Emanuel School magazine 2015
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Emanuel School magazine 2015
300ISSUE
Welcome 03
Contents
From the Editor 04
Notes from the Pulpit 06
Emanuel Features 08
Learning Support 21
Alumni Relations & Development 22
Partnerships 24
Department News 26
Sport 60
Lower School 89
Middle School 90
Sixth Form 91
Salvete 92
Valete 93
Houses 96
Portcullis Committee 98
From the Headmaster
Welcome
I am always amazed when I see the final draft of When I stand up at Open Days to talk to prospective parents, I
each new Portcullis magazine. Everyone connected often highlight this wonderful aspect of an Emanuel education,
which is, in a word: opportunity. There is no doubt that we
with Emanuel knows that there is a lot happening
offer many wonderful opportunities to the students during
at this school, every day and every week. Yet it is their time here. But the really impressive part of this story is
only when I see the pages laid out before me, one this: watching the students grab those opportunities with both
double page spread after another, that it really hits hands and then seeing them pay us back a thousand times
home just how busy the students and staff are and over. It is a virtuous circle, or perhaps even a spiral: circling
how much they are doing. onwards and upwards to produce ever more impressive feats
and some truly remarkable experiences. And you can read all
Moreover I know that each Portcullis magazine represents only about those feats and experiences (or at least those which
the tip of the iceberg. Before I even get to see the final draft, I made the cut) in the following one hundred pages.
know that there have been countless editorial meetings and
multiple drafts and revisions. I know that some articles have I should add that this is also a very special edition of the
been dropped in favour of others, as new events “bump off” Portcullis, because this is the 300th production of a magazine
the older events as the academic year unfolds. To give you one which first saw the light of day in 1893. In my view this latest
example: in March the news broke that two of our Year 8 boys, edition is certainly worthy of this important milestone. My
Dylan and Tom, had won the U13 National title at the Schools’ congratulations go to Anthony Murphy and his student team
Eton Fives Championships. This was the first time that Emanuel for creating another remarkable production.
students had ever won a National title at Eton Fives. So clearly I hope you enjoy this 300th edition of the Portcullis.
the story had to have a place in this year’s Portcullis. But, for the
editors, this has meant making some tough choices, because
something else had to come out in order to make room for it.
This is the kind of dilemma which has had to be faced by every
editor of the Portcullis, year on year (otherwise we would have
a magazine of a thousand pages rather than a hundred). But I Mark Hanley-Browne
am starting to think that the decisions about what to include,
and what to leave out, are getting tougher for the editors with Headmaster
each passing year.
03
From the Editor
Welcome to the 300th edition of The Portcullis. afternoon.” If you’ve seen the sketch, you’ll know what I mean.
Let me begin by saying what a privilege it is to be Suddenly the boring press release you received on Monday
given the opportunity to follow the long list of editors morning becomes your lifeline as you try and fill those column
who, throughout its long history, have nursed this inches with copy that is half respectable.
magazine into existence.
There’s no such problem at Emanuel. Good stories are
Having taken over from my predecessor Mr Healy, I sat down everywhere and there’s always something happening: school
and thought about what I could bring to this year’s edition and plays, productions and exhibitions, exciting trips abroad,
it didn’t take long to realise that it is the school that shapes the fascinating talks and speeches, a big sports event… you name it.
magazine, not me. This epiphany came as I thought about the Sometimes these all happen in one day! Even the school’s past
fantastic community of students, teachers and parents we have throws up some amazing stories. What you hold in your hands
at Emanuel. Simply put, there is never a dull moment in this little is this year’s collection of Emanuel stories; the who, what, where,
corner of south-west London. The rattle and hum of the school when and why. In my opinion it’s the school’s unique character
day takes on a life of its own. My job was simply to channel this. and community that makes it such a special place. I might be
biased but Emanuel is where it’s happening!
Feeling
the Force
I have been lucky to experience the buzz of working in A highlight of editing this year’s Portcullis was writing a feature
newsrooms and the media when some of the biggest stories in on film director OE Richard Marquand (page 14). The filmmaker
recent decades have broken… the rise of New Labour, the death shaped one of my earliest and happiest memories when I saw
of Diana, Princess of Wales, September 11, England winning the ‘Star Wars: Return of the Jedi’ in the Granada cinema in Harrow
2003 Rugby World Cup, and the election of Barack Obama. The with my brother. ‘Star Wars’ has had a huge impact on me. The
first thing to happen in such an event is that you get questions movie(s) are why I love film, photography and graphic design.
and suggestions from the editor. What’s the angle and how does There hasn’t been a media job where I haven’t tried to shoehorn
it relate to our readers? Ideas, ideas, ideas… some are good, a Star Wars-related subject or reference into my work. My editors
some bad. With the biggest stories the angle is not hard to find with their lofty ideals must have thought I had gone over to
and you press on… there are people to talk to, photographs to the Dark Side of the Force! Imagine my excitement when I
be arranged and deadlines to be met. It’s exciting stuff. discovered that Marquand was a former Emanuel student… it
was a story I had to tell. The circle is now complete!
The flip side to this are the slow news days. When I think about Anthony Murphy
these I remember Homer Simpson - when bored and having
nothing to do one day - saying: “Yeah, it’s a lazy, dog-dangling
04
School Officials
Senior Prefects
Head Boy Ben Alex Harry
Head Girl Bethany Andrew Jenny
Deputy Head Boy Dylan Anna Jude
Deputy Head Girl Carmen Arthur Laura
Ben Monica
Connie Penny
Ed Rebecca
Ella Samar
George Solly
Acknowledgements Sport pages: Duncan Gundersen, Alison Elliott, Paul King and Carly
Artwork: Pete Taylor Yeomans.
Portcullis Committee: Allegra, Daniel, Hannah, Maddy and Noah. Photographs: Front and back cover photos along with images on
pages 12, 13, 17, 19 and 52 by Andrew Maltzoff.
Proof reading: Jill Wood, John Hardy, Lindsay Sabin, Bill Rogers, Malcolm E: andrew.maltzoff@mac.com
Dancy, Nora Browne, Sara Williams-Ryan, Chris Labinjo, Richard Marriott www.andrewmaltzoff.com
and Dougal Hand.
All team photographs are reproduced by kind permission of Gillman
Special thanks: Duncan Gundersen, Sara Williams-Ryan, Bethany, Richard & Soame photographers and can be re-ordered by visiting
Marriott, Daniel Kirmatzis, Christopher Csaky, Mark Hanley-Browne, Jane www.gsarchive.co.uk or calling 01869 328200.
Peters, Chetan Chauhan-Sims, Carly Yeomans, Dominique Redmond and
the Portcullis Committee. Additional photography by Tiphaine, Capucine and Nicole (page 4).
Very special thanks to Jill Wood for her time, unlimited patience and help. Designed and produced by Tigermarque
www. tigermarque.com
A big, big, big thank you to all contributing staff and pupils!
The Portcullis Issue No 300, June 2015
05
Notes from the pulpit
In the
restoration
business
Every school worth its salt takes pride in its students. However, This is, for Christians and others, uniquely the source of all
this can become a problem in a culture that excessively values human personhood, dignity and value. Yet, despite this
beauty, intelligence, wealth and health. Hence the new gods fundamental dignity of the individual, there is brokenness, and
and goddesses are found on the football pitch, bank board it is everywhere: it is greed and avarice, jealousy and malice,
rooms, television screens, glamour magazines and cosmetic indolence and indifference, the “me, me, me” culture and it
surgery theatres. On these grounds alone, a person may disables us all. Yet the good news is that this brokenness can
be given tremendous currency and be excessively valued. be redeemed and restoration is possible.
‘Valued’? Perhaps ‘worshipped’ is closer to the truth.
Last month I purchased a CD in a music store in Covent
On the other hand, I think back to Friday 7 November last year, Garden, only to be reminded that old fashioned black vinyl
when in the chapel, our Upper Sixth students were called to records are back in vogue. There is, I guess, something very
remember and reflect on the self-sacrifice of those who were appealing about the cherishing and restoring of old things. It
young once but who did not grow old as we that are left grow can be vinyl records, old cars, vintage clothing or antiques. Old
old. Two days later, on Remembrance Sunday, many gathered items in restored condition have terrific appeal. I don’t think
again for a solemn evensong at the conclusion of a very it’s just something that develops as we grow into “old things”
successful “Emanuel School at War” exhibition. 150 Emanuel ourselves. It seems more generic than geriatric.
students lost their lives in the Great War and 101 in the Second
World War. For all their talents, youthful beauty and abilities, For me, as one of the school chaplains working alongside Paul
their young lives came to a bloody and tragic end. So how Hunt, there is a tremendous sense of relief that not everything
should we think of ourselves? Wherein lies our true value? turns into rubbish, but that the tendency of things to decay
and disintegrate can be reversed with an investment of
Between the optimism of youth and the reality of mortality, energy, understanding and loving intention.
lies the noble and honourable educational enterprise, one of
which I am proud to be part. In Christian thinking everyone At Emanuel we seek to encourage boys and girls to contribute
- the good, the bad, the ugly and the ignorant - each has in as wide a range of ways as possible by adding value and
intrinsic worth. This is not a consequence of ability, but of restoring quality wherever they can. Every year, much is
identity. Each person bears the divine mark, irrespective of the done in this regard: a plethora of charity events and service
size of their bank accounts or their pile of trinkets and gadgets. opportunities at home and abroad, student mentoring
schemes and hospitality shown to students from Germany
to mention just some. It may be as tangible as raising money
for development work in distant and distraught lands or a
commitment to recycling and fair trade. It might be relational
in other ways, a blow against bullying, comforting the
sorrowful, defending the vulnerable and strengthening the
weak. The task is very earthy and the scope is endless.
In this way Emanuel participates in a vision for the school as
it should be and therefore the world as it should be: a future
that begins with a recognition of the intrinsic value of every
pupil and member of staff, the good, the (occasionally) bad,
the ugly, and the ignorant – each has intrinsic worth and that
is a core belief which sustains me in my chaplaincy here in
Emanuel which is in so many ways, a very special school.
Rev. R Forbes Walker (School Chaplain)
06
Notes School
from the
Officials
library
It’s been a hectic year. The end of 2014 was dominated by I have rejigged my sequence of book talks to pupils in Years
the War Exhibition featured on page 10. We continue to 6-9 and have initiated talks to inspire further and wider
be at full capacity during break and lunch times and have reading. In this school year Years 6-9 have the following talks:
introduced a yearly rotation system for the Magazine the Recommended Reading List, Sequels and Series, Prize
and Careers Rooms. There are some amazingly well read Winning Novels and the Relationship between Books and
pupils at Emanuel, and this is reflected in our strong Films. Years 6-8 have a talk on the Carnegie Medal Book Prize
performance in the 2014 Kids’ Lit Quiz. and Year 9 has talks on Banned and Controversial Literature,
The A-Z of Young Adult Fiction.
On book issuing our statistics have held steady this year with
400-500 books a week our average. The popularity of ‘Hunger
Games’ inspired dystopian stories has dimmed slightly with
realistic and gritty stories becoming prominent. John Green
has led the way with ‘A Fault in Our Stars’, and the gritty
Carnegie Medal-winning novel ‘The Bunker Diary’ by Kevin
Brooks has been a monster hit.
Local author Sophia Bennett spoke to Years 7 and 8
introducing her latest novel ‘The Castle’. This was partly
inspired by living in Hong Kong as a child. Sophia explained
that in her new novel she was trying to break out of the mould
of being known as a writer of girls’ fiction. It was an inspiring
talk as her first three novels went unpublished. She got a lucky
break winning a writing competition which led to her first
novel being published. We entered the Trinity Schools Book
Award, in its inaugural year, which was themed around war
and peace.
Psychotronic Book Club
This lurks in the hidden corners of Emanuel and provides an alternative for those who
don’t want to follow mainstream clubs. The year began with the apocalyptic zombie
novel The ‘Girl With All The Gifts’ by MR Carey. It was a zombie novel with a heart. We
headed back to the 1960s and read Daniel Keyes’ ‘Flowers for Algernon’, which the
group adored. In the 1970s this book was a GCSE set text and we think it would be
brilliant to see it return. The final books of the year were ‘Defenders’ by Will McIntosh,
a fantastic alien world invasion yarn, and ‘Bird Box’, a psychological horror with a twist.
We read a balance of contemporary and classic 20th century novels and it’s great to
see teenagers enjoying them. Psychotronic inhabits a peculiar world of the strange
and the different and I hope the children and staff who read the books had an
unsettling but enlightening experience! Regulars included Peter, Noah, Juliette,
Pietro, James, Eash and Peter. The following staff members have kindly attended
the group: Ms Easton, Mr Labinjo, Mr Clayton, Dr Dancy and Mr Girvan.
Tony Jones (Senior Librarian)
07
The Memorial Bridge
As current parents and pupils will know, the new bridge fact that pedestrians had to walk in the road, with no separate
opened for use just before February half term. Most of pavement. At the time we had around 650 students and 70
us who work or study here have already become used to teachers, plus another 50 support staff, all coming and going
entering the School via Spencer Park rather than Battersea each day through this one narrow entrance and exit. This was
Rise. However there will be some Old Emanuels who won’t in addition to the visiting sports teams, the daily deliveries
know, yet, that there is a new entrance into their old Alma and (whenever we wanted to build something) all those
Mater (and who will be reading this article with some contractors’ vehicles as well. So this was a serious problem.
surprise). I am sure that there are many people who don’t And then what if Battersea Rise became blocked for some
know why we built a new entrance to the School in the first reason? How would we get in and out?
place. So allow me to explain why we built this bridge and
why it is called the “Memorial Bridge”. By 2004 I had been offered the job of Headmaster, and
suddenly these problems were mine to solve. So I approached
I first visited Emanuel in 2003. Like many people before me, Network Rail, to see if they would support a planning
I actually had trouble finding the school. I drove past the application for a footbridge across the railway from Spencer
entrance on Battersea Rise several times and then drove up Park. This would give pedestrians an alternative to walking
and down Spencer Park, before realising that the Battersea Rise along the driveway from Battersea Rise. The position of the
entrance was the only way in and out of the school. Once I had footbridge would have been where the new bridge is now.
found the way in, I discovered that the School was a real oasis To my surprise, Network Rail said that they thought it was a
inside, and one that revealed its glories slowly as I walked along wonderful idea and offered their full support.
the drive (then, as now, the security man at the gate sent me
back out again because all the car parking spaces were full – so That immediately made me suspicious and, sure enough, it
not much has changed on that score!). soon emerged that Network Rail also had a big favour to ask
Emanuel School in return. They admitted that they wanted
The fact that the school was hidden from view was, of course, to rebuild the whole embankment from the existing bridge
part of its charm. But there were also some worrying aspects right up to our proposed footbridge. And they wanted to
about the narrow entrance - and at the top of the list was the use the School grounds to access the embankment and
08
set up a huge works compound on our land. Suffice to say But why is it called the Memorial Bridge? In 1988 three trains
that the original idea for a footbridge quickly gave way to collided right by the school on exactly that stretch of track.
the idea of a full road bridge, with two lanes for vehicles and Thirty five people died and over 500 were injured. The staff
pavements for pedestrians, or else (once the work started on and pupils from the School helped the injured from the train
the embankment) we would not be able to get in or out of the and set up first aid facilities in the school grounds. For 25 years
school at all. afterwards the pupils and staff of the School either held, or
participated in, services in memory of those who died in the
To cut a long story short, the upside of all this is that School crash. Given the location of the new bridge, we wanted to
has not had to pay the full cost of building this new bridge mark this important event in the School’s history. Although
and it has become a joint venture between Network Rail there was tragic loss of life on that day, it was also a day for
and Emanuel. Furthermore, as part of the deal, when the old heroism. And it was a day when all the major players, including
entrance onto Battersea Rise re-opens you will find that the the emergency services, British Rail and the School, worked
road is wider than before with a brand new pavement for together with a common aim to help all the injured and the
pedestrians. This will improve the safety of our students and distressed.
visitors. This matters because, since 2004, the school has grown
to over 775 students, 84 teachers and over 60 support staff, The official opening of the bridge will be in October, as the
and so simply maintaining the status quo was not acceptable work is not finished yet. But we are nearly there and I would
anyway. The new pavement along the drive will be ready by like to take this opportunity to thank all those who helped to
August 2015 and you will soon see the advantages that this make this project possible, not least Jeremy Sharp, who has
new arrangement brings (especially as it will become and exit steered this through with great patience and perseverance
only for cars). So, in short, this has proved to be a real “win – from the School’s point of view, and the governors for backing
win” scenario for both the School and for Network Rail. And it this idea (albeit for a footbridge initially!) right from the start.
will not be long before people forget that there was only one,
Mark Hanley-Browne
small, narrow entrance to the School off Battersea Rise and all
the problems that went with it.
09
Emanuel at war
One moment they were schoolboys marching down Emanuel’s tree-lined drive.
Next they were fighting in two world wars to keep Britain free. So describes
a passage from the Emanuel School at War book which details the lives of
Emanuel students and teachers who fought in both world wars. Noah talks to
co-author Daniel Kirmatzis about the book’s origins and the exhibition that
accompanied it.
Emanuel School Archive
Uncovering the stories of men who were subjected to These men will have sat in many of the classrooms, played
trench warfare, put in charge of naval vessels and shot on the same sports field and rowed on the same stretch of
down over the Libyan Desert proved no mean feat for river 70 years ago as our current students do today. They were
authors Daniel Kirmatzis and Senior Librarian Tony genuinely lovely people to spend time with. The final three
Jones. Published last November in time for the 100th months when finishing the editing and proof-reading before
anniversary of the outbreak of world war one, the book going to print were the most stressful. It could be frustrating
chronicles the lives of the Old Emanuel (OE) students and when a story emerged last minute that I would be desperate
teachers who fought in both wars. to include before the deadline.”
Work on the book began in 2009 when Daniel and Mr Jones The book wasn’t the only event planned for the centenary
started to compile records of OEs who played a role in as an exhibition was organised to mark the occasion. For
both conflicts. “There was a lot of internet research initially,” four days, OEs, their relatives, students and members of the
explains Daniel, “but old editions of the Portcullis were public poured into the library to see items of uniform, school
immensely helpful in gathering names and dates and we photos, notebooks, biographies and letters on display. But it
were able to extract letters sent home by soldiers and the wasn’t always the plan to have the exhibition ready for 2014.
different stories these told. We also used the expertise of OE It was originally intended to be a 10 year project rather than
Stuart Cameron Waller who is a genealogist. Stuart was able a five year one with a finishing date along the lines of 2018.
to locate existing family members of OEs worldwide who had “The idea of completing the project for the centenary came
connections to the boys we were studying. The Old Emanuel about in 2012 when Mr Jones and I decided to organise an
Association’s database was useful as I could access people exhibition and a book,” said Daniel. “Having to compress the
still alive who were old enough to have fought in the Second project into half the time made the research process much
World War. These processes were very time-consuming.” more intensive. There was a consideration at the time that
we were able to interview people while they were still alive.
With so much information to collate, organise and write If we had attempted the project years later the chances of
I asked Daniel about some of the highs and lows they some people still being with us would have been significantly
experienced when producing the book. “Striking friendships reduced.”
with OE veterans and their relatives was very rewarding.
10A panel of speakers were invited to school including
historians and biographers such as John Lewis-Stempel
and Stephen Cooper who spoke about the First World
War. Friends and relatives of OEs such as Gene Meieran,
Doug Goodman and Jeremy Archer spoke about the
long-forgotten stories of our heroic former pupils. Movies
were screened including training films from the Second
Permission o
World War, original Battle of Britain footage and a film of OE f Colin Hall
Leslie Henson, one the Second World War’s most famous
entertainers.
The exhibition would not have been the success it was
without the wonderful items on display and I asked Daniel
if the school received many donations. “Much of it came
from our pre-existing archives and donations and old
editions of the Portcullis. The vast majority of our work was
going out and finding things from families. Some people
donated entire collections to the exhibition, leaving it as
a legacy for future generations. They found this hugely
rewarding.” It’s fantastic to think that the archive material
donated and gathered for the exhibition has been
preserved on the mezzanine floor of the library allowing
past, present and future students to marvel at the pivotal
role these chapters played in our school’s history.
ichell
nof Robin M
Permissio
Emanuel School Archive
The sheer scale of it overwhelmed
a lot of family members and it was
very emotional for some
The exhibition received media attention on the Robert Elms
Show on BBC Radio London. Andrew Murrison, a special
representative of the prime minister, tweeted how impressed
he was. Daniel sees this attention as an added bonus. The
Headmaster also received a letter from David Cameron
congratulating the school on its efforts. “Most importantly the
reaction of family members of fallen OEs was incredible and
we have letters thanking us for taking the time to put it all
together,” he proudly says. “The sheer scale of it overwhelmed
a lot of the family members and it was very emotional for
some, especially sons who had never known their fathers and
families discovering their relatives in fresh and new ways.”
Hopefully Emanuel will never again have to witness or
participate in the kind of wars our former students fought in.
As we walk along the tree-lined drive to and from school one
thing is certain… we will never forget the ultimate sacrifice
they paid to protect our freedom.
11Robots arise
Hal 9000, replicants, sentinels, the Terminator, Skynet, The Matrix and
killer cyborgs! These machines from sci-fi lore all come from an
apocalyptic future ruled by cold and dispassionate robotic overlords.
With the rapid advance of technology will robots break free of science fiction
and establish themselves in our everyday life? Daniel discusses the role of robots at
Emanuel (and society) with our very own technology overlord Mr Csaky.
I met ICT teacher Mr Csaky to talk about robots, producing another tech legend. “That’s what we are trying to
specifically robots at Emanuel. He began by outlining achieve. I’m trying to build a department that will produce
how all students from Hill Form to Year 9 now use the next famous person in robotics or artificial intelligence
Lego robots in classes. Our keenest students even (AI).” He added that school provides the initial spark that
enter regional robotics competitions. Today our the students can take and use to make something amazing.
budding robotics engineers learn how to program The passion in Mr Csaky’s voice and the glint in his eyes was
robot movements and sequence commands before enough for me to believe this is inevitable.
learning more complex matters such as reacting to the
environment. While robots are fun to work and play with I wanted to
know about their educational value. In other words why
Mr Csaky was born in Canada where he completed a degree are students learning robotics? “Robots are a great visual
in physics and maths. He worked in Switzerland for three tool when teaching computer programing as students can
years producing special effects for TV in sports broadcasting immediately see any mistakes they’ve made,” he said. “If a
before coming to Emanuel. His arrival in 2010 has seen the robot doesn’t work correctly the pupil can retrace his or her
introduction of new types of software such as Photoshop, steps until they get the desired effect. It’s great for them to
iMovie and, interestingly, Lego robotics kits. He describes see the results of their work by seeing the robot obey its
these as easily programmable and lots of fun. They are also programming. These Lego robots are fantastic tools and the
sturdy enough for butterfingered Year 7s to drop, which they faculty of engineering at University College London has said
regularly do! they are by far the best way to teach robotics to children.
Sitting in the Tim Berners-Lee computer suite (named after
the famous OE who invented the World Wide Web) I asked
Mr Csaky if he believed that Emanuel was capable of
12Robots are going to be very important in the future so it’s vital As someone who finds themselves frustrated by nature of
to study at school what they can and cannot do and what the technology I wondered if robotic malfunctions were a cause
advantages and disadvantages are.” of stress in the ICT department. “It’s always a problem. Some
of the robots get locked and you can’t upload instructions to
With the image of an amazing robotics future in mind I asked them. It’s frustrating but that’s the nature of computer work.”
him about the future of robotics. “It’s hard to predict the As he said this his laugh reminded me of the throaty chuckle
future,” he explained. “Robots will one day work in healthcare of Arnold Schwarzenegger, before saying “play with fire and
and there will be robotic assistants, especially for teachers.” He be prepared to get burned!”
said that current Year 7 students will inevitably have robots
in the workspace when they grow up. Will teachers of the The future of robotics may already be in development at
future be replaced by robots I asked? “It’s already happening. Emanuel in the guise of the school’s very own robot! Students
All teachers have a tablet that tells us what we need to know have been working hard reprogramming an iRobot Roomba
about the school and students when we need to know it. – a cleaning system that vacuums your floor – to carry out
We’re already there. It’s already happened. On the subject of commands beyond its intended design and programming.
teachers being replaced by robots I believe that teachers can While so far it is only a work in progress the student-led
better inspire students than robots.” project has pupils thinking hard about what they can get the
Roomba to do. The key to this is a credit-card sized computer
called a Raspberry Pi, which our engineers have attached
to the unassuming cleaning droid. We can definitely expect
some wacky, interesting and creative suggestions as the
project progresses… so watch this space!
It was time to ask a bolder question… one that would test That night I thought about Mr Csaky’s robot initiative at
Mr Csaky’s knowledge of robots and popular cinema. Emanuel. During the interview he made several points about
Thinking about the friendly and fun looking Lego robots how working with robotics would become more useful in
in ICT I asked if he feared a Terminator-style robot takeover the future and how it would benefit students. Luckily he
in the future. “It’s a possibility. Some cars can already drive dismissed the idea that robots would one day become our
themselves and AI is rapidly developing. It has the potential overlords… although he didn’t rule it out. For the time being
to cause problems but so far nothing major has gone wrong it’s a nice feeling that I don’t have to worry about a Terminator
with AI… but it’s yet to be seen.” I was disappointed by his crashing through my bedroom window or The Matrix using
answer as I was hoping that he’d herald the end of the world me as spare batteries! My prevailing thought though is that I
to give me an interesting headline! wish I could have worked with robots when I was in the lower
school. Not only for the learning privilege but because they
seem lots of fun.
13The man who shot
successful films. Marquand, it was said, did this in grand
The cast of ‘Return of the Jedi’ with George Lucas and Richard Marquand
style. He managed to bring this rarest of cinematic sagas to a
satisfying conclusion.
Talking about his experiences on ‘Return of the Jedi’, Marquand
said that he was already a huge ‘Star Wars’ fan. “I loved the
characters. In a way I felt like a young man who knows the
music of Beethoven extremely well, and who is finally asked
to play it with the London Symphony Orchestra.” Marquand
spoke about his son – a massive ‘Star Wars’ fan – being his most
intimate link to the saga. “I wanted to give my son and young
adults the kind of things they were looking for, which was a lot
of excitement and a lot of showmanship.”
Comparing ‘Return of the Jedi’ to the other films in the trilogy,
‘Star Wars’ and ‘The Empire Strikes Back’, Marquand said that
director Irvin Kershner was perfect for the middle movie,
which was a dark, troubled and anguished film. Lucas, he said,
was the perfect man for the first ‘Star Wars’ film because he
understood gags and had a great sense of story. “I think I was
probably the right guy for the third film, because I like the
great virtues: I love loyalty, friendship and love…”
2015 is proving to be a fun year for ‘Star Wars’
Marquand, who is the only British filmmaker so far to make
fans with the release of the latest film ‘The Force
a ‘Star Wars’ film, faced a number of challenges on set,
Awakens’ coming to cinemas in December. particularly working with special effects, robots and masked
characters. To overcome this he turned to his experiences in
Look closely around the school archive and you will notice theatre. Indeed, the scenes between Luke Skywalker and Darth
that Emanuel has some pretty serious links to the space Vader in Jedi are among the film’s best. “I was always fascinated
fantasy. Staring back at you in a photograph is ‘Star Wars’ by masked characters… because you don’t really know what’s
creator George Lucas with characters Han Solo, Princess going on, but you can project your emotions onto that mask.
Leia, Luke Skywalker, Chewbacca and the droids R2-D2 and Working on film, which is frequently a media of close ups, there
C-3PO. is nothing blanker than a close-up of Darth Vader. Ultimately
you realise that you have someone under the mask, and that is
Joining them is filmmaker Richard Marquand (OE 1945- why emotion gets through. If the movement is right and if you
55), who directed ‘Return of the Jedi’, the third film in the really work at it, it does work.”
original trilogy released in 1983. During his time at Emanuel,
Marquand was a prefect in the Sixth Form and a member of This is something you see different in ‘Jedi’ compared to the
the Dramatist Society and Curzon Club. other two films. The film is theatrical and a lot like an opera. “I
love big, theatrical settings with entrances and exits, and big
Marquand’s film legacy includes ‘Birth of the Beatles’, ‘Eye of moments,” explained Marquand. “I enjoyed the way we set the
the Needle’ and ‘Jagged Edge’, starring Glenn Close and Jeff whole Ewok battle in the magic forest, with big, long shots, and
Bridges. His movies covered a range of genres from science big close-ups. It was sort of… operatic.”
fiction, thrillers and romantic comedies, including ‘Until
September’ starring Karen Allen. Marquand also directed Richard Marquand passed away in 1987 after a stroke. He was
Bob Dylan in the film ‘Hearts of Fire’. 49. It would be interesting to know what he would make of
the new ‘Star Wars’ film. One thing guaranteed is his place in
When considering directors for ‘Return of the Jedi’, George the mythology of ‘Star Wars’. Since its release 32-years-ago
Lucas considered Steven Spielberg, David Lynch and David successive generations have embraced ‘Jedi’, enjoying the
Cronenberg before settling on Marquand. Lucas explained furry Ewoks, the thrilling battles, the hissing arrogance of the
that Marquand had done “some great suspense films and Emperor and the amazing special effects. We learned from
was really good with actors. Eye of the Needle was the film Luke’s bravery and compassion and, most importantly, we see
I’d seen that he had done that impressed me the most… it Darth Vader’s redemption and return to the light side. It’s hard
was really nicely done and had a lot of energy and suspense.” to imagine anybody but Marquand bringing the original ‘Star
Wars’ trilogy to such a fitting end.
The toughest thing for Marquand to do was to come in and
try to conclude the ‘Star Wars’ trilogy after two incredibly Anthony Murphy
14Darth Vader
I think I was probably the right guy
for the third film, because I like the
great virtues: I love loyalty,
friendship and love…
15The Lion’s World
We had the privilege of welcoming Lord Williams,
Master of Magdalene College, Cambridge and
previously the 104th Archbishop of Canterbury, to
speak to our Literary Society in September.
Lord Williams’ topic was ‘The Lion’s World’ – a look at the
writings of CS Lewis and, in particular, an examination of the
Christian symbolism in the seven books in the Narnia series.
The talk was based on Dr Williams’ own book with the same
title.
Dr Williams gave a summary of CS Lewis’s life as an academic
(Lewis was a specialist in medieval English literature) and as
a writer of novels ranging from science fiction to children’s
books, a writer of books about Christianity (‘Mere Christianity’,
‘The Problem of Pain’ and ‘Surprised by Joy’) and books with a
strong autobiographical content (‘A Grief Observed’). Many of
his letters have also been published since his death in 1963.
We were left in no doubt that CS Lewis was a prolific writer who left behind a huge body of work – and clearly those who
have only read ‘The Lion, the Witch and the Wardrobe’ have a
lot of catching up to do!
He covered many themes during the lecture but, as promised,
spent most of the time talking specifically about the Narnia
books. The fact that CS Lewis had a powerful imagination
has never been in doubt, but one of the reasons Dr
Williams admires his writing so much is that he never
shied away from tackling major theological issues,
even in a book which was primarily written for
children (so for example, in ‘The Lion, the Witch
and the Wardrobe’, Aslan chooses to lay down his life
in atonement for Edmund’s sins). Before we even
meet Aslan, we hear rumours that, when he comes,
the ice and snow will melt away and the world
will change from black and white to glorious
colour. This is, for some, an unusual view of how
God (Aslan) works in our lives (someone
who comes into our lives and enriches us and
gives us full expression) but that was clearly
how CS Lewis saw God and it is part of the
magic of his writing that he so often presents
us with the unusual and the unexpected.
The Library was packed for the talk and, from
the questions afterwards, and the discussion
over tea and coffee in the Marquand Room,
it was clear that many of those present had
been inspired to read (or re-read) the work of
this great writer. We were very fortunate to have
had such a wonderful speaker for our first Literary
Society meeting of the school year.
Mark Hanley-Browne
Aslan chooses to lay down his life
in atonement for Edmund’s sins
16The Harkness Method
Last summer the old Digital Language Lab was When used effectively the method has a clear format with a ‘top
refurbished into a brand new Harkness Room. Anyone down’ diagram that maps discussion. This notes exactly which
unfamiliar with the concept may walk into the room and student has spoken and whether they have been initiating,
be surprised by what they see. The classroom with its listening, responding or facilitating. By the end of a lesson the
long oval table, curtains and rows of books, looks more teacher will have produced a spider web type drawing which
like a domestic setting. So what is the Harkness Method looks immensely complex. This record adds impetus for pupils
and why has Emanuel decided to invest in it? Hannah to get involved.
investigates.
The Harkness Method at Emanuel is very much a fledgling
Over the year we have seen the Harkness Method introduced concept. It may not cover as much content as a conventional
into lessons. Despite how the new room appears, it is best English curriculum, but on the other hand pupils became more
suited to the collaborative learning style of Harkness. Originally accomplished at evaluation. In the words of one pro-Harkness
developed at the Phillips Exeter Academy in the United States, chemistry teacher from Lawrenceville, “The stuff is just the stuff,
Emanuel’s interest in the method comes from our partner school but what do you do with the stuff?”
Lawrenceville in New Jersey. Lawrenceville is a keen practitioner
of Harkness across all age groups and subjects. In principle it is The Harkness Method is not a new singular lesson style at
a more inclusive method which attempts to remedy rote style Emanuel but rather a complementary method to broaden
learning and passivity. pupils’ experience of learning. I look forward to seeing how
it evolves at school. It’s certainly a new and different way of
Despite some initial scepticism students are now developing the exchanging ideas and opinions.
key skills of Harkness and the tangible benefits are becoming
obvious. The small class size (maximum 16 participants) and
the oval table means shy students cannot hide at the back
of a classroom. At the other end of the spectrum the more
outspoken pupils have to learn to listen and self-regulate their
discussion. The experience mimics the setup of a university or
board room style discussion requiring students to implement the
collaborative skills they will need later in life. The use of tablets
in the room also means greater access to internet resources
and instant information to sustain and evidence ideas. The
supportive prop of the teacher is temporarily suspended as they
guide discussion allowing pupils to self-manage. It is a type of
‘exam technique’ practice, where the pupils will similarly have to
respond in depth to a question unaided.
17Chetan’s
rowing success
In July 1966 Emanuel won the Princess Elizabeth Cup at Henley.
It was reported at the time that our rowers were the best school
crew to ever compete at the competition. Today we have another
success story in the guise of Chetan Chauhan-Sims who last year
won a silver medal representing Great Britain. Allegra caught up
with him to discuss his success.
It is no secret that Emanuel’s rich rowing tradition has themselves finishing second in the men’s eight after only
inspired many school athletes to compete at GB level. two sessions in the boat. His rapid progress - fuelled by his
This was shown with grit and vigour in Hamburg last hunger and determination - has transformed him from a J16
year when Chetan raced in Great Britain’s Coxed Four who was once so nervous about a race that he boated with
for the World Rowing Junior Championships. He won two left blades in the Bedford regatta, into a silver medallist
silver. His achievement was Emanuel’s first Junior World representing Great Britain. His achievement has proved
Championship medal. inspirational for many school rowers. Chetan explains that the
best piece of advice he was given was from his coach Peter
Chetan began to consolidate his rowing aspirations as a Hardcastle. “Switch on, switch off,” says Chetan. “This presents
pupil in the Lower Sixth Form. It began with a trial for GB the idea of balance which I had to master while balancing
where, he says, he was mixing with top rowers from around my rowing ambitions with my A Levels. I have brought this
the country. “It made me question whether I would even mantra to university with me where I continue to train hard
make it into the team,” says Chetan who is now studying with the aim of trialling for the U23 squad next year. My
Geography at Durham University. His nervous anticipation ultimate aspiration is reaching the Olympics.” For students
served him well as he went on to represent GB at the Munich with similar aspirations Chetan explains that the step up
Regatta in May 2014. He also made the Coupe de la Jeunesse between school and university rowing is very strenuous. “We
(Junior European Rowing Competition) team in July. Chetan train six days a week, twice a day, once in the morning and
describes this as his defining moment. “After finishing first in again in the afternoon. The big difference is that the boat club
all the races of an afternoon seat racing session I remember is almost completely run by students from organising kit to
smiling and almost laughing during the final 500 metres of transport and keeping track of finances.”
the last race as I realised I had a chance of winning a seat in a
GB boat.” This discipline will serve Chetan well as he strives to achieve
his ambition of competing in the Olympics. We hope he
Chetan has fond memories of rowing for the school in continues to write another successful chapter in Emanuel’s
the 2014 Wallingford regatta where the boys surpassed rowing history.
18Top team
The U14 netball squad has become a force to be squad. Alice, Izzy and Bessie are extremely talented and can
reckoned with on the school circuit. Carly Yeomans hold their own against many a top team. The versatility of
writes about the team she is proud to coach. Rebecca meant she was able to play as goal shooter and as
wing attack. It was a close competition and we had a nervous
In September I was fortunate to become coach of the team. I wait to see if we had got through on goal difference… and
knew the girls had a great reputation after reaching the final we had! We played two more matches, drawing one and
of the Independent School National Cup last season, and it losing the other by a single goal. We anxiously watched
didn’t take long for me to see how talented these girls are. the other teams play - thankfully it went our way and we
achieved a spot in the regional round.
Leading up to the Surrey Schools Tournament we played in
the Ibstock Open. The girls won impressively scoring 65 goals Although the spring term is not dedicated to netball – most
and conceding only eight throughout the competition. The of the girls were committed to rowing duties - the team
defensive team of Chloe, Daisy, Rebecca and Isobel showed managed to stay injury-free. It was great to have Katja
why opposing teams find it so hard to score against us. Our and Mia back for the big day in the Regional Round of the
next big game ended in defeat against Surbiton in the U15 National Schools Competition in January. Unfortunately the
Independent Schools National Cup. results did not reflect our quality, but to win two games at
such a high level was a fantastic achievement.
A loss sometimes teaches us more than a win does and the
girls went into the Surrey Schools Tournament knowing if The final competition in the calendar was the Surrey
they worked hard and played to their full potential they’d Schools Finals and the girls went into the tournament with
reach the next round. The girls were back at full strength confidence and ambition. Our final match in the group
with Bessie recovering from injury. The expert shooting of stage was against one of our closest rivals, Alleyn’s. We knew
Katja and Catherine meant the girls were confident that we would have a tough match to reach the semi-final. This
any scoring opportunities that came their way would be was an impressive performance and the team played their
converted. best netball of the day wining 10-4. Unfortunately we were
outplayed in the semi-final, but to be one of the top four best
Next up was the county round of the National Schools teams in Surrey is a fantastic achievement. This was a great
Competition. The fact that we were invited to play in this performance from the girls and I hope they can continue
tournament shows how the reputation of netball at Emanuel to prove their quality next season. There’s no telling how far
has grown. Although Mia still had an injury we had a strong these girls can go.
19High Fives!
The achievement marks the first time
that an Emanuel pair has won the
competition
Fives is a sport not dissimilar to squash, except that the ball is
hit with gloved hands, and there is a buttress on the left-hand
wall that forms the focal points of match play and tactics.
The game is played in pairs, so it’s two versus two. There is
no referee to adjudicate disputes, so players must learn to
resolve issues among themselves on court - a useful life skill
to develop for young players.
The Fives programme at Emanuel has been a key factor in
the success of Dylan and Tom. The boys and girls who play
go to a lunchtime club three days a week, and attend one
after-school practice per week. Players also participate in a
number of fixtures around London and travel to tournaments
across the country. This experience was crucial in Dylan and
Tom’s success as they have been able to gain a great deal of
experience playing against a wide variety of opposition and
Year-on-year ‘The Portcullis’ runs stories on the playing styles.
sporting achievements of the school. Rugby, netball
and rowing have all enjoyed considerable success It’s worth mentioning the strength of the Year 8 players.
on the pitch and the water. Emanuel can now add The fact that there is a large number of extremely good,
another sport to its proud list of honours… Eton Fives. committed players at Emanuel means that all players are
able to play challenging, high-standard Fives every week.
Take a bow Dylan and Tom who won the Under-13 finals of This is wonderful for the sport of Fives and the students as
the National Tournament at Eton. The achievement marks the they have the potential to produce great results in the future.
first time that an Emanuel pair has won the competition. Hopefully Dylan and Tom’s success is a sign of big things to
come in the sport! Well done boys.
The accomplishment means a lot to Dylan and Tom. It is Dominique Redmond (Coach)
the culmination of a committed year for both players and a
fantastic achievement, especially given the strength of the
opposition, Berkhamsted School, which has a very strong
Fives programme. The final itself was a nail biter, going to
five sets (a Fives match is played to the best of five sets, so it
was as close as it could possibly have been). To come back
from losing the third set 0-12 is an astonishing achievement
that shows the depth of character, grit and determination of
these young players. The boys’ styles are well-matched, with
Dylan’s attacking style of play balanced by Tom’s keen eye,
consistency and innate sense for the game. This balance is
crucial for success in the game, along with a good match of
personalities.
20Learning Support
The changing face of
Learning Support
When I reflect on when I first became Head of Learning Typing is a life skill and it is essential to have such ability.
Support in 2005, pupils only came through our doors if they Learning at a younger age helps one to become a faster and
were behind on the curriculum and in a spot of bother with more accurate typist. Depending on the level of your typing
their teachers and their parents! After a decade of leadership you can use one of two programmes, for example somebody
I am delighted to see the reverse happening. Pupils now like who struggles with typing can go on to the BBC typing
coming to LS because it’s fun and beneficial to their learning programme which offers a slower and more comprehensive
and their well-being. They come to us for a vast array of tuition. The courses helped me learn to become a confident
reasons, whether it’s to learn to touch-type or to improve typist in a fun but progressive way. One is rewarded for
their spelling, handwriting, or help with homework and accuracy and/or speed, both by the programme itself and
revision. Learning Support has evolved into a department in our teacher.
its own right and the culture has become one of positivity Isabelle (Year 7)
and support before the stage where a pupil has a chance to
become disillusioned with school life. This could not have I have really enjoyed my time in the LS department, working
been done without the dedication of Mrs Shaw and Mrs on the Cogmed course. I feel that it has helped my working
Wright, who display care and commitment to pupils and memory, far beyond what I believed could happen in such a
the department’s aims. I would like to thank them for their short space of time. The calm, quiet atmosphere helps people
hard work and all the early morning spelling and help clubs. to take a firm grip at improving their learning. Courses, such
Thank goodness they are most productive in the morning as touch typing, are available to all and the programme often
as I am most productive in the evening. I blame this on the helps you even if you may not be in a ‘good mood’ that day. I
Italian half in me! Speaking as a teacher and a mum of twins, look forward to continuing the course throughout the year.
good Learning Support teachers need to be cherished in any
Marla (Year 10)
institution as they are often the contributing factors in pupils
feeling happy, which in turn results in them striving ahead
I attend homework club which is voluntary for those who
to achieve their ‘best possible outcome’, which is what we all
wish to complete some work. I go three times a week and it’s
wish for them. Good luck to all the pupils taking exams this
a very good opportunity for me to get everything done there
year and thank you to everyone including Mr Hanley-Browne
before going home. It is very effective because Ms Shaw
for giving me this wonderful opportunity that I will cherish
always offers help to anyone who needs it. Her wonderful
for life.
words of wisdom (and the biscuits she gives out) help us all.
Mrs Geraldine Kazi-Fornari (Head of Learning Support) I would recommend this for anybody who is finding their
homework a bit difficult.
Geordie (Year 10)
21Alumni Relations & Development
Linking the past,
present and future
It is hard to believe that it has already been a year since I started
as Development Manager here at Emanuel. The Development
Office is responsible for looking after and maintaining good
contacts with all former pupils, former staff and friends of the
school as well as fundraising for the annual and bursary funds.
Since April last year we have introduced some exciting new Hollywood film ‘Whiplash’, one of the most talked about films
changes to the alumni relations function. All former pupils in 2015. The newsletters and magazine also provide us with
are now kept regularly up to date with school news via their an opportunity to keep all our alumni up to date with recent
own e-newsletter, and this summer for the first time, all OEs school developments.
that we are confident we have correct address details for,
will be receiving their first annual alumni magazine. We are If you are a parent reading this and your child is in their last
very grateful to all the OEs who have contributed to this new year, do let us know if you would like to receive the termly
publication and helped make it a success. Articles have ranged e-newsletter in order to keep in touch with school.
from an interview with Michel Roux Jnr to a day in the life of a We also took the time in 2014 to ask former pupils of the
Senior Government Adviser, who was also one of the very first school what they wanted from the Development Office at
girls to come to Emanuel back in the 1990s. We also spoke to Emanuel via a survey and we are very grateful to the hundreds
OE Ben Wilkins about his Oscar success for sound mixing in the of OEs that got in touch. This exercise allowed us to extend the
number of careers contacts we have. Lots of OEs agreed not
only to help each other with careers advice, but also to come
back to school and support current pupils with talks, work
experience and mentoring.
We also celebrated a number of significant events over the
last year including 100 years of the Emanuel School Boat Club
where we were delighted to welcome as our guest speaker,
Olympic Gold Medallist, James Cracknell. It was wonderful
Michel Roux Jnr
that so many past and current rowers were able to attend.
In fact there was at least one table from every decade going
back to the 1960s. As one OE put it, “We all had a great time. It
was wonderful to be reminded of the great tradition of rowing at
Emanuel and it was fun meeting people from different generations
of rowing. The speeches, especially James Cracknell’s, were also
very enjoyable.”
Not long after this we celebrated the opening of the Emanuel
School at War Exhibition. Without the support of hundreds of
OEs this project would never have taken place and we were
delighted to see so many come back to school. It was also a
real pleasure to meet so many family members of former pupils
who had fought, and in some cases died, in both world wars.
The accompanying book will be a lasting testament to their
bravery and sacrifice.
22Alumni Relations & Development
James Cracknell
It was wonderful to be reminded of
the great tradition of rowing
Earlier this year supporters of the School also came together
at the Reception of the Benefactors’ Society. Guests were able
to walk across the new bridge into school for the first time
and enjoyed canapés and drinks in the Library, as well as a talk
from the Headmaster about future plans for the School which
include the exciting plans for the redevelopment of the Dacre
block.
We are also introducing a programme of reunions for former
pupils and are holding our first one this summer for the
1990s decade, where we hope that many OEs will take the
opportunity to walk down memory lane and relive their
own school days.
We are very grateful to all our supporters and donors
and would like to extend our thanks to those who
have supported the School financially. Donations
to the Annual Fund have continued steadily from
both former pupils and parents and these have
allowed us to complete a number of projects
which otherwise would not have been possible.
We are also very grateful to the sister of a
former chaplain who left a six figure sum to
the school’s bursary fund. This money will
allow us to offer more pupils the chance of
an Emanuel education who would not
otherwise be able to attend the School.
It is the intention of the governors to
increase the number of bursaries and
scholarships over the coming years and
we hope that the whole Emanuel community
will support us in this vision.
Emily Symmons (Development Manager)
23
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