Onward Routes for our Upper Sixth - Non UCAS Success Stories

April 1, 2025

Here at Norwich School we are delighted to celebrate the talented diversity of our Upper Sixth cohort as offers for onward routes continue to come in. Following on from blog posts on law and girls’ STEM university offers, we have chosen to focus on offers pupils have for non UCAS (the Universities and Colleges Admissions Service in the UK) routes.

With expert guidance from Mr Croston, pupils have received offers from leading universities in several countries outside of the UK. Congratulations in particular to Uma Patel (offer for Dentistry at the Universidad Catolica de Valencia, Spain), Edward Chan (Architecture at Hong Kong University), Bosco Tang (Dentistry at Hong Kong University) and Helen Ng (Computer Science at UST, University of Science and Technology, Hong Kong).

A huge variety of exciting opportunities with employers are now available to school leavers, almost all combining paid employment with training and further qualifications. The number of degree apprenticeships available in the UK is now four times what it was five years ago; our pupils who gain offers for these will work for a leading employer who trains them, pays them and pays for them to complete a full university degree alongside their employment. We are very fortunate to have Mrs James supporting pupils as they apply for these highly competitive programmes.

This blog post asks three pupils about their offers for non UCAS routes: Ava deCooper Wride has a full rugby scholarship for Quinnipiac University (USA), Archie Taylor has an accountancy degree apprenticeship offer from Price Bailey and Hugo Pattinson has an engineering degree apprenticeship offer from Airbus.

Ava deCooper Wride

Tell us about the US university offer that you've received i.e. what course(s) at which unis, what is the scholarship

I’m pleased to share that I’ve received an offer from Quinnipiac University, located in Connecticut on the East Coast (of the USA). I’ve been awarded a full academic and athletic scholarship, which I’m really grateful for. I haven’t decided on a major yet, as I’ll have the chance to explore different options during my first year before making a decision.

How did you secure this fantastic achievement? What did the application/selection process involve and when?

I began to build relationships with coaches in Lower 6. I achieved this through frequent calls and video footage submissions while also registering with the NCAA (National Collegiate Athletic Association). My coaches in England provided references, and I completed an online application followed by a face-to-face interview call. Eventually, I was invited on a three-day trip to meet the coaches and players in October 2024, which allowed both sides to assess if it was the right fit.

How did Norwich School help you during this application process?

There was a significant amount of paperwork involved, as Quinnipiac University were keen to assess my academic profile. This process included academic and character references from various teachers. Also character references from my sports coaches at school. Finally, a transcript of my grades and predicted grades, was compiled and submitted by Mr Croston.

What attracted you to studying in the USA? Tell us a bit more about the rugby out there.

One of the biggest reasons I was drawn to studying in the USA is how seriously they take collegiate sports. The level of funding, media coverage, and overall competitiveness is on a completely different scale compared to the UK. Women’s rugby, especially 7s, is also growing rapidly there, which makes it an exciting time to be part of the sport. I’ll be competing in Division 1 (D1), the top league, and training five days a week, with matches most weekends. The travel varies - many D1 universities that I will play are on the East Coast, but some tournaments, like the Tropical 7s in Florida, require trips across the country.

Tell us about the rugby you currently play - which club/side, any highlights to date.

Currently, I play club rugby for Norwich. I’ve also had the opportunity to play for Saracens, and I’m now in the PDG phase of the England Pathway, continuing to develop my game at a higher level.

You're a talented all-around sportswoman who holds a sports scholarship here. Which sports have you represented Norwich School (and/or any local/county sides..?) for and at what level? How have these other sports and/or the sports scholarship programme here helped your rugby?

At Norwich School, I’ve had the opportunity to play a wide range of sports, from tennis to cricket to hockey. However, the sport I’ve been most involved in has been netball. Outside of school, for netball, I play for Norfolk United and was previously part of the Saracens Mavericks pathway. I believe that playing multiple sports has really contributed to my development in rugby and vice versa - I think that playing any sport helps build game sense and a strong understanding of fundamental skills. Norwich School has also played a big role in my overall athletic growth. Through Athletic Development, I’ve improved my conditioning, and I’ve also gained valuable knowledge in areas like sports nutrition and psychology. All of this has helped me stay fit, healthy, and continue progressing in my sport.

Archie Taylor

Tell us about the degree apprenticeship offer you have received.

I have received an offer from Price Bailey. I am based in the Norwich office in the outsourcing department. In this programme I will work a full-time job allowing me to gain hands-on experience while earning a level 7 qualification (masters equivalent) this will last for 5 years.

You also applied through UCAS for 'normal' degree course and have received several offers from top universities. What attracted you to applying to employers for a degree apprenticeship as a preferred route to this?

I was particularly drawn to the degree apprenticeship route because of its combination of practical experience and academic study. The opportunity to apply theoretical knowledge in real world setting, earn a salary while earning industry recognized qualifications without student debt and have the chance to become financially independent at the age of 18 was a big pull factor. Additionally working at Price Bailey will allow me to develop professional networks early in my career, putting me in a strong position for the future. Also, as the graduate market becomes increasingly competitive, I will have 5 years of professional work experience and if all goes well an offer to stay on at Price Bailey with no student debt.

How did you apply for your degree apprenticeships and what did the application process involve?

Overall, I applied to 23-degree apprenticeships (as they are highly competitive) by researching firms that offer a good, structured program with good career progression. The application process typically involved submitting an online application, followed by personality quizzes, situational judgement tests and potentially a numerical test depending on the industry. Then there will usually be a video interview stage where you film your answer to a question that you have around 2 minutes to prepare for. After this I was invited to an in-person assessment centre day where there are typically 5-20 people there going for a limited number of roles. This day will vary from different industries, but my day consisted of a 25-minute numerical test, a Q&A with the hiring managers and then 2 group tasks where we had to collaboratively find solutions to a business's problems from sources supplied to us and then give a 10 minute presentation to the hiring managers. This was mainly testing problem solving ability and most importantly the ability to work well collaboratively in a team. After this I was invited to an online interview with a younger person at the firm and an older experienced partner, this typically lasts from 20-45 minutes. The process is very rigorous and time-consuming, but it provided a great insight into the expectations of the industry.

How did Norwich School help you achieve this offer?

To begin with I spoke to Mrs James about career opportunities through apprenticeships as I was confident that was the path I wanted to take. Mrs James then provided support with CV writing and checking that it was good quality. After this when I made it to the assessment centre, I was able to reach out to her to ask for advice on how I should present myself and go about the day. Then when I made it to the interview stage, I had a mock interview with Mrs James and went through any questions I had, which helped with my confidence going into the real thing.

How will your degree apprenticeship work?

The job mixes on the job training alongside academic studying. I will be working 5 days a week with the option to work from home whenever convenient while studying for the ACA qualification which has a typical duration of 5 years. The firm provides study help alongside work; I will get time off work to attend lectures and take exams, while the rest of the revision I am responsible for doing outside of working hours. Over the course of the program, I will work towards professional qualifications, while gradually taking on more responsibilities within the firm.

What else have you been involved in at Norwich School outside of academic work? Will you be able to continue these activities when you start your degree apprenticeship in the autumn?

Beyond academics, I have been heavily involved in cricket and rugby at Norwich School, playing in the 1^st team for both. While my apprenticeship will require commitment, I plan to continue to play cricket for Norfolk U18s and Lowestoft Town 1^st XI. Maintaining a work-life balance is important so I will maintain a consistent gym and running routine on the side. The structured nature of the degree apprenticeship allows for flexibility, enabling me to manage professional and personal commitments effectively.

Hugo Pattison

Tell us about the degree apprenticeship offer you have received.

I have been offered an Engineering Degree Apprenticeship with Airbus.

I learned of degree apprenticeships though attending several careers fairs. At these I was able to talk to current degree apprentices and I found out about all of the various benefits of the courses alongside the working environment, this alongside the pay and lack of student debt made degree apprenticeships appeal to me massively.

How did you apply for your degree apprenticeships and what did the application process involve?

I applied directly through the company’s careers website. The Airbus application process required me to submit a CV and a covering letter, followed by a virtual assessment centre that included group work and an individual interview.
This process did vary slightly compared to applications for other companies.

How did Norwich School help you achieve this offer?

Through Mrs James I completed the Apprenticeship Academy which helped me to establish good interview habits and to answer questions concisely and to the point. I also believe that mock interviews in Lower 6 helped to set me up for this process.

How will your degree apprenticeship work?

I will be working at Airbus' East Factory, moving through several rotations in different departments of engineering throughout the site.

What else have you been involved in at Norwich School outside of academic work? Will you be able to continue these activities when you start your degree apprenticeship in the autumn?

I have played rugby throughout my time at Norwich School and more recently become a member of the Boat Club (rowing). At this point I am unsure which pursuits I will keep up once I've left school but I will certainly be doing something!

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Head's Address at the Start of Trinity Term 2025

By Eleanor Lewis • April 22, 2025

Welcome back to you all; I hope you have had a good break, including exploring various avenues for curiosity after I mentioned them in my address at the end of last term. The final period of the school year to come now is the easiest in terms of predictability in that we have exams in the first part of the Summer Term, followed by an expansion of co-curricular activity in the last few weeks. There is inevitably a raising of stakes that comes with accountability at the end of courses and the school year. As at the end of last term, I want to put this school journey in perspective, but in a very different way. The school and your families cannot shield you from the scrutiny of being measured in the upcoming assessment processes, whether internal or external; many love the chance to show off what they have learned, but others find it more challenging. I hope you agree that the adults in your lives, both at home and at school, are supportive in helping you to give of your best during this fixed period of time. Whichever group you are in, please remember that you will not be defined as a person by your results and there are much more important qualities in you than your examination certificates could ever show. Indeed, while exam scores are a clear measure of the progress you have made in your time in Cathedral Close, they are not even the most important thing I want Norwich School to have taught you. If I could only have one thing for you to show for being a Norvicensian, I should like it to be that you fully appreciate and live our values of love, compassion and inclusion. The death yesterday of the Pope, the head of the Catholic Church, made more poignant his final Easter Sunday message where he appealed for peace in the many conflict zones around the world. He encouraged nations to use their resources to de-escalate conflicts and break down barriers; he advocated “care for one another”, the very compassion which is one of our core values. This concept of community compassion, made more vivid and powerful by the news of recent days, is embodied in our bible reading today: “not giving up meeting together, as some are in the habit of doing, but encouraging one another”. It is also at the heart of our own Bishop’s Easter message to “build bridges and not barriers”, a thought which has been on my mind this holiday because I went to visit Auschwitz-Birkenau. It has been my intention to do so for a long time but various factors combined in recent months: · the 80th anniversary of the liberation of the camp on 27th January, with the upcoming VE anniversary on 8th May; · reading two excellent books: The Escape Artist by Jonathan Freedland about life in Auschwitz, and The Lemon Tree by Sandy Tolan which explores the complex context of the Middle East crisis; · and, finally, my feeling of responsibility as an educator in the face of growing anti-Semitism and Holocaust denial. It certainly shocked me to read that 1 in 20 people in the UK deny that the Holocaust happened, while 1 in 12 say that its scale was exaggerated. In the context of roughly 1000 people in the Cathedral now, that would equate to 50 denying and over 80 asserting exaggeration. In such a context, it felt important to bear personal witness at the site itself; partly to feel the raw shock of dismantled and discarded humanity in the piles of items such as human hair, children’s shoes, and victims’ suitcases on display in the museum; partly to see the frightening scale and efficiency of the operation at Birkenau, complete with the horrific detail of mendacious reassurances to achieve compliance from the new arrivals; partly to see the painstakingly curated written and material records which have contributed to providing the headline figure of 6 million Jews murdered during the Holocaust, as well as millions from other minoritised communities. To take again our congregation of 1000 today, we would need 6000 such congregrations to reach the Holocaust figure. Not 6, 60 or 600 but 6000 times our number today? These are numbers so large that they take active effort to absorb. So why do I tell you now about my trip and how does it link with the start of this address? Primo Levi, a Holocaust survivor and writer, said of the Holocaust “It happened, therefore it can happen again; this is the core of what we have to say. It can happen, and it can happen anywhere”. This quote speaks to the collective responsibility we all face to stand in the way of division and the hostility which puts people apart, to stand instead for compassion and kindness towards others. It is perhaps best expressed by another Holocaust survivor, Marian Turski, who finished Simon Schama’s excellent recent documentary, The Road to Auschwitz, with the following: “Auschwitz did not fall from the sky. It comes step by step. Evil comes step by step. And, therefore, you should not be indifferent. Let’s start by reducing hatred, and trying to understand other people…the most important thing is compassion. Its absence dehumanises”. In this context, love and inclusion are excellent words to add to compassion. And did you notice what is meant in “you should not be indifferent”? It is the notion of upstander rather than bystander that Mrs Fairweather has been teaching us about. I am proud as I reflect on our school’s values and culture that they answer so effectively the call to witness and action that I personally have felt in the aftermath of my visit to Auschwitz-Birkenau. We have to aspire to be a force for good in the world, both individually and collectively; that means not looking away from injustice and harm, but taking it in so that we can challenge its reoccurrence, even when its scale is so daunting. When you come out of West Doors at the end of the Summer Term and school year, of course I want you to have good results and to have got the benefit of all the co-curricular activities available here, but most of all I want you to have a deep intimacy with and respect for the principles of love, inclusion and compassion, but also to know how to implement them in your routine habits, practised over and over again each and every day. Being kind to those you come across inside and outside school is not a nice add-on; it is the very essence of what we teach here. Have a great term!

Volunteering for the Norwich Science Festival Techathon

By Eleanor Lewis • April 11, 2025

This year's Techathon for the Norwich Science Festival was bigger and better than ever, with a fully packed Daynes Sports Centre! Two pupils, Jay Ng and Jeremy Lo, volunteered for this year's festival and Jay told us a little about his experience below! What made you want to volunteer for the event in the first place? I also have an interest in technology-related hardware and software. I am constantly delving into different aspects of the Raspberry Pi platform. As my specialties are in this department, I like to mentor others for skills I know to further intensify their passion for technology. That is why I have immediately volunteered for the event after I heard about it. How did you hear about it? I first heard about the Norwich Techathon when Mr. James Livesey (ON), who is from the BBC and completing a Software Engineer Apprentice, who presented a Wednesday Business Breakfast at Norwich School. He mentioned this event as the BBC is a sponsor for this event. Can you explain a little about what you did over the two days and what the participants got up to? The participants chose 1 of the 4 questions created by the sponsors of the event. They had to create a product (either hardware or software) in response to these questions. Opportunities during the event include the assembly and coding of Arduino Sensor Kit, the use of Micro:bit to create interesting projects, and the Raspberry Pi for advanced coding. Did you learn anything new while you were there? I have learnt the skills for teaching others on how to use the latest technology. I believe this experience has also taught me how to effectively teach other participants skills from my strengths. Through the teamwork and insistence on perfecting the product created, I have learnt the importance of collaboration and communication. I have also deepened my knowledge and understanding regarding the Arduino platform. How did you find working with the younger participants? I found working with younger participants eye-opening, as it involves helping others by guiding them through individual steps and procedures. This has taught me how to teach others in a manner where they would not be overwhelmed by an assortment of instructions, but yet proceed efficiently in creating an intriguing product. Do you think the experience might have helped you with your future career aspirations? The Norwich Techathon has increased my interest in digging into new technology out of my comfort zone. The knowledge and curiosity gained from this event has fascinated me to study and pursue a career relating to the use of technology. Did you find anything challenging? I found helping participants with time management challenging. They constantly think up new, better, and more awesome ideas to add to the functionality of the creation they make. These include making it more user-friendly, making it more interactive, etc. But sadly, they had a two-day limit to make and code this creation. For that reason, not every idea could be added. I am sure if the duration of the event is long, they can create more sophisticated and complex products! Would you recommend volunteering to others? Yes, absolutely. Not only do I feel very proud and was overcome by a sense of accomplishment for being able to teach and help the participants of the event to gain interest in technology and develop their skills in this subject, I also personally have gained a lot of knowledge from information I have learnt on the spot during the Techathon. All photo credits are to Connor McKee, Norfolk County Council and Step into Tech CIC

Urban Commons Under the Spotlight of the Royal Geographical Society

By Eleanor Lewis • April 10, 2025

For a number of years Norwich School has played host to the eastern region of the prestigious Royal Geographical Society (RGS), hosting their informative and popular lectures on site. On 10 April 2025, we were delighted to welcome them back for their latest public lecture entitled: Reimaging our urban spaces as future green spaces. Our guide was the country’s leading expert in this complex field, Professor Chris Rogers. Chris’ career has encompassed being a Solicitor, then Professor of Law at the University of Wales Aberystwyth, and latterly he is Emeritus Professor of Law at Newcastle University, from where he had travelled to give this talk. During his interesting talk, attended by a number of pupils, staff, alumni and members of the RGS, Chris explained how our urban commons are a precious resource with enormous significance for promoting a wide variety of (sometimes conflicting) stakeholder interests: biodiversity, agricultural, heritage and wellbeing, and even as sites of congregation and protest. However, these commons are under threat as never before as cash-strapped councils look to cut expenditure to balance their books and to maintain frontline services. His talk explored the different legal and cultural concepts of an urban common, illustrated with examples from his extensive research. He gave considerable focus to Mousehold Heath in Norwich, which is a prime example of a well-managed and much-loved urban common that has a multiplicity of uses, despite its complex and at times fraught legal history. Lower 6 pupil Hannah commented: “I really enjoyed yesterday’s lecture. I thought it was captivating and thought- provoking on how we need to protect our natural spaces within cities. It was all very interesting.” RGS talks are open to all and are very approachable and friendly. Further details of RGS events are posted here: Upcoming events - RGS ,. We greatly look forward to welcoming them back on site for two mouth-watering talks next month comprising: Thursday 1 st May 2025 – Royal Geographical Society public lecture The Rise and Rise of the Riviera - Jim Ring This talk marks the 20th anniversary of the publication of Jim Ring’s biography of the coast. He traces the story of the Riviera back to the British aristocrats who discovered it in the late 18th century. He finds a group seeking health, warmth, a breathtaking land and seascape, and the easy morals with which the coast became associated. 'A sunny place,' said Somerset Maugham, 'for shady people.' Despite the rampant development that has characterised the coast since WW2, Jim will identify the qualities of topography, climate and culture that have enabled the Cote d'Azur to stay ahead of the pack over all these years. Jim's books and documentary films have won various awards. 19:30 - Blake Studio Norwich School, The Close - doors open 19:00 Booking: The rise and rise of the French Riviera - RGS Thursday 29 May – Royal Geographical Society public lecture A Life in Green: looking back, looking forward – Sir Jonathon Porritt CBE. Jonathon is a very eminent writer and campaigner on sustainable development, co-founder of Forum for the Future and the Prince of Wales Business and Sustainability Programme, and for many years Chair of the UK Sustainable Development Commission. Jonathon’s talk will address what we have learnt from the last 50 years of activism on climate and biodiversity issues, and what are now the priorities when the challenge has never been more pressing. Jonathon’s view is that we now face an inflection point, ecologically, politically and economically, with some very turbulent times ahead. The current focus of his work is on intergenerational justice, supporting young people in their activities addressing the twin crises of the Climate and Biodiversity Emergencies. 19:30 - Blake Studio Norwich School, The Close - doors open 19:00 Booking: A life in green: looking back, looking forward - RGS Details of Norwich School’s eclectic selection of cultural events round site feature in our termly publication, At Close Quarters , with the summer 2025 edition due out imminently. See: Publications | Norwich School .

Abi Hill (11-22) Runs Brighton Marathon for Priscilla Bacon Hospice

By Sonja Mitchell • April 10, 2025

Abi smashed her debut marathon, finishing 18th out of 4500 female runners!

Royal Academy of the Arts on Show

By Eleanor Lewis • April 4, 2025

Friday 4 April 2025 saw us hosting a p ublic lecture held in conjunction with the Norfolk Contemporary Art Society (n-cas) in the Blake Studio. This presented an amazing opportunity to hear from Dr Hannah Higham, Senior Curator at the Royal Academy of Arts in London – one of the country’s most prestigious art institutions. Before joining in April 2023, she previously worked as the Senior Curator for the Henry Moore Foundation. Formerly, she has worked for Norwich Castle Museum and Art Gallery and the Sainsbury Centre for Visual Arts in Norfolk, so she was enjoying being back in the county. A large audience of n-cas members, NUA students, ONs and staff learned what an august institution the Royal Academy of Arts in London truly is. From the days of its first President Joshua Reynolds, its collections and exhibitions are rightly world famous. Hannah’s wide ranging and informative talk charted how it brilliantly mixes modernism with the Old Masters (including a priceless Michelangelo carving) in its amazing collections and exhibitions. She reflected on its essential mission to remain a pre-eminent educational institution for art and mused on the current challenges of its charitable funding model (receiving no help from either the State or the Crown). The audience left inspired to visit its exciting programme of upcoming exhibitions, detailed here: Exhibitions & Events | Royal Academy of Arts N-cas continues to attract high-calibre, interesting speakers on a wide variety of areas of contemporary creative art. Their talks are open to all and are very approachable and friendly. Further details of n-cas events will be posted here: Events — ncas and we look forward to welcoming them back on site for talks later this year and to them exhibiting in our Crypt Gallery in 2026 to mark its 70 th anniversary. Details of all of Norwich School’s eclectic selection of cultural events round site feature in our termly publication, At Close Quarters with the summer edition due out imminently. See: Publications | Norwich School . Do join us.

Marvellous Madrid Trip for Upper 4 Pupils

April 4, 2025

Upper 4 pupil, Riya Sharma, tells us all about the exciting four-day residential trip to the Spanish capital. "In my opinion, the Madrid trip was absolutely fantastic! We explored key parts of Madrid and we had so much fun while doing it. Going to Real Madrid's stadium was mesmerising, and we got to see different parts of what made up such a unique place. Doing a tour of important aspects of Madrid was intriguing, and we learnt so much with a wonderful tour guide. Retiro park was outstandingly vast, and we had so much fun doing activities as well as the churros tasting. Last but certainly not least, was Warner Bros theme park. It was packed with many rides, each unique in their own way. It may have been petrifying to go on the rides, but it was certainly worth it. Overall, the trip was amazing, and I am very excited for next years group to go and enjoy a lovely time." Riya Sharma (U4)

Isobel Holroyd (17-19) in London Half Marathon for CRY

By Sonja Mitchell • April 2, 2025

ON Isobel Holroyd will be running the London Landmarks Half Marathon to support Cardiac Risk in the Young (CRY).

End of Lent Term Address 2025

By Eleanor Lewis • April 2, 2025

Well done to everyone for getting through to the end of another busy Norwich School term. With all that we have heard in the last two presentation assemblies, two of our key aims for pupils, breadth and leadership & service, have certainly been in evidence. However, as we come to a holiday and a chance to change pace, I want to return to the third of our pupil aims. It is the theme I raised at the start of term, curiosity, whether practical, intellectual or creative. I am sure you can all remember exactly what I talked about; indeed, you have been thinking of little else since January, but just in case there are a few hazy memories, I mentioned curiosity in connection with some extraordinary natural phenomena such as the East Atlantic Flyway, the Connectome of a female fruit fly and the difference in scale between a million and a billion. You may be thinking that I must be scraping the barrel if I am repeating a theme for an address, but the reason for returning to it is that our ability to intersect with a concept such as curiosity is different in term-time from a holiday. The key to that difference is choice: during term, we obviously hope you will be curious but you have to do so largely on the school’s terms regarding compliance with our timetable, following syllabus constraints and keeping up with homework tasks. However, for the next three weeks or so, you set the pace, you get to follow your ideas and interests with less outside interference. For our public examination candidates in U5 and U6 who are likely to be planning for a holiday which blends rest and revision, the difference between term and holiday might be at risk of becoming blurred. However, I encourage you to keep this word and quality in your minds, even if it requires a bit of a Jedi mind-trick to start with. You are more likely to retain information or a concept if you are excited about it and clear on why you are learning it, how it is going to help you or how it fits with other learning. Try to be curious about the ideas, texts or techniques you are mastering as it will help them to stick. If this really is all too much and you see the upcoming revision process simply as a grind-to-get-through, at least make sure to insert curiosity into your break-periods. If you think of the 5 ways to wellbeing that Norwich School promotes (give, connect, stay active, keep learning, take notice), curiosity could be said to be in all of them, especially if one draws in practical, creative or intellectual flavours, but it certainly cuts into the last three; the last one, take notice, is essentially curiosity via another phrase. Whether you will be revising this holiday or not, I encourage you to feed your curiosity and offer some stimuli for consideration, based on personal experiences this term. I hope you have had or soon will have experiences which get you thinking. See which of the following areas interests you most: From a Royal Geographical Society talk on Rewilding and in Mountain Guru, a biography of Doug Scott, one of Britain’s greatest climbers with a claim to fame being the highest bivouac ever when he spent the night 100 metres below the summit of Everest without oxygen or sleeping bags during his pioneering ascent of its south-west face: what does wild mean in terms of man’s relationship with nature? Can humans be involved in a place which is truly wild and, if so, how? From our own Senior Play, The Watsons: what is the relationship between an audience and its actors, between writers and the characters they create, between history and the present? This play’s metatheatricality challenges the suspension of disbelief that lies at the heart of story-telling and performance art. From an agri-tech day at John Innes Centre, put on at the Food & Farming Discovery Trust, with a visit to Food Enterprise Zone, how are we going to feed the planet in the 21st century? What are the ethics and finances under consideration at the world-leading research centre in our city? From A Complete Unknown, the biopic film about Bob Dylan starring Timothee Chalomet, where does creative originality come from and how do cultural norms change over time? Credited as one of the most influential artists of all time, Dylan’s music and lyrics upended divisions between folk and rock with tunes that became emblematic of anti-war movements and counter-culture in the 1960s. Chalomet’s gamble in the taking on of singing and playing Dylan classics is striking, too. And, finally, from Matthew Bourne’s Swan Lake, how do you tell stories without words? Most famous for its male chorus of swans (think of the final scene from Billy Elliot), Tchaikowsky’s iconic score is brought to life by the humour and attention to detail of Bourne’s choreography and, most of all, the raw athleticism of its dancers. I wanted to complement this last reference by showing off some of our male and female dancers from the wonderful recent Senior Dance Festival, but that has not proved possible because of injury, so stand by for something from them next term. Instead, I have asked Lana Kiddell to reprise her outstanding rendition of Somewhere Over the Rainbow from Jazz Night. I hope this gives you an opportunity to reflect on areas where you will give rein to your curiosity during the upcoming holiday. In terms of curiosity, what I am advocating for is a desire to find out more, to follow your interests to explore more about the world around you and yourselves. If you can establish this attitude as a habit, I believe it stays with you for the rest of life: it might be characterised as being not childish as we grow up but remaining child-like. To illustrate the point, I finish today by referencing the passing of Peter Grover MBE, the legendary Scout leader of the 8th Norwich whose memorial service took place in the Chapel on Saturday. The following comes from a poem of tribute from one of his fellow-Scout leaders (and, for information, Robert Baden-Powell was the founder of the Scouting Movement). The quote is as follows: Baden-Powell said adult leaders needed to be Boy-men. “A boy can see fun and adventure in a dirty-duck-puddle. If you are a boy-man, you can see it too”. Peter was a boy-man. The quote above is gendered as a product of its time but I suggest that the concept now applies equally to girl-woman. I like the way this last quote shows the close intersection of curiosity with fun and humour, in some ways the sillier the better. Child-like, not childish. Have a great holiday and I look forward to seeing you all after Easter.

David Treglown's (99-08) Ironman Australia for Prostate Cancer

By Eleanor Lewis • April 2, 2025

ON David Treglown will be swimming (4km), cycling (180km), and running (marathon) the 226.3km IRONMAN Australia on 4 May to raise funds for Prostate Cancer UK.

Middle 5 Pupil, Rory Evans, on 10 Years of Legacy Dance

April 1, 2025

Three Norwich School pupils, Luke Watts (U5), Milo Clabburn (L6) and Rory Evans (M5) have appeared on Radio Norfolk to talk about their love of dance. We caught up with Rory to find out more… Why were you invited to speak on Radio Norfolk? I am part of a dance company called Legacy and along with Luke, Milo and some of our fellow dancers, we were invited to speak on Radio Norfolk to promote an incredible upcoming show, called Brothers in Motion, which celebrates 10 years of Legacy Dance Company UK. Can you tell us a little more about Legacy? Legacy is an all-boys dance company which trains every Saturday and meets every week at the Workshop Studios in Norwich. In total there are about 100 male dancers split across four main groups – minis, little, 11+ and Main Company. I am part of the Main company, which consists of 13 boys aged from 11 to 18 – four of us are from Norwich School; me, Milo, Luke and also Jasper Valpied (U5). The company is audition only and we do performances, competitions and outreach programmes. How did you hear about Legacy? I was introduced to Legacy when they performed in the Junior Dance show a few years ago. They have also guest choreographed at various dance events at school such as the Dance Festival and Gala Night and they do workshops and events with the school. What do you enjoy about dance? I have loved dance since I joined Norwich School and I have been really grateful for the opportunity to do all the dance that I have. I enjoy being able to express myself through dance, which is fun and therapeutic and also builds lots of transferable skills such as dedication, hard work and coordination. Tell us more about the show you were promoting on the Radio… It is called Brothers in Motion and involves multiple boys dance groups from across the country coming together to perform, along with some of the top vocational colleges from around the country and also many Legacy Alumni will be performing. It is a really exciting showcase of male dance, which will be taking place at the Norfolk Showground on Friday 30 th May. It was great to be able to talk about it on the radio, as we are also trying to get funding for the show, as Legacy has been unable to access the Arts Council funding that has made the show possible in the past, so we are crowdfunding and asking for Business Sponsorship to help. What would you say to anyone out there who might be interested in dance but hasn’t yet started? I would strongly encourage you to start – the first step is the hardest but once you start I am sure you will love it. It is so much fun and the atmosphere and community both Legacy and Norwich School have been inspirational for me. Click here for more information - BROTHERS IN MOTION - 10 Years, 1 Legacy - a Creative & Arts crowdfunding project in Norwich by LEGACY Dance Company UK