, or anything involved with one. For Mr Rawlins, it’s ‘something solid and air travel. Even now I love the whole comfortable, but uneconomical – financial experience of flying – the airports, the prudence is not my strong point – smell of aviation fuel, the flights; even on a Range Rover, perhaps?’ It’s certainly stable, budget airlines, the whole thing still holds long lasting and no friend of cyclists. We’re magic for me. The most unusual job I inclined to agree. Somehow, and we’re have had was probably when I was an going to labour this metaphor, it shows that

36 Meeting Mr Rawlins

things don’t have to be flashy and fast to be inspiring, and whilst Mr Rawlins might not be flashy and fast, at his own admission, he is inspiring, at our admission, and the evidence is subtle: Mr Rawlins: I have occasionally, over the years, received very kind letters from recent leavers telling me I had made a difference to them and/or inspired them, and those have reminded me of why I went into teaching. Joe: It’s hard to imagine our teachers outside of the institution, having lives, doing things, living. Actually, it’s quite hard for teachers to imagine this. But we ask anyway, we want to know what he gets up to. Mr Rawlins: I love to cook, read, walk the dog, travel, and do gardening. In my late pupil days, I used to work as a lifeguard at the local pool during the school holidays, and driving in on a Sunday morning, I used to see people washing their cars and pottering around in their gardens. I found all that rather depressing – dull and mundane. I’m now of an age when I can think of no better way of spending my weekend.

With a school community drawn from over thirty countries across the globe, bringing together pupils from a wide variety of cultural backgrounds, we derive strength from acknowledging and embracing difference. ‘Listen’ is famously the first word of the Rule of St. Benedict and listening is fundamental to our growth and development both as individuals and as a community. It involves patience, openness and the desire to understand, along with the humility to recognise that we do not have all the answers. These are qualities we value. The solutions to many of the complex problems we encounter in our world lie not just in intelligence and skill but grow out of diverse thinking.

A Rich Diversity

BEYOND DOWNSIDE In preparation for this inevitability, when our Summer Term started, rather than trying to keep with the accepted norm and making our pupils take examinations mimicking the normal exam series, we gave our Upper Sixth Form pupils a different option. They had the opportunity to personally assess their progress using written assessments and, to try something new, were offered a ‘Viva Voce’ (spoken assessment) with their teacher. We ran a personalised programme of support lessons to help them prepare for these assessments and to give them an opportunity to demonstrate how much they have developed over their time at Downside. Just as important was the non-academic side of school life: all pupils continued to be an integral part of their House communities, committed to supporting House activities and, by doing so, they have kept in touch with their friends in the School community, benefitting from the positives therein.

38 Beyond Downside

FOR OUR UPPER SIXTH, THIS ACADEMIC YEAR HAS NOT COME TO A CLOSE IN THE WAY THEY MIGHT HAVE IMAGINED. NO ‘FORMAL’ EXAMS; NO LEAVERS’ BALL; NO HUGGING BELOVED FRIENDS TO SAY GOODBYES FOR THE SUMMER – AND BEYOND.

In May, we called on the wider Downside community to support these pupils who, in turn, helped us to develop the Beyond Downside Programme. The programme included daily keynote speakers and sessions from OGs and current parents to support future career paths with titles such as ‘Challenges and Opportunities: as the ‘old order’ collapses, how do young people embrace that and replace a sense of loss and bewilderment with optimism and excitement?’ and ‘Technology is changing the future of work. The rise of robots…’ Beyond Downside has helped our pupils develop robustness needed to deal with these unprecedented times.

James Shone: Motivational speaking

Room of our

Mary Jane Platt (R76): Epidemiology

The Beyond Downside Programme included over 30 speakers from a range of disciplines including Epidemiology, Motivational Speaking, Journalism, Property Management and Mental Health. To find out more about the Beyond Downside Programme, please visit www.downside.co.uk/beyond-downside-2/

OWN

The Weld Café is one of the most popular relaxation spaces for many Downsiders. Situated off the peaceful and elegant Petre Cloister, it’s a place to relax and share a snack with friends whilst enjoying the view out over tranquil gardens and the iconic Monastery Library. Every week day the School’s catering staff provide pupils with a raft of the muchloved Downside afternoon toasted sandwich, amongst other treats. One often sees pupils queuing out to the Weld Café door for a ‘toastie’… The Weld is a multi-use community area for a range of activities including the very popular Lectio celebrations run by the Chaplaincy, and the ‘House at Home’ events where families are invited to join their children to enjoy a typical Sunday at the School.

A Room of our Own

TEACHER PROFILE

THE JOY OF SINGING IS THAT IT’S ACCESSIBLE TO ALL AND WITH THE RIGHT SUPPORT AND GUIDANCE, CAN BE AS VERSATILE AS ONE WOULD WISH IT TO BE. I THINK IT IS UNDERRATED BY MANY BUT IS CLEARLY VALUED BY MANY HERE AT DOWNSIDE.

TOP BRASS JONATHAN BRIDGES JOINED DOWNSIDE LAST SEPTEMBER AS HEAD OF ACADEMIC MUSIC. AN ACCOMPLISHED TRUMPETER, SINGER AND PIANIST, HE HAS ALREADY MADE A SIGNIFICANT IMPACT TO THE ACADEMIC MUSIC PROVISION OF THE SCHOOL AND PLAYS IN MANY OF THE SCHOOL BANDS INCLUDING DRUM BAND AND THE NEWLY-FORMED FUNCTION BAND. Why Downside? I’d been Director of Music at a Catholic school in Surrey for six years before deciding to move on. I was looking to move somewhere with a similar school ethos but outside the busy outer London boroughs with more beautiful landscapes. Downside was looking to appoint at just the right time and, upon mentioning the job to my fiancée (now Mrs Bridges), she reminded me that her brother had spent three wonderful years at Downside as a boarder. This was the only endorsement I needed before applying! The rest, as they say, is history! What is your favourite piece of music? As a brass player, I have a great love of brass band music; there are many fantastic

40 Top Brass

pieces and arrangements by the current conductor of the highest-ranked band in the world, Philip Harper (of Cory Band) including The World’s Greatest Story-teller, Kingdom of Dragons and the William Tell Overture. However, one of the finest pieces of music is a simple one; Shostakovich’s Festive Overture for its contrasting triumphant opening paired with an elegant trio section. This piece reminds me of something heroic by Elgar or William Walton and I have great admiration for Shostakovich’s orchestration of the whole thing. Close ‘runners up’ include Rachmaninov’s Rhapsody on a Theme of Paganini and Alan Silvestri’s epic score to the Back to the Future films. What are your plans for academic Music at Downside? In the department this year we’ve been working hard to introduce new practical, musical skills lower down the School and look forward to continuing this further with a new set of classroom keyboards. I firmly believe that every child has the capacity to sing and demonstrate musical ability, no matter their training or past experience and through integrating as much performance-

based work as possible, this will become apparent to the pupils, too! Beyond the classroom, I have enjoyed setting up a new Function Band and look forward to working towards a musical next year, something which is surely a necessity in every school’s calendar! Tell us more about the instruments you play. First and foremost, I’m a trumpeter but have lots of experience playing the piano, singing and conducting, too. As soon as I moved to the area this year, I joined the Glastonbury Brass Band, a First Section, competing band in which I play solo cornet. I’ve been playing with brass bands for the last ten years and greatly enjoy the competitive nature of it along with the fantastic sound the ensemble can make.

Each year, bands across the nation compete against one another in their sections and regions all in an effort to qualify for the National Finals which are a spectacular event. The whole brass band movement is little known by many and is worth investing some time in (particularly the aforementioned Cory Band from Wales). As a pianist, I mainly accompany whether it be for examinations or concerts; it’s a very useful skill to have in the classroom, too as you never know when the need to play may arise. As a singer, I spent years in choirs as a teenager and took part in some truly memorable tours abroad singing in fantastic venues which I then returned to with my own choirs, this time at the helm as the conductor. The joy of singing is that it’s accessible to all and with the right support and guidance, can be as versatile as one would wish it to be. I think it is underrated by many but is clearly valued by many here at Downside. What else in your life is inspired by music? Much of my spare time gets taken up with practice, planning or preparing for something musical. However, one worth mentioning is an annual residential which

I’ve had the pleasure of directing on many occasions – the National Youth Music Camps. This is a three-week series where musicians of all abilities from across Europe come together and make music for the whole week in different ensembles run by experienced teachers, musicians and tutors. It happens each summer and often occupies a few months of my time whether it be arranging new music for the orchestra, writing for the brass ensembles or coordinating the whole thing! It is

great fun for young people and I can’t recommend it enough. I enjoy arranging music a great deal (as opposed to composing new music) and have great ambitions to arrange some orchestral masterpieces for brass bands over the next few years; watch this space... It’s also worth mentioning that music has even inspired the naming of our nine-week old puppy, who is called Tallis (after the 16th Century composer, Thomas Tallis)!

Top Brass

EXPLORING THE UNKNOWN: FROM STATE TO INDEPENDENT SIXTH FORMER JUDETTA WHYTE ON WHAT IT’S LIKE TO CHANGE SCHOOLS IN SIXTH FORM, FROM ST AUGUSTINE’S COLLEGE, WILTSHIRE, TO DOWNSIDE.

t some point between getting into the car and getting out of the car my surroundings changed entirely. All around is grandiose infrastructure; minuscule fragments of heaven forming an ornate tapestry, a sense of amazement replaces any previous feelings. This is what change must feel like.

prevent myself from gaping at the towering ceilings and the well-polished lustrous floors' herringbone parquet. All of my senses shifted towards adjusting to these unfamiliar surroundings. I continued further and further, unable to find anything dull or generally apathetic about my new circumstances.

I wandered around the main School hall, my eyes darting in every direction staring intently at every particular detail. Whilst strolling along the vast, infinite corridors filled with empty space, I struggled to

I’ve never been a ‘brand new’ student before. It’s clear that the gradual alteration from ordinary day student to full boarder has happened. This is where I am, and it’s overwhelming. Even the small changes are quite something. I used to have a packed lunch every day because the food was questionable, the queues long, and the outcome uncertain. Now I receive a smorgasbord of spectacular dishes – and it is much better. ‘Prep’ is part of the new language. I did not even know what Prep was until I started boarding school.

I struggled to prevent myself from gaping at the towering ceilings and the well-polished lustrous floors' herringbone parquet.

42 Exploring the Unknown

Apparently, I’m a Lower Sixth, not a Year 12. Everything is different. As well as this, I am able to experience a whole branch of new opportunities such as doing yoga during what is Games, not PE,

One big happy family – Isabella House. Judetta is in the back row, seventh from the right.

and the timetable seems stacked with fascinating adventures. Everything seems great, perhaps with one exception: Saturday lessons! Boarding life is compelling or bonkers or both. It consists of running around, talking, eating and standing by the mirror, or in fellow Sixth Former Joe’s case, all of these at the same time in a heady social whirl. I am ensconced in a home away from home, but also sharing a common

living space with girls who I bond with to the extent of considering them as another family. There is no capacity for a sense of isolation. I’ve discovered that living in school isn’t a terrible thing as there is a constant supply of support around you from the minute you wake up to lights out. Every day, I dig deeper, unlocking another facet of life at Downside. It challenges and rewrites my expectations, reframing

my initial thoughts. It cuts through my previously distorted perspective of private schools. It is not a place that completely locks you out of the world. It is not horrible or intimidating; it’s impressive and welcoming. All of the apprehension immediately diffused within my first few steps from entering the School. The School’s name is an antonym. I know I won’t take every opportunity available, but even by taking one or two, the capacity to change is significant.

[DOWNSIDE] CHALLENGES AND REWRITES MY EXPECTATIONS.

Exploring the Unknown

FROM THE ARCHIVES STRENGTH THROUGH ADVERSITY

ertullian, an early Father of the Church, famously wrote that, ‘the blood of the martyrs is the seed of the Church.’ The monastic community of St Gregory the Great has six members who have been formally recognised by the Church as being ‘martyrs’, St John Roberts (1610), St Ambrose Barlow (1641), Blessed George Gervase (1608), Blessed Maurus Scott (1612), Blessed Philip Powell (1646) and Blessed Thomas Pickering (1679). All were martyred for being Catholic (most as priests) though the Protestant authorities did their best to maintain that they were executed for political crimes against the crown, not for their conscience. In the seventeenth century there was a thin line between politics and religion. In 1588 Pope Sixtus V established the Sacred Congregation of Rites to regulate the process of beatification and canonisation: beforehand the process had not always been clear. Sometimes local cults developed to the most obscure people with varying

degrees of sanctity. In thirteenth-century Lyon a French dog was widely revered as a saint and was known as ‘St Guinefort’ after miracles were reported at the canine’s grave. Church authorities were quick to suppress the cult! Pope Paul VI reformed the process again in 1969, he himself recognised by the Church as a saint in 2018. Though we revere and pray to the saints, we are reminded with the feast of All Saints that there are men and women who are saints that have not been formally acknowledged: one does not ‘become’ a saint, one is ‘recognised’ by the Church as so. The trials and tribulations of a holy life are not always met with death on a scaffold. The Benedictines in England have had their fair share of men who have died as ‘martyrs of charity’ – those who have died for the Faith knowing that their ministry to others either sacramental, pastoral or an act of faith, love or charity, would ultimately lead to their death. Many are relatively unknown. During the English Civil War three

Benedictine monks, Ildephonsus Hesketh, Boniface Kemp and William Middleton, all ministering to the Royalist armies at Marston Moor died of forced labour by the Parliamentary forces. Downside’s own Dom Norbert Birt wrote that they were ‘worried to death’. A more accurate description was that they were savagely beaten, possibly tortured and made to endure such hard labour that the three perished in 1644. Some died ‘in chains’ such as the monks Benedict Cox (1648), Benedict Constable (1681) and Placid Adelham (1689) who all perished in prison. The year 2020 marks the eightieth anniversary of the Evacuation of Dunkirk. Downside has had a rich tradition of sending military chaplains to serve the faithful (and the not so faithful) since the Boer War. Dom Stephen Rawlinson organised the provision of Catholic chaplains to the Front during the Great War and Dom Ethelbert Horne and Dom Raymund Webster, later monastic librarian, were some of the men who served between 1914 and 1918. Dom Gervase Hobson Matthews was ordained in 1928 by Bishop Burton at Downside. From 1939 he served as an army chaplain providing much needed comfort to the war weary troops heading to the beaches of Dunkirk. He did not discriminate against nationality and, where others fled, refused to leave his men.

His diary, kept in the abbey’s archives, is a moving account of his final journey detailing his movements from 1st September 1939 to 31st May 1940: there is no entry for the 1st June. Presumed dead, it was not until March 1941 that a Requiem Mass was offered by the monks of Downside for the repose of his soul. His grave was later identified by the French Red Cross that year. All these men kept firm to their faith and their conscience in the service of others when times were bleak. Their lives provided a witness to others. Meeting death on the scaffold, in prison or on the beaches of Dunkirk these Benedictine monks and brothers demonstrated strength and triumphed through adversity.

St John Roberts Dom Gervase Hobson Matthews

ALL THESE MEN KEPT FIRM TO THEIR FAITH AND THEIR CONSCIENCE IN THE SERVICE OF OTHERS WHEN TIMES WERE BLEAK.

Blessed Thomas Pickering

44 From the Archives

From the Archives

MIXED MEDIA

Ben Harwood, Fifth Form Autumn Pan, Fifth Form

THE GCSE AND A LEVEL ARTWORK PRODUCED BEFORE LOCKDOWN SHOWS, YET AGAIN, THE DIVERSE RANGE OF CREATIVE APPROACHES FROM OUR YOUNG ARTISTS. ALL OUR PUPILS ARE ENCOURAGED AND SUPPORTED TO EXPLORE NEW SKILLS AND TECHNIQUES, AND TO EXPRESS THEMSELVES ARTISTICALLY, WHETHER IT BE FOR DIGITAL ART, SCULPTURE OR TEXTILE DESIGN. The Downside Art Department neighbours the Design & Technology Department â€“ very handy for pupils who want to use the facilities there to help with their art projects, such as the 3D laser cutter or wood carving tools. The Art Department also has a Mac Studio for digital design and, new this year, a print screen room thanks to the generous donations to our Annual Fund. The department is very popular among pupils; as well as timetabled lessons, pupils can join in with activity sessions after school and at weekends.

Elinor Perkins, Fifth Form

46 Mixed Media

Peter Gao, Fifth Form Shintaro Kambara, Sixth Form

Isabella Fu, Fifth Form

Mixed Media

Doja Manzo, Sixth Form

Rosebud Morrogh Bernard, Sixth Form Oliver Wood, Fifth Form For example, Doja Manzo created ink and bleach figurative paintings and portraits on the theme of government corruption in Nigeria. Rosebud Morrogh Bernard produced some stunning textile pieces representing the destruction of the coral reefs, and Shintato Kambara explored shattered portraits using digital drawing.

Edward Preston, Fifth Form

Monty Mathew, Fifth Form Christina Zheng, Fifth Form

48 Mixed Media

Max Chong, Fifth Form

I sabella van Laar, Sixth Form. Modelled by Arianwen Ramruttun, Fourth Form

Mixed Media

Speakers for the event were straighttalking thought leader Jamal Benmiloud, Acting Director of Education, Outreach, and Programmes at the Institute of Economic Affairs Ralph Buckle, and entrepreneur David Crellin from education technology company (and Downside’s business partner) ScienceScope.

IDEAS WORTH TALKING ABOUT DOWNSIDE SCHOOL HELD ITS INAUGURAL TEDx TALK ‘WE ARE TOMORROW’ THIS YEAR. THE EVENT, WHICH FOCUSSED ON THE FUTURE OF FOOD, ECONOMICS AND TECHNOLOGY, WAS ABLY ORGANISED AND HOSTED BY HEAD GIRL GEORGIA AND HEAD BOY MATEUSZ WHO HAVE SET UP THE SERIES OF TALKS AS THEIR LEGACY TO DOWNSIDE.

Jamal Benmiloud kicked off the event with ‘The Future of Food’, highlighting the need to change the way we view, produce and consume food. He introduced pupils to Huel, a convenient and nutritionally complete meal replacement drink that produces zero food waste and has minimal impact on animals and the environment. A Huel meal provides the right amount of

Georgia and Mateusz reflect on their TEDx journey during lockdown: As Heads of School, we started this academic year with the objective of hosting the inaugural TEDx event here at Downside. Being academically curious ourselves, and knowing the level of academic calibre, we wanted to give students an opportunity to understand what our future is likely to hold, so we can better understand what the changes we want to bring might be. Through our TEDx event we hope that we gave fellow pupils the opportunity to gain an inside into what our ‘tomorrow’ might look like, and to help us not to be afraid, but excited. We applied for the original licence at the end of the 2019 summer term, with months of frantic email checking, the licence was finally approved in late November. Finding an afternoon free to

50 Ideas Wor th Talking About

protein, essential fats, carbohydrates, fibre, plus 26 vitamins and minerals and contains no animal products. Ralph Buckle spoke about the future of the economy and gave pupils ‘reasons to be optimistic’, for example the decline in global poverty. To finish the event, David Crellin talked on the importance of data collection via the Internet of Things (IoT) and how it can be used to make better decisions for a sustainable future. ‘We are Tomorrow’ was a thoughtprovoking conference – reflecting the very aim of TEDx talks – that of research, discovery and encouraging communities to talk and work together for a better future.

host was similar to that of an obstacle course, but even more challenging was finding available speakers on the afternoon. With four weeks to the event, we had our milestones reached and completed, all five speakers set and ready for the date decided (Friday 13th, we didn’t think the superstition around this date would play any role in our conference…we were wrong). Not only did we lose two speakers in the leading weeks of the event due to the approaching pandemic, the morning of the event, our third speaker had to let us know that he was unable to make it to school, also due to Covid-19. However, we and My Bryson (organiser of the weekly evening Sixth Form Lecture Series) were undaunted and managed to arrange another third speaker – Mr Benmiloud. He was able to join us virtually via Skype

– little did we know, at that time – that virtual life was about to become the norm. The event would not have been such a success and we would not have learned so much from it without these challenges, and we would not have been able to bring it to completion without the guiding hand of Mr Bryson, and the support of all those in our Downside community. We hope that this is only the beginning of TEDx at Downside, and we look forward to handing the licence to the future Head Boy and Head Girl teams taking the event from strength to strength, and watching how it grows; maybe even a conference where we could both return and be a part of. Georgia Bolton and Mateusz Kapustka

Ideas Wor th Talking About

HOW DOWNSIDE SCHOOL IS LEADING THE WAY TO EMPOWER YOUNG PEOPLE TO BECOME GLOBAL CITIZENS. It has never been more imperative that we learn to work together across the globe to meet the needs of the world today, without compromising our beautiful planet and its resources for future generations. It is undeniable that the lack of human movement due to Covid-19 has had a remarkable positive impact on the environment. Governments and organisations are promising to build back sustainably, and communities won’t expect anything less. Before the global pandemic of Covid-19, Downside became involved with Education for Sustainable Development (ESD) – a growing international programme enabling people of all ages and cultures to gain the right knowledge, skills and behaviours to help contribute to a more sustainable future. UNESCO describes ESD as ‘empowering [young] people to be ‘global citizens’’ and enabling them to ‘become proactive contributors to creating a more just, peaceful, tolerant, inclusive, secure and sustainable world.’ Even before Covid19, we felt that ESD was particularly vital for younger generations, and so decided to head up a collaborations project with ScienceScope, the School’s education technology business partner, to promote ESD at Downside and schools across

Set in 500 acres of beautiful countryside, Downside has a number of sustainability projects in place including temperature sensors around the School to monitor energy usage for heating.

EDUCATION FOR SUSTAINABLE DEVELOPMENT 52 Education for Sustainable Development

Downside Deputy Head Mike Randall and Alex Wright from ScienceScope present at the Tokyo Conference.

Education for Sustainable Development

The Conference involved round-table discussions with representatives from 51 countries including the Japanese government, non-governmental organisations, charities, educators, businesses and experts in the field of education. Delegates discussed how they and their organisations are currently implementing the 17 Sustainable Development Goals (SGDs) which were set down by the UN in 2015 – goals which include ‘No Poverty’, ‘Zero Hunger’, ‘Affordable and Clean Energy’, ‘Sustainable Cities’ and ‘Communities and Climate Action’. The United Nations’ 17 Sustainable Development Goals

Asia, Europe and Oceania. The project, which aims to bring the Internet of Things (IoT) and ‘big data’ into classroom, is leading best practice at Downside, bringing sustainable development matters into teaching and learning and empowering young people to be creative in dealing with real world issues and using ‘big data’ to make better informed decisions. Elements of the project cover climate change and sustainable consumption. As part of their ESD programme, Downside represented the UK at the Asia-Europe Foundation Conference (ASEF) in November 2019. Held in Tokyo, 1,700 schools from across Asia, Europe and Oceania applied for a chance to present at the policy-making event, which focussed on ESD, as well as the use of Artificial Intelligence (AI), in the classroom.

54 Education for Sustainable Development

During the Conference, Downside Deputy Head Mike Randall and Alex Wright from ScienceScope presented the collaborations project to delegates. One part of the project involves the use of weather stations across the globe, connected to the internet, which gather and share real-time big data to assess climate change. The use of such live data in the classroom, rather than a static text book, creates engaging, interactive and currently relevant learning experiences for pupils and teachers alike. The findings of the collaborations project led by Downside will be shared with governing bodies, councils and governments, helping to affect permanent policy change and shape a more sustainable future.

Education for Sustainable Development

FUTURE PROOF FOOD OUR PARTNERSHIP BETWEEN SUSTAINABILITY AND NUTRITION – FROM HOLROYD HOWE, DOWNSIDE’S FABULOUS CATERERS. Holroyd Howe take their responsibility towards nutrition at Downside seriously. They understand the impact a healthy diet has on these important years of development. Just as seriously, however, is their consideration of sustainable foods, and, as such, have recently introduced a new food initiative: Future Proof Food. What is Future Proof Food? Future Proof Food from Holroyd Howe enables our caterers to adapt a more sustainable diet into our School. The initiative links sustainability and nutrition firmly together to ensure that what we can grow now is also available for future generations, thus using the Earth’s resources responsibly whilst eating more healthily. The definition for a sustainable diet is one that ‘has a low environmental impact, contributes to food and nutrition security, as well as to a healthy life[style] for present and future generations’.*

Eating a generally sustainable diet also means you can: • Lower consumption of animal products such as meat and dairy • Eat less processed foods • Consume more plant foods • Consume more local and seasonal foods • Waste less food. This is better for both the planet and us because: Altering your diet to consume fewer animal products is the single biggest way to reduce your carbon footprint, and your impact on the environment. For example, reducing your meat consumption by half can cut your food-related carbon footprint by a whopping 35%.** Forming part of a balanced nutritious diet, this change can have positive impacts on us healthwise, as we will consume less saturated fat, sugar and salt, and, in turn, increase our consumption of vegetables and fibre. Some key characteristics of a sustainable diet have been reflected in our school menus for quite some time, such as local sourcing, high animal welfare standards and an encouragement to eat seasonally.

That said, we would like to do more to implement sustainable nutrition into other areas. What are the aims for Future Proof Food? • To be inclusive to everyone • To reduce the impact on the environment • To encourage heathier options • To increase awareness through education on why a sustainable diet is needed • To have no compromise on taste • To reduce food waste • To eat more locally and seasonally • To provide a list of key features to pick and choose from as the initiative commences and proceeds so balanced is achieved. During lockdown Holroyd Howe have also started Home School Bistro – a new resource to help families cook and learn about delicious, nutritious food whilst home schooling and in isolation. To find out more about Home School Bistro please visit www.downside.co.uk/home-school-bistro/

* Ref: Food and Agricultural organisation (FAO) 2010 ** See One Blue Dot BDA for more information.

56 Future Proof Food

Future Proof Food

WHAT’S IN A JOB? THE CAREERS AND GAP YEAR FAIR IS JUST ONE ELEMENT OF THE VIBRANT CAREERS PROGRAMME AT DOWNSIDE, WHICH STARTS FROM THE FIRST FORM. This year, members of the Third Form completed a psychometric test to help them identify their interests and skills; the Maths department organised a trip to Bletchley Park for pupils to learn how mathematicians contributed to code-breaking in the war. Mr Hunt, Head of Chemistry, organised the Walnut Lecture in March (see p22), exploring the diverse range of careers open to scientists. Members of the Fifth Form and Upper Sixth had individual guidance interviews with FutureSmart Careers, and the Lower Sixth had theirs via Zoom. The Classics department has taken some of the younger pupils to meet archaeologists to talk to them about career opportunities. Mrs Craig took the librarians to the Bodleian Library in Oxford, and Dr Vanessa Wilkins conducted suturing workshops for pupils interested in studying Medicine. In September, the new Fifth Form will have their first guidance meetings with FutureSmart after they have completed their psychometric testing (which is usually undertaken at the end of the Fourth Form). All of these events, and many others, are designed to give Downside pupils exposure to a wide range of career paths connected directly or indirectly to the subjects they are studying, reinforcing the relevance and importance of their academic curriculum in equipping them for the world of work. A Careers Seminar is held every year when Old Gregorians (OGs) return to Downside to speak to the Sixth Form about various career options, pathways to get to them there, and likely pitfalls on the way. As pupils go on to university and feel clearer about the direction they are likely to take, we can put them in touch with OGs willing to mentor them, provide work experience or just have an informal chat.

If you would like to contribute to Downside’s careers programme, please contact the Head of Careers Richard Rawlins: rrawlins@downside.co.uk

58 What’s in a Job?

What’s in a Job?

KEEPING THE FAITH

VERY HIGH LEVELS OF SPIRITUAL AND MORAL UNDERSTANDING ARE EVIDENT IN PUPILS OF ALL BELIEFS OR NONE IN RESPONSE TO THE SCHOOL’S BENEDICTINE ETHOS. ISI Report

By Fr James Hood, Lay Chaplain Paul Andrewartha & The St Scholastica Community

Service and Prayer at Downside are at the heart of who we are. Pupils and staff are strengthened in the knowledge that they belong to a community focused on God’s love. The pandemic has given the School community many new challenges: how can we continue to strengthen one another and reach out to others? With the School community dispersed in so many parts of the world, how can we continue to listen to one another and support each another in the practice of our faith? The St Teresa’s Community has responded by encouraging the whole School community to serve, to think about our families, the homeless, those in care homes, those who run small businesses. The strength to reach out to others has come from praying together, listening to the scriptures and the Word of God in lectio. The St John’s Community has continued to lead the School in its life of lectio by encouraging pupils who have never had the opportunity to pray and meditate on the Word of God to try it. The lectio leaders, have, as always, drawn much strength from the Word of God in these sessions. An important achievement was the holding of the first lectio divina workshop at Downside, enabling pupils

60 Keeping the Faith

to deepen their understanding of lectio from a more systematic approach, thereby enriching their experience in it. The Houses and the whole School community have been encouraged and supported by the prayers and support of the Chaplains and the St Luke’s Community who have provided the readers for the School Sunday Service. A member of the Chaplaincy Team has visited the Houses at their weekly assemblies, as well as recording their thoughts and prayers. We have all had to respond to new challenges. The important thing is that we have continued to reach out to our community, and we hope that our thoughts and prayers have strengthened all in this time of global crisis. It has been distressing that all have been deprived of the reception of the sacraments. A particular sadness was that the Bishop was unable to come to administer the Sacrament of Confirmation in May. Our Sunday Mass is a moment when the whole School community gathers as one to pray but also to encounter Christ in communion, in the reception of the Body and Blood of Christ. Although there has been a sense of loss for some during lockdown, keeping our faith is helping us weather the storm.

Keeping the Faith

THIS ACADEMIC YEAR SAW THE PUBLICATION OF TESSERA â€“ A TRIUMPH OF INTELLECTUAL CURIOSITY, THOUGHT AND REFLECTION WRITTEN ON A PALIMPSEST OF ACADEMIC ENDEAVOUR. Academic study in schools has increasingly been reduced to utility â€“ knowledge and training in skills for personal success and material prosperity. At Downside we consciously resist this utilitarian approach and the intention of Tessera is to celebrate intellectual exploration and discovery for their own sake. The implication of the title (a tessera is a mosaic tile) is that each piece of work stands as a separate entity, but makes a strong, vital and unique contribution to the overall picture. It is an eclectic and exciting collection of work. This reflects our principles as a Benedictine school. We uphold and advocate the value of each individual so that he or she can flourish and thereby contribute most fully to building a harmonious and purposeful community. It is humbling to read work of such depth and quality produced by our pupils and a poignant reminder that we should recognise how ambiguous the dividing line is between who is teaching and who is learning. If you would like a copy of the 2019 edition of the Tessera, please email news@downside.co.uk. The 2020 edition will be available from September 2020.

62 Tessera

Tessera

DESIGN FOR LIFE

AT THE BEGINNING OF LOCKDOWN FIFTH FORMER SEBASTIAN STRACHWITZ HAMILTON COMBINED HIS GCSE DESIGN & TECHNOLOGY SKILLS WITH HIS PASSION FOR FITNESS TRAINING. THE RESULT IS A FULLY FUNCTIONAL WEIGHTS BENCH FROM SCRATCH AT HOME, COMPLETE WITH SAFETY BARS FOR THE WEIGHTS. He says: “I designed and made this bench to give me a goal to work towards, knowing that I would be able to maintain my fitness, strength and wellbeing during quarantine before I can get back in the gym at Downside”. At the School Sebastian benefits from being able to use the facilities in the Design Department at weekends, as part of the school’s busy weekend programme of activities, as well as his timetabled Design lessons during the week. Sebastian has chosen to continue with Design at A level along with Sport, Physics and Business Studies at Downside’s Sixth Form. Our Sixth Form provides young people with a stepping stone to life beyond school; it offers plenty of opportunity for leadership and service, and promotes independent learning and thought. If this sounds like a Sixth Form for you, please email our Admissions Team to find out more: admissions@downside.co.uk

NEW CHAIR OF GOVERNORS WE ARE DELIGHTED TO ANNOUNCE THAT DR GILES MERCER WAS APPOINTED AS CHAIR OF GOVERNORS AT DOWNSIDE SCHOOL FROM 20TH JUNE 2020. Andrew Hobbs, Head Master, said of the news, “We are privileged to have Dr Mercer as our new Chair of Governors and I look forward to working with him to continue the development of Downside, building on the legacy of Adrian Aylward, his predecessor.” Dr Mercer, former Head Master of Stonyhurst and Prior Park Schools, has long been close to Downside. As a devout Catholic and a distinguished historian and published author, he is a regular visitor to the Monastery Archives and Library and often attends Mass at Downside’s Abbey Church. His credentials as a leading educationalist are second to none and his vast wealth of experience will be extremely valuable as he takes the helm at Downside.

64 Design for Life

New Chair of Governors

FROM THE ARCHIVES GREGORIAN BOARDING BEFORE ZOOM

n 1606 Abbot Caverel granted the English and Welsh monks of St Gregory’s several houses to form a priory and a chapel. The foundation charter, kept in the Abbey’s archive, has no mention of a school though we know, that by 1622, a thriving school was attached to the priory. The monks taught in the school and whilst some pupils were destined for holy orders, most were lay pupils in need of a Catholic education. It was illegal for Catholics to educate their children in their own country so the Benedictines joined the growing market for Catholic education in the seventeenth and eighteenth centuries amongst a competitive market of schools run by Jesuits and secular clergy. The School was never more than 50 pupils throughout its history but in 1770, a major rebuilding programme of the school, suggested that times were becoming more prosperous for Catholic education in Continental exile. The former priory of St Gregory, removed to Shropshire in 1814, is now the Lycée Corot in Douai. The spacious corridors and renaissance style windows are reflected in Downside’s current buildings, designed by Leonard Stokes between the Roberts Tower and the old Worth Block of Sir Giles Gilbert Scott. It was hoped that the school in Douai would be the centralised educational ‘house’ for the English Benedictine Congregation but the French Revolution put an end to that. We know from the school’s accounts of 1721-26 that the custom of the ‘Christmas Court’ and the ‘Boy King’ were not

66 From the Archives

Downside inventions but pre-dated the current school by almost a century. Pupils wore a cassock and a gown, rather different from the current uniform in 2020. In the abbey’s archives, there is an account of the regime that pupils had to live under in exile, far from home, and without Zoom. In the school dormitory and calefactory (warming room) there were fires which were only lit in the evenings: errant pupils were known to tear into town to steal wood to provide more warmth. The best meals were reserved for the most learned pupils – a great incentive to learn if not a little harsh. Breakfast was bread and butter, lunch was half a pound of ‘boiled Meat, with a Porringer of Broth’, and at supper, ‘the same Allowance of Roast with a Sallad.’ At feast days pupils were allowed extra bread and beer. Lent, however, was a little more trying: pupils were, ‘debarr’d even from a Crust of Bread or a Draught of Beer, which makes us frequently convey under our

Cassocks, and sometimes, like ravenous Wolves, to make bold Incursions into the Kitchen, and there plunder and carry away all we can meet with.’ A pupil’s day began at 5.00am immediately followed by lessons until 7.30am when there was a half hour for washing and breakfast. At 8.00am there was a further three hours of lessons until prayers at 11.00am. Dinner was served at noon followed by more study from 1.00pm for a further hour. From 2.00pm until 4.30pm, more lessons, followed by recreation, more lessons from 5.00pm until supper at 6.00pm followed by play and bed. One pupil wrote: ‘We have a capacious Area or Yard, wherein is a Terras Walk, and a place very suitable and proper from the Exercise of Hand-Ball, in which we with great Emulation, strove to surpass each other.’

normal’. The pupils of St Gregory’s in the seventeenth and eighteenth centuries would have been familiar with plague which blighted society sporadically until the mideighteenth century. The so-called Spanish Influenza of 1918-20 mercifully spared any real impact on the School and Monastery as it did with most of the schools of the English Benedictine Congregation with some exception. Life was, however, tough. Many pupils had parents at home who were persecuted for their Catholic Faith, some were imprisoned, and the link between pupil and parent was through the packetboat and via letter. Dr Johnson’s famous Dictionary of 1755 made no mention of ‘Zoom’ though he would have, no doubt, been a fan. Philippe de Caverel engraved portrait 1633

Lycée Corot, Douai Map of Douai circa mid-Eighteenth Century

We have all experienced the restrictions of lockdown in these trying times of Covid19 and we now live in an age of the ‘new

From the Archives

Sports scholars helping young pupils with their rugby skills.

The foundational values of Downside Sport are derived from our Benedictine traditions and underpin an integral framework of sport and physical activity at the School. We aim to develop young people as strong, resilient leaders of character that can excel in sport, school and life. Whilst the landscape of school sport undoubtedly changed because of the global pandemic, the mindset with which our pupils and staff approached this would determine their ability to navigate uncertainty, boost selfconfidence, identify personal strengths and provide hope for the future. People who know their strengths and use them frequently are more successful. They feel happier, have improved self-esteem and are more likely to achieve their goals.

SPORTS ON LOCKDOWN

To use our strengths effectively, it is important to have a clear idea of what they are and how they can be used. Some of our greatest strengths might be easy to recognise, while others go unnoticed because they feel ordinary to us. This sense of perspective and the opportunity to get to know oneâ€™s strengths and passions better was a key feature of the sports programme during remote learning. Throughout lockdown Downside Sport maintained a daily programme of support, guidance and inspiration. Using Instagram, Twitter and Facebook, we supported the psychological development of our pupils through #mentalhealthmonday; we challenged pupils to develop their physical

skills and abilities through #tricktuesday; we interacted with pupils and staff via a live Zoom fitness circuit during #workoutwednesday; we highlighted the importance of reflection and analysis during #thinkingthursday and we provided culinary inspiration on #foodiefriday. These posts provided a wide variety of opportunities for pupils to try new experiences and find new talents. The emotional wellbeing of the pupils was supported by a weekly newsletter entitled Euexia (the ancient Greek word for wellbeing) which, alongside an accompanying tutorial programme, covered topics including the power of gratitude, how to cultivate passion, love and kindness, emotional intelligence and the value of perseverance.

#mentalhealthmonday #tricktuesday #workoutwednesday #thinkingthursday #foodiefriday

Richard Jones, Director of Sport

There have been many changes in our world in recent times, but one aspect that has remained consistent has been our commitment at Downside to provide the best possible support, guidance and encouragement to our pupils. This was particularly important during lockdown and for the Remote Learning Programme (see p26) at the School between March and June 2020. After the initial disappointment felt by pupils and staff alike, who faced a long period without sport and physical activity at Downside, it became quickly clear that, instead of viewing the restrictions through a lens of negativity, it would be important to recognise the opportunity that Covid-19 had given us to be thankful. Sport and physical activity make an important contribution to the physical, psychological and emotional wellbeing of young people. As part of the Co-curricular

68 Spor ts on Lockdown

life of a vibrant and busy HMC boarding school, Covid-19 and social distancing restrictions gave our School community the opportunity to reflect on the enjoyment, achievement and value that we all gain from taking part in sport and physical activity. It was clearly not possible for the traditional cricket, tennis, athletics and swimming fixture programmes to continue, but our sports development philosophy already emphasised the significance of a positive mental attitude and exceptional work ethic. It was therefore important that, during a global pandemic, this was modelled, enabled and actioned positively. We remained true to our core purpose and our guiding values of discipline, humility and stewardship. These became vital to the success of the 'Remote Learning Programme' our pupils benefitted from throughout the extended period of lockdown.

Fifth Former sports scholar Maria Dolman enjoying oneto-one tennis coaching as lockdown restrictions ease.

Spor ts on Lockdown

During the final four weeks of the Summer Term, Government advice and guidance from National Governing Bodies meant that we were finally able to deliver a phased return to some one-to-one and small group sports coaching at the School. Over 50 pupils eagerly took up the invitation to participate in cricket, tennis, rugby and hockey coaching following social distancing rules. Inevitably, after nearly 12 weeks of isolation, all pupils (and I daresay their parents!) were absolutely thrilled to be able to return to school in a safe and supportive environment and rediscover the enjoyment that can only be found when playing sport alongside friends.

Research has shown that only a third of people have an active awareness of their strengths (Peterson & Seligman, 2004). Imagine a world where we all knew and used our strengths to their full potential. As a result of Covid-19, pupils at Downside have benefited from the opportunity to develop their academic strengths and independent learning style in new ways. They have also gained a better understanding of their physical, psychological and emotional strengths. As a result, we can all look to the future with considerable hope and ambition. Richard Jones Director of Sport

WE REMAINED TRUE TO OUR CORE PURPOSE AND OUR GUIDING VALUES OF DISCIPLINE, HUMILITY AND STEWARDSHIP. THESE BECAME VITAL TO THE SUCCESS OF THE REMOTE LEARNING PROGRAMME OUR PUPILS BENEFITTED FROM THROUGHOUT THE EXTENDED PERIOD OF LOCKDOWN.

Michelle Pye, Head of Nursing

The normal structure of all our lives has changed and with that there is a sense of loss. Some young people may feel angry – they can’t move freely, see their friends as much, take their exams or physically study at their university or college of choice. We need to be careful to acknowledge the concerns of our young people, to be there for them, take time to listen, offer reassurance and enable them to connect with supportive communities external to home – school, for example, their church,

or socially distanced get-togethers with close friends or family. At school the Downside Health Centre is the perfect place for pupils to take a break from school work and pop in to talk to the nursing staff or our on-site counsellor. The Centre has a holistic vibe which reflects its nurse-led approach. As well as physical treatment rooms, there is a counsellor’s room with beautiful and relaxing views and a breakout dormitory where pupils can watch films away from the hubbub of their House. Planned for the Autumn are a chillout room with sensory resources and an outdoor relaxation area to make the most of the benefit of quiet time in the open air. With all this wellbeing help and support on hand parents can feel comforted that Downside is taking the very best care of their children, physically and mentally.

HEALTH

Happy to get back into the nets – sports scholar Nicolas Viljoen with Head of Cricket George Setterfield.

Talking about mental health problems is something that doesn’t come easily to most pre-teens / teenagers. With many struggling during the current pandemic, it may be that young people find expressing their worries and feelings even more difficult. They may see their parents or older siblings feeling the pressure and feel unable to ask for help.

The ‘Run to Rome’ Strava group (which evolved to include over 90 present and former pupils, parents and staff) began on 26th April and eventually completed 3,466 miles. Having reached Rome by May Half Term it decided to subsequently continue

as the ‘Run to the Holy Land’ Strava group, finally reaching Jerusalem on 22nd June. A superb effort by all involved.

WELLBEING

Sports scholars and members of the Athlete Development Programme (ADP) were invited to access Coach Logic, a collaborative video analysis platform developed for ambitious sports performers and teams. This excellent addition to our sports programme enabled coaching staff to communicate with pupils in an environment that aimed to provide opportunities for greater team development and challenged our most able performers to be better versions of themselves during lockdown.

70 Spor ts on Lockdown

Health & Wellbeing

t Downside, we ensure that weekends are carefully planned and include a range of exciting and interesting activities to suit all our pupils. After Saturday morning school and afternoon sporting fixtures – which include day pupils as well – there is a wide variety of activity options to get pre-teens and teens off their digital devices, engaged with each other and their environment, and trying new things. The weekend programme includes ‘Downside Active’ (swimming, basketball, squash, archery and fitness training, etc.), trips out for kayaking, ice skating, the cinema or shopping, and BBQs in the Theatre Quad with plenty of fun and games to boot. We also have Mass on Sundays

followed by a delicious – and very popular – brunch. In addition, the Art, Design and Music departments are open on Sunday afternoons for all pupils to get creative and inventive. Parents are most welcome to attend the Saturday sporting fixtures, which are always followed by one of our famous Match Teas. Every year, on a Sunday, each of the Houses hosts ‘House at Home’ for families to spend quality time together with their children on a weekend. These events are one of the highlights of the weekend programme and include a welcome from the House Master or Mistress, Sunday Mass, short performing arts pieces from the pupils and a delicious Sunday lunch.

PUPILS COMMENTED THAT DIFFERENT CO-CURRICULAR ACTIVITIES PLAY AN IMPORTANT ROLE IN DEVELOPING THEIR CONFIDENCE. ISI Report

WEEKENDS WE DON'T STOP AT

72 We Don’t Stop at Weekends

We Don’t Stop at Weekends

CARE IN A CRISIS DIRECTOR OF PASTORAL CARE CLAIRE MURPHY SHARES HER EXPERIENCE OF THE CHALLENGES SHE HAS FACED IN HER ROLE DURING LOCKDOWN.

How has your role changed since lockdown? In essence, the nature of my role did not change during lockdown, however, the way I had to do things changed enormously. The start of the term began with staff training by Zoom, with a focus on safeguarding online and highlighting the importance of using the current pastoral and safeguarding systems to identify any pupils who may require extra support. The Houses are at the heart of the School community so we identified different ways to maintain this through a mixture of live assemblies, recorded house items and newsletters. Morning tutor time was incredibly important for each pupil to have regular contact with their tutor to start the day, discuss challenges, find solutions and enjoy being with their friends. Mr Jones produced resources and a programme for tutor groups to learn about different aspects of wellbeing and tutors kept the Housemasters and Housemistresses up to date with the progress of each pupil, as well as raising any concerns. Michelle Pye, Head of Nursing, was still able to keep in touch with pupils via Zoom and phone calls, and the House Masters and Mistresses worked together throughout the term, both remotely and in school. Staff meetings continued online which gave the staff a good opportunity to see each other and to discuss the challenges of the term, share best practice and plan ahead for the new academic year, as well as a chance

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for a few social gatherings by Zoom which helped to keep spirits high. The most striking difference was the silence and stillness around the School. We are blessed with beautiful buildings and stunning grounds and, whilst I enjoyed the peacefulness and time for reflection, I have greatly missed the life, laughter and joy that comes from the pupils. What are the challenges during a global pandemic? At Downside, we embrace the idea of maintaining a growth mind-set and being open to change, learning from failure and stepping out of our comfort zones. A crisis always throws up challenges and a global pandemic gave us numerous opportunities for growth and development. Having to quickly learn new technology was both exciting and exhausting and everyone learnt from each other, staff and pupils alike; it was a two-way process where everyone was a learner and everyone was a teacher. We were all constantly trying to build on what we had mastered the day before, to find new ways to improve remote teaching and learning, to ensure nobody was left behind and we were all giving the best possible experience we could deliver. There were so many positives to come out of the situation, many of which will continue into the future. As the Director of Pastoral Care, one of my personal challenges was to keep

abreast of the government updates and guidelines so that we could plan for every possible scenario for the new academic year and welcoming pupils back to school. The guidance changed frequently, keeping me on my toes and it certainly made my brain work hard! The House Masters and Mistresses were, as always, fantastic in embracing change and ensuring that the Houses are fully prepared. We are known for the strength across our community. What examples of that have you seen since lockdown? I have heard of so many examples of pupils and staff supporting the School and wider community during lockdown, from from shopping for neighbours to working with the homeless or collecting items for refugees. Reaching out to selflessly help others and demonstrating the compassion and concern for the individual is one of our Benedictine values and it has been heartening and moving to see so many acts of human kindness from our community. Without planning, there seemed to be an ongoing theme throughout the term of outreach and raising awareness for vulnerable people in our society. This included the work of St. Teresaâ€™s Community who gave us all a weekly service challenge, the Beyond Downside talk from Iona White about her charity, Help for Homeless, and a talk from Fr Richard McKay during the 2 Days in June event, speaking about the charity Borderlands, and

WE ARE BLESSED WITH BEAUTIFUL BUILDINGS AND STUNNING GROUNDS AND, WHILST I ENJOYED THE PEACEFULNESS AND TIME FOR REFLECTION, I HAVE GREATLY MISSED THE LIFE, LAUGHTER AND JOY THAT COMES FROM THE PUPILS.

justice and peace for the poor. The School was also fortunate to be able to support a local council initiative for the homeless in a practical way during lockdown with the caterers providing cooked meals and offering emotional support for some vulnerable people in temporary accommodation during lockdown. Lectio divina continued with groups meeting remotely and finding the calm and peace in reflection and listening to the Word of God speaking directly to each of us. Hymn Practice on Friday afternoons gave pupils an opportunity to talk to the whole school about things they are passionate about, and the Sunday Service led by Dom James brought us all together to share a few moments united in prayer. A vibrant and active community spirit was evident through the House assemblies and school events. VE Day (see p12) was a huge success with a huge number of fun and exciting challenges logged on a school padlet for everyone to share. 2 Days in June provided more opportunities for fun and games and I was stunned by the large number of pupils who took part in our

Virtual Sports Day. The willingness to try something new and to get involved is a sign of the strength of the whole community and was a real celebration of a global school coming together as one. What new pastoral plans do you have when we can safely return to school? Plans are progressing quickly as we are all thrilled to have the School back here and enjoy the excited buzz around the corridors again. We have adopted the BSA Covid-Safe Charter as a basis for

our own Covid-Safe Information, and there will be practical changes around the School to keep us safe. There are plenty of opportunities to create new social spaces, both inside and outside the school buildings to promote friendships and increase social engagement. Prefect roles and training will be developed further and new leadership roles available for different age groups. There will be a focus on positive support with the use of pupil mentors and the creation of many more opportunities for outreach and charity work throughout the School. Additional time and support will be given to supporting mental wellbeing and address and equip pupils to respond to issues linked to coronavirus. Lockdown has brought many challenges but with every challenge comes an opportunity and with that, a chance for hope, change and action.

Claire is a keen sportswoman and teaches pupils various co-curricular activities including kayaking, sailing and CCF.

Care in a Crisis

SCHOOL

PARTNERSHIPS

Choral Day Imagine having the opportunity to sing in the breathtakingly beautiful Downside Abbey Church… Our Choral Experience Day gives Primary and Prep School children and their teachers the opportunity to do just that. Last September young singers from Kilmersdon Primary – just down the road from Downside – and Farleigh School, Andover, learnt two songs under the tutelage of Director of Music, Mr McNamara, and Head of Academic Music, Mr Bridges, and then performed them in the Abbey Church for their families and Downsiders.

76 School Par tnerships

OVER THE PAST FEW YEARS WE HAVE ENJOYED WELCOMING PRIMARY AND PREP SCHOOLS TO DOWNSIDE FOR A VARIETY OF ‘EXPERIENCE DAYS’. Visiting pupils have the opportunity to try new challenges, explore the School and meet our friendly pupils and staff. It’s not a one-way street, either. In turn, we benefit greatly from the joy and energy that our young visitors and their teachers bring to Downside. Moreover, some of our current pupils have come from these visiting schools, and enjoy seeing old friends.

Languages Day As part of our on-going initiative highlighting the importance of learning a foreign language from a young age, we hold a Languages Experience Day twice a year. For the February 2020 event, we were joined by Year 5 pupils from Farleigh School and Sandroyd Prep, Dorset. Downside is part of a European literature initiative, and so the event was timed to coincide with World Book Day, combining a celebration of international children’s literature with that of language learning.

Mentored by Downside Sixth Form linguists, pupils from both schools joined forces in teams to compete in various activities including a Euro Quiz and a Translation Task using a variety of different languages. They were tested on their knowledge of foreign heads of state, flags, languages, national anthems, celebrities, gastronomy, landmarks and capital cities and showed excellent linguistic flair and resilience throughout the event. The day concluded with presentations to all the pupils, and a spot of well-deserved afternoon tea in the School’s Weld Café.

School Par tnerships

Art Day As with Languages Day, Art Experience Day is a twice-yearly event. Over 30 Year 4 and 5 pupils from Heywood Prep made and bound sketchbooks using home-made marbled papers. They utilised other new skills and techniques learnt on the day from Head of Art Erica Williams and Artist-in-Residence Holly Warburton to decorate and add content to their books. The visitors also had the opportunity to explore the Artist-in-Residence’s studio and enjoy a short tour of the magnificent Abbey Church.

‘The best bit of today was the marbling.’ Heywood Prep Year 5 pupil

Cricket Festival In February the Sports Department welcomed over 60 pupils from Kilmersdon School, St Vigors & St Johns, Chilcompton, and Farrington Gurney Primary School to enjoy a spot of indoor cricket at the Downside KS1 Cricket Festival, with help from our fantastic Sixth Formers and #wearesomerset community coach Alex Taylor.

When we return to Downside in September we hope to continue our rewarding partnership work with Primary and Prep schools. We are planning a socially-distanced Bushcraft Experience Day as well as a Drums Day in the school grounds, if possible. For more information about Downside Experience Days, please email us at events@downside.co.uk or call on 01761 235151.

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School Par tnerships

WA N T TO TA K E PA RT ?

WE WANT YOU IN OUR TEAM We give you the strength to join in

A R R A N G E YO U R V I S I T D OW N S I D E . C O. U K