2025 JUNIOR ALLEYNIAN
Head’s Highlights (Speech Day 2025)
Maritime Museum, Hampton Court, Crystal Palace Museum and the Natural History Museum. We’ve enjoyed workshops on Vikings, Aztecs, Arctic explorers, steel pan and gamelan music. We’ve seen West End productions, been inspired by art at Dulwich Picture Gallery, and marvelled at nature in Kew Gardens. Music continues to be a defining strength of our school. This year, 160 of our 225 boys have taken individual music lessons, with over 60 passing their exams. We’ve held big concerts, pop in and play concerts, breakfast beats concerts, and specific concerts for percussion, piano, strings, guitar, wind and brass. Every year group has staged a production, and one third of our boys took LAMDA exams. Sporting participation remains at 100% across all year groups and terms. Our U11 teams have enjoyed particular success in football, hockey, swimming and cricket — reaching national finals and showing great promise for the years ahead. Our commitment to social mission and service learning remains strong. Every boy has engaged in acts of service, both through the curriculum and our Service Learning Day. Over 1,000 boys across the College took part in 50 projects supporting our local community — a meaningful testament to our values. As ever, I want to thank our staff for their exceptional professionalism, passion, and care for the children in our school. It is their talent and dedication that make this Junior School such a special place. Let me finish by saying I was recently at a school fair at Wimbledon Common Prep, surrounded by excellent schools. A number of prospective parents asked me, trying to differentiate us, “What makes Dulwich special?” I spoke about our academic standards, our social mission, our inclusive co-curricular programme — and above all, how our boys are empowered to be and do everything. This really struck a chord and we are beginning to see more and more parents actively choose us over other excellent schools and coming from even further away to join DC and our amazing Junior School. But perhaps the best answer came not from me, but from our Year 6 parent in our exit survey. Of the 31 Year 6 families who responded, 30 gave the school a rating of 9 or 10 out of 10 when asked if they would recommend us — placing us well beyond ‘world class’ by global education standards.
n We began the year in the Junior School with our highest ever number of pupils — a record start. But we were aware of the headwinds on the horizon. We faced concerns about a new government, the potential impact of VAT on school fees, and an upcoming inspection. And yet, we end the year having navigated all those challenges with real success. We passed our inspection with flying colours, saw a record number of 7+ applications — bucking both local and national trends — and now look ahead with real excitement to September. But today is a moment to pause and reflect — especially on our wonderful Year 6 pupils and their journey through the Junior School. The outcomes of this year’s 11+ and scholarship processes demonstrated the significant progress our boys have made. Their academic development, particularly in writing, Maths, and across the curriculum, has been impressive — and measurable. In Maths, we saw standout successes. In the Primary Maths Challenge, our gold award winners rose from five in 2018 to 16 this year. An astonishing 28 boys qualified for the bonus round, making us the third highest-achieving school in the country. In the UK Maths Challenge — open to students up to Year 8 — we achieved our highest number of awards in five years. Academic enrichment continues to be a cornerstone of a Dulwich and a Junior School education. This year’s Great Exhibition saw Year 6 boys showcase their key skills in oracy, research, analysis, and community action. Topics ranged from Doctor Who and frogs, to racism in sport, the gender pay gap, and the value of GCSEs. Our Symposium on “Tradition and Innovation” brought together pupils from JAGS and Dulwich Wood Primary. The highlight was a truly inspiring talk by Dame Maggie Aderin-Pocock on her journey in science and the wonders of space. Book Week, themed around “ Marvellous Mysteries and Curious Crimes ,” saw the boys being absorbed into this theme with their story writing and reading. Across the year, we welcomed nine authors, including Alexander Armstrong, David Baddiel, Hamza Yassin and Tom Percival. We were also delighted to win a london Schools Library and Book Knowledge Competition. On the chessboard, we were equally inspired by our pupils’ enthusiasm and the presence of Bodhana Sivanandan, a nine-year-old chess grandmaster, who played simultaneous matches with our boys from across the College. Our House competitions continue to be a vital part of school life — blending academic, creative, sporting, and personal values. Boys across the College connect in vertically integrated events, from House Science to the return of House Aquathlon. Next year, we look forward to House History, where we’ll commemorate VE80 and reflect on what our families were doing during the time of the Second World War. Our partnerships with Sydenham High and JAGS have flourished, offering joint enrichment days in subjects as diverse as philosophy, computing, art, languages, engineering, sport, and Forest School — showing the true breadth and depth of our pupils’ learning. Trips and visits have been as rich as ever. We’ve explored the Imperial War Museum, the British Museum, the National
One parent wrote:
“He has had an amazing time. Under the care of superb staff, he has studied a rich and engaging curriculum and experienced so many co-curricular opportunities — all on a wonderful campus with outstanding facilities. Thank you to everyone at the school for all their hard work in making it so terrific.” To our Year 6s — thank you for all you’ve brought to the Junior School. We are proud of you. You have been curious, courageous, kind and determined. We wish you every success as you move on to the next stage of your Dulwich journey.
Dr Toby Griffiths
June 2025
CONTENTS
Head’s Highlights
n ACADEMIC ENRICHMENT
2 6
Symposium Great Exhibition Forest School
10 12 14 16 18 22 24 25 30 31 32 33 34 35 36 40 41 42 43 44 45 46 47 48 49 50 52 54 55 56 58 60 62 63 64 66 69 70 71 72 73 74 75 76 77 78 79 80 82 83 84 85
Book Week and Author Visits Short Story Competition
Digital Learning
Art and DT
Clubs Chess LAMDA
n PASTORAL AND WELLBEING LEARNING 26
Community Service and Charities
DC Pride
International Women’s Day Mental Health Awareness Week
Neurodiversity Week
Eco Week
Odd Socks Day Assemblies
n LEADERSHIP AND PARTNERSHIP
School Council Eco Committee
International Ambassadors
EDI Ambassadors Year 3 Collaboration Year 4 Collaboration Year 5 Collaboration Year 6 Collaboration
n HOUSES
Cross Country Sports Day Teambuilding Photography Spelling Bee
Music Science
DT
n MUSIC AND CREATIVE ARTS
Year 3 Production: Project Planet Year 4 Christmas Production: I’m Gonna Shine Year 5 Play in Two Days: The Three Musketeers
Year 6 Production: Oliver Music Summary! Jr Annual Strings Festival
n SPORT
Introduction and Cricket
Football Rugby Tennis
Swimming
Hockey
n TRIPS, VISITS AND WORKSHOPS
Year 3 Residential Outdoor Centre: Year 4 Outdoor Centre: Year 5 Outdoor Centre: Year 6
Annual Ski Trip
Day Trips and Workshops: Year 3 Day Trips and Workshops: Year 4 Day Trips and Workshops: Year 5 Day Trips and Workshops: Year 6
n FOUNDER’S CONCERT
86
n SPEECH DAY
87
n FAREWELLS AND WELCOMES
Cover image courtesy of Darian (Year 3 House Photography entry)
88
1
n The ninth Junior School Symposium started the summer term with a fantastic, collaborative event between Dulwich College Junior School, James Allen’s Girls School and Dulwich Wood Primary School. This year’s theme of Tradition and Innovation allowed for lots of debate, discussions about the past and opportunities to glimpse the future. The event was opened by Dame Maggie Aderin-Pocock, a leading British Scientist and co-presenter of the very popular show, The Sky at Night. Dame Maggie answered some of the biggest questions surrounding space in a captivating speech to the pupils and staff, including whether or not there is life somewhere and whether you are made of stardust or not! Through incredible research and sharing of some current projects, we were all taken on an extraordinary journey into our solar system and a little bit beyond. Dame Maggie shared conceptual plans to deliver pictures of Proxima Centauri B, an exoplanet orbiting our nearest star, which happens to be in the habitable zone. Dame Maggie also spoke about her experiences of having dyslexia and leaving everyone in the room with the confidence and desire to do their absolute best with the innovation that they pursue in their life and careers. After such a rousing opening assembly, the children had the chance to explore different sessions through different academic lenses, from exploring DNA to the traditional art of paper quilling to the Tradition Remix session, where children remixed a traditional song with a modern twist through Garage Band. We were also joined by Jessica Barker, who kindly ran a design session on clothing design that would help a person survive and thrive (in a fair amount of style) in some extreme environments. Jessica utilised her industry experience to demonstrate some of the smart materials currently used in the construction industry and the impact that these are making. Jessica presented a brilliant session and helped the children to understand that design ‘builds on the past, imagines the future, but also needs to look sideways at times too!’ We are all so grateful for her contributions to the event. In the afternoon, we were also joined by Teddy Keen, an adventurer who has edited a series of books called the Unknown Adventurer. This shows traditional survival techniques, and Teddy also talked through a recent expedition where he battled piranhas to find the source of a river in the Amazon. Everyone had a great day, and the 9th Symposium definitely allowed for lots of exploration and challenge!
GRANDMA’S UNDERWEAR AND SURVIVING SPACE
PAPER QUILLING
PAINTING AND SHAKING IT UP
2
PINCH CLAY POTS
CRAFT TRADITION
TRADITION OF CROQUET
3
MUSIC TRADITION REMIX
CRAFT TRADITION
CRAFT TRADITION
ANCIENT INNOVATION - CUNEIFORM WRITING
COUNTRY DANCING
4
EARTHQUAKE PROOF
DAME MAGGIE ADERIN-POCOCK
WINNING LOGO BADGES
5
n As a main academic outcome to the Junior School journey, we ask the Year 6 pupils to prepare a project to focus on a question, which they have generated from the UN Global Goals. For the first half of the Lent term, the boys looked at these questions from a historical perspective, examining the causes and what this means for the future? They wrote letters to people who can make a difference independent thought through self-led inquiry, critical research, and analysis. The results were outstanding, with research engaging displayed on colourful display boards, accompanied by interactive home-made quizzes, games, and models. As well as all the parents, we welcomed the rest of the Junior School, the boys’ Year 12 mentors and many Senior School staff who were all very impressed. The Great Exhibition and were experts in their field. This culminated in a chance for all the pupils to show their hard work and, crucially, to talk and demonstrate their passion for their chosen questions. The Exhibition was a wonderful celebration of independent study; the boys’ projects exemplified the College’s Academic Enrichment ethos, fostering
6
7
8
9
FOREST SCHOOL
techniques like fire-making, using storm kettles, and collecting water safely. Each year group engaged in hands-on learning that strengthened their teamwork, problem-solving, and connection with the natural world. They not only developed practical skills but also fostered a sense of independence, resilience, and creativity. It has been a wonderful year of growth, and it has been fantastic to see how much the pupils have learned and accomplished. We look forward to another year of exploration, learning, and adventure in the great outdoors next year!
n This academic year at Forest School has been filled with exciting outdoor experiences that have helped the boys grow in both practical skills and creativity. Year 6 collaborated with JAGS to learn square lashing techniques, building stretcher frames and designing a nature-based trail. Year 4 teamed up with Sydenham School to create beautiful dreamcatchers and natural artwork, while Year 3 explored the art of natural dyes and crafted Andy Goldsworthy-inspired installations using materials from the forest.
Year 5 focused on survival skills, learning essential outdoor
10
11
BOOK WEEK
n The Junior School Book Week ‘ Marvellous Mysteries and Clever Crimes ’ had everyone searching for clues. With four fabulous author visits from Karen Owen, Jennifer Killick, Tom Percival and Rhian Tracey, The boys and staff showed verve and imagination for our Dress up Day, and we had 91 boys breaking fiendish code-cracking challenges in the library at lunchtimes. We collected over 1000 book donations for our favourite annual book charity The Children’s Book Project and our House Short Story competition was of such a high standard - with the Heads of each year reading the winning stories to an audience of children with bated breath. Our daily Drop Everything and Read meant the Junior School was silent for 10 mins with everyone (including all staff) reading.
12
AUTHOR VISITS
Charlie Brooks
Adisa
13
Short Story Competition
n For this year’s Short Story Competition, pupils were challenged to write a story of 500 words or fewer inspired by our Book Week theme, “Marvellous Mysteries and Clever Crimes”. After time to plan their plots, pupils wrote their stories in class, which were then anonymously shortlisted before the final judging by Mr Fletcher, the College Head of Libraries. The winning stories were read aloud in assembly, and we were all captivated by the inventive plot twists, vivid descriptions, and creative flair on display.
The Attack of Venice Leo (Year 3)
On a glorious summer day in Piazza San Marco, Venice, Baby John, Eddie (aged 9) and teenage Malory were going sightseeing. Eddie was excited because she had learnt about The Bell Tower (Campanile), architectural museums and canals. Being the eldest, Malory took charge of this educational trip, so she gave them a healthy breakfast and packed nutritious snacks. Soon after Malory said “It’s going to be a challenge to put baby John in a buggy and see the sites.” And so, they made their way to the piazza. When they got to their destination it was bustling with energy from tourists, guides and cafes. Although Eddie was fascinated by the St Mark’s Lion, Malory with the Campanile and Baby John… the pigeons. Mischievously, he unbuckled his strap and crawled away but he was soon lost amongst a thousand legs. Later, Eddie tried to point out the lion to Baby John by saying “…. Baby John, look…” that’s when they realised, he was missing! In a rush, Eddie ran to Malory “He’s gone! He’s kidnapped!” The colour drained from Malory’s face and they started sobbing. They went to the nearest carabinieri and gave a description of John and they were given a radio to chat with. “Let’s go back to the Campanile” Eddie said. So they rushed up the 323 steps and when they reached the top they were out of breath. Even when they looked down people were as small as a grain of sand. Malory got the binos, that she had borrowed
from a tourist, and looked from the museums to the cafes and saw Baby John wailing with a stranger so they summoned the carabinieri. When the man looked back, he saw the carabinieri and panicked. He ran and jumped into a gondola, pushed off and started rowing, fast… The carabinieri took chase in their blue and white boat. As they got closer, one of them jumped off into the gondola. Unfortunately the kidnapper managed to push him off. Another tried to approach from a bridge “Now you’re going in just like your friend!” said the kidnapper. However, Baby John, in his panic decided to bite the kidnappers leg causing him to jump! Before he knew it, the carabinieri had handcuffs firmly on the wrists of the kidnapper. Baby John was returned to Eddie and Malory and the kidnapper never set foot into the piazza again.
The Curse of the Missing Books Zakir (Year 4)
Once, at Dulwich College Junior School there was a talented group of investigators: Max, the genius who was brilliant at finding mysterious clues, Kai who was superb at solving puzzles, codes and mysteries and Owen, the leader of the group. They were passionate readers with a keen sense of adventure. Just before the school’s exciting book fair, some prized books mysteriously vanished from the library. The investigators were determined to solve this bizarre case. Max one day, found a crumpled piece of paper with peculiar, vibrant marks. They were near the modern art room, the crowded gym andthe state-of-the-art science lab. The investigators were overjoyed to hear this. They decied to investigate each location carefully. First, they went to the art room. Kai found a golden, glimmering key but Owen told Max and Kai to ignore it (Kai still kept in in his pocket). Then they followed the trail to the bustling science lab
where they found an old piece of parchment. It told them to go to the gym where they would find the culprit. Suddenly, Kai noticed that Owen had disappeared. Max had also noticed the same thing. They started searching everywhere for Owen but after a while, they decided to carry on with their case. When they left the science lab, they suddently had a suspicion that Owen was on the side of the thief. Meanwhile, Owen had just run to Chris (the thief) to tell him that Max and Kai knew where he was. Chris told Owen to distract the investigators otherwise they would be caught but Owen suddenly felt a pang of guilt, he had betrayed Max and Kai....
The investigators had just entered the gym, the trail had led them to some machinery. Behind the machinery was a locker.
14
day, Max and Kai confronted Chris and he admitted that he stole the books, but it was just because he loved reading so Max and Kai decided to keep it a secret. The next day, in the morning, Owen asked the investigators if he could rejoin them. The investigators generously accepted his request, and they all lived happily ever after.
A single tear dropped silently from Sam’s cheek. He resolved that it would be his last. No-one would ever bully him again. He just needed a plan. As he climbed gingerly into bed that night, his eyelids heavy with tiredness, his mind whirring clunkily like an old computer: plotting, plotting, plotting. When Sam awoke, the sky was an ominous bruise of black and blue but, he still had not grand plan. In class later that morning, Sam was mulling over ideas when his attention was suddenly aroused at Mrs Austin’s mention of Mars, the red planet. Could he steal everything from school that was red? Pens, pencils, apples and even the fire extinguisher? That would get him noticed. People would like him for pulling off a stunt so gutsy and brave but however, that would get him in so much trouble and people wouldn’t understand that he just wanted them to be kind. But then an idea hit him hard like a train. He would deliver a message people just couldn’t ignore. He woke early the next morning and slung his father’s toolkit over his shoulder. Sam raced silently to school like a whirlwind. He was on the hunt for letters: the bigger the better. Sam’s eyes were drawn immediately to the school signs in the playground. He clambered up eagerly and began sawing the letter D. It was harder than Sam expected and by the end he The Meaning of Kindness Zachary (Year 5) Suddenly Kai remembered that he had the key in his pocket. He hasting used it to open the locker. Inside the locker were all the rare books and underneath them was a piece of paper, which had two names on it (Owen and Chris). Now, everything made sense because Owen had told them not to pick it up because he had been tricking them and when Owen had disappeared, he was going to tell Chris that they knew where was. Later in the
was weary by exertion but, his heart tingled with excitement. He stuffed the large black letter into his crumpled bag.
That day, no-one noticed the missing D. As the days went on and the sign lost its I and its E and the notice on the library door lost is B, the whispers started. By the time Sam had accumulated all the letters – the letter thief was the talk of the school. The teachers were using the term ‘vandalism’ and there was talk of expelling the culprit. Sam felt sick to his core, his breathing was ragged and the world fell silent. It suddenly didn’t feel like the marvelous mystery he had concocted in his head. It felt like a crime but he needed to see it through. He woke up on early Monday and crept into the playground. Sam laid out his spoils like a poison pen letter and pulled his hood up to protect his face from the biting cold. Sam sat nervously behind his installation, waiting for school to come alive. Pupils, parents and teachers filled the playground started by the sight of Sam. He sat alone in the rain behind the words “be kind.” Sam knew he hadn’t done the right thing. This moment marked the end of his criminal career although he was not ashamed of what he’d done.
Kindness doesn’t take much, but life can be pretty grim without it.
The Mystery of Dulwich College Jayson (Year 6)
mist he saw a forlorn figure emerge. Was it beast or guardian? Hunter or hunted? As the figure stepped into the moonlight, realisation struck Sam like a lightning bolt. It was the janitor! As she shuffled from the kitchen in the Christison Hall to the Junior School Hall, it all made sense.
Dulwich stirred awake. The chatter of children walking to school filled the air like buzzing bees. Dulwich College was coming to life like usual but today something was different. Sam Henderson, a ten-year old boy at Dulwich College, trudged sleepily rubbing the last traces of sleep from his eyes. To his amazement when he arrived, he saw a crowd of boys and teachers huddled together whispering in hushed tones. His curiously piqued, he wondered what all this commotion was about. Sam, who had an adventurous spirit, and his mind raced like a storm couldn’t resist the mystery. When he peeked through the gap he was shocked, there were mysterious footprints outlined in what looked like blood embedded in the ground. The teachers stood bewildered, unable to explain the eerie sight. Rumours spread through the Junior School like wild fire! Was it a ghost? A monster? Something worse? A nervous tension engulfed the school. Boys whispered, teachers worried and parents panicked. Each day more footprints appeared, few students dared to come to school. Sam, who loved detective novels had quiet determination and took matters in his own hands. That night he would stake out in the Junior School. As darkness fell Dulwich College transformed and the shadows grew longer, towering trees trembled in timeless silence. A damp earthy smell clung to the air thick with the decay and secrets best left undisturbed. Sam’s heart pounded like a furious drumbeat. Then, at the edge of his eye he saw swirling mist emerging and through the
The blood was not blood, it was strawberry jam.
The snow was not snow, it was flour from the freshly baked bread.
The gold was not gold, it was icing sprinkles from cupcakes.
She was not haunting the school, she was cleaning it but then slowly went to the Junior School Hall. So, Sam followed her like a stealthy shadow then as she sat down on the chair near the grand piano her fingers hovered over. As the music came out of the grand piano Sam felt like he was in a warm embrace, each note danced like wildfires weaving a tapestry of harmony and raw emotion. Turns out the humble janitor was a brilliant pianist. The next day Sam told the teachers about the mystery and now the mystery was solved and normality was restored. But one final question remained, what happened to the janitor? She transformed into a renowned musician.
Moral: sometimes don’t take things at face value – dig deeper and all will be revealed.
15
Digital Learning
have made a huge impact on those boys who have challenged themselves with these co-curricular options.
n The home for digital learning at the Junior School moved this year into our wonderful new IT room, surrounded by trees. This calming environment, in which to learn all things digital, has only served to intensify the boys’ passion for the subject. From programming controllers in Crumble to creating stop- motion animations and many things in between, digital learning continues to grow at the JS. It has been pleasing to see the enduring popularity of both Code Kids and M-Tech, giving the boys ample opportunities for stretch, challenge, and enjoyment beyond the day-to-day computing curriculum. These opportunities for creativity and experience
Within the core curriculum, the boys have continued to develop their coding ability with further opportunities in Year 5 and 6 to get to grips with Python as a coding language, allowing them to write basic programs. iPads are widely used throughout the JS, and the boys have a fantastic resource at their fingertips. We look forward to developing this further next year with more opportunities to collaborate and create with the launch of some powerful new learning tools.
16
17
ART AND DT about the artist, Matisse, and used his flower paintings as inspiration, creating colourful mixed media creations. Henry Moore sculptures (Year 5) Printmaking (Year 5) Clay maquettes (Year 5)
Year 4 learned about artist, Yinka Shonibare and how his vibrant works were inspired by the colourful fabrics he discovered at Brixton Market as a college student. They pupils created their own designs and made versions of his Turner Prize entry, Double Dutch. The boys then explored a variety of seascapes by different artists and discussed the unique styles of each. Inspired by these, they created colourful mixed media collages and vibrant wool weavings. Year 5 began the year discovering sculpture. They compared the work of Rodin and Henry Moore. The boys looked at Henry Moore’s wax resist paintings and tried the technique for themselves. This led to the design and production of their own clay maquettes after their visit to the Tate Britain. Their natural forms project lead to pastel drawings and printmaking after discovering influences from Georgia O’Keefe, William Morris and Orly Kiely. Year 6 explored and compared a variety of still life artists, creating their own observational drawings and Cubist-inspired collages. They also experimented with sculpture, making their own card creations inspired by Picasso. In their ‘Portraiture’ project they were inspired by Julian Opie and Alexander Calder before trying their hand at Intaglio printing.
n As part of the Year 3 local area project the pupils visited Dulwich Picture Gallery and took part in a workshop with the artist in residence. They also learnt about the architect, John Soames, and produced a colourful collage using shape and symmetry to mimic the building style. The boys also looked at the work of artist Ruth Allen, and used her work to inspire some continuous line drawings of the local shops in the village. In addition, they learned about the Egyptians and made their own canopic jars using Mod Roc and clay. Finally, the pupils learnt
Seascapes (Year 4)
18
Canopic jars (Year 3)
Yinka Shonibare prints (Year 4)
19
Portraiture (Year 6)
Wax resist paintings (year 5)
Key fobs (Year 6)
Wool weaving (Year 4)
Continuous lines (Year 3)
Cubism (Year 6)
Georgia O’Keefe printmaking (Year 6)
20
Shelters (Year 5)
containers before designing and making their own.
n In DT Year 3 began the year learning all about the rules and how to be safe in the workshop. They loved using the hand tools to soar and cut the word to make their marble mazes they then learned about simple pneumatic systems and created their own moving monsters with animated mouths. They followed that by looking at different packaging for sweets and creating their own sugary snacks and designed the packaging.
Year 5 had great fun making their own elastic powered buggies. Their design brief suggested that they should be able to travel one metre but many achieved much more in the whole class testing. Their next project was a collaborative one. They worked in groups and partners to test, compare and evaluate materials. They then worked with a partner to answer a design brief to build a specific kind of shelter. Year 6 designed and built their own fairground rides with rotary motion. They wired a slide switch to control the direction of the motor and incorporated their circuits into their models.
Year 4 investigated Cam mechanisms then designed their own. They used hand tools to build their frames.
Pupils learnt to thread a needle and investigated different money
Clocks (Year 6)
Monsters (Year 3)
21
Clubs in the Junior School
Doodles
Skip Fit
Board Games
n The clubs programme at the Junior School has once again been as popular as ever, remaining an integral part of school life for our pupils. With an exciting and varied range of activities on offer each term, there has been something for everyone to enjoy, whether sporting, creative, cerebral, or musical. Many pupils have taken part enthusiastically in sports clubs including tennis, hockey, football, and cricket, as well as more quirky favourites such as Gaelic Football and Ultimate Frisbee. A highlight of the Summer Term was out first mini-marathon, led by Mrs Wheeler, Mr Daly and Running Club – a two-mile run, open to all on a beautiful sunny day. Pupils have been equally engaged in a wide variety of creative and intellectual clubs. Knitting, Origami, Chess, and Book Clubs have all proved popular as ever, and there has been excitement and friendly competition in Board Games. The musical life of the Junior School has also flourished, with our increasing number of ensembles rehearsing weekly and performing at concerts throughout the year, giving pupils the chance to share their talents and hard work with the school community
Cycling (Velodrome)
22
Knitting
H I I T
Gardening
Speed Stacking
Sewing
Board Games
23
CHESS n Chess remains a hugely popular activity, with pupils across all Year Groups taking part. The club continues to run every Tuesday and Thursday lunchtime, and it’s been great to see some of our top players also joining the Lower School Chess Club on Friday lunchtimes. We have also enjoyed additional support in sessions from some of our boys from the Senior School, which has been lovely to see.
participation numbers - 89 boys across the school represented their Houses in a fast-paced, one-hour contest.
In over-the-board chess, both our Under-9 and Under-11 teams performed superbly in the National Primary Schools Chess Championship, progressing from their regional rounds to the semi-finals. Finishing in the top half of the competition, both teams can be proud of their efforts and are already looking forward to next year.
Our online school competitions have continued biweekly, with Dulwich College Junior School frequently placing in the top three - an impressive achievement given the strength of the field. House Chess also took place online this year, with fantastic
Overall, it’s been another excellent year of chess at the Junior School.
24
LAMDA
n LAMDA in the Junior School goes from strength to strength. We now have 11 classes running each week and are looking to expand that offer in September. Over the past year, Year 5 and 6 pupils have taken acting exams, and many were drawn to comic duologues, particularly one taken from “Peter Pan Goes Wrong”. This seemed to really suit their sense of humour. It involves director’s rivalry, and a recap of how past productions have not quite hit the mark. Another popular choice was a duologue from Cinderella, where the two ugly sisters argue about who is most beautiful and most likely to capture the eye of the prince. This afforded the opportunity for some strong physicality and fighting on stage, which was huge fun for the children. Our younger students focused on presenting two poems – one from the LAMDA anthology and another of their own choosing. Humour again came to the fore and the work of an American poet – Ken Nesbitt was particularly popular. His work gives boys the chance to play with the idea of getting things wrong or being naughty which is entertaining for them and their audiences. It is so important for boys to choose material that engages them as they work towards exam success. In lessons, we were very lucky to have the support of Senior School LAMDA students. A team of them readily gave up their time as peer mentors to support classes. This is a wonderful opportunity for older pupils to develop their skills as group leaders and for younger ones to feel valued and challenged. It is an alliance we will continue as the collaboration works well for all. It has been a full on and busy year with much creativity, fun laughter and commitment from all of our students. They have fully embraced performance and developed skills in communication that will stand them in good stead across all that they do. LAMDA is both a challenge, as the children work to prepare for a formal exam, and also huge fun.
25
COMMUNITY SERVICE AND CHARITIES YEAR 3
n Year 3 have continued their work to raise awareness of the Guide Dog Charity this year. To launch our charity project, the boys were visited by a puppy trainer, as well as a member of our community who is reliant on his guide dog. This was an enlightening experience for the boys as they heard what it was like to live with a visual impairment and heard about how having a guide dog changes the lives of those that use them. In their Wellbeing lessons, the boys learnt more about what it was like to live with a visual impairment to develop empathy for the VI community. The boys also held our annual Guide Dog FUN-draising day in which they led stalls to raise money as well as took part in sponsored activities, ultimately raising an impressive £1025.49.
GUIDE DOG CHARITY
26
SOUTHWARK FOODBANK
n Following 4D’s successful visit last, 4N set off on their community action trip to Southwark Food Bank after the Junior School Harvest Festival had taken place. The boys spent the afternoon sorting our Harvest donations and helping make food parcels for families in need. It was a hands-on experience that gave them a deeper understanding of the importance of giving back to the community. 4G headed to the food bank the following week to do their part, and we are so proud of all classes for their dedication to supporting this important cause.
COMMUNITY SERVICE AND CHARITIES YEAR 4
27
CHRISTMAS TEA PARTY
COMMUNITY SERVICE AND CHARITIES YEAR 5
sang carols, and handed out Christmas cards they had carefully created. The hall was filled with festive spirit, and the boys gave generously of their time and effort to make the occasion special. It was a wonderful turnout, and the event reflected both their learning and their commitment to serving others.’
community who might feel isolated during the festive season.
n ‘Year 5 hosted their annual Christmas Tea Party as part of their learning about loneliness and the importance of caring for the senior members of our local area. Each year group takes on a form of community service int at DCJS, and this event was Year 5’s way of reaching out to those in our wider
The boys welcomed guests from local elderly residents’ homes, along with some grandparents, and put on a warm and joyful afternoon. They served tea and homemade cakes, played instruments,
28
n As part of their community engagement work for Service Day, the Year 6 boys raised funds for the Spring Community Hub - an organisation dedicated to providing food support, social connection, and wellbeing services to the local community. The project began with an inspiring visit from Tijani, a volunteer from the Hub, who spoke to the boys about the organisation’s mission and the impact it has on the local community. The Year 6s enjoyed her visit enormously and were inspired to get going with their project straight away! Following this, each boy was given £5 as seed funding and tasked with forming small groups to design and run stalls for our Community Action Fair. Their planning process was broken down into steps and each group proved thoughtful and strategic in their approach. Groups considered themes that would be engaging, accessible, and financially sustainable, with the goal of maximising impact for the Hub. The Year 6s worked hard in their groups, delegating roles carefully between team members and enjoying the independence the project offered. On the day of the Community Action Fair, the boys carefully set up their stalls and eagerly awaited the fairgoers. Stalls included suction-arrow archery, basketball shoot-outs, corn throw competitions, and LEGO challenges to name just a few. Each one was enthusiastically run by the boys who organised themselves well. The event was well-received, with strong participation across the school community - it was wonderful to see so many parents, boys and staff members from across the College join us for the afternoon. Most importantly, the Year 6 boys managed to raise over £1,000 for the Spring Community Hub. An outstanding result! A particularly touching element of the project this year was that Tijani offered the boys the opportunity to state how they would like their donation to be used by the Hub. The boys’ responses demonstrated empathy, maturity, and were a wonderful insight into their values and understanding of community needs.
We are enormously proud of the boys’ efforts and the spirit of collaboration and compassion they brought to this initiative. Well done Year 6.
SPRING COMMUNITY HUB
COMMUNITY SERVICE AND CHARITIES YEAR 6
29
wearing your hair below the collar was strictly forbidden. James said the exhibition showed him “how young people
n In Pride Month EDI Ambassadors James and Zander presented an assembly to the rest of the school, sharing the activities they
used music and fashion to express themselves and their identity, which sometimes meant not sticking to the rules.” He continued, “I’ve learned more about being an ally. It means understanding, respecting and standing up for people’s differences.” Pride Month finished with a colourful flourish on Friday when staff and pupils were
took part in at the Senior School. They confidently shared some facts about LGBTQ+ rights across the world, which they learned at the Lower School Geo Explorers Society. Zander said he really enjoyed attending this society “It was very informative and much more in depth than what we are used to.” From the Thrill of it All
encouraged to wear a colourful accessory to show allyship and celebrate our unique identities and differences within the Junior School community.
Music and Fashion Exhibition, they mentioned the Society for the Prevention of Cruelty to Long-Haired Men . This society was formed by Dulwich College students back in the 1970s, when
30
INTERNATIONAL WOMEN’S DAY
“My sister. She is very fun, and life would be boring without her!”
n In Lent term the whole College celebrated International Women’s Day with our annual Free Learning Week, which this year focussed on the theme of Changemakers . We kicked off the week on Monday with a launch assembly that explored the history of International Women’s Day and introduced the theme. Two of our EDI Ambassadors, Theo and Teddy, shared inspiring stories about their chosen changemakers. Theo spoke about Rosa Parks and her courageous stand against racial segregation, while Teddy paid tribute to his grandmothers for their achievements and the positive impact they have had on his life. Throughout the week, pupils explored the idea of changemakers more deeply in their Wellbeing lessons, considering what makes a changemaker and why they are so important to society. They learned about influential figures such as Anne-Marie Imafidon, a trailblazer in STEM, and Malala Yousafzai, who continues to advocate for girls’ education worldwide. The boys also reflected on the women and girls they see as changemakers and shared heartfelt thoughts about a woman or girl they are grateful to have in their lives. See some lovely quotes from the pupils below.
“My mother because she helps me with almost everything I do.”
“My mum because she inspires me, makes me want to do well, and is always there for me.”
“My grandma was a powerful woman, who was a magistrate and a headteacher for 30 years, until she was 76!”
A range of engaging lunchtime activities enriched the week’s learning. On Monday, the Philosophy Club tackled thought-provoking questions about equality, equity, and gender. Tuesday featured two creative sessions: Mr Goodrich’s Illustration Club introduced pupils to the art of Frida Kahlo, encouraging them to create their own portraits, while rugby fans in 3L learned about Ilona Maher and the Bristol Bears Women’s team. Wednesday’s Debating Club hosted a lively discussion on whether International Women’s Day should be a public holiday worldwide. The week concluded on Thursday with a colourful session in the Knitting Club, where pupils made pom- poms in the International Women’s Day colours.
31
MENTAL HEALTH AWARENESS WEEK
Also, the pupils in Year 3 and 5 took part in a brilliant Yoga session, with a focus on balance and connecting with one’s inner self. Working together to support each other in various yoga poses emphasised the idea of connection, teamwork, and trust- building. The Dulwich Mile – a one mile walk around the perimeter of the College campus – highlighted the positive effects of being outdoors and connecting with nature, as well as building a greater appreciation for the hard work that our grounds staff do make our campus such an aesthetically pleasing place to be.
n Mental Health Awareness week provided an opportunity for all of us to think about the value of the communities that we are all part of, helping the pupils to better understand that being part of a safe, positive community is key for their mental health and wellbeing. The week began with Rev Buckler’s assembly and the pupils’ Wellbeing lessons throughout the week focussed on the theme of communities: how we thrive when we have strong relationships with others and how these environments give us a greater sense of purpose.
32
n Neurodiversity Week launched with an assembly co-led by Ms Olusanya and EDI Ambassadors: Archimedes, Henry and James. They talked about the inspirational changemakers who have reached enormous heights of success often despite difficulties owing to their neurodivergence during childhood. This includes James Earl Jones, the voice of Darth Vader, Dav Pilkey, Dogman author, and Maggie Aderin-Pocok, renowned space scientist. In wellbeing lessons throughout the week, the pupils learned more about different types of neurodivergence through stories and activities to build their understanding, empathy and allyship. We were particularly pleased that almost all classes also had a visitor – teacher or student and sometimes a classmate – to talk about their lived experience of neurodivergence. Student speakers, Spencer in Y8, Henry, Maxim, Fawaz and Milo in Y5 and Bilal in Y3 were impressive in sharing their neurodivergence in such a positive manner. Miss Milton, English teacher and EDI Gender Allyship Lead, spoke to 6D and 6R about how autism impacts her at home and school, including the many strengths it brings. The pupils were an excellent audience: captivated by the presentations and the insight it gave into an important protected characteristic that can often go unnoticed. Spencer was impressed by the number and depth of questions 5D asked about his ADHD journey. Milo, Fawaz and Bilal agreed that the presentation will help their peers understand them better, including some of the adjustments they have in the classroom. “I feel accomplished and proud, and not as afraid about talking in front of people anymore.” (Maxim, Y5)
NEURODIVERSITY WEEK
Their classmates acknowledged that learning about neurodiversity is very important:
“It’s something we need to do,” (Daniel, Y3)
“So you can be mindful of it and be an upstander.” (Oliver, Y5)
“It was amazing to learn that there are so many famous people who are neurodivergent, and cool that there are people in the school, too.” (Zakir, Y4)
“It’s helped me to embrace people’s differences more.” (Edward, Y6)
Neurodiversity Week has been a wonderful opportunity to learn about the strengths and successes of the neurodivergent community, the challenges they face navigating the neurotypical world and what we can all do to support and advocate for them. “It raises awareness and understanding and might even help someone recognise their own strengths and difficulties.” (Henry, Y5)
33
n In November, the whole College marked Eco Week under the theme “Recycling Knowledge: Old Ways for New Days.” The week began with a thoughtful assembly led by Miss Doherty and our Eco Committee, who explained the theme and told us a story highlighting the importance of reconnecting with nature and sustainable living. During the week, each class took part in special Wellbeing lessons, exploring sustainable practices from the past and cultures around the world. Pupils learned about innovative approaches like water harvesting techniques in Kenya and the Japanese Mottainai philosophy, which emphasises respecting the value and life of everything we use. Discussions focused on how people in the past were often more connected to nature and lived more sustainably. Examples included growing their own food, the “make do and mend” mindset, and reduced international travel. Pupils reflected on these practices and considered how they might incorporate similar ideas into their modern lives. Braving the chilly weather, classes were also encouraged to step outdoors to explore and appreciate the beauty of the natural world. These sessions provided an opportunity to reconnect with the environment, fostering a deeper sense of appreciation for nature and an understanding of the importance of preserving it for future generations. Break times were filled with exciting Free Learning activities: pupils pondered big questions in Philosophy, created beautiful nature-inspired art using fruit and vegetable paints, engaged in lively debates on environmental topics, and explored the College grounds on a serene nature walk.
34
ODD SOCKS DAY
n As part of anti-bullying week, all Junior School pupils and staff celebrated ‘Odd Socks Day’. This gave everyone the chance to express their individuality and for us, as a community, to celebrate our differences. As you can see here, there were some colourful sock combinations on show...
35
Assemblies n Assemblies in the Junior School are centred around our Core Values and are used to promote Wellbeing topics, cultural and historical events of importance, Community Action projects, as well as key religious festivals. The weekly class assemblies, many of which are evidenced in the photos on these pages, give the pupils the opportunity to showcase their learning on specific topics and share this with parents and pupils alike. Visiting speakers and parents form part of some of our assemblies, speaking about their area of passion or expertise, and our week is always wrapped up with our Celebration Assembly, where pupils’ efforts and hard work are rewarded, as well as their kindness through our kindness leaves.
3L deliver a particularly poignant assembly on Remembrance
3L celebration of learning assembly
4D launched our anti-bullying week with an important message about choosing respect
36
Pride Week was launched in an assembly by James and Zander, two of our diversity and inclusion ambassadors
4G celebrated this year’s Black History Month on the theme of ‘Celebrating the Changemakers’
BHM assembly with parents - celebrating the changemakers
Mr Goodrich and the 4G pupils performed a song to tie in with Black History Month
Arran, Nate and Zac, the Junior School piano trio, performed brilliantly to the rest of the school
Our very own Junior School Rock Band perform one of their very own songs to the rest of the school
4N celebration of learning assembly
37
The whole Junior School community congregated in the Chapel for Harvest Festival in October
4N celebration of learning assembly
5A celebration of learning assembly
38
The European Day of Languages was marked by 6G as they shared their passion for language learning delivered a superb assembly on encouragement and positive thinking, linking this to our Core Values
6D delivered a superb assembly on encouragement and positive thinking, linking this to our Core Values
Loneliness Awareness Week - on deafness
6R celebration of learning assembly
39
School Council
included menu variety, portion sizes, and dietary options and the boys were able to give their feedback about the food in the College. Looking ahead to the future, the School Council has been actively involved in planning for some playground improvements, which are set to take place over the summer break. The boys compiled ideas from their peers and gave some brilliant suggestions for how they would like to use their play spaces.
feedback from discussions they have had with their forms.
n At the start of each academic year, pupils have the opportunity to be elected by their classmates to be part of the School Council. Those interested make a short speech to convince the class of why they would make a good representative which is followed by a vote. Once elected, the School Council provides a space for pupils to have their voices heard on various issues and aspects of school life, through regular meetings where they give
This year, the School Council were instrumental in establishing a set of rules for our newly installed table tennis tables. The group devised a set of guidelines to ensure fair play and maximum enjoyment for all.
School Council also recently attended a catering review meeting. Topics discussed
40
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Page 67 Page 68 Page 69 Page 70 Page 71 Page 72 Page 73 Page 74 Page 75 Page 76 Page 77 Page 78 Page 79 Page 80 Page 81 Page 82 Page 83 Page 84 Page 85 Page 86 Page 87 Page 88 Page 89 Page 90 Page 91 Page 92Made with FlippingBook Digital Publishing Software