BAROMETER THE
WETHERBY SENIOR SCHOOL WEEKLY JUNE 4th 2018 | WEEK 7
Thoughts from the Philosophy Department.
HEADMASTER’S NEWSLETTER NEXT WEEK’S DIARY IMPORTANT NOTICES SPORTS NEWS
FROM THE HEADMASTER
Dear Parents, As we come to the end of Year 10 examinations week, it seems that it is finishing not a moment too soon with the World Cup kicking off in Russia next week. Much earlier in my teaching career the tournament took place in a part of the world which meant matches were broadcast first thing in the morning in the UK. I was able to watch one of the England games before going to my first task of the day which was invigilating an A Level examination. As I walked into the room a number of hands shot up and the all-important question was “What was the final score, Sir?”. A recent piece of research published by Oxford University backs up what I have known since that day: that major sporting events are a distraction at the most important time of the year and can have a significant impact on results with a quarter of a grade dropped on average during such events.
Robert Metcalfe who lead the research also commented, “more broadly, we need to recognise the importance of effort in driving educational achievement. There’s lots of discussion of school resources, class size and family background, but effort is rarely mentioned in policy debates”. The first of our aims as a School is “to cultivate the belief that excellent progress in all areas of School life is the reward of effort” and it is a message that we regularly try to instil in the boys. There is a direct correlation between hard work and success at GCSE and for those of you with sons in Year 11 who will be facing the competing pressures of revision and the international fixtures, please remind them of the importance of keeping their focus and sticking to routines (or at least adjusting them so time is not lost) until the end of the examinations. There is still a lot of football to go after the last exam on June 21st.
As the boys move through the School, into university and then their career, their will continue to be a link between effort and success, but they will also need to demonstrate their abilities to be creative, adaptable and critical in their thinking and this week’s addition highlights one of the ways we do that through the teaching of philosophy from Year 7. Mr Atkinson also runs the Agora series of talks which this year has taken in time travel, equality in Hollywood cinema, religion in Harry Potter and the subtle changes in Chemistry that can turn a compound into a medicine or a poison. The last one of the year takes place next week when Mr Chidell will take us through the reasons behind Roger Federer’s success on the tennis court. Enjoy the weekend,
WEEKLY DIARY G MONDAY
11.06.18
GCSE Geography 2 - Applications Paper GCSE Biology 2 - Triple Science Games Years 7 & 10 14:00-16:00
TUESDAY
12.06.18
Games Year 8 & 9 14:00-16:00 GCSE History 3 - Reformation and Castles 14:00-15:00 Year 9 Parents’ Evening (Surnames L-Z) 17:30-19:30
WEDNESDAY
13.06.18
Games Years 7, 10 & 11 14:00-16:00 Cricket U12 A/B WSS vs WPS (H) 14:30 GCSE Chemistry 2 - Triple Science
THURSDAY
14.06.18
FRIDAY
15.06.18
SATURDAY
16.06.18
Games Year 8 & 9 14:00-16:00 Cricket U13 A WSS vs Hall School Wimbledon 14:30 GCSE Classical Civilisation 3 - Sparta Agora - Mr Chidell 16:30-17:30
HM Assembly at Hinde Street Methodist Church 15:00-15:30 GCSE Physics 2 - Triple Science Barcelona Tour Information Evening (parents and boys) 18:00-19:00
Rehearsal (all Lower School Play actors) Bronze DofE Qualifying Expedition
SUNDAY
17.06.18
IMPORTANT NOTICES
Tickets are now on sale for the Lower School production of Lord of the Flies. Boys from years 7, 8 and 9 will be starring in two performances on Wednesday 20th June and Thursday 21st June at 7pm. Tickets are ÂŁ10 and available on ParentPay. If you have any questions about purchasing tickets, please contact Fatima Mohamed at fatima.mohamed@wetherbysenior.co.uk.
A date for your diaries: Speech Day Thursday 5th July, 2:00pm St Mary’s Church, W1H 1PQ
MONDAY
TUESDAY
Soup: Tomato
Soup: Mushroom
Main: Whole Roasted British Chicken
Main: Chilli Beef Tacos
MENU WEDNESDAY Soup: Summer Vegetable and Barley
To Go With: Yorkshire Pudding Herbed Diced Potatoes Broccoli Gravy
To Go With: Steamed Rice Cheesy Nachos Salsa, Sour cream, Guacamole Sweetcorn
Dessert: Berries and Cream
Dessert: Ice Cream
Meat Free: Pasta with Tomato Rose, Pesto or Alfredo Sauce To Go With: Sweet Potato Mash, Carrot Rounds, Green Beans
THURSDAY
Soup: Minestrone Main: Smoked Haddock Fish Cakes or Steamed Pollock Fillet
To Go With: Garden Peas Mushy Peas Steamed Basmati Rice Tartar Sauce
Meat Free: Pasta Bows with Mushroom Sauce
Dessert: Summer Fruit Pancakes
Dessert: Rocky Road
Freshly Made Bread
Main: Breaded Chicken Goujons
To Go With: Oven Roasted Chips Garlic Mash Baked Vegetables Grilled Peppers
Meat Free: Creamy Mushroom Risotto
Dessert: Strawberry Panacotta
Homemade Salads Vegetable Crudités With Hummus Sandwich & Wrap Selection Meat & Cheese Platters Fresh Fruit Yogurt Pots
EVERY DAY
FRIDAY Soup: Chicken Noodle
Main: Chicken Drumsticks
Meat Free: Mexican Bean Burritos
Meat Free: Pasta Bake
PHILOSOPHY
Socrates famously suggested that ‘the unexamined life is not worth living’ and whilst we might be tempted to think that he was an early supporter of an increase in school tests we would, in fact, be quite far from the truth. Socrates was actually far more bothered about rigorous thinking and the methods we adopt when we try to gain knowledge. So when I am asked about Philosophy at Wetherby I am mindful of this clash between what we are expected to achieve in modern education and the very roots of Philosophy itself. To this end I believe that the best way to pursue Philosophy is through ‘good dialogue’ be it verbal, written or, in some cases, self-contained through thought. The examined life, therefore, becomes discussions over the dinner table, thoughts in between Fortnite sessions and ideas on long-haul flights. The following collection of activities, thought experiments and thought provoking questions hopefully offer a snapshot of the sorts of things the boys are doing in Philosophy and some inspiration for that life to be examined.
PHILOSOPHY - LANGUAGE AND NONSENSE Year 7 have been thinking about language over the last few weeks. We have been thinking about how we communicate with each other, how meaning is conveyed through words and how important language is to our sense of identity. We began by looking at the poem ‘Jabberwocky’, famous for its use of nonsense words and fantastical imagery. This brought us into a discussion about how language can have meaning even if it is ‘nonsense’ and how language changes over time with the development of new words. So what makes a word catch on? What makes a ‘nonsense’ word become, well, a word? Year 7 decided to have their own bash at creating some new words for the future:
‘Ocostogley’
– ‘There they are, get them!’ Dan R.
‘Gumplfunkl’
– ‘Discombobulation’ Ramzi K.
‘Imnoy’
– ‘When children act like they are three’ Thomas S.
‘Milbanchag’
‘Ambretante’
– ‘Banana and grape milkshake’ Ruslan B.
– ‘Umbrella’ James U.
‘Dobiwaol’
– ‘Let’s build a wall!’ Michael F.
Jabberwocky by Lewis Carroll ’Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. “Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!” He took his vorpal sword in hand; Long time the manxome foe he sought— So rested he by the Tumtum tree And stood awhile in thought.
‘Zobolic’
– ‘Amazing’ Raphael Le B.
And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. “And hast thou slain the Jabberwock? Come to my arms, my beamish boy! O frabjous day! Callooh! Callay!” He chortled in his joy. ’Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe.
‘Scnorpinity’ – ‘Suspicious’ Francesco R
‘Yoztis’
– ‘Extremely ugly’ Nicholas F.
PHILOSOPHY - YEAR 8 APHORISMS An aphorism is a short sentence aimed at conveying some universal truth. The boys heard a variety of examples and then had a go at creating their own ones. There is certainly some great advice in the list below as well as some perceptive comments about the world! Well done Year 8!
‘You have to peel to reveal.’ Santiago E.
‘Don’t plug anything in without checking first.’ Oscar C.
‘It is not about the engine, it is about the driver.’ Ahmed A
‘Even though there may be clouds above, the sun is always behind.’ Ishaan B
‘The wins you have in Fortnite are losses you have in real life.’ Erdem G.
‘The love of a family is life’s best gift.’ Gabriel T.
‘When you go to war as a boy you come back as a man.’ Raphael M.
‘War does not determine who is right only who is left.’ Rafael H.
‘The larger your ego the smaller your mind.’ Lorenzo S.
‘Just because there is no CCTV doesn’t mean you aren’t on camera.’ Atticus C.
‘The best cure for anger is seeing someone who is the same as you. Ben W.
‘The pebble only skims the water when thrown hard enough.’ Luca O.
‘Don’t tell the sad story because the person next to you might have something sadder to tell.’ Zach G
‘Think and you can link.’ Jude B.
‘Don’t slip before you score.’ Faisal A.
‘Experience is something you get just after you need it.’ Vasco deN.
‘The best vaccine for disappointment is watching Arsenal.’ Devan S.
‘If you argue with a fool then you become one.’ Matteus S
‘Don’t play with a fluker or you will become one.’ Danny S.
PHILOSOPHY - WHAT IS ART? We tend to talk about ‘knowing’ art when we see it. We stroll through galleries and remark about the portraits, landscapes, sculptures, installations and so on as if we know why they are classed as art. But do we? Is it because they have a famous artist? Or because they are pleasing to the eye? Or because they have been difficult to create? Perhaps it is simply because they are on the wall in the gallery. Is it for the artist to decide or the audience? You may think this is trivial but then if we can’t define art, when we clearly feel like we know what art is, then what hope do we have of defining justice? Or morality? Or beauty? Perhaps there are just no definitions at all… But then again I really feel like I know that Van Gogh is a better artist than Emin, if only I could find a justification to back up what I already know…
The Starry Night, Vincent van Gogh, 1889
My Bed, Tracey Emin, 1998
Year 9 have been puzzling with the above issues over the last few weeks and have also considered how we value art. I will leave this picture as a taster of what is to come soon…
I shop therefore I am, Barbara Kruger, 1990
The Chained Cat Many years ago, a sculptor made a statue of a cat. He put it at the front of the entrance to the local town hall. Every so often the statue would be moved by pranksters and so the town decided to place a chain around the cat to ensure that it would remain in place. Many years passed and the cat statue remained but the occupants of the town changed – some moved out, some died, new residents moved in and so on. Eventually all of the occupants of that town had changed and no-one could remember whether the statue was a statue of a cat or a statue of a chained cat.
Some occupants felt that the statue represented the playful nature of cats. Some felt that the statue represented how society places shackles upon that playful nature. If only one of the original residents was still around to ask‌
PHILOSOPHY - YEAR 10 Year 10 have been trying to solve the impossible all year. We started by trying to define the ‘good life’ – how is it that we should live? What should our ethical principles be? After this we looked at Free Will and the question of how free we really are in a world which seems to be deterministic on so many levels. These are deep philosophical questions so why do we end with what might seem like a silly and unimportant topic, that of Time Travel? Well it is because through the topic of Time Travel we have been able to explore lots of philosophical issues. First we imagined worlds much like our own but with slight differences through reading Ray Bradbury’s chilling story ‘A Sound of Thunder’, then we looked at the scientific possibility of travelling backwards or forwards through time. Thank you Stephen Hawking for helping us with that one. More recently, we have been looking at paradoxes such as the Grandfather and Bootstrap Paradox.
THE BOOTSTRAP PARADOX Professor Emmett Bootstrap had a plan: 1) Build a time machine (DONE!) 2) Steal Beethoven’s original sheet music (DONE!) 3) Travel back to 1826 and get him to sign the sheets (ABOUT TO DO!) 4) Return to the present day and sell the music (EXCITED ABOUT DOING!) Easy. However, when Emmett arrived in 1826 he couldn’t find Ludwig anywhere. He knew he wasn’t dead yet (he had checked the Wikipedia article just before leaving to double check!) and he had made absolutely sure that he would be where all the history books said he would be. Emmett didn’t know what to do. He decided there was only one thing for it… He would have to become Beethoven. Just one thing bothered Emmett as he was sitting listening to the performance of the works he had delivered back to 1826. Just where did they come from - who in fact had written them in the first place?
AGORA PRESENTS: LEFT OR RIGHT - DRUG, MEDICINE OR POISON
We met on the 26th April to hear Miss Hoskins talk about how a chemical formula can sometimes manifest itself as a drug, medicine or poison depending on slight changes in the molecular structure. One of the most famous examples of this was a drug for treating morning sickness which had the unintended side effect of being Tetragenic which means that it caused birth defects. This drug was called Thalidomide and whilst it was marked as safe at the time we now know that it has significant damaging effects.
examples where similar structures have different effects. Most notably a drug called Ketamine is used as a horse tranquiliser but has also been used illegally as a recreational drug. Methadone in one form is a treatment for Heroin addiction but can also be used as a pain killer similar to the widely used Ibuprofen. The above examples take the form of ‘Isomers’, which are, compounds with the same molecular formula but a different arrangement of atoms causing slightly different biological effects.
Miss Hoskins then talked about a variety of other
We then heard about drugs like Morphine, Codeine and
Heroin which do not have the same molecular formula but are very similar yet have striking different effects. This led to many questions about how these drugs are made as well as how the brain ‘knows’ which part of a body to ‘send’ that drug to when we are in pain. Important medical and scientific questions from the audience showed how engaged and interested the boys are and one day some of them may well be on the cutting edge of medical drug development! Thanks to Miss Hoskins for an informative and thought provoking talk.
AGORA presents...
Why Roger Federer is the GOAT
(greatest of all time) A lecture by Mr Chidell Thursday 14th June 16:30-17:30
Lord of Fba
the Flies
Written by William Golding Adapted by Nigel Williams Directed by Paul Giles Wednesday 20th June & Thursday 21st June at 7 pm Marylebone Lane Drama Studio Tickets available on Parent Pay ÂŁ10
MATCH REPORT
Tennis U14 WSS A v Mill Hill & Belmont Schools Boys U15 A 0-6 Man of the Match: George BR U14 WSS B v Mill Hill & Belmont Schools Boys U15 B 3-4 Man of the Match: Niko P
Cricket U12 WSS A v Westminster Cathedral Choir School WSS - 37/4 WCCS - 52/2 WCCS win by 15 runs Men of the Match: Edward H for his brilliant batting, Nico F for his superb fielding U12 WSS B v Westminster Cathedral Choir School WSS - 73 WCCS - 102 Man of the Match: Charif A
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