The Muse, Issue 15, Summer 2016

the

ISSUE 15 THE MUSE SUMMER ~ 2016

MUSE

INSPIRING INDEPENDENCE Learning through creativity and self-discovery

Visits & Voyages This list is by no means exhaustive, but offers a flavour of guests in and visits out during the Summer Term.

Visitors In Alumnae Coffee Morning

Greek Day, Year 5

Alumnae Drinks Party, 2011-2015 Leavers

Junior School Summer Concert, Years 3-6

The Association Fiesta Ball

Junior School Teatime Concert, Years 3- 6

Bedford High School Guild Biennial Reunion

Lego Activity Morning with Bedford Prep School, Year 3

BGS Public Speaking Competition Careers Day, Year 10 Celebration Evening, Year 6 Charity Fair, Year 7

The Lion King Production, BGS Junior Youth Theatre Lunchbox Careers Lecture, Brooke Curtis, Years 10-Upper Sixth

Creative Arts Exhibition, Years 8-Upper Sixth

Lunchbox Careers Lecture, Emma Doney, Years 10-Upper Sixth

Cross Curricular Event marking the 100th Anniversary of the Somme, Year 7

Lunch Club

Dance Workshop with Pinchmill Lower School, Year 4

Medics Careers Talk

DAHSA Reunion, 1985 Leavers Disco with Bedford Prep School, Years 7 and 8 Educate Girls India Charity Evening with Bedford School, Year 9

Maths Quiz, Year 10

Senior School Informal Lunchtime Concert Senior School Performing Arts Awards Evening Treasure Hunt, Year 6 The Unravelling Production, Years 7-9

Evening of Dance, Years 3-Upper Sixth

Work the Room Networking Skills, Lower Sixth

French Play, Years 8-10

Zulu Nation Warrior Workshop, Year 6

Voyages Out A Level and IB Biology Trip, Suffolk, Lower Sixth Big Bang STEM Fair, University of Bedfordshire, Junior School

Junior School Sports Day, Bedford International Athletics Stadium IB Dinner, Bedford School

Burwell House Trip, Cambridgeshire, Year 3

Kingswood Trip, South Yorkshire, Year 6

Cadbury World Trip, Birmingham, Year 4

Lacrosse and Hockey Tour, USA, Years 10-Sixth Form

Challenge and Extend British Library Trip, London, Years 7-9

La Rive Activity Week, France, Year 7

Duke of Edinburgh’s Gold Award Expedition, Lake District

Music Trip, Handel House Museum, London, Year 10

Eastern Region French Debating Competition, Cambridge, Year 10

Maths Roadshow, Castle Lower School, Year 10 National Space Centre Trip, Leicester, Year 5

EU Referendum Question Time, Bedford Modern School, Years 11-Upper Sixth

Of Mice and Men Drama Trip, Cambridge, Year 11

Faith Tour, Bedford, Year 6

Playing For Pitches Charity Event, Bedford School

French Trip, Normandy, Years 7 and 8

Senior School Prize Giving 2016, Bedford Corn Exchange

Geography Field Trip, Mid Bedfordshire, Year 7 Geography Field Trip, Norfolk, Year 10 Grafham Water Trip, Cambridgeshire, Year 4 Harpur Trust Fun and Run Day, Bedford Priory Marina History Trip, Ypres, Belgium, Year 9

Science Trip, Isle of Wight, Year 8 Senior School Activities Day, Various Locations Senior School Sports Day, Bedford International Athletics Stadium Upper Sixth Leavers’ Ball, Bedford Park Inn

Waitrose Cookery School Trip, London, Year 10 Wimbledon Tennis Championships Trip, Lower Sixth Woodlands Way Eco Day, Bedford, Year 6

Editor’s Insight

I

It is mid-July and I am sitting in the

sunshine, quietly reviewing the articles for

this edition of the Muse. Like all of our

students and staff the summer holidays provide a time to rest and reflect, to look back on what we have achieved as we plan for the year ahead.

As a school we have come an incredibly long way since our inception five years ago. As we start to deliver the strategic plan for the next five years, my thoughts have returned to our original vision and goals to reflect on just how far we have travelled.

Our vision has always been to deliver a modern, forward-thinking education where every student feels valued, confident and supported so they can strive to succeed. We want our girls to be able to think independently and encourage them to move beyond their comfort zones. Education at Bedford Girls’ School is not solely about examination and academic results, although these are important indicators of an active and engaged student; our education is about developing well-rounded young women who have a sense of purpose and self-worth.

Our jobs as humans is to discover our own unique song. Nobody can do that but ourselves. Our role as educators is to help our pupils discover their voice, to find their song that makes them come alive. To open up their minds and their hearts, give them the means and the skills, but most importantly the confidence to sing their song. I can see this ethos so deeply rooted throughout the school, and our article on IB Visual Arts Exploring Creativity is a clear articulation of this.

The IB Visual Arts course is as much about self-discovery, as it is about exploring art and understanding its impact on civilizations throughout history. Through the course students are encouraged to understand their place in the world and I believe this goes to the heart of a relevant, modern education.

I passionately believe that our young people need to be prepared to be active citizens - nationally and internationally. Change comes through the collective action of individuals, but it always starts with a single person taking a single step. We have seen countless positive examples of this at BGS this year, as reviewed in the article Community Matters, which discusses some of the many projects our students have undertaken this year to impact global change.

All examples of collective action, having their voices heard and making a difference. I am extremely proud of what these students have achieved and know that the new academic year will bring about more wonderful work.

Reading the thoughtful reflections of our Year 8 pupils in Inspired By about their trip to Sicily at Easter, I can feel the freedom of spirit and enquiry which is at the heart of what we do, their sense of excitement and wonder climbing up a volcano or clambering around ruins is evident in all that they say.

Key to being a modern school is ensuring that our facilities and technology serve a relevant purpose, helping us deliver our vision. Over the past five years we have undertaken an extensive programme of building projects to ensure that our facilities match our aspirations. Sports are central to a BGS education and all girls eagerly participate in a huge range of activities throughout their school lives.

There is therefore much excitement around the opening of our new lacrosse facility, Cople Fields. We are developing a reputation as a top lacrosse school in the UK, so it is fitting that we have the pitches and Clubhouse to match our reputation.

A vital area of investment for BGS has been the integration of iPad technology into the curriculum.

We took a risk, we were early adopters in the education sector and whilst we believed that this technology would give us the most flexible and rewarding platform, we had to wait for it to be truly embedded before we could assess the long term impact of our strategy.

Carolyn Howe, Head of the Junior School, explains in the article Technological Transformations how iPads have had a profound impact on learning and teaching in the Junior School, creating excitement and innovation in the classroom.

As a school community we are so fortunate to be supported by wonderful teachers and parents who embrace our forward-thinking approach, and who are passionate about the endless possibilities for our girls. We welcome new staff with open arms, and I hope you enjoy getting to know our new Head of Science, Mrs Emma Smart, in her interview for the Muse.

“ Key to being

a modern school is ensuring that our facilities and technology serve a relevant purpose, helping us deliver our vision.

”

I am looking forward to the next year with such opportunism. It will be another great year, as we reach new heights and witness more of our students finding their unique songs.

Jo MacKenzie Headmistress

The Muse | 02

Inspired by

Sicily “You have to show them a mountain, show them a power station, show them a nuclear site.”

These comments were made by

Learning beyond the classroom has been

An action packed few days; the girls were full of

Michael Palin – the renowned

central to the Bedford Girls’ School ethos

enthusiasm to try and do as much as possible,

since its formation in 2010, with BGS

and they needed all of that energy to reach the

writer, TV presenter and former

departments running a wealth of day and

summit of Mount Etna at 3329m, where they

Monty Python star - in a media

residential field trips for each year group

were welcomed by snow, ice and strong winds.

locally, across the country and around the

interview in 2012, where he

world.

stressed the need for schools

Back in April, during the Easter holidays,

to place a renewed focus on

ran a joint five-day trip to the Italian island

traditional geography field trips.

T

his came after a study

showed that pupils in Britain

were less likely to take part in

field trips than in most other developed nations.

Mr Palin, a former President of the Royal Geographical Society, wanted children to view the natural world first-hand, inspiring them to study the subject further, an outlook that can be applied to all subjects which place an emphasis on outdoor learning.

03 | The Muse

the Geography and Classics departments of Sicily for 40 Year 8 pupils. Tying in with the cross-curricular vision of the School, the varied nature of the trip allowed the girls to build on their geographical, classical and communication skills. The itinerary involved a busy schedule visiting sites of outstanding geographical importance, ancient

Europe’s tallest, active volcano, Mount Etna, certainly left a lasting impression on the girls.

Lucy Ellis said: “My favourite experience in Sicily has got to be when we trekked up Mount Etna.

“The sheer size of the volcano was breathtaking and when we (finally) reached as high as we could get, the landscape was amazingly natural, peaceful and untouched. Crunching over the ice as we walked up the final path was something I won’t forget for a long time.”

archeologically wonders and traditional

Natasha Humphreys and Olivia Clarke added:

Sicilian towns, providing the girls with an

“Standing on top of Mount Etna in the freezing

overview of how natural, historical and

cold, as we looked around and saw the snow

cultural elements all play a role in the study of

sticking to our friends’ hair and eyebrows,

Geography, and how they interlink with other

is a sight and feeling that we will never be able

aspects of the curriculum.

to forget.”

Another excursion the girls went on involved a ferry-crossing to the island of Vulcano to climb to the Gran Cratere summit, where they saw yellow sulphur crystals around the steam vents. Descending to the beach, Year 8 then found a hot mud pool at 32˚C to relax in.

Holly Smith commented: “Going in the mud pools was an amazing thing to do.

“They didn’t have the most pleasant smell because of the sulphur but when we got in they were really warm, enjoyable and quite different. I had never done anything like this before so it was a very exciting and new experience.”

Sarah-Jayne Fishwick and Charlie-Mai Weddell continued: “The best part of the trip was sliding down the side of Vulcano. It meant a lot to us getting to the top and feeling a real sense of achievement.”

Keziah Olu-Jospeh and Ella Kirkup said: “The boat ride was amazing. We sat at the top near the front. Whilst we were at the front we met a Sicilian family and spoke to them. It was nice to communicate with a different culture of people to see what life is like in another country.”

In addition to these activities, Year 8 walked through the ancient streets of Piazza Armerina to experience the flavour of a traditional Sicilian town with its market, narrow streets and beautiful blue and white church. They also visited the nearby Villa Romana del Casale, which has some of the most exceptional Roman mosaics in the world, and was a rural hunting lodge in the 3rd and 4th centuries (AD).

Furthermore, on the final afternoon the party stopped off at the tourist honeypot of Taormina, which clings to the steep hillside.

The picturesque town boasts an ancient Greek Theatre and impressive views over the coastline.

For many of the girls it was their first experience

Lucy explained: “I remember thinking ‘Wow!’ as we stood at the theatre in Taormina, after climbing what seemed like hundreds of steps, and looked over the sea and bay next to the town. You could see for miles and it was incredible to see the mix of old Roman structures and new colourful buildings.”

Nevertheless, the travelling party relished

of being away from home for a prolonged period of time, let alone in a different country. spreading their wings and discovering new experiences in the company of their friends.

These trips give the girls a chance to grow their independence, as excursions away become common place right through to the Sixth Form.

Milly David and Natasha thoroughly enjoyed experiencing memorable moments with their

“

Standing on top of Mount Etna in the freezing cold, as I looked around and saw the snow sticking to my friends’ hair and eyebrows, is a sight and feeling that I will never be able to forget..

”

Holly continued: “The thing that touched me emotionally was walking through the streets of Taormina. It was so busy and noisy, people were selling souvenirs on the street and there were a real variety in the shops and what they sold.

When we went to the shops, the people inside were very friendly and smiling. It really touched me to experience a new culture.”

Anna Hull added: “Meeting the other Italian guests who were staying in the hotel at dinner was a wonderful experience, as although we couldn’t communicate much, it was still brilliant to test our language ability and meet people from another country.”

friends, learning to fend for themselves and sharing rooms. They seemingly can’t wait to do this all over again on future trips.

Milly said: “I had a fantastic trip and I especially loved going with my friends and doing things I never thought I would do, like climbing up volcanoes and sitting in hot smelly mud baths. I experienced things that I would never normally do with my family, and moments that I found were better to experience with friends and people of the same age.”

Natasha added: “My favourite experience of the amazing Sicily trip was being away with my close friends and sharing a room. Sharing rooms was such fun and the constant race for the showers after the long days definitely kept us all on our toes.”

It’s clear that the girls gained a lot from their time in Sicily, both in an educational and holistic sense, but perhaps most importantly they will have memories that will live with them for a lifetime. They were truly inspired by going on a field trip and getting out of the classroom – proving Mr Palin’s instincts right.

The Muse | 04

Carolyn Howe Head of the Junior School

TECHNOLOGICAL TRANSFORMATIONS Two years after iPads were first introduced to each girl in the School, Mrs Carolyn Howe, Head of the Junior School, reflects on the ways in which they have contributed to a transformation in teaching and learning in the classroom.

M

rs Howe said: “iPads were

pencils and iPads, to gather, understand and

introduced in the Junior

present information. They are not fazed by

School at the same time

the choice, even girls in Year 4 will think about

that we introduced the

what app or book best suits their needs for

Enhanced Curriculum and the two go perfectly

a specific task, they really know their way

hand in hand. The integration of iPads has

around the technology.”

really assisted in reinforcing the underlying ethos of the Enhanced Curriculum, which encourages more creative and student led independent learning.”

The philosophy behind the integration of iPad technology into the School follows the principles of the SAMR Model. Developed by leading educational consultant, Dr Ruben

getting the balance right and being able to demonstrate the impact.”

Mrs Howe continued to give examples

of how, by adopting a Substitution and Augmentation approach, she has seen

significantly improved organisation and a

sense of responsibility in the classroom. The adoption of Google Classroom and Google

Drive have replaced the need for homework folders, traditional worksheets and in some

cases the need to bring bags of books home

Every girl receives an iPad Mini as part of her

Puentedura, SAMR stands for Substitution,

educational toolkit when she joins the School,

Augmentation, Modification and Redefinition,

from school each day.

and educational apps are downloaded on

and provides a technique to support

behalf of the pupils. In the Junior School, the

teachers as they move through degrees of

“All central topics, timetables and homework

iPads stay in school, but as the girls move into

technological adoption in the classroom.

the Senior School, iPads are taken home to be used for home study.

Mrs Howe explained: “The SAMR model has been a very useful tool in the Junior School,

She added: “Girls who joined us in Year 3

as it has helped teachers recognise when

two years ago when the iPads were first

technology can really transform teaching and

introduced are now going into Year 5, they

learning. It is important that as teachers we

have always had an iPad, it is an intrinsic part

remain focused on using technology only

of the mix and as natural as a pen and paper

where it can make a real impact and improve

to have on their desk. When observing lessons

what we are doing. We do not want to use

it is really interesting to see how the girls

technology for the sake of it or to replace other

move between the different options of books,

key teaching and learning tools. It is about

05 | The Muse

tasks can now be found on Google Drive or

Google Classroom. The girls are very familiar with these tools and they are now the central resource area. It has really helped them.

By knowing all shared resources are in one

place, they can quickly find the work and get on with the tasks, whether at home or in the

classroom. Time saved finding and organising work frees up mind space which the girls can use more productively.

“In addition, it starts to teach them about how the wider world is organised, the concept of

shared-drives and the replicating of some

workplace practices, all of which are useful life skills for the girls to grasp as they will move into a world with more emphasis on virtual workplaces.

“An added advantage is that parents can get

a more relevant insight into what is happening in the classroom. For example, a teacher

may create an Explain Everything video to

explore a mathematical concept. The girls will have studied this together in the classroom and then be expected to carry out some

homework to embed the learning. They will

be able to access the same tutorial at home

through Google Drive. They can watch it again

with their parents to help reinforce the learning before tackling the task. It engages both

students and parents in a more meaningful

cases technology provides a good platform to allow these practices to be developed.

Teachers are able to plan lessons on iPads.

For example, they may prepare a slideshow on the aspects of a topic they are studying. They can then share this with the class and review it together. The girls can then work either

independently or in groups to extend their learning taking different approaches.

explain the concept that a cam will change

rotary motion into linear motion. The teacher had explained the concept to the group and they were tasked with making the cam.

independently asked herself a question and quickly found the answer. She didn’t need

to have direct instructions from the teacher.

She was able to articulate her findings to the

develop these learner attributes. In many

ends. We feel it is important that the girls also understand the technology behind the devices and from September we will be introducing app design into the curriculum. The girls will get to grips with thinking through needs and solutions, bringing together problem solving skills, creativity and technical competence in very exciting ways.”

really enhanced our teaching methods. It

has had on opening up new avenues of

individuals and small groups to help them

really are able to use it to its most creative

create different impact.”

her cam design to show that different shapes

tackle problems and projects. Traditional

the flexibility to spend more time working with

are natural adopters of technology and they

In conclusion, Mrs Howe reflected: “Overall

Mrs Howe believes that the greatest impact of

this behaviour and the teachers needs to have

Mrs Howe commented: “This generation

teacher and put this into practice by adapting

willing to take more risks, pushing themselves

teaching methods don’t always encourage

a solution (Redefinition). For example, they

presentations.

shapes had on different motions. She had

to be more adventurous with ways they

very well versed in “appsmashing” to create

the girls were making moveable toys to help

understanding.”

pupils to work more independently and to be

themselves limited by specific apps, they are

to enable them to add music into their video

motion and studied the impact that different

Enhanced Curriculum is to encourage the

problem solving skills, as the girls don’t see

Year 5 Design Technology lesson in which

parents which is a wonderful demonstration of

in the SAMR model. A key objective of the

In addition, technology also helps develop

iMovie with a music app such as GarageBand

went and got her iPad, she looked up cam

relating back to the Modification objective

to the written work.

classroom experience: ”I was observing a

to help explain the concept back to the

teach in different and more imaginative ways,

their areas of study which adds another depth

may mix together a video making app like

way. We often find the girls using the tutorials

an important role in allowing the teachers to

voiceovers giving views and reflections on

Mrs Howe gave an example of a recent

“The girls settled to the task, one girl then

The integration of technology has also played

into interactive material. Students will create

the iPad technology is the effect the approach creativity as the pupils redesign (Modification)

the introduction of iPad technology has does not replace a great teacher explaining a concept to a student but allows for more creative, engaging and varied approaches to be taken.

and invent new tools. For example, the use

“Our students learn in different ways and by

way of presenting projects enables the girls

helps us individualise the learning, and ensure

of Book Creator or Explain Everything as a

integrating different methods into teaching, it

to create copy, images, sound and music

that each girl is able to flourish.”

The Muse | 06

EXPLORING CREATIVITY “The world is but a canvas to our imagination.”

Henry David Thoreau

C

entral to the International

and the Muse talked with Mrs Christine

how we respond, appreciate and enjoy

Baccalaureate Diploma

Lugsden, Head of Art and Technology, to

it. Through this process it embeds key

Visual Arts course is an

find out more about this course of study.

communications skills into the students

appreciation and

Mrs Lugsden said: “Fundamental to the IB

learning, teaching them how to appraise

understanding of how the arts are

Visual Arts course is developing a lifelong

and analyse artwork by putting it in

engagement with the arts. It encourages

to a global context. It is a truly holistic

students to look at art over time, and

permeates into all aspects of our lives,

approach to studying art, creating

to understand its influence on societies

developing communication and cultural

and culture, demonstrating how artistic

wonderful linkages into other subjects and

understanding.

expression is central to thinking and

an integral part of everyday life.

The course explores how the arts

Each year at Bedford Girls’ School a

learning.

opening up the study of art to students who may not have taken it at GSCE. It is fundamentally about opening eyes and

number of IB students select the Visual

“Students are taught to celebrate not

minds to the wonder of visual arts and its

Arts course as part of the IB Diploma,

only the way in which art is created but

place in our world.

Iona Webster Metamorphosis: I am changing

Emily Stearn Curator Rationale: A Linear Persp

The IB Diploma Programme has led me to question the way in which I define myself: my identity. The themes of transformation and growth led me to look at ways of presenting my work in series to show change over time. I was inspired

by USA artist Adam Welch and later Bill Woodrow to introduce continuity by lacing a line through the series to highlight the fact that although each element is different, they are representative of a single body, each element existing at a different point in the chain of change.

Continuing my exploration of change over time, I looked at ways of representing the fourth dimension of time with the limitations of three-dimensional space, moving from videos of myself dancing to freer and more expressive forms of mark-making, eventually settling on the zoetrope, a Victorian form of moving image, incorporating quick-fire drawings created in time with the videos, yet fixed in their static positions on the rotating

My Visual Arts exhibition explores and challenges the concept of a journey, primarily through the form of line. Line, metaphorically, doesn’t always travel in a straight direction; it is how we adapt and evolve to continue our journey on this line that challenges the visual boundaries of art.

mechanism until the viewer chooses to spin it.

07 | The Muse

‘Visual art is “not just an image you look at, it’s a process you go throu

I have explored identity through this abstract instinct is towards graphic art and Rebecca W in screen printing, image transfer and sublim Henri Matisse: The cut outs exhibition (Tate portraits, with the colourful geometric shape The shapes exploding from the constraints of mistakes and that for every positive there is a

“Core to the IB approach is a focus on

pieces which demonstrate learning and

such as Kate Malone, Cornelia Parker

independent learning, with an emphasis

progression; this then leads to the second

and Grayson Perry. These talks not only

on research, reflection and critical

component, a final exhibition which

influence the girls’ work but provide

analysis. It is very much driven by

showcases carefully selected materials to document the explorations, manipulation

fertile ground for the third component of

personal passions and interests. The focus is less on learning fixed technical

and experimentation that the student

skills and more about the students

has undertaken to create their final

taking a variety of routes, whether that

submissions.

is painting, art and design, graphics or

Mrs Lugsden explained: “Central to the

textiles to demonstrate their creative expression. It a wonderful journey to observe as the students become more confident in their ideas, and their ability to communicate their creative concepts

exhibition component is the development of the curatorship skills, the ability to develop a theme, assess and self-censure your own work and then present it as a cohesive statement of artistic intent.

the IB course, the comparative study.”

The comparative study encourages focus on a global mindset, with students required to analyse and compare artwork, objects and artefacts by different artists across cultures and timeframes. For Higher Level students, this study should also reflect on their own creative work, and they need to explain in their final exhibition how this has influenced their

and inspiration.”

These skills are hugely transferable to life

As with all IB courses, Visual Arts can

beyond school and really demonstrate

own artwork.

deeper level independent thinking.”

In the Spring Term, three Upper Sixth IB

Level, with both following the same

She continued: “We work with local

students curated their final exhibitions

structure of three main components.

galleries and explore the work of many

and invited family and friends along to

Firstly students build a portfolio, which

artists, sculptors, printers and designers.

view their work. Below we share extracts

is testimony to the individual and made

Each year students attend talks and

from their work, which illustrates

up not of finished, polished work but

lectures by prominent practicing artists,

aspects of the IB Visual Arts in progress.

be taken either at Standard or Higher

pective

ugh.” (Sculptor Anish Kapoor)

t concept. I favour structure; my natural Wright (2015) steered my initial responses mation printing. It was my visit to 2015), that influenced my final series of es representing my explosion into colour. f the frames illustrate my acceptance of a negative.

Sarah Symmonds A Sense of Place My exhibition A Sense of Place, highlights a series of attempts to try and work out who I am and where I fit amongst my family and peers, within society and, indeed, the universe. My artworks - predominantly exhibited in a series, are the results of reflecting on the experiences that have shaped and influenced me. The aim, when curating the exhibition, was for the audience to initially see my art as individual stand-alone pieces but, on wandering around the show and reflecting on my art more holistically, to come to the realisation that these pieces fit together; they are the pieces of the jigsaw that is me.

I liked this sense of anonymity in my work and it became something I explored in a variety of different print processes: sublimation, screen and digital printing. By abstracting the imagery and removing any sense of reference or meaning, I was enabling the viewer to evoke their own memories from the piece and connect in their own way to the work.

The Muse | 08

COPLE FIELDS

As the popularity of lacrosse continues to grow in the UK, Bedford Girls’ School is set to remain at the forefront of the sport with the investment in an impressive new lacrosse centre.

I

nvestment in the fabric of the School

The impressive new facility encompasses six

and 10 students from across the Senior

is always ongoing, as BGS look to

full size lacrosse pitches, a stunning modern

School have been selected to represent the

ensure that the facilities reflect the

pavilion and ample parking.

Bedfordshire and Hertfordshire age group

aspirations of the School, and provide

students with an inspiring environment for a 21st century learning.

Girls, staff and spectators will be pleased that the Clubhouse offers large changing rooms and a wonderful viewing gallery with a kitchen,

squads. Furthermore, a number of girls are on the England Performance Pathway, and two students are representing England and Wales respectively at U19 level.

Miss Jo MacKenzie, Headmistress, explained:

which will be serving hot drinks, warm snacks

“Sport is an integral part of the Bedford Girls’

and lovely match teas to brighten up even the

However, it is not only lacrosse and rounders

School ethos, rooted in the curriculum from

coldest of winter mornings.

players who benefited from a makeover this

Year 3 to Upper Sixth. As one of the UK’s

Miss MacKenzie said: “Cople Fields is a

leading girls’ sports schools, it is important that we have the facilities to provide the best possible training and, playing environment, for the girls both to enjoy and compete in.”

wonderful new addition to the School’s estate.

We play lacrosse at a high level nationally and it is important that we have the room to host

summer, back at Cardington Road the School’s astro pitches have been re-laid, providing high quality playing surfaces for netball, hockey and tennis.

regional competitions and tournaments. Cople

In addition, the School has recognised the need

is a stunning site and there is a real sense of

to continue to invest in sports communications,

excitement within the school community about

and in the Autumn Term we will be launching

the much loved Beverly Crescent, which has

its opening.

a dedicated Sports Portal where parents will be

been designated as an area for redevelopment

She added: “Cople Fields is much more than

This month witnesses the launch of the School’s new home for lacrosse, Cople Fields. Replacing

by Bedford Borough Council. The 30 acre site sits on the edge of Cople village and is just a short seven minute drive from School.

Since acquiring planning permission in 2014, work has moved at a rapid pace. With support of the village and under the direction of S.A.C Construction Limited , a two-year project to drain, landscape, design and build the new site quickly got underway. In addition to laying new

just lacrosse pitches; in the summer it will provide us with a great venue for holding

able to find match schedules for the term, along with times and route maps, as well as team lists and up-to-the-minute results.

rounders tournaments, and all year round the

The Sports Portal will also allow the girls to

girls and teachers can make the most of the

scout their opposition, including checking their

lovely community orchards and outside space

track record. Match times can be downloaded

as alternative learning environments. We are

and synced with parent diaries, with the aim of

very thankful to Cople village for their support

making it easier for parents and girls to have an

and we look forward to inviting the village

overview of sporting commitments.

school to use the resources at Cople Fields.”

Miss MacKenzie concluded: “We have a truly

pitches and building the Clubhouse, the project

Lacrosse continues to go from strength to

outstanding Sports Department, providing

has included undertaking an archaeological

strength at BGS, with all girls in Years 7 and

incredible training and support to the girls.

survey, managing the migration of Greater

8 playing the sport and at least a third of each

With our investment in facilities matching

Crested Newts to a newly created pond,

year group continuing to play at a competitive

the expertise, we really are set to maintain

planting a community orchard and installing

level up to the end of Upper Sixth. BGS are

our position as a premier sports school. I am

Swift boxes.

current U13 National School champions

excited to see the first match played at Cople.”

09 | The Muse

Angel of Afghanistan Dubbed the ‘Angel of Afghanistan’, for her heroic work as an RAF emergency nurse in the Helmand province, it’s safe to say Sqn Ldr Charlotte Thompson-Edgar has come a long way since her days at Bedford High School.

C

harlotte spent nine years at Bedford High from the age of 9-18, studying a range of

GCSE and A Level subjects.

The nurse from Peterborough was a keen sportswoman whilst at Bedford High School

(BHS), often getting up early for rowing training on the River Great Ouse, as well as playing hockey, lacrosse, swimming and tennis.

Furthermore, Charlotte was a sergeant in the Air Training Corps, completed her Duke of Edinburgh’s Bronze and Silver awards and was a school prefect.

“Preparing for what to say today has been very enlightening for me,” said Charlotte, who was speaking at The Harpur Trust’s 450th Anniversary Thanksgiving Service in April.

“I suddenly realised all of the opportunities that my schooling offered me; opportunities that actually, I embarrassingly took very much for granted, so in my case, dragging my poor father out of bed at half past five in the morning to get me to the boathouse for 6am. And then of course the huge range of subjects to choose from – Latin, French, Politics, Geology let alone all of the core subjects.

“But it was only after reminiscing about my school days that I realised what a huge privilege it had been to attend such an amazing school, and the sacrifice my parents made to afford my brother and I such an education.

“They gave me an amazing start in life and allowed me to benefit from the guidance and direction of the incredible, experienced teachers at Bedford High, who helped provide me with the confidence to grow and develop into who I am today.”

Upon leaving BHS, Charlotte studied for a degree in Nursing at University College Hospital, London, which set her on a path to eventually serving with Princess Mary’s Royal Air Force Nursing Service.

The BHS alumna served six tours in Afghanistan between 2007 and 2014 and is thought to have taken part in more helicopter evacuation missions than any other British nurse.

Charlotte in fact evacuated more than 600

wounded from the battlefields of Helmand, resulting in her being awarded the Associate of the Royal Red Cross medal, which is given for exceptional services and devotion to duty, last year.

My time in Afghanistan “and Iraq highlighted the many types of different leadership styles and the benefits that effective leadership could have on individuals and teams.

”

She was at the forefront of care in Britain’s medical emergency response team helicopters, which acted as combat air ambulances picking up wounded soldiers from across Helmand and dashing them back to the hospital at Camp Bastion.

Mark Ormrod was one of the soldiers Charlotte picked up and saved. Mark was the first surviving triple amputee of the war, after stepping on a homemade bomb on Christmas Eve 2007.

In her speech to the congregation at the 450th Harpur Trust Anniversary service, Charlotte pointed to the teachers at BHS, who prepared her to be a leader in difficult circumstances in Afghanistan and Iraq.

Charlotte added: “My time in Afghanistan and Iraq highlighted the many types of different

leadership styles and the benefits that effective leadership could have on individuals and teams.

“Upon reflecting on how I gained those leadership skills, or the courage to lead my team onto the battlefield in order to save others, or making difficult decisions under the most extreme pressure, it was a mixture of a military upbringing and what I learned at school.

“The military taught and developed me a lot but the process started long before; it started at Bedford High. Without you realising it, your teachers are letting you develop your leadership skills every day through the opportunities and challenges they provide you.

“They encourage you to make decisions, to express your thoughts and to make choices, they certainly taught me to be confident in my decisions, but they also taught me to consider other people’s opinions and the reasons why others might think differently than I do.

“Embrace your school values, they will push you to strive for excellence and to be the best you can – the wounded soldiers we evacuated needed that excellence, there was no room for second rate care.”

At the end of her speech Charlotte expanded further on Bedford Girls’ School’s values of being bold, imaginative and reflective, and how these develop you into a well-rounded individual.

Charlotte concluded: “Be bold and imaginative, stand up for what you believe in, for what you think is right.

“Be reflective, assess those things that went well, or not so well, identify areas that might require change and strive to achieve that change.”

Charlotte is certainly well placed to comment on being bold, imaginative and reflective, as her school and military life have helped her to be such an individual.

The Muse | 10

The Muse Interviews

EMMA SMART HEAD OF SCIENCE

Bedford Girls’ School welcomes Emma Smart to its community as Head of Science. Specialising in Chemistry, Emma joins us from Vandyke Upper School, Leighton Buzzard, having previously taught in Southeast Asia, and the Muse caught up with her ahead of her move to the School in September.

Can you tell us a little bit about your

and I’m really looking forward to bringing

something called the ‘leaky pipe’, which is

background?

in some fantastic ideas I’ve picked up

women dropping out of Physics once they’ve

from the various places I’ve worked, and

got into the sector.

When I chose my GCSEs I wanted to study Physics. At that time you didn’t have to study all of the sciences, and at school my teachers tried to persuade me to pick

establishing a number of projects.

Do you have a mentor/role model?

I feel very passionately about women in science and hope to bring that into my role at Bedford Girls’ School. The school has a

another science, so I took up Chemistry.

I have a lot of people I look up to.

I had the most amazing Chemistry teacher

In addition to my previously mentioned

related careers and I hope to build on that

and by the time I finished my GCSEs I

Chemistry teacher, Sir David Attenborough

and tap into the wonderful rich Alumnae

absolutely loved the subject. I was definitely

is a big inspiration and funnily enough he’s

inspired to pursue Chemistry as a career by

that BGS have to inspire the girls.

a distant relative. My dad did some family

that teacher, going on to study Chemistry at

tree research and discovered that we were

What attracted you to the

A Level and university, and then teaching

related to the Attenboroughs.

Independent Education Sector?

Michael Mosley, the broadcaster who

When I grew up I had a mixture of

specialises in Biology and Medicine, and

independent and state education so I’ve

the anatomist Alice Roberts, are also role

always had an interest in both.

the discipline.

Having not initially wanted to study Chemistry, it’s incredible to think I then had a teacher who inspired me and helped me fall in love with the subject and

models of mine.

great track record of girls going into science

The opportunity to work somewhere like

make it my life. It helps me remember

Furthermore, because I feel very strongly

Bedford Girls’ School, where you’ve got

the importance of always trying to be an

about women in science, and I feel they’re

students who really want to learn and have

inspirational teacher myself, ensuring that

often overlooked, Rosalind Franklin is

big aspirations – is a brilliant environment

my classes are innovative and interesting

another. To do what she did in discovering

to work in. As a teacher you’re able to tap

and most importantly making sure that

DNA is incredible and she’s one of my

your students enjoy your lessons.

into the ambition and really allow them to

biggest inspirations.

develop.

How important to you is it more

What most attracted you to Bedford

I’ve taught in many different schools, including in an Malaysian English language college, where I lived for five years with my Malaysian husband, teaching English

women are working in the STEM sector?

Girls’ School?

The prospect of working in an all-girls

foreign language students.

It’s massively important.

Before my last role as an Assistant Head at

At the moment I’m working on the

them the opportunity to excel in a subject

Improving Gender Balance Project with

that might not traditionally be associated

the Institute of Physics. It’s part of a

with girls. I like the fact that there’s the

countrywide initiative to try and get more

opportunity here at the School for girls to

I love all the opportunities and the

girls into Physics. Once they’re interested

thrive in any subject they like – there are

interesting things you can do with science

in Physics it’s all about attempting to fix

no barriers.

Vandyke Upper, I was Head of Science at Samuel Whitbread Academy and Head of Chemistry at Sharnbrook Upper.

11 | The Muse

environment really excites me, giving

Because I’ve been working in upper schools

Enthusiasm is obviously an important

things. It’s okay to make mistakes –

for a long time, I’m also looking forward

quality, I’m a lifelong learner and I’ve been

that’s how science moves on. We learn

to working with younger pupils and

able to find that inspiration within me.

through mistakes. There’s a need to move

encouraging them to be thinking about science and the world in different ways.

This really excites me. Years 6, 7 and 8 is an ideal age to start developing a pupil’s

What attributes would you like to develop further in Bedford Girls’ School pupils?

on and test new things out. Risk taking and experimenting are essential. These attributes can all be developed in the right environment, which Bedford Girls’ School does brilliantly, especially with its

passion for subjects.

I’d like to develop the girls’ thinking skills,

What type of skills do you think

want the girls to be just accepting the first

you’ll bring to the role?

answer, but I want them to explore the

I’ve a lot of experience from a lot of

help deepen the girls’ understanding and

I love reading, swimming and travelling.

encourage them to grow as people.

We travel a lot as a family, especially to

different schools and cultures which will stand me in good stead.

I want them to be thinking deeply. I don’t

steps that get them to that answer. This will

I’ve previously been involved with a project

commitment to the IB ethos.

Do have any particular interests/ hobbies?

Malaysia, with my husband’s family still living there.

I’m developing all the time as a teacher

called Cognitive Acceleration in Science

and being able to share that with people

Education, and that’s dropped off the

I have three sons so a lot of my free time is

and developing Science departments is one

agenda a little bit. But there’s some really

taken up on the side of rugby and football

of my passions. Working with people who

important things I learned from that

pitches and taking them to various places. I

have different perspectives and bringing

project – in that you can’t just accept the

love cooking as well.

all of these ideas to together to form a

first right answer and move on.

really good team is something that I find

In addition, I’d like to develop the girls’

to know the community and inspiring more

fascinating.

resilience, encourage them to try new

students, just like my teacher inspired me.

I am very excited about joining BGS, getting

The Muse | 12

COMMUNITY MATTERS “Life’s most persistent and urgent question is, what are you doing for others?”

Martin Luther King, Jr

Educate Girls India Art Club

Understanding the value of what we have encourages the Bedford Girls’ School community to be reflective, and this is underpinned by the work the girls do in supporting charities.

want them to make a difference to the world

the #ToSaveAnEgg slogan, and fundraising

Miss MacKenzie added: “We encourage

Year 9’s designated charity is Educate Girls

international causes so they really start to

issues at the root cause of gender inequality

Each year a wide variety of not-for-profit

G

etting behind local, national and international charities, both by raising funds and

awareness, enables the BGS

community to connect with wider parts of

society, allowing for greater understanding and appreciation of the School’s place in the world.

that they live in.”

the students to look at local, national and

appreciate that global issues can also impact very local communities. It is through such

study that they can really start to understand their place in the world.”

organisations are supported, whether

that would be the six Houses supporting

Bedfordshire charities or the Service Team fundraising for a national body. In the

Sixth Form all students take part in CAS

(Community, Action, Service), the service

Miss MacKenzie commented: “We take

element which is central to the IB Diploma,

at Bedford Girls’ School, and I am always

opportunities as part of their Duke of

raising money and awareness for their chosen

the First Give programme each year, which

understand the role they have in using their

panel, including Miss MacKenzie, to win

in difficulty, or for issues they feel strongly

charity.

events throughout the year.

India, a not-for-profit organisation tackling

in India’s education system. The girls were

asked to form committees and independently develop a series of events to raise awareness and funding over the course of the year. With activities ranging from sponsored walks and a social event with Bedford School to an

instigation of Educate Girls Red Ribbon Day, they have so far raised more than £2,000

and taken their messages far and wide with

presentations to parents, students at Bedford School and Deloitte LLP in Milton Keynes, to name just a few.

great pride in the charity work we undertake

and others become involved in volunteering

Educate Girls India has also been the choice

impressed at how determined the girls are in

Edinburgh awards. Lower Sixth also support

running a healthy tuck shop to raise money for

charities. It is central to our ethos that the girls

involves groups of girls pitching to a judging

education and voices wisely, to help those

£1500 grant money for their chosen local

about.

Charities supported over the last year by

“Community involvement is central to the

BGS include Target Ovarian Cancer – the

the girls develop a global mindset. I truly

save lives and help women diagnosed live

responsibility whilst at school will stay with

Service Team have raised money and helped

encourage them to be compassionate, and

such as a YouTube video focused around

School’s philosophy and key to helping

national ovarian cancer charity working to

believe that instilling a sense of community

their lives to the full. The School’s Sixth Form

our students throughout their lives, and

further awareness of the charity via initiatives

13 | The Muse

of charity in the Junior School, who have been this very worthwhile cause.

Miss MacKenzie continued: “We really

encourage all of our committee work to be

student-led. The idea is very much that the students work independently on activities

and as such they develop a real sense of

pride, achievement and new skills through the process. We see them building team working skills as they work collectively

towards a shared goal, as well as developing strong persuasive communication skills

as they think through how they can attract attention for their causes. I also think it

teaches them wonderful problem solving

and project management skills as they learn how to budget, arrange and run events.

Pakistan as refugees during the civil war, and

the sport has proved a major hit with females.

“Cricket is a sport I love dearly and I’m

“Developing these skills helps our students

passionate about more women having the

qualities that employers want to see. We

who plays as a wicketkeeper-batsman.

prepare for the wider world. These are the often hear from our younger alumnae that when they are at interviews for graduate

level jobs, employers are more interested in their community and charity work than they are discussing what they studied at A Level or IB. It helps our students stand out.”

The student’s commitment to making a

difference is also often seen through the impressive efforts of individual girls.

This year, Lower Sixth student Izzy Gurney

has been raising money for an international charity Afghan Connection, a body which

supports refugees returning to Afghanistan, and promotes gender equality for girls through cricket.

Izzy, a passionate cricketer herself,

captaining Buckinghamshire U17 Girls, is

hoping the money she raises helps Afghan

Connection to build more cricket pitches in

the country. The charity has already built 80 pitches to date in Afghanistan at schools, and holds regular youth cricket training

camps as well as camps to train coaches.

The popularity of cricket in Afghanistan has soared in recent years, with many Afghans exposed to the game after fleeing to

opportunities to play the game,” said Izzy, “Interest in women’s cricket is growing in

many countries but the fact so many females are being inspired by the sport in a war-torn

schools, England cricket greats, Alastair Cook and Graham Gooch, attended the event to show their support, running masterclasses sessions and signing autographs.

With a raffle held at the end of the evening and former Dame Alice student, Anna Edwards, whose a producer for Sky Sports News HQ, presenting prizes to winners of the mini games competition, Izzy raised

country like Afghanistan really appealed to

approximately £1,000.

me, and I wanted to help Afghan Connection

JustGiving donations and a silent auction

in their mission to promote gender equality by building cricket pitches.

“I feel I have grown so much as a person, and gained more confidence, over the past few months undertaking this project, as it was my responsibility alone to raise much needed money and awareness for Afghan Connection, who help people piece their lives back together.”

featuring a framed authentic England Test Match shirt – signed and dated by Cook, and an Essex CCC bat signed by Cook, Gooch and members of the Essex Squad, raised a further £1,000.

Miss MacKenzie commented: “Izzy’s Playing For Pitches campaign for Afghan Connection was a wonderful achievement and shows once again what a difference the girls can

Izzy’s Playing For Pitches campaign has

make. Engaging such a wide breadth of

seen her tirelessly fundraise over the past few

the BGS and Bedford School community,

months for Afghan Connection.

including Alastair Cook, Graham Gooch, staff,

Having raised over £2,000, the bulk of those donations came from the cricket event

hosted at Bedford School on a sunny June

evening. Izzy and BGS Head Girl Anna Hunt worked together with a group of students at Bedford School to put the event together.

Holding a series of mini cricket games

between staff and students from the two

students and parents, proves how our charity work is embraced.”

Miss MacKenzie concluded: “It is exciting to see the passion and ambition of our students and staff to make a difference. Whether it is through individual or collective projects, charities will remain at the heart of a BGS education.”

The Muse | 14

Legend in their Lifetime

INSPIRED BY COLOUR & FORM

organic structure of Iris Van Herpen’s fashion pieces particularly inspiring. As a regular visitor to the New Designers show, I really enjoy seeing how new graduates combine materials; this definitely provides me with a rich source of ideas both for my teaching and my own work.

Barbara Rae

Jane Brearley, Teacher in Charge of Textiles, discusses her many sources of inspiration

W

hen reflecting on

who has been my

inspiration I gradually

began to realise that not one person or one thing has created an overwhelming impression on me, many things have, and that it is this eclectic mix of influences which motivates and inspires both my work and life.

Colour is hugely important to me and I tend to be drawn to rich, strong hues applied in an abstract way, whether it’s through painting, printing or stitching. I have loads and loads of books that I’ve collected over the years and when I’m starting a piece of work or just mulling things over and need ideas, particularly for colour, I often turn to the Post Impressionists, German Expressionists, Fauvists or anybody who uses colour with energy and emotion. For example, Gabriele Münter whose work I have only recently discovered, uses the most wonderful greens and blues together with just an accent of popping yellow or orange. Pierre Bonnard, Patrick Heron, Mark Rothko to name but a few have been a source of inspiration for many years. Barbara Rae prints with the most gorgeous colours (pictured).

Jane Brearley Teacher in Charge of Textiles

It doesn’t always have to be bright and colourful as I can just as easily be inspired by the stillness and tranquility of the more muted and quieter tones of Scandinavian or Scottish artists.

In writing this piece “ it has helped me appreciate that creativity in all different guises feeds my imagination and that as such every day new “legends” can enter

”

into my life.

Visiting exhibitions and art galleries continue to provide a lot of pleasure and inspiration especially if the work is thought provoking or innovative. If there’s meaning or pathos behind the art work and if the aesthetic is appealing, all the better. One such exhibition that I saw years ago that still resonates with me was that of Eva Hesse. Her work had a profound effect on me in a way that that I hadn’t anticipated.

I’m definitely inspired by good design whether its architecture, fashion, jewellery, furniture or ceramics. For instance, I find the bold, sweeping, clean lines of Santiago Calatrava’s buildings and the

Like most people, music has always been a great source of comfort and inspiration.

As a teenager, I would spend hours doing my artwork whilst listening to the ‘angst and pain’ of singer-songwriters, quite often female it has to be said, such as Patti Smith, Dory Previn, Janis Ian and Joan Armatrading. I don’t tend to have music as a backdrop to working these days, as I seem to find more enjoyment from listening to programmes on the radio, especially if they talk about social history or music and people’s lives. I’ve always had a love of foreign films that offer a window into the lives of others. Films where a lot of people would probably say ‘nothing much happens’. Although I love making things (in fact I have a need to create and can feel quite frustrated if I’ve not managed it) I also need to have time and space to dream and ponder.

Places that are in a state of regeneration seem to appeal to me especially when you can still see what it was like. I’m not nearly as interested once all the work’s been done. I went to Berlin in 2003 and that was visually very exciting because I could see the contrasts between the new and the old buildings. The city was undergoing an incredible transformation and many striking new buildings were jostling for aesthetic superiority. The Sony Centre featured towering glass facades all set at intriguing angles. I once visited Iran and again they were in the process of restoration. I’ve got some fabulous photos of palaces with their frescos of peeling paint, glimpses of gold and incomplete scenes from long ago.

In conclusion, in writing this piece it has helped me appreciate that creativity in all different guises feeds my imagination and that as such every day new “legends” can enter into my life, I can discover new and wonderful sources of wonder.

I hope in my teaching I am able to help my students develop a sense of wonder and inquiry into the world around them, to pass on the pleasure that opening our minds, eyes and ears has to discovering beauty all around us.