#oneaday Day 436: RIP my sixth form

When I originally went to secondary school, my school was known for having a good sixth form. For those unfamiliar (i.e. not British, I suspect), a sixth form is where you go for "further education" (as opposed to "higher education", which is university) after your compulsory 11 years of school in the UK. It's called sixth form as a hangover from the old method of numbering school years, where primary education didn't really have a fixed method of distinguishing year groups beyond "infants" and "juniors", and then secondary education from 11 onwards started at "first form" all the way up to "fifth form". Today, primary education starts at Reception, then goes from Y1 to Y11 as one continuous run from primary to secondary, with most secondary schools starting with Y7. While some people do refer to sixth form as "Y12 and Y13", the term "sixth form" has, for one reason or another, stuck.

Anyway, none of that is the point. The point is, my school used to be known for having good sixth form provision. It's one of the reasons I went there, as I was a bright child and it was probably a given that I was always going to stay on into post-compulsory education, and indeed I did — two years of sixth form, then four years at university. I was fortunate enough to be in a year group that was the first to take advantage of a brand new sixth form centre built (well, adapted from the former upper school dining hall) on the premises, and it was a really lovely facility. I had a wonderful time there; I enjoyed my studies, I made and solidified a number of friendships, and, as I've remarked a number of times in this blog, I think I count those two years as possibly the happiest, most content of my life.

Every so often, I like to check in on my old school. No real reason, I'm always just curious how it's doing. It never was an amazing school, outside of the sixth form provision, and it's certainly had its challenges over the years. What I was rather surprised to see when I took a Google Street View down to the premises was this:

(Pixelations are mine; I just don't want randos looking up my old school for whatever reason.)

I saw those doors and thought, hang on. That doesn't look right. That building used to be the pride and joy of the school campus, so why haven't they painted the doors for what looks like several decades at this point?

It's because, it seems, the sixth form that was once one of the best things about that school is no more — and, in fact, it has not been a thing since 2015. (The photo above was taken in 2016, which just goes to show how frighteningly quickly a building can start looking dilapidated and shitty.) I found this out from looking at the school's Wikipedia page — I was surprised to discover it even had a Wikipedia page — but there it was, the cold, hard facts. I followed the links to see the news and yes, it seems it's true; the "Post-16 Centre" where I had such amazing, wonderful memories, is no more.

Now, I suspect the school today has made use of this building rather than just leaving it there; there's no way for me to know short of actually going to visit it, and I haven't been there in person for probably more than 30 years at this point. I see from its prospectus and willingness to book out its various large "venues" to the community — something the school had always done, making it a true "community school" — that it has a "performing arts space" that may or may not make use of that old space. Hard to tell, really.

Regardless, I feel a bit sad about this. That sixth form centre opened with such positivity and excitement for the future, and it was genuinely exciting to be part of it. The facilities were good, there were comfortable common areas to relax and socialise, and we felt proud to be part of something new and wonderful. I was surprised and saddened to see that the dream for that space apparently hadn't lasted; the school now has no sixth form provision of its own at all, instead collaborating with another local school (a longstanding "rival" back when I was there, but now part of the same "educational partnership", whatever that means) to provide sixth form provision for both schools' students.

I don't know if all this is because sixth form numbers were on the decline, or the building wasn't cost-effective, or whatever. All I do know is that it's a shame, and I feel a bit sad. You really can't go back, but at least you always have those precious memories, I guess.

Want to read my thoughts on various video games, visual novels and other popular culture things? Stop by MoeGamer.net, my site for all things fun where I am generally a lot more cheerful. And if you fancy watching some vids on classic games, drop by my YouTube channel.

If you want this nonsense in your inbox every day, please feel free to subscribe via email. Your email address won't be used for anything else.

#oneaday Day 218: Memories of Me: Sixth Form

I occasionally find myself pondering when I think the happiest time in my life was, and I always conclude with one of two closely related period: sixth form (for non-British folks, this is the optional "Year 12" and "Year 13" you take if you want to stay on in non-compulsory education after finishing secondary school, typically taken before going to university) and my four years at university (three on my BA in English and Music, one on my PGCE in Music). Today I want to reminisce a bit about the former.

There was absolutely no question as to whether or not I was going to stay on at school after I finished compulsory education. My life has, to date, followed the typical autistic/ADHD trajectory of performing very well in school, then sliding into tepid mediocrity in adult life, so at the point I was finishing my GCSEs, I knew that I wanted to stay on and keep studying. I ended up choosing English Language, English Literature, Sociology and Music as my four subjects; at my school, it was considered unusual to take four A-Levels (five if you count General Studies, but no-one in their right mind does, for reasons that will become apparent), but all my teachers agreed that I could handle it. So I did. (And I did.)

I was excited about sixth form. I had seen my brother pass through sixth form at the same school some ten years earlier, and I knew what a good time he'd had while he was there. He'd made some good friends, he'd had a band, he had a long-term girlfriend, and he'd studied some interesting-sounding stuff that wasn't anything like the boring old National Curriculum gubbins I'd gone through lower down the school. I was looking forward to the whole experience, though I was also nervous about a few things.

One of them was the fact that I'd have more contact with a teacher known as Mr Watts, who was renowned at our school as one of the most terrifying teachers there was. He taught History, had a severe-looking moustache that always make it look like he was furious and, to be fair, he often seemed to be furious — particularly at anyone under the age of 15.

I'd actually had a year of Mr Watts as a History teacher in… Year 9, I think it was? Kids of that age are just on the cusp of what he considered to be actual human beings, so we got a bit of a taste of what he was really like. He could still be terrifying if someone stepped out of line, sure, but he also had a wicked sense of humour, and was a genuinely excellent teacher.

That didn't stop me being nervous about the fact he was head of Sixth Form, though. I don't really know why, because I wasn't the sort of kid who got into trouble particularly regularly (I think I had a grand total of two detentions during my entire time at school, at least one of which I managed to wangle my way out of thanks to music rehearsals) but Mr Watts just had that sort of impressive aura about him that made you want to stay well and truly in line.

Thankfully, we quickly discovered that Head of Sixth Form Mr Watts was a completely different person to History Teacher Mr Watts. He was much more down-to-earth, much more willing to let that sense of humour shine through, and extremely supportive of anyone who came to him with questions or concerns. He was a comforting presence, in other words; it was a surprise to many of us, to be sure, but a welcome one.

Our year was the first to make use of the new sixth form centre that had been built on our school's campus. The Upper School Dining Hall (aka just "Upper Dining") had given its life so that the Sidney Banks Sixth Form Centre may live, and it was great. The building, being new, was in great condition, and it was outfitted with reasonably decent PCs for the period; prior to joining the sixth form, most of our computer-related lessons in school had been on Acorn Archimedes computers, but by the time we reached sixth form, proprietary platforms like the ol' Archie were falling out of favour as Windows 95-equipped PCs became the norm in homes, offices and society in general.

The sixth form centre mostly consisted of computer rooms, in fact. Each of its "classrooms" were in fact just rooms with tables and a bunch of PCs, and the main large room in the middle was split in half between the common room and a study area (with more computers), with a sliding divider door allowing for the rooms to be separated completely when necessary.

In the common room, we didn't have a lot of exciting facilities, but I recall we did have a stereo, and folks tended to bring magazines in and leave them for others once they were done with them. For the most part, though, the common room was a space for chilling out, hanging with friends and making use of any of your own entertainment that you had happened to bring.

As it happened, I ended up spending a lot of my time in sixth form in the Art room. My friends Ed and Woody were both studying Art, so in the times where I wasn't attending my own lessons, I tended to hang with them in there. Since the number of folks studying Art at A-level was relatively small, they had their own little common area in the corner of the art room; again, it wasn't really equipped with anything other than a few chairs, but it was a nice place to just hang out.

One thing we were supposed to do as part of our time at sixth form was attend General Studies lessons. We would, we were told, get another A-level out of these lessons, but after attending just one or two at the start of our time in sixth form, we realised that they were largely worthless, so we just… stopped going. And, as part of the whole "treating us as adults" thing that came along with joining the sixth form, no-one ever pursued us about it or queried us on it.

Well, that's not quite true. One General Studies period we did see Mr Watts out and about, seemingly looking for people, so we hid under the chairs in the Art room common area. But that was just once. We all did the exam at the end of our two years in sixth form; I don't know how anyone else did, but I got an "A" having attended one lesson in two years. That should give you a general idea of what General Studies is all about. (One of the questions on the final exam paper was "In Alice in Wonderland, the text describes the Cheshire Cat as 'disappearing tail first'. Assuming the cat did not simply vanish, which direction must he have moved to disappear in this way?")

I mostly enjoyed my A-level studies. I particularly enjoyed English Language, because we got to write essays about swearing, and English Literature exposed me to a variety of interesting novels and plays that I probably wouldn't otherwise have read. Sociology was a thoroughly interesting subject to study, too, and the overall "vibe" of those classes was quite interesting given I was the only boy present; the rest of the class was all girls, and our teacher, Mrs Lloyd, was, of course, a lady also. I wasn't made to feel out of place or anything, I hasten to add; in fact, throughout my time at secondary school, I'd become good friends with a lot of the girls in that class already, so it was nice to have some time where it was just me and them.

Music was a good time, also. At the time I was doing A-level Music, I was also preparing to take my Advanced Certificate practical exam, and doing so basically exempted me from having to do some of the Music A-level, which was pretty neat. The only bit of the Music course I didn't like was learning about how to do Baroque four-part harmony; it felt like it was frustratingly bound by rules rather than truly creative, and I didn't like the teacher much, either. He wasn't one of the regular Music teachers; he was actually the peripatetic strings teacher.

One of the best things about sixth form was how we weren't obliged to stay on the school campus all day if we didn't have lessons. That meant we often walked into town; it was probably about a mile's walk from the school to the town centre, and being young and (relatively) spry at the time, we could do this in a not-unreasonable amount of time.

Our typical town routine involved wandering down there, getting a steak slice and a Belgian Bun from The Baker's Oven, then visiting the CD shop Barneys and computer shop First Compute. Inevitably, upon a visit to the latter, I would be encouraged by my friends to pick up a new game, which I often did, and then we'd head back to school. The reason I was able to grab so many new games at the time was because I'd done some occasional freelancing for PC Zone and the Official Nintendo Magazine, and back in those days you'd get £500 for one article — an absolute fortune to a teenage kid, and, hell, an absolute fortune to anyone involved in freelancing for the games press today.

On one trip to First Compute, I happened to see that a budget rerelease of a piece of software called Klik and Play for PC was on one of the racks. I recalled reading a fun review of this in PC Zone by the one and only Charlie Brooker; a review that had attracted numerous complaints (as did many other pieces Brooker contributed) for using a game in which you knocked a decapitated Frenchman's head around the screen as its demonstration project.

I was attracted to Klik and Play because it promised programming-free game making. I'd previously learned to program in BASIC on Atari 8-bit and STOS on Atari ST, but had never really got into the upper echelons of "knowing how to code", and by this point in the late '90s, "coding" had moved into realms like C and Java, and I didn't really understand those at all. Klik and Play promised to allow creativity without needing to get super-technical, so I was excited to give it a go.

And boy did we love it. Not just me, but my friends Ed and Woody, too, since of course I let them borrow the disc and install it on their own PCs. We made so many stupid games with Klik and Play, many of which remained unfinished, but our crowning achievement was, without a doubt, Pie Eater's Destiny.

This was a game where we'd started with the title, which was intended to take the piss out of our mutual friend Andrew, who was a big lad and enjoyed the game Fighter's Destiny on Nintendo 64. It grew a life of its own after I was demonstrating how to use Klik and Play to Ed and Woody one day, and I imported a scanned image of Andrew's face as an enemy sprite, then added a ripped Contra sprite for the player to move around and shoot at the giant head.

Something about this stupid, humble beginning captured our imagination, and we ended up making a full game with full voice acting, with each level unfolding as a single boss fight against a digitised head of someone we knew, culminating with a battle against the most powerful force in the galaxy: Mr Watts.

Naturally, once Pie Eater's Destiny was completed, we brought it in to school to install on the sixth form computers, and we ended up showing it to Mr Watts. We were initially nervous about this, but the moment he saw that he was the villain, with his introductory line being simply "YOU PATHETIC BASTARDS, YOU WILL NEVER DEFEAT ME! MUHAHAHAHAHAHAHA", he was absolutely delighted with it.

My time at sixth form is full of wonderful memories like these. I don't recall a single moment of being unhappy while I was at sixth form, and dear Lord, I miss living that life and being that person.

But you can't go back, can you? So these memories have to remain just that: memories. Still, I will always have them, and when times get tough I can think back to a time where life just seemed simpler, easier, more full of possibilities. Not everyone has the luxury of good memories like this, so I should treasure them. And you'd better believe that I do, as the preceding 2,000 words has hopefully made clear.

If you want this nonsense in your inbox every day, please feel free to subscribe via email. Your email address won't be used for anything else.

1107: The Common Room

When I look back on past experiences, as I am often wont to do, one of the times I look back on most favourably was my time at sixth form. (For Americans, that's the equivalent of whatever you call 16-18 education, and is optional; those who want to go straight in to work or training or whatever can leave school at 16.)

There are plenty of reasons that sixth form was one of the happier times of my life, most significantly being the fact that all of the dickheads who had made a large proportion of my school life a misery left at 16, never to be seen again. I wasn't sorry to see them gone, particularly as their non-presence meant that I was left with just people I actually liked.

Our sixth form was based on the same campus as our secondary school, you see — it was part of the school, in fact — which meant that it was a lot smaller than a dedicated sixth form college and thus the sort of environment where it was completely possible to be friends with (or at least know) everyone. This was a pleasant feeling; it brought a sense of comfortable familiarity to the daily grind, and it meant that you were rarely, if ever, thrown into an uncomfortable social situation whereby you were forced to work with people you'd never seen before in your life. (I know some people have no problem with that, but as you probably know if you've been reading this a while, I most definitely am not one of them.)

I enjoyed the learning side of sixth form. The teachers were far more informal, willing to let us call them by their first names and, in some cases, confiding in us about students lower down the school that they just didn't like. (One of our teachers pretty much believed that no-one under the age of 15 had any right to exist in public, and could often be seen tutting and shaking his head out of the window at some particularly rambunctious youngsters. Having spent some time at the chalkface myself, I now understand exactly where he was coming from.)

We learned interesting stuff, too. Learning A-Level Sociology, for example, was a completely different matter to learning GCSE Integrated Humanities, which was basically the same subject. We had hardcore textbooks and we wrote essays that included names and dates in brackets, like proper academics.

A-Level English was great, too — I enjoyed the language side far more than the literature side, I have to say — and we got to study all manner of interesting topics like the way children acquire language, pidgins and patois and even taboo language. There was a certain degree of novelty in being able to get away with writing the word "fuck" in an essay.

I think by far my fondest memories, though, are from the downtime between classes, during free periods and those times when we were avoiding going to the utterly pointless General Studies class. (I got an A in its final exam having attended one lesson out of two years' worth.) We'd hang out, we'd eat rather poor baguettes from the coffee shop at the recreation centre on the school campus, and we'd mess around with the "brand new" (rather battered, old and crusty) computers that the (actually) brand new sixth form centre had been provided with.

The computers were a source of constant amusement despite the fact that none of them were connected to the Internet. (The Internet was still in its relative infancy in those days, and having a school-wide network for students to use was unheard of.) The gentleman in charge of the computers was a chap called Adrian, who couldn't have been that much older than us and clearly didn't know the first thing about computers. He'd often berate us for completely nonsensical misdemeanours, and warn us of bizarre things like the fact that dropping paper down the back of the printer would supposedly make it catch fire. (Uh, no.)

We took great delight at tormenting Adrian at every opportunity. He sort of deserved it, because he was an interfering busybody who regularly got in the way of people actually trying to do useful stuff with the computers, and his overly-superior attitude (and complete lack of ICT knowledge) made him a worthwhile opponent. Consequently, we often engaged in various acts of light cyber-terrorism to mess with him. We'd set passwords on the screensavers, set all the computers to play a full-screen video of a chimp having a wee in its mouth (I think it may have been this one, though obviously this was long before YouTube, meaning someone must have brought it in on a floppy disk or CD — I never knew who) before subtly unplugging the mouse and keyboard, and on one memorable occasion we spent lunchtime making a complete game in Klik & Play called Cock Wars, which featured two crudely-drawn phalluses battling it out for intergalactic spunky supremacy, then left it running on every machine as afternoon classes started.

Our crowning achievement in trolling Adrian had to be what we did on our very last day at sixth form. Someone had discovered how easy it was to pop off the keys on the cheap and nasty computer keyboards that were hooked up to our cheap and nasty keyboards, so we had the bright idea of leaving Adrian a little message on one keyboard, just as our way of saying goodbye. Said message ended up being "BOLLOCKSPANTSHOMOCOCK" where once there had been a normal keyboard layout. You'll notice there are quite a few letter "O"s in that little sequence; this, of course, meant that we had to borrow keys from a variety of other keyboards, including those from different rooms. Sadly, we never got to see his reaction, and the Instamatic photo we took of the keyboard turned out to be far too blurry to make out the letters. Boo.

I do sort of feel a bit bad, looking back on those days — I know what it's like to be tormented by teenage charges — but then I remember how irritating Adrian was and how he would completely refuse to listen to someone who actually did know what they were talking about when it came to computers. He was completely unable to listen to reason, and… look, he was just a bit of a dick, all right? You'll have to take my word on this one; most of you will know I don't dislike people lightly. Besides, we never did anything that actually damaged the computers; the only incident that would have inconvenienced him at all would have been the keyboard thing.

Anyway, yeah. Sixth form was good times. I miss those days, but they're a long time ago now.