Dulwich Political 4 3
6 A level Plus
Introduction: Free Learning
24 Chemistry 36 Economics 14 The Scholars’ Programme 46 Mathematics 56 Politics
The Extended Essay
18 Libraries and Archives 40 Geography 30 Computer Science 50 Music
52 Physical Education 42 History 32 Drama 20 Art
44 Lower School Science 34 Design & Tecnology 54 Physics Biology 22
58 Religion and Theology 48 Modern Foreign Languages 38 English 26 Classics
INTRODUCTION: FREE LEARNING Since the last publication of Thinking Matters, the College has adopted a new timetable in which the length of lessons has increased from 35 to 55 minutes. Along with reducing the time spent running from lesson to lesson, a major reason for the change was to give pupils more time to work independently and to give teachers more time to demonstrate how their subjects apply in the world beyond the classroom and to engage the intellectual curiosity of pupils. In other words, to make Free Learning part of what teachers do every day. Many of our supra- curricular activities, those intellectual activities that exists between the classroom and the co-curricular sphere, no longer take place in the crevices of the timetable or in stolen minutes at break, lunch and after school, but during lessons. The new timetable also afforded us an opportunity to devise a bespoke course for the Upper School, called A level Plus. This course offers in-depth and inter- disciplinary investigations of areas of study pupils are looking to follow at university and are co-taught by teachers from different departments. A level Plus, along with the Upper School Symposium, our Creative Learning Weeks, our Scholars’ Programme and Extended Essays, capture the essence of our Free Learning initiative.
In this booklet, you will read about the ways in which our pupils are pursuing their academic passions across all subjects. We believe these opportunities are enabling them to develop their creativity, independence and sate (or perhaps extend) their thirst for knowledge. The possibilities are endless; bounded only by the boys’ own motivation. Whether it be showing qualities of leadership by running events, debating with others from different cultures, or participating in national competitions, everything our pupils undertake is serving to broaden their minds and foster resilience and independence of thought. Free Learning has become part of the DNA of the College. We believe that those boys who most enthusiastically engage in Free Learning opportunities perform best in public examinations and are those who are most likely discover a richness in life beyond Dulwich.
D A P King Deputy Master Academic Dr Joe Spence Master of Dulwich College
The annual Dulwich College Free Learning week is now well established and eagerly anticipated, and the politically themed 2017 event did not disappoint. The aim was to encourage our students to be thoughtful, informed, and active citizens. In a time of such political uncertainty, we want our pupils to be able to make sense of the world around them and have the confidence to go out and make a difference. Throughout the week, students were encouraged to have their say , through debating competitions, giving speeches at ‘Speakers Corner’, contributing to the suggestion boards for what Brexit and the Budget should look like, a school-wide daily vote on issues from prisoner incarceration to nuclear weapons, and much more.
put together a model of how our economic system works and discussed how politicians can influence the distribution of resources in our society. The highlight of the day was actor Pip Utton, who stole the show with his captivating performances as both Winston Churchill and Adolf Hitler, which was enjoyed by pupils from across the age ranges. ‘The Winston Churchill portrayal was brilliant; hilarious and historically accurate. His speech gave me the shivers.’ Hasan, Year 11, on An Hour in the Company of Winston Churchill. On Day 2, Junior School pupils enjoyed a thought- provoking assembly on refugees, and what home means. Year 10 pupils were asked to challenge the status quo of society with speakers from The Advocacy Academy and Amnesty International showing our students just what a difference People Power can make. Lunchtime events ranged from Lionel Barber OA giving an insight into how Westminster works, to Lower School boys debating the merits of lowering the voting age. After school The Fawcett Society led a brilliant workshop with DC boys and JAGS girls on suffragist history and contemporary women’s issues. The day ended with a lecture-concert on The Politics of Music and the Role of the Composer . Dr Cameron Pyke provided a historical perspective into what it was like for Shostakovich and Prokofiev to compose in the Soviet Union, before outstanding performances from the DC Piano Quintet, a piano sonata by Luis Pares, and a joint DC-JAGS Chamber Orchestra performance with some 56 performers.
The week started with a bang with assemblies on topics ranging from refugees to Soviet composers. Lower School pupils were given an introduction to Superpowers and encouraged to focus not only on ‘hard’ power, but also think about the ‘softer’ powers that play such an important role in modern politics. Year 9 pupils enjoyed a workshop led by the team from the charity Economy , who helped students as they Pupils ‘have their say’ during Dulwich Political.
On Day 3, the Master addressed Lower School pupils on the History of Political Thought. By starting with a comparison between Plato and Aristotle, he showed that there has always been a tension between idealism and realism; optimism and pessimism; freedom and security. Dr Spence ended with a clarion call for this generation of Alleynians to engage in an optimistic and inclusive politics, which will help guide society away from extremism. Year 11 pupils were treated to a talk on How Social Media is Changing the Nature of News and Politics by James Carson, Head of Social Media at The Telegraph and Mr O’Siochru gave a compelling talk on Machiavelli. However, the day will be most remembered for its performing Arts; a staff band performed an incredible montage of political rock music at lunchtime, the Niall Kelly band gave a memorable evening performance reciting politically inspired rock and folk music songs and A level Politics students attended the play Young Marx in the West End. On Day 4, Year 12 enjoyed a Question Time chaired by the BBC’s Justin Webb. In a relaxed yet combative atmosphere students were exposed to the political fault lines in UK politics as Richard Angell of the centrist Labour pressure group Progress clashed with Lord Butler and the Lib Dem’s Gail Kent and Conservative Siobhan Baillie more than held their own. At lunchtime Angus Hanton and Beth Jenkinson from the Intergenerational Foundation laid down the gauntlet to the assembled younger voters asking them to do more than just tweet their dissatisfaction to address the economic plight of young people. Lower School pupils learned about how sports teams were selected in Apartheid South Africa and Professor Anna Jackman gave a compelling lecture on drone warfare. A politically themed Middle School House Drama competition provided evening entertainment, with Grenville’s treatment of provocative subject matter securing first place with their excerpt from Black Watch. ‘It opened my eyes and made me realise my natural privilege over most people.’ Eddie on the Advocacy Academy’s workshop, The Power of the People.
The final day of Dulwich Political saw girls from JAGS triumph in the final of the week-long inter-school politically themed French debating competition. Mr Davidson gave a talk on the great age of migration, while Professor Dwayne Heard from Leeds University talked to students from schools across South London on his research into climate change, and the political challenges involved in coordinated global action. This was followed by a seminar with DC boys and students from partnership schools. Other events included a discussion on what fairness means according to Rawls at the meeting of the Philosophy circle. The Master rounded off the week with a standing-room-only affair in the Masters’ Library, with the concluding talk of the three-part lecture series on Political Philosophy. Students and staff not only learned about the ideas of John Stuart Mill, but were challenged to be brave enough to debate ideas openly, and resist the ‘safe space’ culture while acknowledging that the ‘harm principle’ needs to be recognised. All in all, an immensely successful week that was enjoyed by staff, parents and students. Watch this space for the special 400th Quatercentenary Dulwich Creative. ‘It was great how students’ views were incorporated into the debate and the adults responded to them.’ Tobias on Year 12 Question Time. Power of the People’. “This was the best free learning week so far as there was so much genuine involvement from boys.” Joseph, Year 13
The A level Plus programme is an exciting new ‘invention’, introduced in the past year, and one which offers a unique and inspiring opportunity to all Remove students: to explore more deeply the areas of academic subjects which they have chosen for their A levels, but which are not contained within their syllabi. Yet A level Plus is not simply divided into the same subjects as the A level timetable: the programme offers exciting, cross-curricular courses (of which students take two across the Remove year, consisting of three lessons a fortnight) which frequently straddle multiple subject areas in their explorations of knowledge, culture, knowledge and invention. The courses are unexamined, and their freedom from syllabi allows teachers’ personal subject enthusiasms and expertise to connect with students’ interests, stretching their intellectual horizons. ‘What really struck me about A level Plus - and something I wasn’t necessarily expecting - was how holistically helpful the courses can be. After spending a term learning about why we wage war, I was surprised at how often I found myself linking curricular work back to this new content, which gave extra clarity and understanding to all of my studies.’ Jacob, Year 13, War A LEVEL PLUS The courses are varied, both in terms of their subject matter but also their outcome; some culminate in essay responses, whilst others invite students to produce mechanical, technological or cultural
artefacts; all, though, are showcased in an evening in the Summer Term, in which each course opens its doors to parents, other students and staff, with students presenting inventions, artefacts, experiments and mini-lectures which demonstrate their intellectual journeys over the period of their courses. Here’s a taster sample of some of the courses on offer: Weizmann Safe-Cracking This exciting course invites students of Physics and Design Technology to design and build the ultimate safe - based on Physics puzzles - with student teams entering the Weizmann competition, an international contest in which UK student teams attempt to ‘crack’ each other’s safe by solving the puzzles, competing for the chance to represent the UK in annual finals at Israel’s Weizmann Institute of Science.
The exciting Weizmann Safecracking A level Plus invites students of Physics and Design Technology to design and build the ultimate safe.
‘A level Plus provided the unique, and excellent, opportunity for me to explore and go beyond the curriculum of the subjects I love. In Relativity and Quantum Theory we explored Einstein’s most famous theory and I was fascinated to see how such a seemingly abstract concept is actually used and observed everyday (through GPS, for example). In Abstract Problem Solving we tackled maths problems that appeared impossible at first, but that you soon realised simply required a new way of thinking. All in all, A level Plus was a thoroughly enjoyable and engaging experience and I enjoyed every minute of it. Tom, Year 13, Relativity and Quantum Theory, Abstract Problem Solving Cities of Dreadful Delight This course, which spans disciplines as varied as English and European literature, Art, Geography and Economics, explores the dawn of modernity in three major metropolises: London, Paris and New York from the mid-19th century to c. 1930. Students explore the ways writers, artists, film makers, and cultural historians have imagined the modern metropolis as a place of both disorder and opportunity, progress and danger, confusion and corruption, and a space for new social and personal futures. Drawing on a range of texts from literature, sociology, psychology, film, and visual art, the course approaches modern urban experience from a number of different perspectives: flanerie, crime, poverty, intoxication, madness, empire, race and sex.
Strength and Conditioning at the Summer Term showcase.
‘In studying musical performance, the school allowed our group to record a song as well as learn how to mix and edit this on our Music School’s Apple Macs which meant we were able to develop our own editing skills with help from teachers. Additionally lectures on music, ranging from organ performances to recording Acapella, gave us a wider appreciation of the musical world outside what we ordinarily listened to. Overall the experience was entirely worthwhile, engaging and extremely rewarding. Obafemi, Year 13, Music Performance Studies the world, and how people have responded to and challenged the social norms which gendered social technologies have created. The course looks at scientific and philosophical understandings of gender, seeking to place them in their cultural and historical contexts, and at the influence of feminist thought and political action throughout the twentieth and twenty-first centuries, and reactions both in support of and opposing feminist aims. Discussions have also covered intersectional understandings of identity, queer theory and transgender theory, as well as alternative ideologies such as androcentrism/ masculism. Gender Studies This course, aimed primarily at Humanities A level students, looks at how gender informs and structures
A level Plus musical showcase.
Studying Quantum Theory and Relativity at A level Plus.
Business Management & Enterprise Are you the next Steve Jobs? This course introduces students to the world of business, combining practical activities with theory to explore what it means to be an entrepreneur and run a business unit. It covers the role and importance of entrepreneurs in society, what makes for strong leadership and management, motivation theory, and also introduces key ideas in marketing and advertising, finance and strategy. Dipping their toes into business management, students run their own (real or hypothetical) enterprise through modelling the decisions and activities of a real-world entrepreneur, and also consider the role of social enterprise and corporate social responsibility in the modern labour market. Law and Critical Thinking This course is aimed at both aspirant lawyers and those who wish to have a better understanding of the English legal system. It covers the development of the English legal system; differences between the English and the continental legal traditions, including a consideration of the adversarial and inquisitorial systems; criminal and civil law; the justice system; jurisprudence and theories of punishment; legal problems and critical thinking for lawyers. Wherever
possible, students approach topics through case studies and contemporary news stories to demonstrate the law’s impact on our everyday lives.
Liberal Studies In addition to their chosen subjects, all pupils in both the Remove and the Upper Sixth follow a Liberal Studies programme which is run jointly with James Allen’s Girls’ School. Pupils are asked to choose courses from a wide selection offered by teaching staff, with most courses lasting one term. Some courses are designed to stimulate an intellectual enthusiasm for a new, and often unusual, area of study; others to broaden awareness of particular global or topical issues; others, still, to develop practical or study skills. There are a couple of courses which aim to assist those pupils applying to Oxford or Cambridge, particularly in relation to the assessment tests that occur before any interviews. There is a lecture programme as well, and recent speakers have included Matthew d’Ancona and Justin Webb.
The Upper School Symposium Taking place every October, and now in its ninth year, the Upper School Symposium is a day of high-level interdisciplinary enquiry for all Upper School students, who are given a day off-timetable to attend a range of intellectually stimulating talks, workshops and seminars offered by visiting speakers, teachers and boys. The theme for 2018 was ‘Tradition and innovation’.
In addition to attending the keynote address, students choose from a programme of around 30 workshops and seminars given by teachers and contributors from the worlds of theatre, art and technology. This year, seminars and workshops included:
• Tradition and innovation in the British monarchy
• From matchboxes to talking billboards: tradition and innovation in advertising
Neuroscientist Annie Brookman-Byrne.
This year’s keynote speakers were cinematographer Richard Edwards-Earl, who discussed traditional narratives and innovative techniques in cinema, and neuroscientist Annie Brookman-Byrne, who explored innovation within the emerging discipline of educational neuroscience. ‘Symposium day was a breath of fresh air. It introduced me to completely new ideas, such as cinematography, as well as deepening my knowledge of subjects I am studying for A level.’ Henry, Year 13 ‘Given that I hope to become a cinematographer, Richard Edwards-Earl’s seminars gave me a great opportunity to discuss the details of working in the film industry with an expert in the field.’ Hugo, Year 12
• Innovative traditionalism: reactionary political thought after the French Revolution
• Emotion, emojis and electronic texts: communicating tone in the 21st century
• The physics of ballistics: military technology through the ages
• Public schools and the inventing of antiquity
• (Re)defining the African-American identity through cultural innovation
• Can we use chemical chaos to innovate?
• Neitzsche’s perspectivism: invention versus tradition Photography: a return to analogue
• Tradition or innovation within Labour party politics
‘Mr Cleary’s seminar looking at the 1983 Labour Party Manifesto, known as ‘the longest suicide note in history’, was really interesting, and Mr Fox’s talk on the British Monarchy gave me insight into how flexible and adaptable the monarchy has had to be. I hope to study History and Politics at university, so both seminars were directly relevant to my current interests and future plans.’ George, Year 12
Dr Joe Spence opens the 2018 Upper School Symposium.
‘I thoroughly enjoyed Symposium day, and especially Mrs Winders’ seminar on death traditions around the world. We learned about how different cultures look at death, burial and the afterlife, including unorthodox rituals I had no idea about previously.’ Thomas, Year 12
The art workshops proved popular with pupils in 2018.
The Junior School Symposium Taking its lead from the Upper School Symposium, the idea of a day dedicated to cross-curricular enquiry has become a feature of Junior School life. The Junior School Symposium is run in partnership with James Allen’s Girls’ School, and the theme for 2018 was ‘Time’. Teachers from both Junior and Senior schools, as well as outside speakers and performers for the headline events, offered a range of challenging, thought-provoking sessions. By the end of the day, every pupil had taken part in events exploring time through thinking, problem-solving, discussion, debate, analysis, evaluation and creativity. Drumming at JAPS and speed-stacking here at the College were particularly enjoyed by the participants, the latter quite possibly inspired by the short clip of a champion speed-stacker who is a pupil at Dulwich College Singapore.
Pupils particularly enjoyed speed stacking at the Junior School Symposium.
Each pupil, with the aid of a subject expert from the teaching staff, selects a research area and, over the summer holiday at the end of Year 12, writes an undergraduate-type essay of about 2,000 words. On occasion, extended essays are submitted as part of a university application. Some abstracts from subjects across the range are reproduced here.
Cheks, Yr 13 Is Jurassic Park a complete fantasy? Spielberg’s Jurassic Park captured the imagination of both audience and critics. The events of the film concern the attempt to clone and resurrect extinct animals in order to create a theme park. The theory behind the formation of a ‘Jurassic Park’ and the revival of extinct species has its roots in a developing area of science called resurrection biology. But despite its scientific underpinning, how legitimate is the science behind the film? And will we ever be able to bring back the dinosaurs? Saatwik, Yr 13 Is the implementation of a decentralised, Blockchain-based currency as a globally adopted means of exchange viable and beneficial? The rapid rise in the price of cryptocurrencies has been the recipient of much hyperbolic media attention. However, they are scarcely used for their intended purpose: a digital medium of exchange. Some economists believe that this is because of a few intrinsic flaws, such as price volatility and high transaction costs. On the other hand, computer scientists tend to believe that these are minor hurdles. Through the combination of analysis on the original Blockchain technology and innovative new cryptocurrencies, this project attempts to decide if there is a future for cryptocurrencies as genuine currencies. Furthermore, this essay describes how they could transform the global economy by creating global privately supplied currencies.
Jacob, Yr 13 Geopolitical blame game: colonialism and environmental degradation What are the effects of colonialism - and its modern successors - on the global distribution and perception of environmental damage? Discussed are the lasting effect of imperialism, the modern equivalent of colonialism in the form of TNCs’ influence, and the political confusion that has led public opinion to blame the developing world for the decreasing health of the planet. Harry, Yr 13 John Bull, the Hermit and Dirty Dick: Crime and criminal justice in Georgian Dulwich This essay situates some conclusions, drawn from hitherto unstudied archival material, about crime in Georgian Dulwich in relation to the existing literature on eighteenth- and nineteenth-century English society and politics. This material includes documents from the Dulwich College Archive, the London Lives database and the British Newspaper Archive, as well as seven contemporary accounts of the murder of the Hermit of Dulwich. It can be shown that by 1709 Dulwich’s self-contained criminal justice system had collapsed due to rapid urbanisation, and that it would take over a century for modernisation to occur. It can also be demonstrated that the Victorian mass media accounts of crime in Georgian Dulwich on which most modern accounts are based are at once sanitised and heavily romanticised, to the point of uselessness.
Aaron, Yr 13 What is progress in Philosophy? My essay touches on ideas relating to how progress should be measured, how progress may not be self-contained within a subject and what ‘worth’ constitutes in academia.
Jierui, Yr 13 Weighing Time
This essay concerns a specific problem regarding the change of the mass shown on a balance while an operating hourglass is placed on the balance. My essay builds a mathematical model to explain the phenomenon. Freddie, Yr 13 What makes Kevlar Bulletproof? An insight into the chemistry, structure and properties of Kevlar, specifically focusing on the intermolecular bonding within the fibre to show why it is bulletproof. Toby, Yr 13 From Chueca to Chechnya: Why are Spanish and Russian attitudes to homosexuality so different? This essay analyses why Spain and Russia, having held similar attitudes to homosexuality during their respective autocracies, now have very different outlooks. In the first section, I discuss the persecution of homosexuals both in Spain and in the Soviet Union, from legal discrimination to the use of electroshock and emetic aversion therapy in specialised centres. The second section – concentrating on the transition – emphasises Spanish queer activists’ education of the public and their targeting of political parties while contrasting this with Russian groups’ inability to work with each other. The third section juxtaposes Spain’s reputation as the country most accepting of homosexuality with Russia’s introduction of the “anti-propaganda law” in 2013, as well as the prevalent violence against homosexuals. The essay concludes that the difference in attitudes to homosexuality stems from Spain’s success at getting people involved in the queer cause, seeing as it was experiencing democracy for the first time in four decades, compared to Russians who were exhausted from the disingenuous politics of the Soviet Union.
Boris, Yr 13 The Art of Indifference
This essay explains the principle of indifference, the principle of maximum ignorance and the principle of transformation groups. I attempt this through an exploration of some proposed solutions with particular focus on the work of E.T. Jaynes using Bertrand’s Paradox and other similar problems to enunciate some of the central issues in probability theory. Christopher, Yr 13 “Thou sallow picture of my poisoned love”: an examination of sex and gender in Jacobean revenge tragedy This essay is an examination of 16th/17th-century attitudes towards sex and gender through the lens of Jacobean revenge tragedy. Sam, Yr 13 How did the 2005 Clichy-Sous-Bois Riots affect the French treatment and of the Banlieues défavorisées? This essay addresses the real outcomes of the Paris riots and how the treatment of the banlieues actually worsened over time after the 2005 uprising. Patrick, Yr 13 A new age of pandemics: how have human behavioural changes affected our future pandemic risk? This essay explores the reasons behind pandemic risk. Many of these reasons were caused by changes in human behaviour which brought us into more intimate relationships with deadly microbes. Despite this we continue to increase our pandemic risk through e.g. the domestication of animals, and increased air travel.
In the Lower and Middle Schools the programme runs each week in three different groups across Years 7 to 11. All students are welcome. An academic scholarship is not required; what is needed, however, is an eagerness to engage intellectually. The teacher-led sessions – wide-ranging as they are – embody free learning. There are also set-piece events each term which students with academic scholarships are expected to attend. In the Upper School the programme continues, with more emphasis given to one-to-one tutorials and essay competitions.
Lower School What has cooking to do with evolution? Why is freedom so attractive and so dangerous? Can we trust our senses? If not, why not? What is the point of learning foreign languages? These are just some of the topics covered in Lower School Scholars’ Programme sessions. Other subjects have included: the ethics of eating meat; the impossibility of moral responsibility; real zoos or virtual zoos; the exploding head effect; the nature of inflation; the differences between science and technology; the importance of war; politics and leadership in the age of social media. Middle School There are two weekly, voluntary sessions, each dealing with the same topic (so that as many – very busy – students can attend as possible). In addition, there are a number of lectures, seminars, or panels that academic scholars are expected to attend. The weekly sessions cover basic logic, some political philosophy – Machiavelli, Hobbes, Locke, Mill and Marx –, problems in epistemology (e.g. what is necessary? What is contingent?)
and the philosophy of science, as well as issues in metaphysics, such as personal identity, consciousness, free will. The lecture/seminar series might include a lecture on, for instance, The Future of Education…The Future of Careers, or a seminar – led by both teachers and/or students – on Gender or Immigration or The Absurd or Political Satire. ‘The Scholars’ Programme gives me a time and place to think about and consider complex issues that are not really covered in the curriculum, often being philosophical, ethical and abstract in nature. Whilst the issues rarely have a resolute answer, the attempt to find an answer is thought- provoking, usually leading on to more intriguing questions.’ Ned, Year 11 The Gareth Evans Middle School Essay Competition This competition is named after one of the greatest intellectuals to have attended the College. Gareth Evans left Dulwich in 1963 and went up to University College, Oxford to read PPE. He achieved the highest ever mark in the PPE final examinations.
‘I found the Erasmus Essay competition to be a great opportunity to display what I had learnt outside the classroom. I had the chance to explore the philosophy of evil, and discuss it in an essay that was read by a well- recognized philosopher.’ Cheks, Year 12 had their essays chosen to be judged by the Dr Stephen Law of the Centre for Inquiry, and Cheks, Year 12 was awarded second prize. Cheks, Year 12: ‘How far are those who elect an official who commits or contributes to acts of evil responsible?’ I aim to show that those who elect an official who commits moral evil, that is, those who give other humans the power over others to commit such evil, are responsible for the evil that their appointees spread. I try to make this clear mainly by reference to two of the most famous experiments in Social Psychology, namely, Milgram’s Obedience experiment and Zimbardo’s Stanford Prison experiment. William, Year 12: ‘To what extent does free will solve the problem of evil?’ I argue in this essay that the free will defence does largely solve the problem of evil, as without free will and therefore evil, human beings would not be able to love each other in a genuine way. This position is consistent with an omnipotent and omnibenevolent God. Edward, Year 13: ‘Does the existence of evil actually prove God’s existence?’ I argue that evil forms an important part in the providence of God from a Hegelian perspective. Indeed, evil is an integral part of the historical and dialectical process which is Reason acting upon the world. In this way evil actually proves God’s existence by way of affirming his presence in the world, and by allowing us fully to realise and actualise ourselves through Geist. mainly organised by Oxford and Cambridge colleges. The College also enters boys for the inter-school Erasmus Essay Competition. The Erasmus Essay Competition In recent years topics have included Inequality, Consciousness, Relativism, Privacy, Minds and Machines. Last year the theme was Evil. Three boys
He went on to become a Lecturer in Philosophy at Oxford University but unfortunately died in his early 30s. There are essays related to the topics in the Scholars’ Programme, as well as a few freer questions. Last year – in homage to old-style All Souls’ examinations – students were confronted with a list of abstract nouns, as follows:
1. Theatre 2. War
5. Power 6. Science 7. The Image 8. Fairness
3. The other 4. Language
A number of students chose to tackle this very difficult exercise. The best essays, published in Semantron 18, were: Harry, Year 11 Who are the most powerful people in the world? Edmund, Year 12 The other Aaron, Year 13 Cooling off: why humanity has lost its appetite for war Harry, Year 12 Power: the left-wing case for Trumpism Louis, Year 11 Is the rise of Artificial Intelligence a threat to human civilization? Luke, Year 10 Power and corruption Harry, Year 12 War and the role of the other Upper School Year 12 boys keen to apply to the most selective universities take a course in Critical Thinking and Philosophy. The course involves learning to analyse and evaluate argument, as well as a lecture series on some central philosophical topics. The course leads to an internal examination in the summer of Year 12: those who perform particularly well receive a prize and the title Gareth Evans Scholar. The course helps with A level subjects and the ability to think critically is an essential part of a liberal education. In the Upper School, boys are encouraged to enter the various essay competitions,
Beyond Dulwich College: Care ers
The Careers department encourages pupil-led, independent learning. Our aim is to provide all students with a tool kit of skills and knowledge to help them make informed choices and successfully secure opportunities in the future. A launch pad of careers profiling and lessons starts in Year 10 as we encourage each pupil to pursue his favourite academic subjects and his interests beyond, but frequently connected to, the curriculum. As pupils discuss their thoughts, they are taught how to contact professionals within their selected area. From the conclusion of GCSEs, through to the submission of UCAS applications, research is undertaken, activities pursued and external visits made. This comprises our Professional Insight Programme.
Frequently these external visits (which can vary from insight days, lecture attendances, volunteering, a work placement or open days), either confirm or correct pupils ideas or their misconceptions – all more food for thought! And the entire community benefits as they subsequently make relevant contributions in classes, write articles or invite their new contacts to speak at Society meetings.
Teamwork at the Structural Engineering Summer School, Coventry University.
‘This summer I did a wood carving course, where I created a poppy for a War Memorial, followed by a Structural Engineering camp at Coventry University. We built bridges made of thin wood in teams to see which would withstand the most pressure before breaking, and my team won with our bridge
Insight Visit to National Grid Wimbledon Substation in June 2018.
withstanding 93kg before collapsing!’ Matis, Year 12, Professional Insight Visits
‘I think the most interesting part of my work experience was seeing how the company solved real problems. As Genesis is an oil and gas consultancy, their job is to do evaluations on all sorts of energy related activities; making plans and estimating costs. We also got the chance to chat with many of the engineers in the company, which was pretty inspiring.’ Jierui, Year 13, work placement at Genesis Oil & Gas Consultants
Following any external career-related visit, boys see the Dulwich Careers Adviser and are encouraged to reflect on their insights, to record their experiences consultation. I learnt that mental health is an increasingly prevalent problem in society and it often presents itself in GP surgeries.’ Sebastian, Year 13, work placement at a GP Practice ‘Spending time with a GP was an eye-opening experience. Being able to multi-task is essential as often patients throw a lot of problems at you in a short ten minute
and think about their next steps. Alongside support from the Careers and Higher Education team, the annual Courses and Careers Convention provides students with the opportunity to meet over 60 representatives from top UK and overseas universities, professional institutes, companies, and gap year schemes. A variety of seminars run during the event and previous talks have included employability and interview skills, applications to university (in the UK, overseas and to Medical School) and Degree Apprenticeships.
‘Thanks for running such an excellent event, a great chance to network with the students and others in the industry; it’s rare to find a networking session that flows so seamlessly and where everyone mixes - I appreciated the opportunity to talk openly and share ideas with students.’ Guest at Creative Industries Networking, May 2018 encourages thinking beyond the curriculum, allowing students to learn more about the wide variety of careers on offer within the sector, learn valuable networking skills and make contacts for the future. Year 11 and the Upper School received training in researching the specialities of the guests and learnt how best to utilise the evening. Also in attendance were pupils from the Charter School, Elmgreen School, St Thomas the Apostle School and JAGS. This informal evening of discussion and conversation
The annual Courses and Careers Convention in January 2018.
‘Many thanks for all your career and interview advice that has got me to this stage. Work is busy but amazing! I definitely made the right decision when I applied to the scheme. I would be more than happy to come back to Dulwich to promote the EY Business Apprenticeship programme and the fantastic firm this is.’ Ubaid Mussa OA, left Dulwich in Summer 2018, Analyst, Transaction Advisory Services, EY Whilst the majority of pupils at Dulwich go on to study at university, more are looking at alternative routes into work, including apprenticeships. The Careers team helps students research the wide array of post-18 options and can assist with applications and interviews. Sector Networking Throughout the year, events are arranged that promote thinking amongst a particular group. A recent networking evening focused on Creative Industries, with over 30 professional guests from a variety of backgrounds including publishing, music production, acting, journalism, architecture and graphic design. Prior to the event, pupils from
The Creative Industries networking event included over 30 professional guests from a range of backgrounds.
‘Please pass on our thanks to everyone involved with the Healthcare Networking Event for making it a very successful and enjoyable evening. My son (and I!) found it tremendously informative; it provided such a great insight into what working in the profession can entail.’ Parent of Year 9 pupil, November 2018 The Careers department work closely with the Alleyn Club, the society for alumni who are known as Old Alleynians (or OAs). They run professional networking events throughout the year which pupils and their parents can attend. At a recent Healthcare networking event, pupils from the Lower School to the Upper Sixth had the opportunity to hear talks from OAs regarding careers in dentistry, intensive care medicine and global healthcare.
The Raymond Chandler Library, Wodehouse Library and College Archive play an important role in encouraging and supporting independent learning and academic achievement through the loan of their resources, teaching of information skills and by offering opportunities to assist in their operation. The Libraries and Archive provide many activities to develop a love of reading including book clubs for all years, author visits and participation in regional and national literary quizzes.
The Raymond Chandler Library The Library forms a focal point for pupils in Years 7 and 8 and organises a number of activities to engage them beyond the classroom. Book Clubs Around 30 Lower School pupils meet each week in our two book clubs to discuss recently read books and to read and review the books that have been shortlisted for major awards. Each year pupils attend a Carnegie Medal celebration at a local school and the Trinity Schools Book Awards ceremony where they have the chance to meet the shortlisted authors. ‘Book club inspires blossoming young readers - it is a hub of literature... discovering what you like or dislike about books amongst like-minded peers.’ Oliver, Year 8 Author Visits A visit from a well-known author helps to create a buzz around the Lower School, gives pupils the opportunity to talk to and learn from established writers and boosts their enjoyment of reading.
‘Author visits are a lot of fun. Generally the author gives a talk, but sometimes there are workshops and we even got to interview an author.’ Charlie, Year 8 Recently Stewart Foster, Alan Gibbons, Sarah Govett and Nicholas Bowring have all given entertaining and informative talks. Literary Quizzes Each year two teams of DC pupils get to pit their literary knowledge against those from other schools in the annual international Kids Lit Quiz and the local CWIZZ organised by CWISL. Authors attend both events and they provide an opportunity to meet with book lovers from other schools. In 2018 College pupils finished as runners-up in the CWISL CWIZZ and we will be hosting the event in 2019. ‘It was fun to visit another school and socialise with other pupils. There were many authors who spoke to us about their books in between rounds. Our team came second and lots of us won individual prizes too.’ James, Year 8
The Dulwich Despatch The Despatch is the Lower School newspaper, founded in the Library in 2000 and still going strong. It is published twice a year with contributions from pupils and edited by the Chandler Librarian. The Wodehouse Library The main school library provides access to more than 20,000 books, 2,000 DVDs and CDs, almost 100 periodicals and an ever increasing number of electronic resources to support the academic work of boys and to provide them with a diverse range of fiction to challenge, stimulate and enjoy. The library also gives pupils opportunities to learn outside of the classroom with a book group, pupil librarian scheme and author visits. The Word of Mouth Book Group This group for pupils in Years 9-13 meets in the civilized surroundings of the Periodicals Room. Each week there is discussion about the latest books that we have been reading with lively debate about the merits of various authors and series. Author Visits In the past year Alex Wheatle has spoken to pupils in Years 9, 12 and 13 whilst Tom Pollock (OA) ran a writing workshop for Middle School pupils in the Library and then spoke in the Auditorium to pupils in Year 9. Both talks were followed by a long line of pupils queuing to ask further questions and get copies of newly purchased books signed by the author. Pupil Librarians A group of around 25 boys from across all year groups contribute to the organization and operation of the Library by carrying out a wide variety of duties from shelving returned books to cataloguing new stock and decommissioning old books on the online catalogue. Boys gain useful managerial skills and can earn the distinctive Librarian ties as they progress through the hierarchy.
‘Literature offers an escape from reality into a world of fantasy. Being a student librarian allows me to immerse myself with that regularly.’ Arjaan, Year 10
Pupils take part in the CWISL CWIZZ.
The Archives and Fellows’ Library
The importance of the Archive as a resource is felt throughout the College. Lessons based on archival material starts in DUCKS and continue to Year 13. Hands-on lessons and exposure to archival documents gives an added breadth and dimension to the pupils’ learning and they come to recognise the uniqueness of this chance. In more recent years the Archive and Fellows’ Library has played an active role in Free Learning Days and the annual Sixth Form Symposium. Staff are well placed to encourage Remove pupils to use this treasure trove for their Extended Essays. ‘For my Y13 Extended Essay, which explored the foundation of the local Dulwich Picture Gallery, I sifted through invaluable archival material – only available in the College’s Archive. This privilege enabled me to hold the 200-year-old will of the Picture Gallery’s benefactor, Sir Francis Bourgeois.’ Alex, Year 13 There are also many opportunities to help in the Archive, boys volunteer as part of Community Action, or to complete the volunteering element of the Duke of Edinburgh Award.
Art at Dulwich College seeks to develop the visual literacy of all pupils, to enliven and complement the academic life of the College in ways that can exist beyond our energetic and inspiring art studios. Our students engage with real-life artistic practices; they are always developing as artists, designers and architects beyond the classroom. Most recently, students attended the second of our SSLP History of Art lectures which welcomed Turner Prize-winner, Jeremy Deller OA, talking on art and conflict. This was on the eve of our Sixth Form residential to Berlin with an abundant mix of energies, creative endeavour and deep thought, of which more below and following hot on the heels of our inaugural exhibition of the academic year, ‘Evolving Spaces’. Hosted in our ‘rough magic’ space, The Store, visionary architect practice Almanac challenged students to think beyond bricks and mortar and truly engage in the process of transforming existing buildings and matter.
The Art department encourages every possible opportunity for our pupils to experience cultural life beyond the campus. Pupils regularly visit galleries here in London as well as Margate’s Turner Contemporary, underpinned with residential trips to St Ives and biannually, Berlin and New York. With each return visit something new is discovered. This year’s Berlin highlight was going down into the depths of the Boros Collection bunker, with its bloody and sordid history; it is an eerie experience to say the least. Purchased by the Boros’ for a single euro, with their vision and unending commitment, they converted this highly unorthodox and somewhat claustrophobic space into a world class gallery and home, encompassing history, contemporary culture and art. All married with ‘a behind the scenes’ glimpse into art dealing and collecting.’ allowed you to move through the exhibition and go along with the journey. The Store itself is tucked away but the show was like a clam with a pearl inside, a hidden gem with an unassuming exterior.’ Will, Year 13 ‘Evolving Spaces highlighted the whole architectural process, you could see the conceptual projects right through to the final product. The layout was not only clear but you could see so much that went on behind the scenes, the context, the process and the talking point at the end through forum. The unconventional way of displaying work sparked conversations about space, this
A Year 10 pupil appreciates Barbara Hepworth’s work in St Ives.
‘Every artist reference I have used and perhaps will ever use is in the MOMA New York. The freedom we had within the gallery spaces allowed us to further explore areas which we hadn’t even thought of. On top of this the street smells, the thick New York accent, the skyline and architecture; it was an overwhelming, exhausting, (I slept for 18 hours solid on my return) but it gave me an experience not like any I’ve had on most
Pearce’s background in philosophy, informs his work and he weaves together absurdist theatre, minimalism and science fiction cinema to form propositional scenarios. Our residencies are a way of supporting new and emerging artists as much as engaging our students in the first-hand experience of viewing artworks which are not only site specific but encourage deep thought and questioning over a sustained time-period where they have unlimited access to the works and also artist/maker. Further residencies have included Luc Nonga’s haunting paintings and mixed media sculptures as part of ‘In Transit’, an exhibition exploring issues around migration, which not only keeps us in tune with the zeitgeist, but also provided an artistic hub for Dulwich Linguistic, featuring artist Anita Kontrec with her interactive ‘Houses and Dreams’ exploring concepts and conditions of refugee status and where ideas of home belong in a world of transient states. In June 2018 ‘Duets’ was curated within the refined interior spaces of Bell House, previously a College boarding house, where the assembled sculptures of Dulwich College art teacher, Bruce Ingram were subsequently deconstructed and reconfigured though workshops with Year 12 artists from Dulwich College and seven other local schools as part of our partnership with SSLP. The Art department is a thriving hub for creativity, in a constant state of movement and evolution. Within these spaces both physical and philosophical, there is room for all forms of creative engagement including others we may not have even thought about.
school trips. ’ Fergus, Year 13
Drawing the Jewish Museum , Berlin.
As well as visiting galleries at home and abroad we have curated, hung and hosted no less than seven exhibitions over the past academic year, with Year 10 presenting ‘Selection’ in February 2018, the Sixth Form’s ‘Transit’ in March 2018 alongside GCSE and A level final exhibitions including ‘Loop’ an annual finale for Founder’s Day where every boy from Year 7 upwards has the chance to enter pieces. Pupils are challenged to be the artist, the curator, the project manager, a team leader and player. Upper School students additionally attended artist-led Ribera life drawing workshops at the Dulwich Picture Gallery with twilight portfolio workshops also being offered from recent architecture graduates from the Bartlett School of Architecture, UCL. Furthermore, we host exhibitions on the Dulwich College campus presenting art and installation experiences from the wider creative community and our partnership schools. We start with the artwork, the installation, the performance; then introduce the artist. We encourage the students from the very first instance to react, question and engage with the visceral experience of standing in front of, or in the case of “Interview – prototype” by Harrison Pearce, within the fully immersive performing installation.
‘Duets’ at Bell House 2018.
Biology is a wonderfully diverse and exciting discipline and this is reflected in the wide range of co-curricular activities supported by the Biology department.
Much of our co-curricular programme is run under the auspices of our Biology and Medicine Society (BioMed Soc). The Society runs a weekly programme of practical activities and talks and we encourage the pupils themselves to organise and help run these events. ‘The most interesting part of the trip to the London School of Hygiene and Tropical Medicine was a lecture and practical on mosquitoes and how they act as vectors of disease. I saw its relevance to big world problems and I felt it was all clearly explained so I knew what was going on.’ Sebastian, Year 13 Trips and outings with a biological theme are also a prominent feature of our provision outside the classroom. We run an annual two-day course at the London School of Hygiene and Tropical Medicine where Upper School pupils are able to practise genetic technologies that we are unable to do at school.
Potential medical students also attend a one-day conference at the Royal Society of Medicine and have the option of visiting the Bodies of Knowledge exhibition at the Wellcome Collection where they learn how our knowledge of anatomy has changed over the years. All our A level biologists attend a four-day residential field course, currently at Nettlecombe Court in Somerset, where they gain hands-on experience of practical ecology. This summer, 23 Upper School pupils went on an Operation Wallacea expedition to Ecuador and the Galapagos Islands where they worked alongside conservation scientists gathering data on a variety of animals which will be used to help the preservation of the country’s unique natural heritage. This follows a similar expedition to Indonesia in 2016 which included a trip to Komodo to see the ‘dragons’ in the wild.
Pupils work alongside conservation scientists to gather data in Ecuador and the Galapagos Islands.
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