The Framlinghamian 2016

138 Pages·2016·94.688 MB·English

by  Framlingham College

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I t is that time of year again and I hope that you enjoy reading this year’s
Framlinghamian. While no one publication will ever be able to capture
all that goes on in our schools over the course of the year, I hope that it
will give you a flavour and to some extent a record of what was a particularly
successful and enjoyable school year.
The title of this yearbook is perhaps more appropriate than it has ever been as
September saw our prep school revert to something close to its original name F ra m lin g h a m
of Framlingham College Prep School, The College’s growing regional and
national profile means that we are now recruiting pupils from an increasingly
wide and diverse catchment area, often where the connection between
Brandeston and the College is not known. With the majority of the schools in C O L L E G E
these areas finishing at the end of Year 6 it is important that schools and parents
know that pupils can join us from Year 7 (this is already the case of course, but
the message was clouded by the fact that we had a different name for our junior
school). We fully expect that the name Brandeston will remain in use both Prep School section: pages 2-29
locally and within the daily routines of the school and we continue to be proud Senior School section: pages 30-89
of it and of all its historic connotations
Old Framlinghamian section: pages 90-134
Christmas saw the Prep School say goodbye to Martin Myers-Alien as
Headmaster after over 8 years of outstanding leadership. Having inherited
FRAMUNCHAM COLLEGE PREP SCHOOL
Brandeston after one of the more turbulent periods in its history, Martin
handed over to his successor a school in outstandingly good shape and very Brandeston Hall, Suffolk IP13 7AH
much as the school of choice in the area. Pupil numbers are higher than they 01728 685331
have been for many years but, importantly, this has been achieved without
[email protected]
compromising the pastoral heart and 'small school feel’ that makes it such a
Facebook. com/framcollege
special, nurturing environment. Martin has handed on the baton to Matthew
King, who joined in January having previously been Headmaster of Pennthorpe Twitter: @framprep
School in Sussex. framcollege .co.uk
There is also a real sense of momentum at the College, which saw another
FRAMLINGHAM COLLEGE
enjoyable and successful year. There are a huge number of exciting initiatives
being taken to enrich the teaching and learning culture of the school and College Road, Framlingham, Suffolk IP13 9EY
there is a real buzz in the Framlingham classroom these days. We encourage 01728 723789
our pupils to be the very best they can be in all areas, and this 'best’ is often a
good deal better than they think! It remains one of the great privileges of this reception@framcollege .co.uk
profession to witness boys and girls finding out just how much they can achieve Facebook. com/framcollege
through hard work, aspiration and a supportive nurturing culture. The co- Twitter: ©framcollege
curricular life remains a critical part of the school’s provision - one that is truly
framcollege .co.uk
valued here as a central pivot of a rounded education - and I am sure that you
will enjoy reading about the many highlights in these pages.
THE SOCIETY OF OLD FRAMLINGHAMIANS
The year also saw many initiatives involving the Society of Old
Framlingham College, College Road, Framlingham,
Framlinghamians, with the highlight being the Ball for those who left this
century (!) which was held at the College in April with over 120 OFs attending. Suffolk IP13 9EY
Many returned for the OF sports weekend in June, and while torrential rain 01728 723789
put paid to the cricket (though not the hockey!) it could not dampen the
j easey@framcollege .co.uk
wonderfully relaxed and warm atmosphere of the 197OS OF reunion lunch in
oldfr amlinghamian. com
the marquee on The Back.
Facebook. com/framcollege
This issue of the Framlinghamian, therefore, reports on a school - and a Twitter: ©framlinghamians
community - that is in the rudest of health.
Front Cover: Gold Duke of Edinburgh Expedition
in Derbyshire by Max Taylor.
Mr Paul Tajlor, Headmaster
\Jo^
Mrs Jan Norton Mr Leo Goldsmith Mr Norman Porter
Editor: Prep School Section Editor: College Section Out-going Editor: Old Framlinghamian Section
Design by Tom Huggins (Marketing Manager) based on the original design concept by Chris Keeble (Keeble + Hall).
Photographs by Max Taylor, Sarah Brown Photography, Tom Huggins, Sonja Moon and others.
Printed in Suffolk by Micropress Ltd on elemental chlorine-free paper, sourced from sustainable forests, suitable for archival storage.
THE FRAMLINGHAMIAN 2016 01
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-, л fI i 'í/ --Си-Уг ••. : s' V •; V,' m* ;• SS '.• •> -
SPORT LIFE AT FRAM PREP
Rugby 22 Charity
^7 Hockey 22 Saturday Club
Cricket and Rounders 23 Boarding
19 Netball 24 Residential Trips
ÍO Track & Field 26 Leavers
Tennis ; 26 Academic Matters
21 Equestrian.
10 14
WELCOME THE HEADMASTER’S SPEECH
Imagine a school if you will. The entrance hall buzzing with
children gazing up at large screens like passengers in an airport
lounge. On each screen is outlined a unique playlist of lessons that
meet the specific learning needs and strengths of every individual
pupil. The children progress down the corridor to a large area
divided loosely into four open plan teaching spaces.
Children who work well in groups are directed to the small
round tabled collaborative class. Those who respond well to one
on one consultations start the day with tutorial time with their
teachers. Those whose learning is enhanced by technology are
set to work on laptops while those who work best online may
have no teacher at all and work under the guidance of a remote
tutor. Children whose learning is not affected by group size
attend seminars in larger lecture spaces while those who study
independently and with success are allowed to proceed with very
little supervision at all.
At the end of every lesson a short test is taken, a quiz by any
other name, to assess the students’ understanding of the topic. And
the data is fed into one master computer. Over time a picture of
what works best for every pupil develops, how successfully they learn
and under what conditions. What has and has not been learned,
what topics must be revisited and at what speed each child should
progress is also monitored. Children all proceed at their own pace,
no new learning objectives are attempted until the current ones
have been achieved and staff support is always directed towards the
areas of greatest need so that all children can reach their potential.
Each day a new timetable is downloaded, each day staff are given
time to prepare lessons to meet the next day’s needs and each day
children learn alongside different children, matched by learning
need and ability rather than by age or form group.
It sounds like the future, a thing of the imagination but this
is 'School of One’, a unit devised specifically for the teaching of
Maths in a Manhattan middle school in 2009. Now rebranded
as 'Teach to One’ the programme today has been adopted in 28
different schools educating 10,000 students across the U.S. The
programme has received strong backing from innovators like Bill
Gates and Mark Zuckerberg who see personalised learning as the
future. It has also been heavily criticised and is highly controversial
but, if nothing else, it is a brave and well-meaning experiment and
it certainly gives us reason to think.
The 'Teach to One’ model is based on the core belief that all
children are different and need their own bespoke curriculum and
timetable. By contrast, earlier this year, Ofsted chief Sir Michael
This will be the first edition of the Framlinghamiam since my
Wilshaw bemoaned a one size fits all education system that was
arrival and you can be sure I will read it every bit as avidly as you failing pupils who did not fit the narrow model of success outlined
will. I have greatly enjoyed immersing myself in the proud history for them by the government. He called for a new emphasis on
of this extraordinary school, all the more so because its spirit and inclusion, a reversal of the narrowing of the criteria for league
tabled success and an increased recognition that preparing pupils
values are as present today as they ever were.
for life is even more important than just preparing them for
I am a firm believer that we are what we do and, in the warm
exams. It is an opinion that resonated with me and one of the
welcome and kindness that our family have enjoyed this year, we strongest reasons that I have always wanted to work at a school like
have experienced the very ethos of Framlingham in action. We Brandeston.
are tremendously grateful to Framlingham’s remarkable children I am often saddened, but not surprised, by how many grown­
ups reflect on their school days as a negative experience. In my
and their families for that welcome.
school days there was no learning support, no differentiation and
I am in awe of the diverse and highly impressive things that
very little really creative teaching. You were stupid not dyslexic,
have been achieved this year. Very few of these would have been
naughty not ADD, clumsy not dyspraxic and weird if you were in
possible without the outstanding teachers and coaches whose con­ any way original, quirky or individual. It was one size fits all.
tributions you will read here. I feel humbled to be introducing Except it didn’t, and it couldn’t. For those who weren’t that shape,
who didn’t possess the selected measurable abilities, who didn’t
them and hugely proud to be a part of this very happy family.
conform, it must have been, at times, a living hell.
My final word of thanks quite rightly goes to Martin Myers-
It was Einstein who once said "Everybody is a genius. But if you
Allen. No Head will ever have enjoyed a smoother transition nor
judge a fish by its ability to climb a tree it will live its whole life
had a more supportive mentor. It is entirely appropriate that this believing that it is stupid’’. Too many fish must have left school
yearbook should be dedicated to him. It stands as a marvellous back then, so scarred by their inability to climb a tree that they did
indeed forget their love of swimming. They probably still feel they
legacy; one that respects tradition without ever taking its eye off
are stupid because that sort of damning conclusion backed up by II
the future. At Framlingham we are building young lives on the
plus results and no access to higher education can stay with a person
very firmest of foundations. for life.
Mr Matthew King, Headmaster, Framlingham College Prep School
- But I am delighted to say that things have changed. What the best
04 THE FRAMLINCHAMIAN 2016
schools now do is focus on what children can do and not on what divergent thinking and yes, almost certainly too, just a little
they can’t. They aim to celebrate the broadest range of talents so that rebellion.
every child can experience success and discover their passions and But schools mustn’t just try harder to harness the quirkier
what makes them tick. Above all perhaps they aim to build tolerant créatives they must also do all they can to help more introverted
communities where difference is not just accepted it is actively children be heard. These are the children who rarely dare to raise
encouraged and, wherever possible, celebrated. a hand, seem shy and are scared to rock the boat. They can easily
And one thing my teaching career has proved to me is that come across as distant, uninterested perhaps even lazy and their
children are utterly extraordinary and always surprising. In a recent reports seem endlessly to reflect how we just wish they would get
examination one bold candidate, when asked to describe themselves involved a little bit more, as if this is somehow their choice or their
in three words, wrote: I am a rebel. It’s clear the line between genius fault. It’s possible of course that they may simply be shy, afraid of
and mischief is very thin indeed! conflict and terrified to make a mistake or to stand out. And far too
Rebels. Yes, I did say that schools have to embrace all different easily they slip under the radar.
kinds of pupils but rebels, surely not? In his breath-taking book Schools like ours are full of confident, extrovert children, and
'Originals’ the author Adam Grant makes a direct link between we love them here at Brandeston as much as anywhere else. They
rebels and creativity. He shows through his research that the most smile and they perform, they sweep up the prizes and they always
creative children are the least likely to become the teacher’s pet and raise their hands in class. They volunteer for everything, their
the most likely to feel disaffected by the experience of education. But confidence is legendary and they always thank you for teaching them
these same children are also the most likely children to go on and even when you’ve taught them a shocker. It would be hard not to be
buck the trend, challenge the accepted and dream the impossible. impressed by outstanding pupils like these and as teachers we love
them doubly because they make our lives easy. But not all children
have this innate confidence and we are lucky to have teachers who
also realise that introversion is a superpower too. Determined,
quiet and thoughtful characters may one day help to make a
T h e ¡ i n k b e t w e e n c r e a t i v i t y difference in ways that more impulsive, loud and dominant souls
never could.
In Malcolm Gladwell’s brilliant study of underdogs he shows
a n d t h e a b i l i p t o c h a n g e how children who struggle in school, at the end. come out stronger
and more resilient. Einstein, Plato, Wilde and Twain, Churchill,
Branson. Edison, Disney, Da Vinci, Spielberg... a list filled
t h e w o r l d is n o t j u s t with virtuosity but all hated school. It’s too easy to accept this
as an inevitability and even to suggest that their negative school
experience made them the geniuses they became. But as a Head,
would 1 be happy if Edison was bottom of the class (and he was) or
t h e o r e t i c a l .
if Einstein suffered from low self-esteem (which he did). I firmly
believe that schools built on the right principles can do better and
The link between creativity and the ability to change the world 1 don’t want to be the Headmaster who lets slip the next Steve Jobs
is not just theoretical. When a group of Michigan State University because they didn’t like rugby.
researchers analysed Nobel Prize winning scientists alongside other It’s the very quirkiness of children that makes them so
more typical scientists they found some extraordinary correlations. interesting and so exciting to be around. Sir Ken Robinson tells
It turned out that scientists who played, composed or conducted the story of a school inspector on a visit to a Pre-Prep class. The
music in their spare time had twice as much chance of winning an inspector walked around the classroom observing the young
award as ordinary scientists. Those that had a passion for drawing, children’s artwork before stopping at the desk of one particularly
painting, printmaking or sculpting had seven times as much focussed young girl. He asked her what she was drawing. She replied
chance of gaining that prize. Scientists who loved wood working, without looking up from her work, "I’m drawing God”. The
craft, mechanics or electronics had seven and a half times as much inspector paused for a moment and then said: "But no one knows
chance. And those who, for a hobby, chose writing poetry, plays, what God looks like?” For the first time the girl looked up and
novels or short stories had an astonishing twelve times as much without missing a beat replied: "They will in a minute”.
chance of winning a Nobel Prize as normal scientists. But it was And that’s young children to a tee. They don’t see the same
those who performed on the stage through dance, acting or magic barriers we do; they have an innocence that allows them a brave
who returned the most extraordinary results, in that they were creativity we lose as we approach adulthood. It’s one of the things
twenty-two times more likely to win an award for their life changing that makes being a teacher so thrilling and so unpredictable.
contributions to Science. And it’s not the link to Science itself that Children can be frustrating, shy, startling, stubborn, silent,
makes the difference because when the same researchers turned their challenging and obstreperous but they are all precious too and full
gaze on the great entrepreneurs, political leaders and inventors the of potential and that is why we build our school to fit them and not
results were almost identical. In short, those who pursue creative the other way round.
interests have a much better chance, not only of excelling in what We may not yet be ready for the Manhattan model of education
they do, but also of changing the future. Which makes it all the more but I do want our children to know they are unique and that we are
devastating that newspapers last week reported that there has been determined to meet their needs. I want them to have the confidence
a fivefold decline in the number of children taking GCSE in arts to step up and be different, to be individuals, to create, to question
subjects over the past year. and to invent. I want them to know when it is time to conform and
It’s hard to come to any other conclusion but that the arts are to be part of the team but also when to strike out as individuals and
increasingly being seen as soft subjects and that’s an opinion we at find their own voice.
Brandeston will work hard to resist. I often say to visiting parents So children, like Einstein said, you are almost certainly
that the ability to take a good idea and turn it into something geniuses. And if you don’t feel like one yet, or you are still judging
tangible through a proper design process and tireless craftsmanship your potential by exam scores, by others, by trophies and badges
is pretty much as rigorous as any school activity could be. It would and by rewards, if you are one of those fish judging themselves by
be a big mistake for us to undervalue creative subjects and risk their ability to climb, then be patient, be positive and be brave.
promoting a generation of conformists, people who may do well Stop focussing on what you cannot do and instead remind yourself
in exams, who may thrive in the world, but never actually change iCan.
Mr Matthew King, Headmaster
it. So it is up to schools to actively encourage creativity, risk taking. -
THE FRAMLINCHAMIAN 2016 05
PRE-PREP
NURSERY & RECEPTION which was very exciting. Later we walked earthquakes and other natural phenomena
(FOUNDATION STAGE) along the promenade, picnicked on the with volcanoes featuring heavily. An
To help our youngest children learn it is beach, went scavenging, paddling and built explosive Science experiment taught the
important we plan topics that will engage sandcastles. children new language and the cause of
their interest, as we all learn more when we Next, we entered an imaginative world, volcanic activity.
are really engaged. This year the children using 'The Owl and the Pussycat’, built Tn the spring term things turned a
have explored a variety of topics to ensure our own pea green boat and investigated little chillier. We set off to explore the
we could follow the interests of all the the extent of the earth’s oceans. The polar regions finding out about the
children. children gained knowledge of pirates and environment, the explorers and food
We started in the autumn term by finding enjoyed using optical instruments. chains. During this topic the children
out about our immediate surroundings The theme for the spring term was 'The developed their artist skills drawing
and the children were very keen on Motor Car’ which was fascinating and our landscapes, detailed animal sketches and
finding out all about hedgehogs; building highlight was when Josh Wilkinson, ex self-portraits in Arctic appropriate dress.
hedgehog homes in the woodland and then -Brandeston pupil, from e-tyres came to Finally, the summer time led to
making hedgehogs out of clay. Following demonstrate. a tropical roam around the Amazon
our exploration of our local area we The summer term has been about being Rainforest. In contrast to our previous
went on a journey around the world on writers, finding out about Shakespeare topic, we compared climate, habitat and
Grandma’s flying carpet, in particular we and other authors eg. Shirley Hughes and animals. We also learnt more about the
found out about life in Brazil with Barnaby Beatrix Potter. Our year ended with a water cycle process and the devastating
Bear, painted our own dot art in the style topic about China. effect deforestation can have.
of aboriginal art and explored the story of - Mrs Mar}» Barlow, Year 1 Teacher The culmination of the learning,
Babushka from Russia which led into our in these factually amazing topics, was
own Christmas festivities. YEAR 2 REPORT reflected in a class debate to discover which
After Christmas we became polar explorers The year has proved to be a full of place the children wished to visit. They
and discovered how animals and humans fun, laughter and interesting learning battled for their areas and we were proud
adapt to life in a cold climate. Not only opportunities. Year 2 started with a and impressed with their learning this
did we discover lots of fascinating scientific bang and mini explosions of facts. Our year.
Barnard and Mrs Emma Nunn,
facts but we also had lots of fun learning topic, 'The Power of Nature’, involved - Mrs Jenny
Maths with penguins. The children were the children learning about volcanoes. Year 2 teachers
very excited to discover how many types
of penguin live in the Antarctic and in
particular that the average Reception
child was the same height as an Emperor
Penguin.
For our next topic we followed the Jolly
Postman on his rounds delivering letters to
familiar characters from traditional tales.
We explored the stories and also thought
about what makes a bad character bad and
a good one good. After making puppets of
our favourite characters and retelling the
stories to each other, the children made up
their own stories featuring their favourite
character.
Overall the children have explored the
world through stories, songs, music and
art all from the comfort of Brandeston
Hall.
Mrs Ruth Steggles, Head of Pre-Prep
YEAR! REPORT
We began the year with a trip to
Southwold, visiting the Alfred Corby
Museum in the harbour. After looking
around the museum and the lifeboat, we
JOSH WILKINSON (OF) FROM E-TYRES DEMONSTRATES CHANGING CAR TYRES TO
dressed up and acted out life-saving at sea.
YEAR]
06 THE FRAMLINCHAMIAN 2016
SUBJECTS
ENGLISH MATHS event which saw small groups measuring,
We have embraced outdoor learning calculating and working as a team to solve
in the Maths department this year. Our the clues to reach the treasure — such a
glorious grounds have been the perfect rich learning experience which made
location for mathematical Easter egg Maths accessible and enjoyable for all our
hunts, playground chalk explorations pupils.
of area and perimeter and the focus for The UK Maths Trust Challenges
data collection. The pupils’ interest continued to feature in our calendar
is heightened by being outside in the and provide a platform for our most
fresh air and their understanding and able pupils to shine. Thirteen primary
application of mathematical concepts competition certificates were earnt by
is enhanced. Thanks are due to their our Year 5 and 6 pupils in November - a
teachers for going the extra mile to make special mention to Charlotte Alabaster,
POETRY BY HEART SENIOR FINALISTS Maths learning such fun. Year 5) who reached the Gold standard
Talking of fun, we held two new events - and sixteen pupils gained a junior
this summer, after the school exams, challenge certificate in May, among the
The autumn term began with our Poetry to stretch and engage our budding 'Golds’ was Brodie Blore, our Year 8
by Heart competition which all children mathematicians; puzzle workshops were Mathematics prize-winner on Speech
in Years Five through to Eight took part held, where younger pupils were guided Day.
in, with Years 3 and 4 sharing their group through a series of logic, number and A final word of thanks, for their
poems too in our celebration assembly. spatial puzzles by their older peers stalwart contribution to the Maths
Congratulations to our joint senior and Year 6 had the task of creating department, and farewell to Mr Gregory
winners Mimi Salsby and Hugh Orford mathematical treasure trails for Years 3, 4 and Mr Mackay.
Mrs Helen Russell, Head of Mathematics
and Abigail Lewis our junior winner. and 5- This was a motivating and exciting -
The second half of the term brought the
Spelling Bee, every child in Years 3 to 8
participating and each spelling set having
their spelling champion. Years 7 and 8
champions battled it out in The Studio
and many congratulations to Theo Salsby,
our eventual winner.
The spring term saw us celebrating
World Book Day: 500 word stories, 50
word sagas by staff, decorated classroom
doors and everyone dressing up as a
character from literature made it a day to
remember.
Summer brought Common Entrance
and many congratulations to all of
Year Eight who this year produced our
best results in my time at Brandeston
and particular congratulations to Niall
Pearson- Shaul who was awarded the
English prize, Aasta Hamilton-Wright the
Colonel Clarke Reading prize, Thomas
Bell the Vass Cup and Patrick Lagerberg
the Vipond Cup.
We welcomed Mrs Atkin and Mrs
Cullum into the English Department —
most welcome additions - and my personal
thanks to all the English teachers for
their hard work, enthusiasm and support
throughout the year.
Mrs Jan Norton, Head of English
TOP: PRIMARY MATHS CHALLENGE
ABOVE: YEAR 4 ENVIRONMENTAL MATHS SURVEY
THE FRAMLINCHAMIAN 2016 07
SUBJECTS
LANGUAGES Bela Reader for her amazing village of the receives the Latin Prize.
As another year draws to a close it is time Gauls’ cake.
to reflect on the academic year in the Looking forward, I am delighted that next
Language Department. LATIN year’s Year 7 will be studying both French
Latin is taught to our extension pupils and Spanish and look forward to the
FRENCH TRIP in Years 7 and 8, with some excellent opportunities this will bring.
In July 2015 our Year 7 pupils took part in progress, notably from Fynn Maydon, who - Mr Dominic Wade, Head of Languages
an action-packed trip to Normandy, and
our current Year 7 are heading to France
after Speech Day.
GEOGRAPHY
EUROPEAN DAY OF LANGUAGES Looking back over the year it is hard to see where the time has gone since last summer.
The school celebrated this event with The current Year 8, who leave us this year, were the first to be examined at CE with
Spanish lessons and a fabulous Spanish the new and slightly revised syllabus. The results have again continued along a positive
lunch that was thoroughly enjoyed by all. trend which shows that as a department we are producing ever more knowledgeable
global citizens. This year saw 46% of pupils gain an A* or A grade (a consecutive
COMMON ENTRANCE increase from 25% and 33% from the past two years) with 88% of pupils achieving a G
This has been a successful year for the grade or better (up from 71% and 76% in the previous two years).
French Department with good French CE The department will again evolve from September 20l6 as the current Year 6 will
results. Congratulations to Year 8 and start a Humanities syllabus for Years 7 Sc B rather than study Geography for Gommon
particularly to Bailey Farrant who receives Entrance. The pupils will benefit from taking some aspects from the GE content but by
the French Prize. also incorporating a Humanities touch which will be designed to educate pupils about
wider global issues especially with the current political instabilities.
Mr Richard Mackay,Head of Geograpl^
FRENCH CAFÉ -
Traditionally Year 7 run the French café
at the fete. This year’s theme was 'Café
W e a r e p r o d u c i n g e v e r m o r e
d’Astérix’. Pupils researched the stories
of Astérix and Obélix in the run up and
practised phrases for serving and asking k n o w le d g e a b le g l o b a l c itiz e n s.
questions. Thank you to those baked the
fine themed cakes and in particular to
RELIGIOUS EDUCATION faith and religion by our guide Bhupindar children’s attitude to their studies and to
It has been another fabulous year in the Sually and learned about Sikhism. one another in our lessons.
Mr Carlos R^nell,
RE Department. It has been pleasure teaching RE this -
Head of Religious Education
At the start of the autumn term Year year and I cannot speak more highly of the
7 travelled Walsingham as part of their
study of pilgrimages, we walked the Holy
Mile and visited the beautiful Anglican
and Roman Catholic Shrines and the
Methodist and Greek Orthodox churches.
Year 8 visited Norwich Buddhist shrine
and practised meditation and stilling.
Year 4 journeyed to the wonderful
Ipswich Hindu temple. Year 6 visited both
the Norwich Mosque and the Norwich
Roman Catholic (seeing a wonderful Turin
Shroud exhibition) and the Anglican
Cathedrals, whilst Year 5 visited Colchester
Synagogue and impressed our guides with
their knowledge and understanding of
bothjudaism and Christianity.
In the summer term Year 7 visited the
Gurd-wara in Ipswich and were captivated
by a thought provoking discussion on YEAR 6 SET OFF TO NORWICH TO VISIT THE NORWICH MOSQUE
08 THE FRAMLINCHAMIAN 2016