All About WoLLoW

January 8, 2025

To celebrate the various partnerships in our Norwich School community, we sat down with Abbie Dean, co-founder of WoLLoW, to find what WoLLoW is all about.


What is WoLLoW for those who are unfamiliar?

WoLLoW is a course that we have created for primary and secondary schools, looking at languages as a whole. I’m a languages teacher and I specialise in German but WoLLoW is looking at all language including English, classical languages and modern foreign languages. We also want to bring in languages that are spoken in our classrooms, in our communities and England and the UK as a whole; we are trying to have a less Eurocentric approach and a more global approach to languages. We look at similarities and differences, we look at the oddities of languages, we look at where our languages come from and how they are linked. We are trying to give pupils an understanding that languages are relevant and useful and that languages are central to them in succeeding both in school and in later life. We focus on literacy and celebrating the linguistic diversity in our classrooms. We promote literacy by looking at words and where they come from (their etymology) and how sentences are structured. We look at language and how it shapes our identity and we also focus on modern languages. Our aim is that their interest in language as a whole in the younger years continues through to an interest in modern languages so we can improve outcomes in language lessons, as well as interest and enjoyment. We believe that by starting this at such an early level (in Norwich school we teach it from year 3) and see it through until secondary then we can encourage that big push on both literacy and language as a whole, building on that foundation that we have created.


Great, now just coming off from that, you mentioned making languages less Eurocentric, what do you mean by that?

So, in schools traditionally we have taught French, German and Spanish. At home pupils’ parents probably would have been taught French and German but when we look at the children in front of us we have Arabic speakers; we have Hindi speakers; we have Yoruba speakers and we aren’t realising that our pupils with an additional language, what they have really is a superpower. We are not giving them the centre stage to discuss their language and their family’s languages, which relates to identity and heritage which we should be celebrating. If these children already have a language is addition to English then they will find it a lot easier to pick up another language and they have all these skills that they have that we aren’t quite tapping into. We also think that, if you look at the languages spoken nationally, as well as having French, German, Spanish we need to be focusing on languages such as Mandarin; in Norwich school mandarin is taught from year 3 all the way up to sixth form. However, this isn’t a national picture, we want WoLLoW to be an opportunity for schools across the UK to be able to have a little insight into some languages spoken in Africa for example, or Arabic or Hindi. We’ve got stand-alone lessons on those languages which don’t necessarily focus on specific vocabulary but look into the origin of those languages so that they are understood on both a geographical and historical level. We also look at how those languages are linked to English and other languages and why these languages are so important to our community and to our society in the 21st Century.


And how many lessons do WoLLoW pupils have?

So, from year 3 onwards they have 1 lesson a week, in the Lower School here that is about 30 minutes. I alternate with Mrs Song, so the children are taught half a year of both WoLLoW and Mandarin. That is for years 3, 4, 5 and 6. When pupils join the secondary school, in years 7 and 8 we have one lesson per week, and we also have an option at GCSE level for them to do a non-examined course in WoLLoW. This is an opportunity for them to keep looking at language and linguistics and keep thinking about literacy in a linguistic environment. In Sixth Form, we offer WoLLoW as a form of Community Service where pupils can decide to become a WoLLoW teacher. As well as being given the opportunity to create their own language lessons, they can go out and teach the lessons which we have created to local primary schools. With this, the pupils get teaching experience and some good exposure to how languages and literacy can be taught.


So how did WoLLoW start?

It started with the Head (Steffan Griffiths) and John Claughton (who used to be the Head of King Edward’s School in Birmingham) who are both Classicists and passionate about Classics and Languages but frustrated with how languages were perceived nationally. It is particularly noticeable when pupils join secondary school, that there is a feeling of deflation regarding language learning and so, regardless of how much languages pupils had learnt or not learnt at primary school, we had to start from the very beginning. There was real pinch point in the languages transition. From then we felt as if we lost the pupils a little, regardless of what we tried, we felt we were missing a trick. Nationally, there has been an exodus of pupils studying a language at GCSE and even more so at A Levels and University level. With that frustration came a desire to do something about it. The feeling was that we should look at languages as whole: Classical Languages, Modern Languages and English and all the literacy subjects and try to bring them together: teaching them as a programme which celebrates language and linguistic diversity rather than teaching them in silos. A lot of the time pupils find languages quite challenging but I think that that is a challenge to be embraced rather than ignored. WoLLoW aims to show them that they can do it, through pattern finding and problem solving as well as discussion, we want to show pupils that language learning is useful in our multi-lingual society, is relevant and is achievable. So we created WoLLoW which has now been rolled out internationally. Teachers around the country and beyond can access our resources for free. We have around 200 schools using WoLLoW resources around the country but also internationally, in the Netherlands and Germany for example, but also from further afield such as Australia, Hong Kong and Argentina, so we like to think that the word is spreading!


So you have mentioned providing resources to schools, do you personally ever go and teach in other schools?

Absolutely! I visit other schools providing staff CPD as part of their teacher training. I come and give whole staff meetings, or one-to-one sessions for staff who are interested in teaching WoLLoW. They see how the lessons look and what our general approach is. We do this to give teachers a bit of confidence before they embark on WoLLoW teaching. I’ve given lectures and seminars to pupils before they start their Community Service; I’ve visited universities and trainee teachers. I am to show them that they some scope in their teacher training programme to try something a bit different. Additionally, I visit local primary schools and deliver either one-off lessons or a series of lessons. Sixth formers in their Community Service accompany me so it isn’t just me teaching it, it’s the sixth formers which we have trained up.


How does your schedule work in line with WoLLoW? How do you manage to fit everything in?

I teach WoLLoW here in school but it isn’t just me. Mr Griffiths, Miss Arien and Miss Watkinson teach it as well, and at the Lower School a few teachers have taught it too. Thursdays is the day that I am out of the school, I go around the country delivering at conferences, visiting schools, delivery staff CPD, teaching lessons, spreading the word and meeting really interesting people who are interested in language learning and linguistics. We have a lot of interesting people on board and we are working closely with various educational institutions and universities around the country to make sure that what we are doing is working and aligned with current educational thinking but also aligned with what schools both need and want. I think it is really important that, when we are looking at something that promotes partnerships work, it is about giving schools what they want rather than what we think they want. For example, I have been working with one school, Magdalen Gates Primary where I have had those conversations with pupils and staff about what languages they speak and what languages they are interested in. From then, I can go ahead and tweak my lessons accordingly, catering to their prior learning and their curriculum. In doing this it ensures that the lessons are personalised and make sense to the pupils rather than just teaching a generic lesson and hoping it makes sense. Schools around the country that are using WoLLoW can also tweak the lessons, or they can use the lessons that we have provided as they are.


What are the aims of WoLLoW?

We want pupils to come out of WoLLoW feeling empowered, able, enthusiastic and knowing that there is worth in studying languages.


What are the future hopes of WoLLoW?

We jokingly talk about global success (even though we have already had that to a certain extent), creating a global network of WoLLoW schools. We want to set up categories within our schools to be able to say that ‘we are a WoLLoW school’ because the schools that use WoLLoW are really committed to and care about languages and linguistic diversity. There is nothing else out there quite like it that focuses on the word and the sentence and the links between languages, as well as languages that are taught traditionally. In short, we want a global network, we want WoLLoW schools and we want to celebrate our WoLLoW schools. We also would like to, take WoLLoW to a policy level nationally, bringing our ideas forward. We are in the process of that working with HMC for example, to geta foot in the door there at policy level as well.


So how is WoLLoW involved in Norwich School?

WoLLoW has charitable status (we are an independent charity) and there are four of us as co-founders. As a charity, we also need trustees, so we have a group of those as well who guide us. We have donors and we also have researchers who are looking into whether WoLLoW does what we hope it is doing. Essentially, we are a charitable organisation set up independent of Norwich School, however, we have Steffan Griffiths (Head) who along with John Claughton came up with the concept and then Steffan got me onboard to create the resources and to get things moving. Norwich School has been where it all started in terms of teaching WoLLoW. We have run the course throughout the year groups and we are continuing to. We get feedback from our pupils and try out new material and it has gone really well and so really, although it isn’t on paper a Norwich School initiative I’d say that the heart of WoLLoW is here at Norwich School.


Visit the WoLLoW website here:  WoLLoW - World of Languages, Languages of the World

St George, David and Jesus: An Assembly from Revd Child

By Eleanor Lewis • April 24, 2026
My talk this morning is inspired by some words that were used in assembly on Wednesday, particularly with the public exam year groups in mind: ‘You will always be part of our school’s story’. It’s absolutely true that school isn’t just a place, or an organisation, or a list of names. School is a story – a story we’re continually creating. Our story-making at this time of year includes things like taking a whole-school photograph, a snapshot of all the people that make up our community at this particular moment. For the Upper 6, it includes contributing to the Leavers’ Yearbook, where you share your memories and anecdotes. It includes holding dinners and special services where we remember our achievements, the unexpected twists we had to navigate, and how the story of the year has unfolded. We do all this because our stories are an important part of our community. Another thing that communities often do with stories is to take an inspiring narrative and make it our own. In Cathedral Close we do that with Nelson, with Edith Cavell, with Julian of Norwich and St Benedict, all of whom have monuments to remind us of their stories. And I want to mention three other stories that, whether we realise it or not, have become part of our culture and therefore part of us. Yesterday was St George’s Day. You may be only vaguely aware of the story of England’s patron saint – that’s true for many people. But you probably remember enough to know that St George was brave; that he faced the fight against the dragon while everyone else feared and fled. Just to be aware of the tale is to have before you an ideal of courage and standing up to adversity. That’s why St George has become one of our foundational stories. The second story is, in a way, a Biblical version of St George: the story of David and Goliath. Goliath is the towering brute who has no care for anything or anyone. David is barely out of shorts – but he is plucky and he is faithful and his slingshot skills (from his time as a shepherd boy) allow him to fell the giant. If you know that much, then you’ll carry the message of the story with you. You may be young, you may be unknown, you may be inexperienced, but if you’re bold and you’re faithful, who knows what you might achieve. And if we know about David the giant-killer, we will notice when someone like Greta Thunberg publishes a book called No One Is Too Small to Make a Difference; and our ears will prick up when someone like Malala Yousafzai finishes a speech with the words, “One child, one teacher, one book and one pen can change the world.” The third story is the one that causes cathedrals like this to be built. It is the Easter story that is always told at this time of year. It is the story of someone who took on a spiritual battle, because this person’s resistance (unlike in the first two stories) was consciously non-violent. It is the story of someone who faced the powers of death and darkness alone while everyone else feared and fled. It is the story of someone who, out of love, went to the cross. It is the story of someone who death could not defeat, as his disciples began to realise on the very first Easter morning. If you know the story of Jesus, along with the story of St George and David, then you will have ideas about courage, and faithfulness, and things worth fighting for, that one way or another you will want to incorporate into your story, as the story of your life continues.

Francis Goodhand Returns for Another Fantastic Musical Theatre Workshop

By Eleanor Lewis • April 23, 2026
On Thursday 23 April, we were delighted to welcome back musical director Francis Goodhand to Norwich School for the second of his two musical theatre workshops for Music Award holders, as part of the Making Musicians programme. Evie A (M5) writes: “The workshop with Francis Goodhand was an amazing experience. He was incredibly kind and encouraging to every pupil, whether they were performing or watching from the audience. Each of us sang a musical theatre piece, after which Francis offered helpful advice on how to strengthen our acting through song before we performed it again. I really enjoyed watching the other pupils and seeing how Francis helped take their performances to the next level. I also greatly appreciated the feedback and practical tips he gave me to improve my own performance. Thank you so much to Mrs Speca for providing this opportunity.” Francis Goodhand commented: “I was so impressed with everyone’s preparation, as well as their singing, their ability to act through song, and their willingness to try new things.” Our thanks go to Francis for such an inspiring and enjoyable afternoon, to Simon Kenworthy Robbins for his sensitive accompaniment, and to all the pupils who took part so wholeheartedly and with such confidence. You can listen to their vocal warm up below (that they learnt in only 5 minutes).

Josh Kohler (14-21) and George's Homecoming

By Sonja Mitchell • April 23, 2026
Josh and George are fundraising for Unicef, and the cycling world tour is almost over. Join them for the final leg to Halvergate to celebrate this momentous achievement.

Norwich School International University Fair

By Eleanor Lewis • April 23, 2026
The international university fair offered our pupils some valuable exposure to a wide range of global education opportunities. We were fortunate enough to work with our long-standing partners – the University Guys – to welcome 5 global universities to Norwich School during period 5 and lunch on Monday April 20. The lunchtime fair allowed our pupils to interact directly with representatives from leading global universities namely, the Università Cattolica del Sacro Cuore offering medicine, business and other courses in English from Italy, Rollins (Florida) – one of the best small liberal arts colleges in the US, SCAD from Savannah in Georgia (the US’s largest art school) and TETR College of Business with its unique programme spanning 10 countries. From talking one to one with the different university reps, our students got accurate and up-to-date information about courses, how to apply and they could also learn more about and campus life overseas. It was also a great opportunity for Mrs Warren, the school’s Head of UCAS and Mr Sims to find out more about opportunities overseas and to build their own connections. We believe as a school that it is important to make the idea of studying abroad feel more accessible and less intimidating as well as wanting to broaden our pupils’ perspectives and ambitions. These fairs can also encourage early planning as well as motivating students to think seriously about their future pathways and the qualifications they may need. At Norwich School, we know the importance of inspiring confidence, supporting informed decision-making and opening doors to new opportunities which pupils might not have otherwise considered. If pupils who weren’t able to attend would like some more information about any of these universities, then please contact Mr Croston.

Start of Trinity 2026 - Head's Address

By Eleanor Lewis • April 23, 2026
Welcome back – I hope you have a good break and are feeling energized for the final term of the year ahead. As ever, the weeks that lie before us fall into two distinct categories: first there is the rigour and discipline of drawing course material together as we prepare for assessments, whether external or internal; second is the joy of exploring opportunities in the post-exam period towards the end of term. My main advice as you approach the term is to make a connection between the two parts of term by establishing a routine that allows you make the most of both. Creating habits or behaviours that work for you are crucial. Keep balancing your academic focus with time to relax, particularly through physical activity and a strong sleep routine. Keep a sense of purpose in each activity; certainly be clear on what you are trying to achieve when you sit down for a session of revision and how it fits into your overall plans, but also be clear on the times when you want to get away from work, whether by organized co-curricular activities here at school or your own pursuits. Feeling guilty for not working is emotionally draining and should be avoided: either work or give yourself permission to have a break from work. Overall, you cannot control outcomes but you can control the process and, if you can be proud of what you have done to prepare, there is every chance that you will achieve your academic goals; even if you do not achieve them, you are likely to be able to accept the outcome because you gave a good account of yourself in the build-up. No short cuts, just solid, honest preparation. If you are struggling with this, let us know so that we can help to get you back on the right path. Good luck to you all! Another dimension in this process is perspective; no matter how much you want those grades or that mark, how you conduct yourself during the process and what you are establishing for yourself in terms of personal and shared values will always be more important for me than any particular score. Love, compassion and inclusion are key; nor should they be taken for granted, whether by you as individuals, by us all as a school, or indeed further afield because of the fact that we happen to live in a democratic country. The Varieties of Democracy Institute based at the University of Gothenburg in Sweden conducts an annual survey of the state of government around the globe. It found that 72 percent of the world's population now lives in autocracies – the highest level since 1978. In 2024, 45 countries were moving toward more autocratic government across the globe. In these nations, the patterns were similar – erosions in areas such as: freedom of speech, open elections, the rule of law, judicial independence, civil society and academic freedom. Governments expanded their power over institutions and individuals. It didn't happen in the same order or at the same speed, but in the end the destination was the same. My point is that people in the United Kingdom should be sensitive to the fact that so many other people on the planet have daily routines in political systems very different from our own. This divergence can be translated into the digital sphere, too, with the proliferation of extreme content making it increasingly possible for adversarial and hostile exchanges to take place because people see the world so differently. I am sure many of you have seen or have been made aware of the recent Louis Theroux documentary, Inside the Manosphere . This has brought to the attention of a wider audience the strength and extremity of opinions being expressed by the influencers profiled and others like them. For me, it was not so much what they said, it was their popularity and the implied normalisation of what were undoubtedly extreme views. For clarity, at Norwich School I expect the values of love, compassion and inclusion to be applied equally to every single member of our community, regardless of their sex and sexual orientation. Part of this is practical: we are bound in the UK by The Equality Act and it is an offence to discriminate against protected characteristics such as race, religion, age, disability and, for our focus today, sex. If we as a school and you as individuals get this wrong, there will be consequences. However, for me respectful treatment of others is more profound than that: whether it is the biblical advice of loving one’s neighbour as oneself, the principle of a PSHE classroom to have unconditional positive regard, or our school’s values of love, compassion and inclusion, I want each of you to brighten rather than undermine the day of those around you through your conduct. There are a number of possible challenges to the views espoused in the Theroux documentary, but one is the general “othering” and alienation of one sex by the other: men like this; women don’t like that. It has always been a staple of prejudice to establish dislike of a group of people through clumsy and inaccurate stereotypes which preclude a need for greater understanding. Indeed, one of the most chilling aspects of the documentary was the increasing use of antisemitism used by manosphere influencers to explain global financial inequities. That sort of stereotyping is harder to do when “the other” are real individuals alongside you in the same school community. As soon as someone tries to say, “Girls are like this and boys are like that,” it would be easy to identify members of our community who differ from such stereotypes: “That’s not what she likes and that’s not what he is like”. When you talk to any one of our pupils, whether male or female, you will get an individual with their own talents, interests and aspirations. For me, the manosphere influencers are wrong and I feel lucky that I work in a community every day that can show why. If anybody wants to talk to me about these issues in our community’s context, I am more than happy to do so. As you know, I am available to see any pupil from 8.15am on any morning except Tuesdays. I believe it is one of the great privileges of being in a co-educational setting that boys and girls get to practise appropriate behaviour with and around each other every day, reflecting on what works and learning from less successful interactions. I am determined that this community uses its privilege to create an appropriately safe environment to discuss these challenging issues in positive fashion. As you get started on this term, remember to establish routines that can cope equally with periods of academic revision, other activities and rest. And in all of this, remain true to the values that are at the heart of what we do here: be kind and positive to those around you, noting the injunction of our bible reading: “Let us consider how we may spur one another on toward love and good deeds, not giving up meeting together…but encouraging one another…” Have a great Summer Term!

Former Norwich School Teacher Prepares for Solo Kayak Circumnavigation of Mainland Britain

By Eleanor Lewis • April 23, 2026
Ian Hayward may have retired from Norwich School in September 2025, but he isn’t slowing down just yet. Ian is embarking on a new adventure, taking on one of Britain’s toughest endurance challenges: a full circumnavigation of mainland Britain by sea kayak. Ian, 58, plans to depart from Lowestoft in late April 2026, aiming to paddle more than 4,000 kilometres around the British coastline in a journey expected to take four to five months. The expedition, titled “Britain by Kayak 2026”, will see Ian navigate some of the UK’s most demanding coastal waters — including tidal races, exposed headlands and remote stretches of shoreline — entirely under his own power. A highly experienced outdoor leader and kayaker, Ian lead the 8th Norwich Sea Scouts from 2012 to 2022 and was Housemaster of Nelson House before taking of the role of Director of Sport until he retired in 2025. He has spent the past year preparing both physically and mentally for the challenge. His training has included long-distance paddling, endurance conditioning and expedition testing in both the UK and Spain. “I don’t need to be ready to complete the whole journey on day one,” Ian says. “I just need to be ready to start. The rest is about adapting, learning and making good decisions in a constantly changing environment.” The expedition is as much about mindset and resilience as it is about endurance. Ian reflects openly on lessons learned during training — including managing fatigue, reassessing risk after difficult surf conditions, and refining equipment, safety and communication systems. Alongside the physical challenge, Ian is supporting two charities — Movember and Surfers Against Sewage — raising awareness around men’s health and environmental issues affecting Britain’s coastal waters. He also hopes to spend time listening to the people who live and work around the coastline, capturing their experiences, hopes and concerns. While he will be paddling solo and mostly camping around the coast, Ian will gladly accept any offer of land-based support in the form of a cheery wave, cup of team or offer of accommodation. So if you think you can help or know someone that could, do please get in touch with Ian. The expedition will be documented through his “GooseJuice Adventures” platform, with regular updates, live tracking and video content shared online.  Ian remains connected to the school through his continued support of the 8th Norwich Sea Scouts and the School’s Duke of Edinburgh’s Award expedition programme.

Multi-Lingual School Community Celebration

By Sonja Mitchell • April 20, 2026
FONS has purchased flag pins to celebrate the range of languages spoken within our community.

Completing Duke of Edinburgh by Canoe

By Eleanor Lewis • April 19, 2026
Bronze and Silver - Will Brown In early 2023, a group of 7 8th Norwich scouts and Norwich School pupils began their DofE journey, starting with bronze. They completed the practice expedition at the Norfolk Broads Yacht Club in Wroxham, helping develop their flat-water canoeing skills and giving them invaluable kit-packing and camping experience. The qualifying expedition on the river Waveney also proved useful, helping the group further develop their paddling and navigational skills, particularly through challenging sections of the river, such as those with foliage blocking the river. The group also dealt with their first capsize of the journey, which was handled well. Upon the completion of their bronze, 4 of the group – Oli, Hamish, Hector and Will – continued to Silver, which saw them complete their practice on the river Stour in Ipswich in early 2024. This was another step up for the group, with cold, wet and windy weather conditions making the paddle challenging. However, the boys pulled through, gaining experience paddling on the estuary, as well as setting up camp in the dark. This was followed up by many sessions on the water in Norwich, where white-water skills were developed in preparation for the 4-day qualifying expedition on the River Wye, in Wales. This was an incredible trip, with the group confidently navigating many sections of rapids along the river, most notably the Symonds Yat rapids. Fast Forward to 2025/2026 Gold Gold - Oli Clark In early April, Norwich School sixth formers and 8th Norwich Explorers, Oli, Hamish, Will, Hector and Adam completed their Gold D of E expedition canoeing the River Spey from Aviemore to Spey Bay, a distance of just under 100km along one of the most beautiful and challenging rivers in the UK. This was the culmination of years of developing canoeing skills under the guidance of Ian and Tim. The expedition was a fantastic experience, not only the challenge of canoeing down rapids such as the ominously sounding Washing Machine (which was actually quite tame), but also wild camping in some totally stunning places such as Knockando – where we also helped a fisherman rescue his dog which had got caught in the fast flowing water. The Scottish scenery was spectacular, in particular the amazing view of the snowy Cairngorms and we were fortunate to see some some pretty special wildlife on the way, like an osprey in full flight – although sadly no Golden Eagle despite our best efforts to spot one. We certainly learnt a great deal about paddling, from how to pack boats effectively to following the best line down rapids avoiding rocks and wave trains, and the experience has fuelled our confidence and desire to take on even more challenging rivers such as the Tryweryn in northern Wales. We would all without a shadow of doubt recommend others to take on canoeing for DofE, we are all lucky to have had such an incredible experience. We would all like to thank Ian and Tim for giving so freely of their time and being such incredibly supportive paddling role models- we also all wish Ian the best of luck for his Britain by Kayak challenge.

The Strength of Creative Sisterhood – “Being Woman”

By Eleanor Lewis • April 16, 2026
As part of their 70 th anniversary celebrations, the Norfolk Contemporary Art Society (n-cas) was back in Blake Studio on 16 April 2026 hosting a creative evening entitled “Being Woman”. It marked the culmination of a highly successful 40-day exhibition at Mandell’s Gallery on Elm Hill by a group of 26 local women creative artists. This event at Norwich School concluded their exhibiting together under the banner of “Being Woman” with a joyous (and at times poignant) celebratory evening of talks given by seven of their cohort in the Blake Studio. Their exhibition united intergenerational female artists from across Norfolk and Suffolk, offering a profound look at female archetypes and the human condition. Spanning disciplines from printmaking and collage to sculpture and textiles, the works they had displayed captured the evolving perspectives of women at different points in their lives and practices, exploring that it means to be a woman. See: ‘ Being Woman ’. N-cas had been a proud sponsor of the show and hosted this set of talks. An audience of members of the “Being Woman” creative group, n-cas members, alumni, staff and local creatives all appreciated the varied artistic styles on show and the heard powerful messages of struggle, of hope and of aesthetic creativity across the East Anglia. Also impressive was the palpable camaraderie between them all throughout proceedings. Heartfelt thanks go to their organisers Dr Andrea Hannon and Annette Rolston for bringing together such an inspiring evening. N-cas intends to be back on site in May and June with talks currently being firmed up. More anon… However, for those impatient for cultural gems this spring, the next talk in Blake will be with the Royal Geographical Society: a public lecture given by accomplished and award-winning wildlife cameraman and director Toby Hough, who is also a proud Old Norvicensian. His credits include work seen on Countryfile, The One Show, Springwatch and numerous BBC wildlife documentaries and travel programmes. His talk promises to be a memorable visual feast! Tickets are on sale here: RGS: Toby Hough - Lemurs to leopards: filming adventures from around the world . All are welcome. It takes place on Thursday 7 May 2026 at 19:30 in the Blake Studio.

New Lights for the Blake Studio

By Sonja Mitchell • April 16, 2026
FONS have generously funded two new lights as part of a planned upgrade.
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