Onward Routes for Our Upper 6 Cohort - Girls in STEM

March 27, 2025

Here at Norwich School we are delighted to celebrate the talented diversity of our Upper Sixth cohort as UCAS (Universities and Colleges Admissions Service) offers continue to roll in. 

 

Following on from Norwich School successfully hosting several Norwich Science Festival events during the February half term, we have chosen to focus on case study STEM (Science, Technology, Engineering and Medicine) offers in this blog post. STEM is very strong at Norwich School with consistently large numbers of both girls and boys choosing Sciences, Maths and Further Maths for A level: 73 of last year’s Upper Sixth cohort took Maths A level with an average of 47 taking each of the three Sciences. 

 

Many Upper 6 boys and girls have received exciting offers from highly competitive universities to study STEM courses. Nationally only 26% of STEM graduates are female, yet at Norwich School the gender split continuing STEM post-18 is much more even. We have therefore chosen to celebrate the achievements of girls in STEM in this blog post. The Med Soc (Medical Society) that recently arranged for Chair of the NNUH, Tom Spink, to speak is run by two Lower 6 girls, the Vet Society that meets each week was started up and is led by two other Lower 6 girls. Two Upper 6 girls (Amelia Braidwood and Freya Osborne) have recently been selected to take part in the selection process for the UK’s team at the International Biology Olympiad following their gold awards in the British Biology Olympiad. With so many girls gain STEM offers ranging from Automotive Engineering, Biomedical Sciences and Computer Science to Zoology, it was difficult to choose a few pupils to hear from, but we hope younger pupils will be inspired by the application journeys and successes of Georgia, Freya, Lily and Lily. 



Georgia Hodgson


Can you tell us about the university offers that you've received so far? i.e. what course(s) at which unis. 


Currently, I’ve received offers from Cambridge, Imperial, UCL and UEA for Medicine and Warwick for Biomedical Sciences!  


On top of the usual UCAS application form, what else have you had to do as part of the admissions process to be considered for these highly competitive courses? 


For my medicine applications, I’ve had to take the University Clinical Aptitude Test (UCAT) entrance exam, which happened over the summer (between Lower 6 and Upper 6), and complete interviews at all four universities. These interviews involved learning about current NHS affairs, exploring skills from work experience/volunteer work and, for Cambridge, applying scientific knowledge from A Levels. 
  

How did Norwich School help you during the university application process? 


Norwich School provided support during Lower 6 in the form of Apply Plus sessions, in which we were encouraged to think ahead about work experience, volunteering and super-curriculars; I found these sessions very insightful as I learnt a lot about the application process pre-emptively and was able to tackle my UCAS application a lot better as a result! During Upper 6, there was also support for interview preparation for medicine, dentistry and veterinary medicine applicants as we were able to take part in a mock interview, which helped me to identify my weaker areas and gave me an idea of how to prepare and what’s involved.  
  

Which other activities in sixth form helped strengthen your application? 


Volunteering was a key experience that supported my application; I had undertaken some volunteering at Able2B, as well as partaking in community service through school. These experiences provided valuable learning opportunities that I was able to reflect on in my application and discuss at the interview. I also shadowed doctors in a hospital, which gave me a realistic view of what medicine entails that I could tie into my personal statement and interview answers, and excited and motivated me about the prospects of entering a career in medicine! On top of these, I completed and presented an 8000-word research project on the link between depression and cardiac health, entered several STEMM Olympiads and completed the Youth STEMM Award. 


Outside of medicine-related activities, what have you been involved in at Norwich School during sixth form? 


During sixth form at Norwich School, I’ve led the Debating and Erpingham Societies, as well as taken up my new role in Upper 6 as Head of School and EDI. These have helped me develop other skills, especially those in communication and organisation, and have been a lot of fun! A particular highlight was being part of a team ranked 26th internationally at a debating competition! 
  

Which offer do you think you will pick as your CF (conditional firm) and what most excites you about that course? 


I’m hoping to CF Cambridge’s medicine course! I find a lot of aspects of the course exciting; however, a particular aspect is the opportunity to intercalate in the 3rd year! I think this will help to broaden my knowledge and understanding of medicine and science as a whole, and the chance to research is an exciting prospect! I also look forward to participating in supervisions and discussing the subject with incredible scientists and researchers! 


 Lily Yu


Can you tell us about the university offers that you've received so far? i.e. what course(s) at which unis.


I have had offers from UCL and Durham to study Earth Science and from Imperial College London and Bristol to read Geology. 


On top of the usual UCAS application form, what else have you had to do as part of the admissions process to be considered for these highly competitive universities?  


I volunteered in Sedgwick Museum for two months during summer holidays which was fantastic experience. To study the history of the geological landscape in the area, I also attended a geology & geography camp in the Lake District which proved to be great experience which also looked great on my personal statement. In Lower 6, I also completed the Gold Independent Project ‘To what Extent does Ocean Acidification Influence the Colour of the Ocean?’. Researching this area furthered my knowledge in the field. 

  

How did Norwich School help you during the university application process? 


The school were really helpful in managing and supporting my application as well as answering any questions that I had. Mrs Warren and Mr Pearce were both helpful, as well as Mr Croston who specialises in helping international students and Old Norvicensians. 


Which other activities in sixth form helped strengthen your application? 


I think going to a range of talks and lectures proved to really help my application, as well as getting a strong set of predicted grades. Reading around the subject was also particularly academically enriching, and it also gives you a selection of things to talk about at interview as well as on your personal statement. 


Outside of academic activities, what have you been involved in at Norwich School during sixth form? 


Outside of academic activities, I have been involved in the Amnesty Group, where we have organised fundraising for a plethora of charities and events such as the Amnesty Variety Evening, which is always great fun. I also love to be in nature, so I recently completed the expedition for DofE Gold and looking forward to going to Buckingham Palace to receive my award! In Sixth Form, I have also really enjoyed rowing at Whittingham, in the week as well as on Saturdays. I typically row in a single but also enjoy rowing as part of a double, quad or eight. 


Which offer do you think you will pick as your CF (conditional firm) and what most excites you about that course?

 

For my conditional firm, I will accept UCL, on account of its excellent learning environment, course structure and work-life balance. Studying in London is particularly nice, and I’m looking forward to starting in September. 



 Lily Nguyen


Can you tell us about the university offers that you've received so far? i.e. what course(s) at which unis.


I've applied for Electrical and Electronic Engineering. I've received offers from Bristol, Newcastle, Nottingham and Sheffield, and I'm interviewing for Loughborough in early April.  


How did Norwich School help you during the university application process? 


My teachers were very helpful with editing and making changes to my personal statement. I also had support from staff on where to strategically apply to get the most out of the five university options. And my teachers wrote strong references to support my application.  


Which other activities in sixth form helped strengthen your application? 


I have participated in and gained Silver Industrial Cadets Qualification, involving me attending talks, watching lectures, and culminating in a research project on the UK's transition to green energy. I've also been able to present this research project at Erpingham and turn it into a Longbow article. I've also participated in the Cityzen Competition and Engineering Education Project. I've also done two research projects, my Independent Project was on safety systems in Formula 1, and I also did a research project as part of my physics practical qualification, looking into the drivetrains of Formula 1 and Formula E cars, and looking at their similarities and differences. 


Outside of academic activities, what have you been involved in at Norwich School during sixth form? 


I've been involved in Chapel Choir, and a bit of Gateway Players. I've also been an active member of the school boat club, having competed in major races, such as National Schools and Henley Women's and currently being in the process of doing GB trials.  


Which offer do you think you will pick as your CF (conditional firm) and what most excites you about that course? 


Bristol will be my conditional firm. They continually update their modules (one of my year 1 modules will be new for my entry cohort), and I like the wide range of topics that my degree covers, covering both the hardware and software side of electronics. I enjoy programming, but not enough to do a degree in it! I also like the final year individual research project, allowing you to research any topic that interests you.  

 

Freya Osborne


Can you tell us about the university offers that you've received so far? i.e. what course(s) at which unis. 


I have received offers to study Veterinary Medicine at the University of Liverpool, the Royal Veterinary College, the University of Edinburgh, and the University of Surrey. 



On top of the usual UCAS application form, what else have you had to do as part of the admissions process to be considered for these highly competitive universities?  


I had to complete numerous extra forms to document the work experience that I had completed, as well as doing a Situational Judgment test for Surrey and an interview for each vet school I applied. I had two virtual interviews and two in person interviews. 


How did Norwich School help you during the university application process? 


Norwich School has subject specialists who are there to give you advice and feedback on your applications to university, for example improving your personal statement. They also are great people to speak to if you need ideas on how to make your application more competitive. Norwich School held a mock MMI (multiple mini interview) for each of the veterinary medicine/medicine/dentistry applicants which gave us a chance to practise our interview skills in front of unknown people. Some of the questions they asked me were really similar to some of the ones I was asked in my real interviews! 


I was lucky to have an interview invitation in the October half term, way before anyone was expected to give them out so I had a chance to complete an online mock interview with our Head of UCAS. This was great as it gave me the opportunity to have a go at an interview in the same style as my real one. 


Which other activities in sixth form helped strengthen your application? 


I spent a lot of my holidays completing work experience in vet practices as well as gaining experience in a stables, dairy farm and a doggy day care. I was fortunate to get a part time job at Wroxham Barns which gave me over 300 hours of experience with a range of species of animals. This is also a customer facing role which helped me gain skills in interacting with the public - a vital skill for a veterinary surgeon. 


In Lower 6, we were given an opportunity to complete an independent research project. I chose to research brachycephalic (flat faced) dogs and the ethics surrounding them. This also gave me the opportunity to present my project to an audience and it also gave me a great thing to discuss during my interviews. 
 

Outside of academic activities, what have you been involved in at Norwich School during sixth form? 


During my time in sixth form, I've been involved in many extra-curricular activities such as performing in the senior musicals and plays, singing in three school choirs, and volunteering with the 8th Norwich Sea Scouts as a Young Leader. These give me a great break from my applications and studies and provide me with transferable skills which I can use in my university career such as teamwork and communication.  
 

Which offer do you think you will pick as your CF (conditional firm) and what most excites you about that course? 


I am going to pick the University of Liverpool as my firm choice because I really like the vet community that they have there, as well as the other societies that the university has, for example their musical theatre society. The course really excites me as it has a focus on practical, clinical skills from day 1 and the vet school has great facilities for all disciplines of veterinary medicine. I like how they have an equal focus on small animal, equine and production animal medicine as I am not too sure of which type of veterinary medicine I want to go into. 

Assembly: Both Sides Now

April 29, 2025
On Friday 25 April, a special assembly was given by Andrew Rowlandson - Deputy Head (Staff) with the title Both Sides Now. You can read a transcript of the assembly below. This year marked the end of an era. For the past 8 years, Lower 6 th geographers have been blessed by a remarkable fieldtrip to …. Mulbarton - a perfect example of a village just 5 miles south of Norwich that I am privileged to call home. Sadly, as our A Level specification is changing, this year’s pilgrimage was our last. As a class, we study the impacts of housing developments on the natural environment and local community. On one occasion early on, as we drove into Mulbarton, I made the point about greedy developers ripping the heart out of our village by sending in bulldozers to demolish habitats and tarmac green spaces with no regard for local people. In hindsight I was perhaps a tad over dramatic – but I wanted pupils to understand a local’s perspective. The next morning, one pupil stayed behind after class. “Sir”, they said, “I thought I should mention ahead of parent’s evening that it’s my dad’s company that is developing the land in Mulbarton”. “Ah” I said. And quickly backtracking, I began to outline all the reasons why we need to build more houses; how the NIMBY (‘Not in my back yard’) brigade in some villages can be unhelpful – for “they’ve got to go somewhere”. After a slightly awkward parents evening. We put it behind us. I’d learnt several valuable lessons! “Evaluation” is an important skill to develop. We encourage our pupils to be critical. To look at issues from different perspectives. Whilst still rather protective of my village way of life with its beautiful common, abundance of ducks, peacocks and a strong community spirit, I try to be more measured in my approach. Not least because I actually live on one of the new build developments! Last weekend Christians around the world celebrated Easter. I say ‘celebrated’ lightly because at the heart of the Easter story we find two contrasting emotions: grief and hope. On one side, we have Good Friday - a day of darkness, suffering, and apparent defeat when we remember the day Jesus was crucified on a cross. At the time, Jesus’ disciples will have experienced profound grief - everything they believed-in appeared to be lost. On the other side, we have Easter Sunday. It’s the day we remember that Jesus conquered death and rose from the grave so that we might have life. It is when the darkness of Good Friday gives way to the light of Easter Sunday. When the disciples’ grief and despair was replaced with joy and hope. When what seemed like the end of the story became the beginning of a new one. These two sides of Easter - suffering and rejoicing, death and life, endings and beginnings - might seem contradictory, but they're inseparable parts of the same story. This idea of looking at things from different perspectives is beautifully portrayed in the film ‘Coda’. It follows Ruby, the only hearing member of a deaf family. Through her use of sign language, Ruby is crucial to helping her family communicate with others. Ruby’s story is made more complex by her love of singing. As she approaches the end of high school, Ruby becomes torn between leaving home to study music at university and staying put to continue the crucial support she provides to her family. Her parents make it clear - they rely on her and want her to stay. As the film draws to a close, Ruby auditions for music college with the song “Both Sides Now” by Joni Mitchell. As she performs, her family, who have had a change of heart, slip into the back of the auditorium. In a poignant moment – Ruby spots them and begins to sign the words of the song. At that moment, they enter her world, see things from her perspective, and give her their blessing. The song Ruby sings captures the reality of life - its highs and lows, wins and losses. It invites us to step back and see a bigger picture – even if we don’t always understand it. Life won’t be trouble-free, but there is something to be gained by living every day. What we experience today might only be part of the picture. The challenge of revision will give way to celebrating the last exam. Marathon training will be replaced with crossing the finish line. Good Friday is always followed by Easter Sunday. And even building developments on beautiful fields might one day provide homes for families. Maleeya in U5 has kindly agreed to sing ‘Both Sides Now’. As you listen, reflect on whether there’s anything in your life that would benefit from being seen from a different perspective or as a temporary season. Consider how the different perspectives may ultimately give our lives richness. And I pray you will know something of the hope of Easter as you embrace both sides to your story.

Rowing Report: Inter Regional Regatta and GB Trials

April 29, 2025
Rowing Report: Inter Regional Regatta and GB Trials On Saturday, 10 J15 and J16 rowers raced at Holme Pierrepont, Nottingham, representing the Eastern Region at the Junior Inter Regional Regatta. They competed against 13 other regions covering England, Scotland and Wales. Following the 1000m Time Trials, all crews reached the A Finals where the top 6 Regions from each time trial would race side by side over 1500m. The Girls J15 Coxed 4 of Harriet Brightwell, Freya Dixon, Hannah Conway, Baye Reynolds and Izi Mayhew moved up one place to finish 4 th. Charlotte Douglas and Amelie Ivie raced the Womens J16 Pair, and having tied with a crew in the TIme Trial they had a close race finishing 4 th by just a second. Ellie Thwaites had gained her selection as the fastest J16 Eastern Sculler and with 2 scullers selected she again came out as the 1 st Sculler for the Eastern Region, securing her a place in the A FInal. A 6 th place finish for Ellie placed her amongst some well established Scullers from across the UK. The penultimate race of the day was James Howard and Joseph Hawkes in the J16 Pair, and with 4 crews neck and neck down the course and the boys pushing to keep their bows in front the last 250m saw real tussle for the line. A mere 0.2 seconds separated the boys from the winning Thames London crew and achieving a well deserved Silver medal. On Sunday, Daniel White and Nicholas Conway were also racing at HolmePierrpont in the GB U19 Spring Trials Regatta, with all rowers who had progressed through the selection process with their ergo scores and February trials results. The trials followed a Regatta format with Heats, Semis and Finals. Daniel, along with his Latymer crew finished 30 th overall. Nicholas, despite his pairs partner from Shiplake College, only being confirmed on Saturday, had some great results early in the day to reach the A Final. A phonemonal race saw Nicholas finish as the 2 nd pair in Great Britain. Well done to both boys, and we wish them well in the next stage of the Trials process in July – the Crew Formation - to decide on crews for World and European Championships.

Lower School Ski Trip 2025: A Week of Snow, Sunshine and Slalom

April 28, 2025
The biannual Lower School Family Ski Trip proved once again to be a fantastic opportunity for pupils and parents to bond, learn, and create lasting memories in the snow. Set against the stunning backdrop of the Dolomites, this year’s adventure was filled with sunshine, laughter, and plenty of skiing. From day one, families took part in private group tuition, giving everyone – from complete beginners to seasoned skiers – the chance to improve their skills side by side. It was inspiring to see how quickly confidence grew on the slopes, and by the end of the six-day trip, even those who had never skied before were whizzing down the pistes with ease. The experience was made all the more special by the beautiful blue skies that greeted us each day, a fabulous hotel that kept everyone cosy and well-fed, and of course, the unbeatable Italian pizzas – a highlight for many! As the week drew to a close, excitement reached a peak with a friendly slalom race. In true community spirit, not only did the pupils take part, but all the adults joined in too. It was a brilliant way to finish the trip – full of cheers, challenges, and a touch of healthy competition. A huge thank you to the ski instructors, staff and all the families who made this trip so memorable. Bellissimo!

Cub Scouts Sponsor New ‘Canaries’ Playing Field in Ghana!

April 27, 2025
The Cub Scouts raised a total of £600 for the new field for Ho School (Kekeli Foundation). This school is an all-inclusive facility in Ghana that enables people with and without disability to access everything they need. The field will be developed from an existing patch of land – which will be appropriately known as the ‘ Canaries Playing Field ’.

A Remarkable History Explored by Norwich School's Andrew Curtis

April 24, 2025
Norwich School’s Andrew Curtis ( Assistant Head - Fifth Form) , has recently had his first book published. Some Trust in Chariots explores the life of writer and ornithologist, John Keith Stanford. With extensive access to his private archive, the book provides a unique insight into the life of this 20th century author and conservationist from his Victorian upbringing as the grandson of the founder of the family cartography business, ‘Stanfords’, to his death in 1971. Readers of social, political, and military history will find his life an important prism through which to view the 20 th century anew. Stanford was an ornithologist par excellence; those wishing to learn about the natural history of birds will find this book vital in deepening their understanding. In his novels, Stanford’s wry and humorous observations about characters on the sporting field and in the rural community will delight those with a passion for the British countryside. This book brings his work to the fore and tells the story of his life from an objective but sympathetic perspective. Andrew Curtis was born in 1977 in Hampshire and educated at Swansea University and Universität Augsburg. He attended RMA Sandhurst before joining the Royal Artillery, completing operational tours in Cyprus and Iraq. After leaving the army, he trained as a teacher and has taught History and German at Norwich School since 2006. The book is available in East Anglian bookshops, on Amazon, and direct from www.poppyland.co.uk It can also be ordered through all good bookshops throughout the UK. Some Trust in Chariots - The Remarkable Life and Legacy of JK Stanford by AP Curtis is published by Poppyland Publishing (ISBN 978-1-869831-42-4)

Head's Address at the Start of Trinity Term 2025

By Eleanor Lewis • April 22, 2025
Welcome back to you all; I hope you have had a good break, including exploring various avenues for curiosity after I mentioned them in my address at the end of last term. The final period of the school year to come now is the easiest in terms of predictability in that we have exams in the first part of the Summer Term, followed by an expansion of co-curricular activity in the last few weeks. There is inevitably a raising of stakes that comes with accountability at the end of courses and the school year. As at the end of last term, I want to put this school journey in perspective, but in a very different way. The school and your families cannot shield you from the scrutiny of being measured in the upcoming assessment processes, whether internal or external; many love the chance to show off what they have learned, but others find it more challenging. I hope you agree that the adults in your lives, both at home and at school, are supportive in helping you to give of your best during this fixed period of time. Whichever group you are in, please remember that you will not be defined as a person by your results and there are much more important qualities in you than your examination certificates could ever show. Indeed, while exam scores are a clear measure of the progress you have made in your time in Cathedral Close, they are not even the most important thing I want Norwich School to have taught you. If I could only have one thing for you to show for being a Norvicensian, I should like it to be that you fully appreciate and live our values of love, compassion and inclusion. The death yesterday of the Pope, the head of the Catholic Church, made more poignant his final Easter Sunday message where he appealed for peace in the many conflict zones around the world. He encouraged nations to use their resources to de-escalate conflicts and break down barriers; he advocated “care for one another”, the very compassion which is one of our core values. This concept of community compassion, made more vivid and powerful by the news of recent days, is embodied in our bible reading today: “not giving up meeting together, as some are in the habit of doing, but encouraging one another”. It is also at the heart of our own Bishop’s Easter message to “build bridges and not barriers”, a thought which has been on my mind this holiday because I went to visit Auschwitz-Birkenau. It has been my intention to do so for a long time but various factors combined in recent months: · the 80th anniversary of the liberation of the camp on 27th January, with the upcoming VE anniversary on 8th May; · reading two excellent books: The Escape Artist by Jonathan Freedland about life in Auschwitz, and The Lemon Tree by Sandy Tolan which explores the complex context of the Middle East crisis; · and, finally, my feeling of responsibility as an educator in the face of growing anti-Semitism and Holocaust denial. It certainly shocked me to read that 1 in 20 people in the UK deny that the Holocaust happened, while 1 in 12 say that its scale was exaggerated. In the context of roughly 1000 people in the Cathedral now, that would equate to 50 denying and over 80 asserting exaggeration. In such a context, it felt important to bear personal witness at the site itself; partly to feel the raw shock of dismantled and discarded humanity in the piles of items such as human hair, children’s shoes, and victims’ suitcases on display in the museum; partly to see the frightening scale and efficiency of the operation at Birkenau, complete with the horrific detail of mendacious reassurances to achieve compliance from the new arrivals; partly to see the painstakingly curated written and material records which have contributed to providing the headline figure of 6 million Jews murdered during the Holocaust, as well as millions from other minoritised communities. To take again our congregation of 1000 today, we would need 6000 such congregrations to reach the Holocaust figure. Not 6, 60 or 600 but 6000 times our number today? These are numbers so large that they take active effort to absorb. So why do I tell you now about my trip and how does it link with the start of this address? Primo Levi, a Holocaust survivor and writer, said of the Holocaust “It happened, therefore it can happen again; this is the core of what we have to say. It can happen, and it can happen anywhere”. This quote speaks to the collective responsibility we all face to stand in the way of division and the hostility which puts people apart, to stand instead for compassion and kindness towards others. It is perhaps best expressed by another Holocaust survivor, Marian Turski, who finished Simon Schama’s excellent recent documentary, The Road to Auschwitz, with the following: “Auschwitz did not fall from the sky. It comes step by step. Evil comes step by step. And, therefore, you should not be indifferent. Let’s start by reducing hatred, and trying to understand other people…the most important thing is compassion. Its absence dehumanises”. In this context, love and inclusion are excellent words to add to compassion. And did you notice what is meant in “you should not be indifferent”? It is the notion of upstander rather than bystander that Mrs Fairweather has been teaching us about. I am proud as I reflect on our school’s values and culture that they answer so effectively the call to witness and action that I personally have felt in the aftermath of my visit to Auschwitz-Birkenau. We have to aspire to be a force for good in the world, both individually and collectively; that means not looking away from injustice and harm, but taking it in so that we can challenge its reoccurrence, even when its scale is so daunting. When you come out of West Doors at the end of the Summer Term and school year, of course I want you to have good results and to have got the benefit of all the co-curricular activities available here, but most of all I want you to have a deep intimacy with and respect for the principles of love, inclusion and compassion, but also to know how to implement them in your routine habits, practised over and over again each and every day. Being kind to those you come across inside and outside school is not a nice add-on; it is the very essence of what we teach here. Have a great term!

Volunteering for the Norwich Science Festival Techathon

By Eleanor Lewis • April 11, 2025
This year's Techathon for the Norwich Science Festival was bigger and better than ever, with a fully packed Daynes Sports Centre! Two pupils, Jay Ng and Jeremy Lo, volunteered for this year's festival and Jay told us a little about his experience below! What made you want to volunteer for the event in the first place? I also have an interest in technology-related hardware and software. I am constantly delving into different aspects of the Raspberry Pi platform. As my specialties are in this department, I like to mentor others for skills I know to further intensify their passion for technology. That is why I have immediately volunteered for the event after I heard about it. How did you hear about it? I first heard about the Norwich Techathon when Mr. James Livesey (ON), who is from the BBC and completing a Software Engineer Apprentice, who presented a Wednesday Business Breakfast at Norwich School. He mentioned this event as the BBC is a sponsor for this event. Can you explain a little about what you did over the two days and what the participants got up to? The participants chose 1 of the 4 questions created by the sponsors of the event. They had to create a product (either hardware or software) in response to these questions. Opportunities during the event include the assembly and coding of Arduino Sensor Kit, the use of Micro:bit to create interesting projects, and the Raspberry Pi for advanced coding. Did you learn anything new while you were there? I have learnt the skills for teaching others on how to use the latest technology. I believe this experience has also taught me how to effectively teach other participants skills from my strengths. Through the teamwork and insistence on perfecting the product created, I have learnt the importance of collaboration and communication. I have also deepened my knowledge and understanding regarding the Arduino platform. How did you find working with the younger participants? I found working with younger participants eye-opening, as it involves helping others by guiding them through individual steps and procedures. This has taught me how to teach others in a manner where they would not be overwhelmed by an assortment of instructions, but yet proceed efficiently in creating an intriguing product. Do you think the experience might have helped you with your future career aspirations? The Norwich Techathon has increased my interest in digging into new technology out of my comfort zone. The knowledge and curiosity gained from this event has fascinated me to study and pursue a career relating to the use of technology. Did you find anything challenging? I found helping participants with time management challenging. They constantly think up new, better, and more awesome ideas to add to the functionality of the creation they make. These include making it more user-friendly, making it more interactive, etc. But sadly, they had a two-day limit to make and code this creation. For that reason, not every idea could be added. I am sure if the duration of the event is long, they can create more sophisticated and complex products! Would you recommend volunteering to others? Yes, absolutely. Not only do I feel very proud and was overcome by a sense of accomplishment for being able to teach and help the participants of the event to gain interest in technology and develop their skills in this subject, I also personally have gained a lot of knowledge from information I have learnt on the spot during the Techathon. All photo credits are to Connor McKee, Norfolk County Council and Step into Tech CIC

Urban Commons Under the Spotlight of the Royal Geographical Society

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

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

By Sonja Mitchell • April 10, 2025
Abi smashed her debut marathon, finishing 18th out of 4500 female runners!

Royal Academy of the Arts on Show

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