The Muse, Issue 36, Autumn 2023

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ISSUE 36 THE MUSE AUTUMN ~ 2023

MUSE

OUR VOICES

Authentic, compassionate and empowering

University Destinations 2023 1. Birmingham City University 2. Bournemouth University* 3. Durham University (x4)* 4. King’s College London (x2) 5. Lancaster University 6. Leeds Beckett University 7. Loughborough University 8. Newcastle University (x5) 9. Northumbria University (x2) 10. Nottingham Trent University (x2) 11. Royal Agricultural University (x2) 12. Royal Veterinary College 13. University of Bath (x3) 14. University of Birmingham (x4)* 15. University of Bristol (x2) 16. University of Derby 17. University of East Anglia (x2) 18. University of Exeter (x4)* 19. University of Glasgow (x2) 20. University of Kent 21. University of Leeds 22. University of Leicester (x4) 23. University of Lincoln 24. University of Liverpool 25. University of Manchester (x2) 26. University of Nottingham (x5) 27. University of Oxford 28. University of Reading (x2) 29. University of Sheffield 30. University of Southampton 31. University of the Arts London (x2) 32. University of Warwick 33. University of Winchester* 34. University of York (x2) *one of which is a student with a 2024 admittance

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University of Lyon (France)

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2023 Leavers

6 21

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90% gained a place at their first-choice university

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53% accepted a place at a Russell Group university

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7 32

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A Degree Apprenticeship with Cranswick PLC and the University of Lincoln

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A 12 month internship at IBM Wide range of courses Medicine, International Disaster Management & Humanitarian Response, Geography with Business, Mechanical Engineering, Politics with International Relations, Physiotherapy, Philosophy and Fine Art with Computational Arts.

Carbon balanced print is produced by a carbon balanced printer on carbon balanced paper.

01 | The Muse

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Editor’s Insight Reviewing the Muse, I have been struck by how there is a common thread running through many of the articles. I aspire for all our students to have the self-confidence to speak up for themselves and the causes that they care about; I want them to be active bystanders and to use their voices authentically to create positive change in the world around them. I want them to be able to confidently communicate the knowledge they have acquired and to always know that they can question and challenge the status quo. Throughout this issue of the Muse there are examples of how we are helping develop and refine these core skills.

I have particularly enjoyed reading the reflections from our Year 6 students as they look back at their time in the Junior School and explained so eagerly what they would highlight to a new family looking at joining our community.

Their confident voices shine through, as they clearly articulate not only memorable moments but also how these have helped shaped them and the learning attributes they have developed along the way. I hope you are equally as impressed by their reflections on pages 3 and 4.

A highlight of the Autumn Term was the creation and launch of our first professional school video. We thought very carefully about the cost of undertaking the project, but in the era of digital communications, we recognised that video images play a vital role in communicating messages and building an emotional connection with our communities. We were clear from the outset that our film needed to highlight our students’ own voices; these are what matter the most to us and we wanted their words to be front and centre in the project. I hope you have taken time to watch the result; which I believe demonstrates what is at the essence of BGS ( and brings a little lump to my throat every time I watch it!). Interestingly, beyond the creation of a beautifully made film, the project had added benefits. For the students who were involved, it provided opportunities to gain new experiences, step out of their comfort zones and work with exceptionally talented professionals. They felt proud of the role they played, and the confidence they have gained will reap benefits. You can read all about the making of the film on pages 11 and 12.

As the world becomes increasingly globally connected, the ability to communicate and understand difficult cultural perspectives is vital.

Studying languages and going on overseas residential language trips play a significant part in helping our students not only improve their language fluency, but to help them see how language impacts cultures and societies.

Helping our students understand distinct cultures will support them in the wider world as they step into a globalised workforce. Mrs Aude Helm, Head of MFL, explains our philosophy as she reflects on the recent MFL trips to Berlin, Valencia and Cologne on pages 5 and 6.

Drama productions always supplied exceptional opportunities to build confidence and for students to explore different voices, as well as teaching them about commitment and teamwork. In the Autumn Term we were treated to the wonderful retelling of Daisy Pulls it Off by our Year 11 to Upper Sixth students. It was a fabulous, light-hearted step back in time to 1920s school days, providing wonderful light relief to the dark November nights. To extend the opportunities for students, the Drama Department ran the show with two casts - an ambitious feat but one that paid off. I hope you enjoy reading the reflections shared by Mr Stratton, Director of Drama and Dance, and our students on pages 9 and 10.

I do hope you hear our students’ voices coming through the pages of the Muse.

I am proud of how they express and articulate their views, whether that be on the written page or standing in front of a large audience.

I regularly meet our younger alumnae and am impressed by their assured and intelligent conversations. Developing confident communications skills takes time to develop and we will always prioritise opportunities for our students throughout their education.

As the world becomes increasingly globally connected, the ability to communicate and understand difficult cultural perspectives is vital.

On that note, I will wish you all a prosperous 2024. I hope we all follow our students’ lead and use our authentic voices to create a better world.

Best wishes

Gemma Gibson Headmistress

The Muse | 02

Reflections from Year 6 As they enter their final year of the Junior School, the Muse asked a group of students to reflect on their time in the Junior School and highlight what they would say to new families looking at BGS about memorable moments.

Aarna

Ameerah

“Year 4 was the year I became a risk-taker.

The first instance was at our school trip to Grafham Water, where I had to climb up the Jacob’s ladder even though I hated heights.

The second was playing the piano in front of many parents and students at the tea time concert. It was nerve wracking and exciting.

I was encouraged to be reflective with my school work especially when I did not understand something. I did my project on aqueducts and was amazed when I saw it in person, while on my travels through Europe.

I was elected Eco Rep for my class and this allowed me to learn about the natural world and how to sustain it.”

“BGS has excellent sport programmes.

Past and present pupils have completed and have won medals in equestrian, swimming, lacrosse, netball, hockey cricket and tennis.

These games are for pupils of all abilities and are fun to take part in. What I love about the school is there are many things but the top three are clubs, school trips and especially the teachers.”

Akaiya “When I first joined the school, I felt very welcomed. Everybody was really nice and so were all of the teachers. I made friends throughout the first week of school. I also know the feeling of being nervous because I used to attend a school with about 90 people only and BGS had many more, so I thought it would be hard. But I got used to it really quickly and met loads more people. And I wouldn’t say anything negative about my experience at BGS, I have loved everything about it.”

Amy “Since starting at BGS I have grown in confidence. The teachers are very supportive and make learning fun. We are encouraged to be Bold, Imaginative and Reflective in our learning. I personally love Sports Day where we all have lots of fun supporting our House.

I have become more of a risk-taker and I’m less afraid of jumping into the learning pit.

I also enjoy the activity days with Bedford Prep School where I get to see the boys I was friends with at Pilgrims. I like the mix of using technology and my iPad to do work as well as writing. BGS is a great school and I love it here!”

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Beatrice “BGS really is a family; everyone is accepted for who they are. We get to learn about different cultures and beliefs, last year we celebrated World Hijab Day where you could try on a Hijab if you wanted to and learn about why they are worn. We also celebrated World Book Day, dressed up as book characters and designed a book cover.

We also celebrated the The King’s Coronation and all looked very splendid in our red, white and blue outfits.”

Coco “My favourite moment in Year 5 has got to be the exciting residential to Matchstick Woods. We kayaked down the river. My Year 5 teacher sadly lost her sunglasses in the river; I like to imagine a little fish swimming around wearing some lovely sunglasses!

We did loads of activities like bushcraft and den building. Some of my other favourite moments were when we went to the Harry Potter Studio Tour in London. We saw so many exciting things and we got to see some of the behind the scenes of the movies. I also enjoyed watching our Head of Netball, Miss Huckle, play a netball match for her team Manchester Thunder.”

Evelyn H

Jaya

“We have a lot of amazing clubs and opportunities for everybody. If you love sport then try out the lunchtime netball or hockey. On the other hand, if you like art then you can go to Art Club at lunchtime.

But if really you only want a peaceful lunchtime with friends then head up to the library and just chill or simply play in the school gardens.”

“I have been a BGS student since Year 3.

From the very first moment, I have enjoyed being a student at BGS and I have never looked back. I was a bit nervous at the beginning. However, from the very first time I walked through the school gates, I saw lots of people playing and then I was greeted by the lovely Head of the Junior School and I knew I was in safe hands. The Year 3 teachers welcomed me into the school and after a short time, I made a fantastic group of friends and it felt like I had always been at BGS.”

Isabela A C

Samrutha

“BGS makes everything fun, creative and overall just amazing. It’s never just sitting in a classroom learning calculations, it’s so much more than that. We do special group projects and fun games. Year 6 has been quite a different year than every other year.

There have been changes in classes and we get introduced to more teachers, although I would say this is change for the better. Lots of new classes means more to explore. In the ten years of my life I’ve been to many different schools in different countries and this is the happiest I’ve ever been.”

“At BGS we have a lot of roles, clubs and events to participate in. There are lots of fun activity clubs and sport clubs pupils can participate in and a lot of events they could go to. My personal favourite is Culture Day where everyone can show their culture and there’s also some really fun activities.”

Sarah

Isabelle S

“I moved back from Dubai last summer and when I joined BGS for Year 6, I was a little nervous. But you know what? The friendliness and kindness of both pupils and teachers have made me feel right at home.

The teachers help us learn and have fun altogether! My favourite subject is Science because I love using the equipment in the labs to learn more about the world around us, and of course I enjoy the experiments. Our school is all about some really cool values like being an inquirer, being knowledgeable and balanced. I love that because it helps us become better people, not just better students, and I aspire to be just that. We learn to face challenges with a big smile.”

“We often get exciting visitors like authors, engineers and scientists. I remember when scientists who were past students came to visit, it really interested me that such amazing people came from this school and it made me want to learn more about Science and Engineering.

Now I’m in Year 6 and I’ve become more confident than when I started. I still love music, coding and spending time with my friends. I sometimes think about what life will be like when I’m a grown up and I know all our BGS values will help me along the way and help me be a lifelong learner.”

Isla

Zaynah

“Since I started at BGS I think I have tried to live up to the school values. The ones I think I have achieved most are around being reflective and caring. The reason why I think I am reflective is because in my old school we did not reflect on our learning to understand how we could improve and what we could do differently next time. I love how BGS tries to make sure everybody is caring. Since joining BGS, I have changed as a person. I have become more organised, more sporty, eco-friendly and more driven to learn. I have a big group of friends and I feel really lucky to be at BGS. Every day is fun and I come into school excited to learn.”

“We always strive to live up to our school values of being Bold, Imaginative and Reflective. We try and incorporate these values in all that we do. We are also encouraged to apply the Learner Profile attributes. During my time at BGS so far, I feel I have become brave and confident.

I have learnt to become an independent learner. I’ve also become more comfortable taking risks as I know I’m in a secure and supported environment both with my teachers and also with my friends. Having entered into Year 6, I feel like I have grown so much, not just in height, but also in how to handle myself and handle situations!”

The Muse | 04

Learning Beyond Classroom Walls

“The limit of my language means the limits of my world” Ludwig Wittgenstein, philosopher

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esidential trips are firmly back on the agenda in Modern Foreign Languages (MFL). Over the Autumn Half-Term holidays 30 students from Years 11 to Upper Sixth took part in a cultural study trip to Valencia. Whilst our German students from Years 10 to Upper Sixth explored the buzzing city of Berlin. In early December our popular German market trip returned with Years 8 and 9 students experiencing the wintery wonders of a traditional Christmas market in Cologne. We have many exciting and immersive French language trips to look forward to in 2024. Years 9 to Upper Sixth students will embark on a trip to Nice during the Spring Term, while our Year 8 students will visit Saint-Omer in the Summer Term.

The Muse caught up with the Head of MFL, Madame Aude Helm, to discuss why these experiences are so integral to learning languages and gathered reflections from some of the students who took part in the latest opportunities.

Madame Helm explained: “Embarking on any journey beyond the walls of the classroom can be a game-changer for students, and language trips offer that, whilst providing both adventure and educational enrichment. Language trips abroad are transformative experiences that equip students with the linguistic, cultural, and interpersonal skills needed to thrive in our global world.

Organising group trips takes a lot of time and effort; post the Pandemic we set out to plan out the programme properly and this has taken time to implement. We are now thrilled to be able to offer a wide variety of trips across the department to all age groups in the Senior School. We have a roster of trips on offer so that hopefully, throughout their Senior School journey, there will be something that will appeal to all of our linguists.”

Madame Helm went on to outline the primary reasons why she believes that language trips are vital for the development of confidence and fluency: “Learning a new language in a classroom can sometimes feel like rehearsing a script in isolation, however hard you work to create interest and interaction. Language trips move the language learning from the classroom setting to an authentic one. Placing students in real-life situations compels them to navigate daily challenges in a foreign language.

Suddenly, asking a shop assistant for some help, or seeking directions from a local becomes more than a linguistic exercise, it becomes a genuine immersive experience. Visiting the famous aquarium in Valencia or taking part in an architecture tour, for example, opens up new vocabulary which we may not study in the classroom. Students have to use their existing skills and knowledge to make new linguist connections.”

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Upper Sixth student, Jemma Oldroyd, who attended the Spanish trip to Valencia agreed with Madame Helm: “The trip to Valencia was definitely an invaluable opportunity to improve my understanding of the Spanish language and culture within a reallife context. My highlight has to be our tours of the city, looking at particular aspects like ‘la arquitectura’ and ‘el arte urbano’ (street art). Through the nuggets of information, the teachers gave us during our stay, I was able to gain a greater understanding and appreciation of everyday culture and the Valencian way of life, much more than if I were simply a tourist. Although, of course, I loved trying authentic cuisine like tapas and paella, too!”

Madame Helm added: “I think Jemma has really summed up the benefits for a trip really thoroughly! Central to BGS’s vision is to broaden students’ perspectives across all of our curriculum. In an increasingly-globalised world, having a broader perspective is an invaluable asset. Language trips provide students with the opportunity to step outside their cultural comfort zones, challenging assumptions and fostering an open-minded approach to the world.”

This exposure not only enhances cultural awareness but also cultivates a mindset that is ready to take on new challenges.

Independence, adaptability, and a willingness to embrace the unfamiliar. These qualities will also stand out as our students move to university or into the working world. This will hopefully give them the willingness to incorporate a study or work abroad programme into their qualifications and in doing so build a CV that stands apart from their contemporaries. Foreign language fluency is a skill that employers really value. To have the confidence to walk into a meeting and even say a few simple sentences in a second language is a huge asset.

Madame Helm explained: “Whilst textbooks, songs, videos can only take students so far in understanding the daily lives of people in different cultures. Language trips bridge this gap by immersing students in the country where the language is spoken.

From street markets to local restaurant settings, students get a first-hand look at the daily life of others, fostering a deeper appreciation for the nuances of another culture. Including

language school elements to the trip is always successful as it not only allows students to reinforce their knowledge but pushes them out of their comfort zones as they have to work with different teachers, adapt to different teaching styles, different regional accents, all of which is hugely beneficial.”

Year 11 student, Aakriti Jain reflected on the trip: “The Spanish trip has been ‘una experiencia increíble’ for me and certainly for all my friends as well. I’ve enjoyed walking through the beautiful ‘calles’ and exploring the culture through the food, ‘que era deliciosa’. We spent time in the Oceanographic aquarium where we travelled through the longest underwater tunnel in Europe. The colourful buildings gave the city an uplifting atmosphere, and the ‘plazas’ we visited were ‘muy bonitas’.

I found it really good to be able to have lessons with Spanish teachers in the language school because it was challenging and helpful as well. ‘Muchas gracias’ to all the teachers because I had a wonderful time overall. ‘¡Lo pasé bomba!’”

“Finally, but equally as importantly, I think often not considered is the development of collaborative skills that these trips build. At BGS, in our class setting, we are already beyond the traditional teacher-student dynamic, but with language trips we redefine the relationship once more as in unfamiliar settings, collaboration becomes the cornerstone of learning.

While exploring Berlin, for example, the teachers managed the planning, but once in the city, they will ask the students to take responsibility for leading the group to the Berlin Cathedral or the Reichstag. Simple activities like sharing a meal together, allows for a deeper partnership between staff and students which goes beyond classroom dynamic and creates an environment of genuine collaboration; not only between teachers and students, but also amongst students from different year groups, who may not have known each other before, but now have a common shared joyful experience.”

Lower Sixth student, Rachel Forbes-Laird, who attended the recent trip to Berlin, wholeheartedly agreed: “The Berlin trip was a great experience, allowing the German students across the school to work together and immerse ourselves in German culture. We all really enjoyed exploring the city of Berlin.”

Madame Helm concluded: “Taking students on trips is hugely rewarding, you see their confidence grow as all the hard work that has taken place in the classroom falls into place; it is wonderful to observe them as they discover new places and share new experiences. As linguists we are passionate about sharing our love of language and culture with our students. I feel very fortunate that we have so many opportunities to do this at BGS.”

Ella Riley in Year 11 commented: “I really enjoyed the Spanish lessons. Our teacher was Luis and he was really helpful in reminding all of us about the tenses. I really enjoyed ‘los autobuses públicos’ on the way to the science museum and aquarium.

I had a great experience in Valencia on this school trip.”

Madame Helm added: “Where possible we will incorporate a home stay aspect into the trips, in the Spring Term a group of French students will travel to the beautiful city of Nice, in the South of France, staying with families and studying at a language school. Being part of everyday life builds resilience and gives an insight into the routines and daily life that we cannot replicate in the classroom. You practise your language skills through a different lens and have to really work hard on listening skills to follow daily family interactions that we all take for granted in our mother tongues. Each student will have a slightly different, individual experience which adds depth to the trip. Importantly, these home stays also often result in the development of friendships with the families that go way beyond school life, helping our students to gain an understanding that their worlds can stretch far beyond the confines of our shores.

The Muse | 06

Innovating Education for the Digital Future Mrs Becky Hudson-Findley, our Director of Digital Learning, Enterprise and Sustainability, discusses how we embrace technology to meet the demands of a digitally driven world.

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ir Anthony Seldon observed in 2021 that: “COVID has considerably accelerated the march towards using AI and 4.0 technologies across education. Two years ago, it seemed a vague irrelevance. Now it is an utter necessity for everyone involved in education to understand and consider how to introduce.” Fast forward and the demand upon teachers and students to embrace the fluid technological landscape is more pertinent than ever.

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At BGS, our journey through the digital realm is transcending mere adoption of technology; it’s a holistic transformation in the way we think, learn, and interact in a digitally driven world. As a school that has always been at the forefront of using tech in education, we are well positioned to ensure our students benefit.

Being a teacher in the digital world is akin to weaving a delicate fabric where key concepts and ideas are carefully approached and gently explored from an early age so that students are adept at dealing with all that technology brings. This approach is endorsed by the British Computer Society as Julia Adamson, Director of Education stated: “Young people need modern digital skills, like understanding how AI chatbots can help them in their life and career…the digital literacy options available need to change immediately so that the UK’s teenagers don’t get left behind (TES, November, 2023).”

Miss Hannah Coote, Junior School teacher, agreed: “In this increasingly digital environment, we are not only teaching all aspects of coding but cultivating a mindset that embraces bold challenges, imaginative possibilities and a reflective understanding of the digital age.”

We recognised that our approach must be multifaceted and constantly evolve.

Fundamental to our strategy is the need to guide and collaborate with our students to help them manage the complexity of the digital world.

At BGS, the development of our teachers’ digital literacy is just as important as the growth of our student’s understanding of emerging technologies. Shying away from tech is not the solution; as technological advancements move at such a rapid pace, we need to ensure that staff have the skills to support students with the latest tools.

As information becomes more voluminous and the means of acquiring it become more disparate, students need guidance through the twists and turns of misinformation, valid sources, and knowledge retention becomes a key feature of any lesson.

We are constantly looking to the horizon to embrace any techniques, technology and progress that we can embed into our curriculum. Currently, we are heavily focused on the potential uses of AI in the classroom.

Workshops to help teachers become leading lights in exploring the positive way AI can enhance learning is woven into our approach.

Students need to understand and practise good use of AI, so that they learn how it can be used to extend their critical thinking as part of their digital tool box; they need sensitive guidance and parameters to work within so that they are properly preparing for the next stage of the education and the working world.

We have also researched, invested and trained staff in the use of VR to help enhance learning.

Ms Sarah Rogers, our Learning Resource Centre Manager explained: “Studies by Dunlosky & Rawson in 2019 have shown that when we are introduced to a subject through a variety of mixed media it leads to a greater retainment of information. VR enables classroom-based study to explore a world of resources, such as strolling through the streets of a medieval town, holding a beating heart, travelling the solar system and visiting the rainforest.”

Next term we are hoping to launch our first eSports Team, who will be looking to take the school competitive gaming community by storm in a variety of collaborative and problem-solving team games. We will also be launching our new Junior School Lego League Club where we will be using Lego to foster programming skills and have fun.

This new digital horizon may seem a little uncertain, but in that uncertainty can come a sense of opportunity, which our teachers and certainly students are ready to embrace.

Lower Sixth student, Serena Jacobs feels that: “Learning in the digital age is an amazing experience and I feel so lucky to have the ability to access a huge number of different resources that can be incredibly helpful when studying. Technology has so much potential for further advancements in the future.”

Both our teachers and students have a key factor in common, a thirst to learn and grow in one of the most exciting times of technological evolution that the world has ever seen. We are not just teaching students to use technology; we are preparing them to be pioneers in a world where digital literacy is as essential as traditional literacy. Our approach is balanced and future-focused, ensuring that our students are well-prepared to excel in an ever-evolving digital landscape, armed with both the skills and the mindset to shape the future.”

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Alumnae Mentorship: Shaping Futures Our ethos centres on preparing our students for an ever-changing future working world and equipping them with the skills they need to flourish.

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e have run a successful yearly mentoring programme, in conjunction with The Alumnae, since 2017. The BGS Alumnae Mentoring Programme is open by application to all Lower Sixth students and supports them across a 12 month period as they prepare for life after school.

For the students who take part in the programme it provides a great introduction to professional working relationships as well as links with the network that the Alumnae organisation provides.

Each year we are overwhelmed with offers of help from alumnae across our community interested in being involved. For alumnae the drive to be involved is altruistic; they reflect on the education in their formative years and are keen to give back to the school in some way, sharing their professional expertise and experience.

The programme offers our alumnae a way of contributing and supporting the progression of our students whilst enhancing their own personal development. In each cohort we endeavour to include mentors from an array of different professional sectors; over the years these have included engineering, dentistry, retail, medicine, veterinary medicine, education, marketing, communications and finance. Some mentors return year after year enjoying the experience of working with different mentees.

Studies have shown that quality mentoring has a positive impact on those who receive it and greatly enhances a student’s chance for success. For students, at a pivotal time in their schooling, having an additional support mechanism in the form of a trusted adult, which is neither a teacher or a parent, provides a great opportunity for them to have fresh perspectives and helps them forge a plan to achieve their aspirations. The mentor’s support is unequivocal: they provide professional support, imparting skills and knowledge.

The pairings are carefully considered to ensure there is an element of common ground, which forms the basis of the relationship and builds rapport early on. While the mentees are keen to work through topical matters, it is often the softer skills that they have gained by the end of the programme that surprises them the most, particularly in social and academic confidence, empowering them to make decisions.

The programme is structured to be driven by the student as they learn to take responsibility and build independence. Rachel Parsonage (née Groom, DAHS 1993), who has mentored for the past two years, remarked on her recent pairing: “It’s easy to forget after a long time in the working world how you felt preparing to leave school and figuring out what you want to do.

What’s also quite typical is that you often don’t end up where you think you will be! We’ve had a great time working together, and it’s been humbling and grounding to be with her and support her as she navigates the next stage of her journey.”

Mentor, Sarah Worthington (née King, DAHS 1993) and Amelia Rayner (Upper Sixth) reflect on their year working together, Sarah said: “It has been a pleasure to be a part of the BGS Mentoring Programme for the first time. I have been privileged to spend the year working with an inspiring young woman who has gained in self-belief and confidence throughout the year. It has been a great opportunity to reflect on my journey since leaving school and share my experiences to hopefully provide insights to my mentee’s decision-making process.”

Amelia added: “The Programme allowed me to explore and discuss the many potential post-education pathways. My mentor provided me with insightful knowledge into the university application process as well as encouraging me to apply for the BGS Girls’ Leadership Group which resulted in me gaining a role as a sports prefect. I found that after each meeting, I gained confidence in myself and the decisions that will determine my future. Overall, this fantastic opportunity was not only an enjoyable experience, but I have also acquired invaluable knowledge.”

We are proud that our alumnae community boasts a diverse and inspiring collection of women. We are now able to broaden our Mentoring offering and extend a programme to The Alumnae community, the Alumna2Alumna Mentoring Programme. Currently, a pilot programme is underway, and we will be drawing on the experience of all those involved to shape the programme for the future.

Our vision has always been to build a modern organisation that connects a network of women, who can support each other through career guidance, professional experience and friendship.

Mentoring is a powerful tool through which we can help achieve our vision and collectively support our students futures.

The Muse | 08

Daisy Pulls It Off: A Hit Show!

Daisy is a well-known and much-loved play that tells the story of the titular character as she wins a scholarship to Grangewood School for Girls’, has many an adventure and mishap before finally saving the day in tip-top, spiffing fashion!

A parody of adventure stories of its time, Daisy is a silly, rip-roaring two hours of ridiculous nostalgia.

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roductions take a long time to come to fruition; casting for Daisy began in the last academic year.

There was such a colossal amount of talent and enthusiasm from our Year 11 to Upper Sixth students over the course of the rehearsal process that the Drama Department decided to cast two companies for the production: with each company preparing for two days of final performances.

Mr Craig Stratton, Director of Dance and Drama, explained the challenges and advantages of casting two companies: “It is important to me that we make drama productions as accessible as possible, so that many students can be part of a production; the skills and the memories of being in an ensemble last a lifetime. However, juggling two crews and double rehearsal time comes 09 | The Muse

with vast complexities and it was vital that throughout the process students showed dedication and that we kept to schedule.

It was a mammoth undertaking, but all the hard work definitely paid off!”

The first read through took place on Wednesday 12th July, and consequently, Bedford Girls’ School’s production of Daisy Pulls It Off by Denise Deegan was born.

Mr Stratton added: “Rehearsals began in September, with the casts signing up to two evenings a week and additional Sundays – the commitment from the students was commendable. Once the scenes and acts were blocked, individuals spent time refining their characters and looking for inspiration from sources such as Mallory Towers and St. Trinian’s. The department was yet again impressed with the professionalism of the

young actors as they collaborated with staff and each other in the development of the final outcome.”

Mr Stratton continued: “Alongside the extensive work in rehearsals, we were busy behind the scenes with the design aspects of the production. We were so pleased to be able to connect with Bedford College and forge a new work experience link, whereby their Production Arts students erected our set. We were delighted to welcome them into school for the dress rehearsal, which they thoroughly enjoyed. The connection with the college is step one of our vision to forge community and partner engagement and based off of the success of this first foray, the vision has heaps of potential. Costume and prop design/ sourcing were expertly delivered by the BGS

theatre technicians and once all elements were ready, so were the actors!”

audiences that included parents, grandparents, friends and staff.”

Lower Sixth student, Polly Taylor who played Daisy Meredith said: “Being a part of Daisy Pulls It Off this year has been a really enjoyable experience. It was really exciting to get to work with people from different year groups and the double casting meant we could learn from our counterparts and help each other during the rehearsal process. It has been so amazing to get to know new people and create friendships with people within the cast.”

Feedback from the audience regarding the production was overwhelmingly positive. One individual commented: “The play was utterly amazing! I laughed and I cried and was taken away by the extremely professional acting by the pupils. Keep up the good work girls, everyone came out of the theatre saying just how incredible the play was and I couldn’t agree more! I especially loved the humorous moments and that the girls were always embodying their characters.”

Lower Sixth student, Lily Robertson, who embraced the role of Miss Gibson shared: “The Daisy Pulls It Off experience is certainly one I will remember for a long time! The cast all had a wonderful time in the rehearsal process and experiencing the 1920s school lifestyle was exciting. Playing the role of Miss Gibson allowed me to step outside my comfort zone and experiment with a character type I had never performed before. All the cast and crew members were supportive, encouraging, and lovely to work with. I cannot wait to perform with some members of this cast again next year!”

Performances took place in November, with each cast performing two shows. Mr Stratton expressed: “The students themselves had a fantastic time and it was a pleasure to see them enjoying, with full jubilation, performing to

Another audience member added: “Superb!

It was thoroughly uplifting watching the cast having fun while also doing something they love.”

Mr Stratton concluded: “Drama, Theatre and Dance are thriving at BGS, with brilliant academic results and a strong reputation for both co-curricular productions and LAMDA/ dance exam results. Our next production, High School Musical, will be performed in March by students in Years 9 and 10 and will also feature a student band ably supported by staff from our brilliant Music Department.”

You can view all the stunning photos from the production on our Flickr gallery at: https://www.flickr.com/photos/ bedfordgirlssch/albums

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In Our Words Behind the Scenes

During a crisp autumnal month of September, something special unfolded at BGS. Over four days of filming in collaboration with film production company Novo Studios, we set out to create a short film which captures the essence of BGS through the eyes of our students.

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Novo Studios, Olly Suckling, in her previous role and knew he would see our vision for the film. We contacted him with our brief and he got it straight away. We knew he would be a great choice for this project.

We approached our creative agency, Firebrand Creative, to collaborate with us through this process.

We were on location for a couple of days during filming to capture some behind the scenes photography. It was amazing to see how beautifully all the students spoke about what the school means to them and the film captures the essence of the school perfectly, whilst also staying true to its identity.

Everyone’s efforts came together and made this film so great. We are really proud of the whole team!”

emma Trobe, Director of Marketing, Admissions and Alumnae and Marketing Director, explained: “In an increasingly digital world, video footage is a vital part of the marketing mix and we wanted to create a film which would provide prospective families with an authentic insight into BGS through the voices of our students. Working with an independent filmmaker, we were able to craft a video which aligns with our values, where the students really are the stars.”

Justine Ambrose from Firebrand said: “We have been working with BGS for over a decade, and as caretakers of the school brand we knew how important it would be for this film to visually communicate the school’s values and ethos in a relevant and considered way. Our Studio Manager, Emma Kindred, had worked with Founder and Director at 11 | The Muse

Preparations for the filming project took place during the Spring Term in 2023, initially with surveys sent out to students, which were then narrowed down to short video castings.

Olly reflected on the beginning process: “Initially, I sat down with the School’s creative agency, Firebrand and the School marketing team. We talked at length about

the BGS brand and the ethos of the school.

Immediately, it felt like this should be a film that focuses on the students themselves.

I wanted to showcase their voices in an authentic way, with no script or actors, just genuine comments from the students.”

Olly continued: “Preparations took place over several months in the lead-up to the shoot days and required meticulous planning from the BGS team and us at Novo Studios to make sure we covered everything we wanted to. It was important that we heard from all ages of students and got a variety of voices to accurately represent the community there, as well as showcasing all the wonderful lessons, activities and sports on offer.”

From filming a rowing session during the early hours at the Boathouse, to showcasing the Junior School, to filming complex dance sequences and lab experiments, there was a vast amount to cover for a film which could only be just over three minutes long.

Although the shoot days were long, they were incredibly joyful for everyone involved, Olly explained: “Speaking to the students, hearing their experiences, and their genuine passion for the school was inspiring. The schedule was tightly packed, so we were often moving locations every couple of hours to maximise our time on-site.”

For the students involved, the filming process was more than just lights, cameras, and action.

It was an opportunity to reflect and share their unique journeys at BGS. Upper Sixth student, Shayna Juma commented: “Filming this was one of the most exciting experiences I’ve had in BGS, but it was also really reflective. With this being my last year at BGS, I had a lot to ponder while filming; the questions I was asked and my general filming for the day made me reflect on my time at BGS. They gave me a personal hand camera to vlog my day and it was so nice to capture the warm, comforting moments of friends laughing, people sitting outside, and relaxing during the warm weather. I’m glad this is something I can leave behind in BGS for others to see.”

Head Girl and Upper Sixth student, Tash Miller, spoke about how she overcame her nerves, she said: “Despite being slightly nervous to begin with, I really enjoyed the filming process. The director, Olly, was very friendly and so after a while, I didn’t notice the cameras - it just felt like having a normal conversation. He asked me about my favourite experiences and highlights of being at the school, like the Bugsy Malone musical and National Hockey finals.”

The film also spotlights students who have passions in different areas of their school life, whether this be academic or co-curricular.

Upper Sixth Student, Isabel Baker, reflected: “I was honoured to be asked to be a part of the BGS filming project. It gave me the chance to shine a light on my two passions, Dance and Chemistry, as well as speak openly about the powerful impact BGS has had on me in my nine years at the school. As much as I am comfortable dancing in front of an audience, having a professional production company with lights, cameras (even a haze machine) filming me, was incredibly exciting, if not a little daunting! I am so proud to have represented my school in this new promotional video and to have become an immortalised snippet of BGS history.”

The narrative of friendship forms a big part of the film. Upper Sixth student, Faith Adeyemi-Abere, explained: “Being a part of this process has been amazing: having the opportunity to work with my friends whilst meeting new people is an experience I’ll never forget! From participating in a short film to being filmed on a large scale, one thing I’ve definitely taken from this experience is to be more open and say yes to things because you never know where it could take you and what opportunities it could entail!”

Younger voices, like Anna Trueman’s in Year 7, reflected being part of the project, she said: “I really enjoyed the feeling of being involved in the filming project. It was quite nervewracking, but the setting with the lights and mist made it really exciting. I feel the

project was important to show how much the students care about their school and want to show the opportunities available at BGS.” Year 6 pupil, Eleanor Scordellis expressed her mix of excitement and the challenge of facing the cameras, she said: “I thought it was very fun and a little bit scary, I really had to jump into the learning pit and think about how to answer the questions with as much detail as I could think of!”

Similarly, Year 5 pupil, Sanya Hirani, shared her perspective: “It has been a phenomenal and fascinating experience learning about the filming process.”

The shooting days were demanding and a whirlwind with over 120 hours of footage captured. The biggest challenge was in post-production, Olly explained: “Taking the huge range of content and cutting it down to a three-minute video wasn’t easy due to the amount of fantastic content we captured. I think the first edit was closer to 10 minutes!

As a filmmaker, you have to be quite ruthless in the editing room and even if that shot that took two hours to set up only lasts for two seconds on screen, it’s still worth it.”

We are hugely pleased with the final edit, In Our Words, and hope it reminds us all, as Year 4 pupil Darcey Mitchell highlights, that BGS is “just a great place to be.”

View the full video In Our Words at vimeo.com/bedfordgirlsschool

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Intensive Training During the October Half-Term break, our Senior and Sixth Form swimmers relished an intensive swimming camp experience at the Club La Santa resort in Lanzarote.

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nder the guidance of Head of Swimming, Mr Edward Castro, and Miss Zoe Gray, Head of Years 10 and 11, together with 2018 BGS alumna and swimming coach, Miss Grace Spong, students had the opportunity for five days of holistic training.

Mr Castro explained: “The camp offers the students the opportunity to focus on their swimming, both technically and for fitness. As a group it gave them the opportunity to come together as a team across year groups and to gain experience of training in a different, intensive, and focused environment. Overseas trips offer new experiences and challenges for students, by pushing themselves outside of their comfort zones. It encourages their independence around their sport, as they have to organise themselves and take responsibility

13 | The Muse

for other aspects such as their rest and nutrition in an unfamiliar environment.

Many overseas locations also offer 50m pools which are uncommon in the UK. Training in a 50m pool allows the swimmers to work in an environment which is used for the higher-level competitions in swimming, something many of our students wouldn’t usually experience.”

Each day the students trained in the pool for two hours in the morning and two hours in the afternoon alongside land-based activities aimed at team building. Lanzarote was chosen because of the reputation of Club La Santa; the facilities are world class, and many top athletes base themselves there for winter training blocks. Alongside the outdoor 50m pools, the resort offered many other activities for the students to enjoy and the weather in

the Canary Islands makes it a good autumn/ winter training environment.

Eleni Zorn, Upper Sixth, reflected on the benefit of the trip: “For me, this camp was easily one of the best school trips I’ve been on. From the amazing facilities, to the extra activities offered, to the chocolate fountain every night, I could not have asked for more.

Adjusting to training long course in the 50m pool twice a day was the most challenging aspect, since I had not been swimming as much as usual before the camp. This pushed me beyond my comfort zone at times, but having the support of my friends and coaches encouraged me to carry on. I would say that my technique has improved as well since the camp, because of the focused technique sessions every morning. Having two hours to focus on each discipline meant I could take

time to think about what I was doing and pinpoint what to work on.”

Lucy Young, Upper Sixth and Swim Team Captain agreed: “The sessions allowed us to be stretched out of our comfort zones and required us to be increasingly resilient when the sessions became tough. For me, I found the technique sessions incredibly beneficial, as they allowed me to make small alterations to my strokes, which subsequently helped improve my performances.

The camp was a fantastic opportunity for all year groups across the Senior School and Sixth Form to bond and form new friendships.

There are so many stand out moments from the camp it’s impossible to pick just one!

However, one that stands out to me is one evening when Eleni, Izzy, Mr Castro, Miss Gray, and I played padel and pool in the games area. There were many laughs and at some points it became very competitive!

The evening activities included volleyball, padel and we even enjoyed an afternoon at the waterpark. These activities gave us time to turn our attention away from the pool and allowed us to enjoy some downtime.”

Mr Castro reflected on the benefit of going on camp for the students: “The camp encompassed swimmers from national level through to our school team swimmers. Many of our swimmers also train for local clubs and for the stronger club swimmers, the camp offered a structured training environment allowing them to do some technical work and build their fitness for upcoming competitions.

We took swimmers who represent a plethora of local clubs but who don’t normally train together beyond school sessions, which challenged them to work with different swimmers and push each other. The School team swimmers benefited from working alongside the club swimmers in a more intense environment. For these swimmers the camp was an insight into a club training environment and helped them understand what higher performance swimming training looks like.”

Even throughout the hardest sets, the atmosphere of the trip always remained super cheerful and lively. I think this positive attitude stemmed from the fact that everyone on the trip had a common interest, and you could tell everyone was benefiting from their experience, whilst doing what they enjoy.

Club La Santa was the perfect resort for our camp. Being in an environment surrounded by athletes and people who love to be active created a motivating environment. The plethora of activities on offer meant our days were always full and varied which made four hours of swimming go by like a breeze.”

Mr Castro commented: “This camp marked the farewell for our Upper Sixth students, Izzy, Lucy and Eleni, who have represented BGS in competitive swimming since their Junior School days. It was lovely to watch the camaraderie with our younger swimmers as they hand over their mantel. Observing all the swimmers coming together as a team and learning from one another was fantastic and a huge benefit from spending an intense period of training together; I am sure this will translate into continuing strong performances in competitions back in the pool at School.”

Lucy concluded: “There are many fond memories I have taken with me from this camp that I’m sure will last a very long time.

Made even more special by the fact it is likely to be my last trip with BGS. As Senior Swimming Captain and having been at BGS since Year 3, it was a lovely opportunity to join such an amazing camp group for my last year.

My 10 years as a part of team BGS swimming have been incredible and would not have been the same without the support of Mr Castro and Miss Gray. I am now looking forward to my last few galas and will take all the skills developed throughout the week with me for future open meets and galas.”

Izzy Jackson, Upper Sixth added: “The Lanzarote swimming camp in October half-term was without a doubt the most memorable trip I’ve been on throughout my time at BGS. Between the incredible resort, activities, food and of course the swimming, I thoroughly enjoyed every minute and will cherish the memories made. Having taken a break from swimming in the last year, I was unsure of my ability to keep up with the high intensity of training on the camp.

However, the enthusiasm of coaches and idyllic setting motivated me to train hard, and the feeling after completing a set I wouldn’t have otherwise attempted was immensely rewarding.

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Legend in their Lifetime

Mr Sam Mee Assistant Director of Sport

Tia-Clair Toomey Australian athlete and six-time CrossFit Games Champion

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he term Legend in their Lifetime instantly made me think of the people who have helped me in the world of sport: from my coaches; teammates and colleagues and more than any others, my family. These are people who spend countless hours on your behalf as they help you fulfil your ambitions. Sometimes it feels as though you cannot truly appreciate the sacrifices that are made for you until you take a step back and have time to reflect.

It wasn’t until I stepped back from premier league hockey that I really appreciated the team around me. I filled the void left by hockey with CrossFit training. CrossFit, is a dynamic fitness programme which combines weightlifting, cardio, and gymnastics through diverse Workouts of the Day. Encouraging community and competition, its scalable approach accommodates all fitness levels.

Celebrated for promoting strength, endurance, and agility, CrossFit’s supportive community fosters a holistic approach to physical wellbeing in an intense yet positive setting.

Noticing how CrossFit members support each other, helped me reflect on the importance that a community holds for every sports person; and how role models play such a vital part in that community.

It is my firm belief that we should encourage training for function and not training for

fashion; Tia-Clair Toomey is the perfect example of this.

Tia is a six-time CrossFit Games Champion and competed in the 2016 Rio Olympics. She works tirelessly with other female CrossFit athletes to encourage girls and women alike to love their bodies and to recognise the incredible things that a woman can achieve in sport or fitness, free from social pressures.

Tia-Clair Toomey, stands as a powerful advocate for a positive body image. In a world often plagued by unrealistic beauty standards, Tia defies stereotypes with her muscular physique. Through her journey in the realm of CrossFit, she has embraced and celebrated the strength, endurance, and resilience of her body.

Tia has been a leading voice with open discussion about the ways in which outside pressures made her feel about her appearance.

She has been honest about how it took time for her to fully understand that it was the very changes in the way that she looked which were enabling her to find success in her chosen field.

It was only once she managed this mind-shift that she was able to reconcile that training for the purpose of achieving her goal, of being a champion in her sport, far outweighed the need to conform to perceived “body norms.”

Tia has recently returned to competition after having had her first child, clinching an event win at the Rogue invitation in her return. She

once again threw light on an important, often overlooked issue in female sport, highlighting the additional pressure that female athletes face as they try to remain active, or compete, during different stages of the menstrual cycle or after childbirth. Seeing my wife go through this firsthand and watching other international female athletes compete in calendars of events which do not take such issues into consideration are, in my mind, something which as a society we should be challenging as we celebrate the true power and strength of the female body.

Tia’s message extends beyond the physical aspects of fitness; it’s about acknowledging and appreciating the incredible capabilities of the human body, irrespective of societal expectations. By embodying strength and confidence, Tia inspires countless individuals to embrace their unique bodies and create a healthy relationship with self-image, strength and self-acceptance.

Within the BGS community, it is my role to use sport as an opportunity for all of our students to develop unique skills that can promote confidence across all aspects of life, as well as create life-long lovers of physical activity. This is why athletes like Tia stand out to me, she personifies a Legend in their Lifetime, clearly demonstrating all of the values that underpin our school community.

Tia-Clair Toomey, Mrs Mee, Mr Mee and Mat Fraser, professional CrossFit athelete

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