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ISSUE 28 THE MUSE SPRING ~ 2021
MUSE
LEARNING FROM ONE ANOTHER Inspiring, Creating and Collaborating
#BGSCommunity
Carbon balanced print is produced by a carbon balanced printer on carbon balanced paper.
Editor’s Insight
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t seems extraordinary that it has been over a year since the School shut its doors for the first Lockdown. As spring firmly takes hold and I am watching the girls take part in the Easter holiday sports clubs, I can finally start to get a sense of a gradual ease back to normality. It is sometimes hard to even remember this time last year. I was still in Hong Kong, my appointment as the next BGS Headmistress had just been announced and the School was buzzing after an amazing ISI inspection; if we had known then that a year on we would still be in the midst of the pandemic, I don’t think we would have believed it. I have said it many times over the last few months but the sense of the community coming together, being exceptionally agile, creative and resilient has been staggering. Despite constantly-changing government advice, and the restrictions we have in place, our students have continued to receive an inspiring and challenging education; whether they have been working remotely from home or here in the corridors of BGS. I hope this issue of The Muse captures some of what we have been able to achieve over the last term. Whilst much of my time has stayed firmly fixed on the day-to-day operations of the School through this period of operational complexity, it is important that my colleagues and I are always looking forwards to ensure we are providing an education that will develop the skills and attributes that your daughters will need for the next 50 years, not just for the next 12 months. James Potter, Director of Digital Strategy, explains how not only did our early adoption of technology in the classroom enable our online learning to remain engaging, but also how we are continually investigating new advances in technology and assessing their adaptability for use in education to ensure your daughters remain digitally fluent in a fast moving world. I will be outlining our next three year strategic plan at the start of the Autumn Term, but hopefully The Importance of Being Digitally Fluent article will give you an insight into some of our current thinking. English teacher Miss Gemma Perri has kindly reviewed a book for us, Great Minds and How to Grow Them, written by the leading educationalist, Deborah Eyre and educational journalist, Wendy Berliner. It discusses the latest educational insights into how the home environment can work in partnership with the school to bring the best out in our children. It provides interesting food for thought as we consider how we continually embed key learner attributes in all of our students.
One of the great advantages of being a Headmistress of a school with a long heritage is the incredible wealth of expertise that our alumnae have. Recent issues regarding the safety and treatment of women have been highlighted by the tragic death of Sarah Everard and the Everyone’s Invited movement. We instil in our students that misogynistic behaviour at every level is unacceptable. Women are still not always treated as equals. Helping our students find their own unique voice is a key strand of their BGS education. Introducing them to a plethora of strong and successful women who have forged their own paths, broken glass ceilings and flourished in careers, which may have been more traditionally associated with men is vital. Last term, Junior School students spent British Science Week being inspired by alumnae who are world leading scientists, whilst our fabulous new Girls’ Leadership Team enjoyed an engaging day working with experts from the fields of HR, recruitment, journalism and cyber science. I am extremely thankful to all of the alumnae for their involvement and for sharing their knowledge; I am sure you will enjoy reading our reflections on these experiences in our articles entitled STEM Smart and Empowering Student Leadership. Finally, over the past few months we have all recognised the importance of finding small moments of joy; we discovered at BGS that these moments are often linked to our shared love of our pets! Pets at BGS started as a lighthearted introduction to the newest member of the BGS team, my new puppy, Malteser, but quickly snowballed into a virtual sharing of pets from across our community. During those long January days these photos brought plenty of joy to our community and we thought we would offer you a final glimpse of some of them again in The Muse.
The sense of the community coming together, being exceptionally agile, creative and resilient has been staggering.
As we continue to carefully follow the planned roadmap out of restrictions, my greatest joy would be to welcome you back into school for Summer Term celebrations and I keep my fingers crossed that this may be possible. Best wishes
Gemma Gibson Headmistress
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Be the Light in the Darkness “ In spite of everything I still believe that people are really good at heart... How wonderful it is that nobody need wait a single moment before starting to improve the world.
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ANNE FR ANK (THE DIARY OF ANNE FR ANK)
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or a young girl to have such hope and positivity at a time when things were so dark is one of the many reasons why it is so important that our school community pause and reflect upon the horrific impact of genocides. Mrs Kathryn Cruse, Head of Years 7 and 8, explained how the whole school community commemorated Holocaust Memorial Day and the importance of her role as a History Teacher to ensure the Holocaust is never forgotten. “Through my role as a Teacher of History I have taught the Holocaust many times. I have also led a number of trips to the Beth Shalom Institute, the Anne Frank House and also Westerbork Transit Camp; and I have also made a personal trip to Auschwitz. All these sites are places of peace and tranquillity where you learn the horror of what happened during The Final Solution. At the camps and the Beth Shalom Institute I have laid a stone to symbolize the permanence of memory. Holocaust Memorial Day enables us to remember those who have suffered and it gives us all a purpose. It gives us the responsibility to work for a better, safer future for everyone. Each and every one of us can step up and use our individual talents to tackle discrimination, intolerance and prejudice wherever we encounter them. This year’s Holocaust Memorial Day fell during the third national lockdown and the theme Be the Light in the Darkness had an even more poignant meaning. It was decided that the BGS community should mark this day not just through an assembly, but by getting each student to reflect upon genocide. We wanted to bring our community together, at a time when we were all working from within our homes without being able to see our friends and family, with the aim of creating a permanent memorial to reflect upon the horrors of genocide. Each year group was tasked with a different genocide to research, to read the stories of survivors and to design a pebble, which will be placed in a memorial at School. Years 7 and 8 researched 03 | The Muse
Anne Frank, Year 9 the Holocaust, Year 10 Bosnia, Year 11 Rwanda, the Lower Sixth focused on Darfur and the Upper Sixth on Cambodia. Niya Nair, Year 8, reflected on the importance of learning about the Holocaust: “The Holocaust Memorial Day made me feel quite sad and show sympathy for all the people that tragically lost their lives. I have learned much more about this tragic event and I think it is important to have a day where we study about these things (even though they are not so pleasant), so we can understand and prevent history from repeating itself. We need to remember the ones who were innocent and were killed for being from a different religion.” Mitali Misra, Year 8, added: “I think it is important to mark this day, as it is easy to forget something that hasn’t happened to you personally. It was a horrifying occurrence in history, but it shows the nature of some people and it is important to remember those who lost their lives in this dark time.” The plan is for the BGS community to come to place their individual stones, and reflect upon current genocide around the world such as the Uighurs in China, Rohingya in Myanmar and the Yazidis in Iraq and Syria. Mrs Gemma Gibson, Headmistress, also reflected on her own experience as a historian: “I have had the privilege of hearing many Holocaust and other genocide survivors talk over the years and the horrors they describe cannot be readily imagined by those of us who have been fortunate enough not to live through it. The magnitude of what they suffered is overwhelming and it is distressing to hear, but it must be heard if we are ever to ensure that humans don’t allow these types of atrocities to occur again. This is why we take our responsibility as teachers so seriously; we have the opportunity to help children make sense of the darkness in the world, but more importantly we can help guide them towards the light: to be the defenders against discrimination; to be brave enough to make the right choices; to
be passionate enough to make a difference; and to be caring enough to show empathy and understanding to others.” Edith Eger, a Hungarian Jew who was sent to Auschwitz, where her parents perished in the gas chambers, but whose bravery kept her and her sister alive, should be an inspiration to us all. Her words in her books, The Choice and The Gift are inspirational as she explains the necessity for a school community to have a permanent memorial to those who have lost their lives through genocide. Edith Eger wrote: “We’re born to love; we learn to hate. It’s up to us what we reach for.” Our memorial will be a permanent place for the school to reflect upon the 2021 theme, Be the Light in the Darkness, understanding the meaning of darkness for all those who are suffering and affected by unkindness and prejudice; living in fear, the feeling of hopelessness having a long-lasting impact on them. In terms of the meaning of light, we recognise that we all have a responsibility to listen to other people’s experiences. When we work together to tackle unkindness and prejudice we will be creating a safer, better future for everyone. Edith Eger’s words give an important powerful message: “I don’t want you to hear my story and say, “My own suffering is less significant.” I want you to hear my story and say, “If she can do it, then so can I!” As educators it is so important that we teach young people to understand how differences don’t define us, but how we treat others in regards to our differences can. It is important and necessary to teach things that are difficult, to create a sense of belonging and to prepare young adults for the world ahead. We need to give each individual the confidence to explore ideas, to give them time to reflect and to give them hope that through engaging in learning they can and will make a difference. Going back to our inspiration of Anne Frank: “Where there is hope there is life. It fills us with courage and makes us strong again.”
R E T U R N T O S P O R T The delivery of sport throughout the pandemic has been extremely complex. From navigating the delivery of lessons online to working with year group and class bubbles, a ban on external matches and the rigorous requirements for equipment cleaning, hand-sanitising, and social distancing have all created a uniquely complex set of challenges. The Muse talked to the acting Director of Sport, Martin MasonMcLeod about our approach as the students came back to school. Mr Mason-McLeod said: “We recognise that sport is so important; it is a proven de-stressor and it stimulates the release of endorphins, which are your body’s natural happy chemicals. Playing a sport teaches us the value of teamwork and helps develop leadership skills that can be applied in all areas of life. Team sports teach you how to deal with setbacks. Setbacks build resilience, helping you to navigate these tough times and find a way through them. Playing sport helps you get a better night’s sleep and we all know how important sleep is to our overall wellbeing! This is backed up by a study by Timothy McGuine et al (2021) which stated that adolescent athletes who played a sport during the pandemic reported fewer symptoms of anxiety and depression, as well as higher physical activity and quality of life scores compared to adolescent athletes who did not play a sport. “Sport remains more important than ever at BGS and we have adapted our delivery to focus on individual wellbeing and skills acquisition, both in our PE lessons and our co-curricular sessions. Giving students the freedom to focus
on their development and have fun whilst regaining their confidence as many return to sport after a period of absence during lockdown.” “The safety and security of the community must always come first, but this has proved particularly challenging for PE where we are used to working either in year groups or across year groups and playing competitively every week. We have therefore focused on inter-house sporting competitions in our co-curricular and Saturday practices so the students have been able to apply individual skills in a game-like competitive environment. We have seen the students really develop their game awareness and match-play as they have been able to break down many elements of the game during these ‘competitive’ matches and received more feedback from their peers, teachers and coaches.” Mr Mason-McLeod continued: “We are still getting masses of students turning up for weekly practices where the students bring enthusiasm, a willingness to learn and to develop. We have noticed them really realising the importance of physical exercise within the school curriculum and their lives, especially after the long lockdowns, and the positive relationship it has with their mental wellbeing.” “We have looked really carefully at our sporting programme for the Spring and Summer Term to try and get the best fit for all of our students. We adapted it so we are able to make the best use of our sporting facilities and keep the students active. In the Summer Term we have put together a ‘hybrid’ programme of spring/summer sports and added fitness and swimming to the traditional summer sports to keep the girls as active as possible and make sure we are ready for competitive sport when it returns, as we missed so much due to COVID restrictions. We are hoping this will allow
more students to participate in school sport both in and outside of the curriculum, as we all try to balance sporting commitments with the easing of COVID regulations and the opening up of society.” Have there been any negatives? Mr Mason-McLeod took time to reflect on his answer: “There have been many, but that is true across all of parts of our lives. We have to accept we have lost a year of great sport, but I feel really sorry for our Upper Sixth cohort and Year 11 students who are leaving this year. Many have participated in sport at BGS from the start of Year 3 and the opportunity to represent BGS in their final year has been taken away from them. I can’t thank these students enough, especially as they have turned up to practices religiously this year in the hope they may get a chance to play a final competitive match one last time. We look forward to welcoming them back for the annual alumnae hockey, lacrosse and netball matches in 2021/2022. Additionally, the Junior School students haven’t had the sporting opportunities we have hoped for but as COVID regulations ease we are looking forward to this changing for outside PE lessons and welcoming them back for outside co-curricular practices in the Summer Term. “I can’t wait for competitive school sport to restart, but I also hope that students will return to their out of school sports clubs as soon as possible, to play and socialise with their friends. I hope that our adapted PE programme will give them the confidence to be involved in local sports, as these wider opportunities are so important and will benefit every individual as well as the development of sport at school. Sport will get back to normal and when it does we will be ready to seize every opportunity.” The Muse | 04
Empowering Student Leadership Don’t ever make decisions based on fear. Make decisions based on hope and “ possibility. Make decisions based on what should happen, not what shouldn’t. ” MICHELLE OBAMA
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t Bedford Girls’ School, our aim is to develop self-confident and bold young women who can think critically and who reach their potential - academically, socially, emotionally and ethically. We strongly believe that student leadership is one of the essential strands of personal development; we encourage our students to take on leadership roles throughout their school careers and enable them to use their voices to make a change both within school and the wider community. As our students reach Sixth Form, they become role models to their younger
peers. Underpinned by creativity, respect, teamwork and vision the Girls’ Leadership Group (GLG) along with House Officials spearhead new initiatives in the school. The group is carefully selected to ensure every student in the school feels confident her voice can be heard and is an instrument for positive change. This has been ever more important with the challenges presented by the pandemic. At the end of the Spring Term, the BGS community had the opportunity to thank the outgoing GLG for their dedication, resilience and unwavering spirit and energy during what has been the most challenging of years for all.
Outgoing Head Girl, Leigh-Ann Cudjoe reflected on the extraordinary year the GLG have had: “When we were appointed as the GLG last year, I think it is fair to say we were not expecting the year to turn out how it did. However, despite the challenges we faced, I believe that as a team we overcame these challenges and were able to fulfil our roles with the help and support of our peers and staff. When deciding upon our campaign, One Smile, I did not anticipate how impactful it would be. Throughout a year where so many faced their own personal challenges, it was lovely to see our school community come together to keep each other smiling throughout challenging times.
Pictured: GLG 2021/22 Back Row: Molly Jewers, Meranie Kairu, Emily Coton, Emily Crossland, Florence Miller, Emily Fordham, Ella Matthews, Georgina Wright Front Row: Grace Gaffey, Velvet Few-Wiegratz, Masooma Sultana, Tamara Oakley-Holton
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Seeing how the whole school engaged in our different activities from decorating their masks with a smile, to writing messages to one’s self to uplift them during lockdown, has been a pleasure.” Leigh-Ann continued: “This year has been a whirlwind, but it has taught us all many lessons, it has shown us that in times where we face difficulties we can adapt. I also think this year has shown us just how much our school life means to each and every one of us and how important it is for our wellbeing. I have loved every minute of being the Head Girl and I am honoured to have been appointed to the role. I hope that the GLG and I have helped bring some joy in these challenging times. “After a circus of a year, I cannot thank our teachers enough for encouraging us and supporting us in all the ventures we have set out to complete. As bittersweet as it is to be leaving, I can say that I am leaving knowing that the tight knit community we have, will always welcome us all back with open arms, and will be there to champion our success, just as they have done for the last 10 years.” There was no blueprint for the outgoing GLG, who have had to find innovative ways to engage with the school community during the lockdowns. However, they have possessed mature leadership skills paving the way for incoming GLG. Leigh-Ann added: “On behalf of the GLG, I would like to congratulate the incoming GLG in their new roles. From seeing how some of the students have already engaged with our school community I know they will make a great team. It will be a challenge to get things done in these unconventional times, something that the GLG and I can attest to, but we have no doubt that the incoming GLG will succeed.” For the 2021/22 academic year, Masooma Sultana has been named as the Head Girl. Serving alongside her will be Tamara OakleyHolton, Deputy Head Girl, Operations and Emily Fordham, Deputy Head Girl, Internal Relations. Meranie Kairu will be heading up the School’s charity work as Service Captain, Velvet FewWiegratz has been named Arts Captain, and Florence Miller will be in charge of Sports. House Captains have also been appointed, with three prefects helping each Captain and Head Girl and Deputy Head Girls. Masooma reflected on becoming the new Head Girl: “I can’t wait to see what the GLG and I can achieve together, especially after the COVID-19 restrictions are lifted. I’m looking forward to making positive changes within the BGS community and getting to know everyone in the year to come. I know
the next year will be an amazing experience and I am so lucky to be working with such a dedicated and inspirational team.” The new chapter began for the incoming GLG on Monday 22nd March, where the students participated in a Leadership Day where they spent the day being inspired by members of our incredible Alumnae community, who shared their professional expertise to inspire the students for their year ahead. The morning began with a workshop led by Rose Gledhill (née Lane, DAHS 1979) of Face HR, an experienced HR Director and Executive Coach. Rose works with new organisations and groups, building their confidence and self-esteem and focusing on looking to the future as a team. Rose delivered a workshop with a theme of female empowerment. The morning concluded with a session focused on public speaking and effective communication. This was led by Ros Ball (BHS 1996) who is an accomplished public speaker (with a passion for the rights of women and girls). Ros has worked for the BBC on current affairs and political programming including reporting and presenting for BBC Parliament. She is an author as well as a policy maker at the Government Equalities Office.
Tamara Oakley-Holton, Deputy Head Girl, Operations added: “The speeches were incredibly insightful as we learnt how to work effectively as a team, but also developing personal skills that we can take forward with us. In the afternoon, we had time to bond as a collective and create our campaign for the year. After much deliberation we came to a decision on our campaign which we can’t wait to reveal soon.” The GLG also enjoyed a heart-warming video from previous members of the BGS GLG, sharing what they had learnt about themselves during their GLG years and offering their good wishes and words of encouragement; all of whom articulated how the skills and opportunities they had gained through leadership roles had prepared them for the road ahead, how the friendships they had made as a group have endured and how they live with the knowledge that they know they have the strength to achieve their goals and make difference to the world around them.
The GLG had two further sessions in the afternoon before breaking off to work as a team and define their campaign for the year ahead. The first was with Liz Macfie (BHS 2002), Head of Data Science at Century Tech, who provided a session on achieving effective leadership and team work, building on skills and strengths and sharing some stories of what she had wished she had known earlier. Secondly, they were joined by Fiyin Fayeye (BHS 2002), an experienced recruiter, who talked to the GLG about their individual and group responsibilities over the year and how it can effectively help them build their personal statements and CVs for the future. Emily Fordham, Deputy Head Girl, Internal Relations reflected on the day: “The Leadership Day was invaluable in bringing this new team together. We listened to some inspirational alumnae, which really helped us to build our teamwork skills as well as giving some very helpful tips on a wide range of topics from public speaking to motivation. It was such an enjoyable day and gave us an excellent platform to learn from as we develop our new GLG campaign for the upcoming year.”
Pictured: Leigh-Ann Cudjoe
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THE IMPORTANCE OF BEING DIGITALLY FLUENT BGS has always been at the forefront of the use of technology in education, and the Muse sat down the Director of Digital Strategy, James Potter, to discuss how we are ensuring, in a rapidly evolving landscape, that we continue to anticipate the digital skills and attributes our students will need entering a technologically focused world.
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recent article by the BBC shared research by World Skills UK, which highlighted its concern that the UK is “heading towards a digital skills shortage” as schools are not investing in providing young people with the right skills for a future jobs market. This is echoed by consulting
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giant Accenture who state that the demand for skills in AI, robotics and cloud-based technologies are rapidly increasing in the workplace, but that the skills young people are gaining at school are not fitting these needs. Fewer than half of British employers believe young people are leaving full-time education with sufficient advanced digital skills. Mr Potter said: “We were very early adopters of iPads in education, recognising the importance of extending students’ skill-sets. The digital literacy that our students display was recognised in our 2020 ISI report as ‘outstanding’ as a result of their embedded use of iPads across their learning. But technology does not stand still and we must continue to predict what will be the next technological breakthrough, which will add real value to our students and ensure they have relevant transferable skill sets for the working world.”
“Studying throughout lockdown has been really interesting from a technological point of view. We all witnessed so many schools adopting online learning, which is great as it helped to limit the disruption to education for many. However, there is huge differentiation in how this was delivered from school to school. For many schools technology was just used as an interface to recreate a traditional classroom setting with a teacher delivering a lesson through a video platform. However, at BGS it was important that our teachers continued to push boundaries and integrate a range of apps and online tools into their teaching to replicate collaborative experiences and individualise learning, whilst discreetly still extending students’ digital fluency throughout the periods of lockdown.” “For example, from Years 3 to Upper Sixth, teachers used Apps such as Jamboard to encourage collaborative techniques which
enabled students to visualise and unlock their creative potential during remote learning. Jamboard is a great tool for brainstorming or collating group ideas as it provides a concrete sense of working together as students can see all of their contributions instantly appear as a group. It then delivers an effective visual representation for students to refer back to as they progress through a specific learning task.” Similarly, video apps such as FlipGrid and StopMotion became really helpful classroom aids as access to instant video responses allowed both peer-to-peer and teacher feedback without slowing down the pace of learning. Mrs Harrold, Head of Psychology, explained how she used StopMotion to do a quick check-in with her Sixth Form Psychology group to make sure they had the right level of comprehension before moving forward with a topic. “Students could make a video which is literally a couple of seconds long to explain a concept; these could be reviewed as a group online and then I could quickly assess levels of understanding before moving on.” Mr Potter was really keen to point out that whilst iPad technology has enabled BGS to embed technology skills, this is only one part of the picture, and that continually introducing wider and newer technologies is also key. “It is vital that we are constantly looking forward and questioning what can add value to the educational experience. We need to be working with both educational providers and leaders of industry to make sure we are getting the balance right and that we don’t get complacent. iPads have helped unlock our digital fluency but in order to stay ahead of the curve we are now looking at newer innovations to explore the potentials for tech related knowledge and careers.” “Interestingly, the research by World Skills UK also highlights the importance of young people having access to role models, being aware of opportunities as key drivers to preparing them for the working world, alongside developing the technical skills through working with robotics, cloud technologies and Artifical Intelligence (AI).” All BGS students are adept at using cloud technology through the use of Google Drive which gives them flexibility and ownership over their work. Mr Potter explained how the incredible progress in AI is already beginning to be used in the classroom with Years 10 and 11 students having access to Seneca Learning which uses AI to help tailor their learning. For example, the system might highlight areas within a task that a student is finding more challenging and present these back to a student in different ways to help them work on their understanding.
Pictured: Year 8 Cyberspace team
Meanwhile introductions to coding and robotics starts in the Junior School with students using Sphero robots to see the physical results of their coding. “They code elements of a Shakespearean play, moving characters around the stage and reciting lines using code. As they transition through to Senior School in Year 7, they learn how to apply these skills into text-based programming to solve more difficult problems as well as looking at networking, computer hardware and cybersecurity.” explained Mr Potter. During lockdown Mr Potter used augmented reality in some Computer Science classes to show the physical properties of computer hardware as they were not able to see or touch the demonstration hardware as they would have done in class. This allowed the students to have a visual reference of what certain elements of computers looked like and the physical space they take up. The latest BGS investment is a humanoid robot capable of machine learning. The Digital Development team are looking to investigate social robotics (how humans interact with robots with human-like characteristics) to see if this could have value in the classroom. Mr Potter and his colleagues need to be reassured that it is not a gimmick but adds real value to student learning before adding it into the tech mix at BGS. Outside of the classroom, students are encouraged to be involved in many tech competitions and challenges to help them to understand the real work applications of the skills they are learning. Last term, team Cyberspace (Year 8 students Tiya Dhaliwal, Abigail Rocque, Asha Kirkpatrick and Holly
Blewitt) represented BGS at the semi-finals of the NCSC CyberFirst competition, where they were up against 124 teams from across the region demonstrating their problem solving and research skills to solve cybersecurity, networking, cryptograph, logic and coding puzzles. Organised by the National Cyber Security Centre (NCSC), the competition provides a fun but challenging environment to inspire the next generation of young women to consider Computer Science as a career option. In addition, two Year 11s, Tobi Apesin and Katie Cochrane took part in the challenging Lockheed Martin CyberQuest competition and a number of students in Years 10 and 11 are taking part in the CodeQuest competitions; including Alex Gentry (Year 10) whose essay Why is the studying Computer Science Important? ranked within the top 7% of entry in their immersive essay element. “These competitions provide students an insight into what it is like to work in a major tech company. We also hosted Alumnae lunchbox lectures with industry professionals in cybersecurity and robotics, such as Emma Watt from IBM, who are fantastic role models and can give insights into a huge range of jobs. We have recently joined a mentoring programme in industry with students being mentored by staff from Cardiff Metropolitan University robotics lab and IBM. These links are hugely important.” Mr Potter concluded: “I believe that our multi-faceted approach where we are teaching the skills and ensuring we are building links to wider tech communities provide our students with the confidence to tackle every opportunity they are given. They have the skills, knowledge and mindset to be the next generation of innovators and problem solvers.” The Muse | 10
STEM Smart
It was fitting to be welcoming our students back to school on International Women’s Day and even more special that it was the launch of British Science Week, as we dedicated much of the week to scientific discovery and exploration.
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rs Carolyn Howe, Head of the Junior School, spoke to The Muse about the incredible start to life back in school after the Winter Lockdown. “It was incredible to welcome the students back. I have been so impressed by the way they approached the remote learning programme and the skills they developed while at home, but nothing beats being back in the classroom. They arrived excited not only to see their friends but at the prospect of our sensational Science Week. Our activities were all designed to involve the whole community so we were all able to promote our love of science across the Junior School. “It is really important that our students are introduced to female role models from a really early age; we are educating the next generation of scientists, researchers, engineers and innovators. We are so fortunate to have a vast array of Alumnae who are world leaders in their chosen scientific and engineering fields and who are really enthusiastic to share their knowledge with our students.”
The week began with an incredible talk from the alumna, Dr Anna Ploszajski (DAHS 2009), an award-winning materials scientist, engineer and writer. Anna read Materials Science at the University of Oxford, followed by a doctorate in the subject at UCL. Anna was named Young Engineer of the Year in 2017 by the Royal Academy of Engineering, and was the winner of the Silver Medal from the Institute of Materials, Minerals and Mining in 2018.
maltodextrin in contrast to sucrose. Anna also demonstrated how the constantly moving tides of the English Channel, in conjunction with gravitational forces, prevented her from swimming in a straight line. She exhibited this by setting up a line from fence to fence, imbedded with 200 Jelly Babies pierced with cocktail sticks (a hundred either side), along with the help of a wave machine, creating a visual demonstration of the complexities of multiple small waves.
Inspired by her own experience in 2018, Anna delivered a fascinating talk on The Science of Swimming the English Channel, and how science affected every part of the challenge: Anna shared that she had to eat every hour of the swim to keep her energised (apparently mini rolls were the perfect food as they are waterproof, buoyant, soft and small!). She discussed the challenges of tidal flow, the Archimedes’ Principle, the development of swimwear material, ultra violet rays and jellyfish stings.
Mrs Howe commented: “The students were buzzing; Anna was truly amazing and not only was she able to explain incredibly complex scientific issues in a manner we could all understand, but she reminded us of the importance of taking on new challenges and what you can learn for every experience. As the students commented, she really does embody our value of being Bold.”
Anna captivated her audience with live experiments from the confines of her back garden, demonstrating the slow burning of
Inspired by Anna, Year 3 decided to focus a scientific investigation into jellyfish and how the lifecycle of jellyfish can be reversed. The excitement in their discovery of information was palpable as they uncovered facts, including that if you cut a jellyfish in half,
Pictured: Dr Anna Ploszajski (DAHS 2009)
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the pieces of the jellyfish can regenerate and turn into two new jellies! Mrs Charlotte Martin, Head of Year 3 and STEM Coordinator added: “Anna helped our youngest students see the connections between science and real-life activities. We all learnt so much and it stimulated so many thoughts and questions. I was impressed by our students’ ability to make links and connections, although I think some of us have been put off swimming in the English Channel in case we meet these jellyfish!” Year 3’s enthusiasm continued when they met alumna, Helen Hepher (BGS 2013). Helen studied Geography at the University of Sheffield, followed by a Masters in Urban Design at UCL. She currently works for Levitt Bernstein; an innovative architectural practice specialising in social housing. Helen explained some of the issues she needs to consider when they are designing sustainable regeneration projects in urban areas. Year 3 students were challenged to put their newly found knowledge into action and create urban playgrounds, using their own scientific success criteria, based upon what they had learnt from Helen. The environmental planning theme continued in Year 4 where leading environmental consultant Lucy Wood (DAHS 2000), who has a MSc in Environmental Management, spoke to the students about her role at the UK’s largest planning consultancy, Barton Willmore and how her team provide environmental, health & wellbeing, socio-economic and sustainability advice to large development projects. She challenged the students to
design a new community, thinking about environmentally friendly and sustainable resources. The students then linked this knowledge to the current Government Census and investigated how people travelled; considering how they could use that information to encourage people to think of alternative eco-friendly modes of transport. Mrs Howe added: “It is really important that our students understand how scientific study leads to solutions to pressing global issues. Introducing the concept that sustainability and mental wellbeing are now central considerations in development and planning of urban projects, helps the students create the bridge between theory and application as we aim to build a better world. Careers linked to sustainability will grow exponentially and we want our students to be aware of as many different opportunities as possible.” Year 5 and 6 students were fortunate to be given an insight into the work of Dr Claire Kotecki (DAHS 1989), a leading biologist and lecturer at the Open University and academic adviser to the BBC Forensics: The Real CSI series. The students were treated to a fascinating virtual tour of Dr Kotecki’s lab, where they witnessed the research she is undertaking into fruit flies. They were surprised to hear that, as humans, we have 60% of our DNA in common with a fruit fly. Dr Kotecki explained how the genetic discoveries help with medical treatments for diseases such as cancer and Alzheimer’s. The Year 5 Unit of Inquiry centres around digital media and Dr Kotecki talked about how she assesses sources of scientific
information. Year 5 then conducted independent research to create their own ‘science stories’, helping them consider how we can use language and communication to interpret scientific concepts in meaningful ways. Meanwhile, Year 6 set about creating a scientific development that could improve our lives, with ideas ranging from wearable items such as hairbands that include trackers for safety to machines that cook you nutritionally balanced meals. Problem solving and engineering projects continued in the classrooms throughout the week and Year 6 investigated the links between maths and bridges. The students discovered that Leonardo Da Vinci designed a self-supporting wooden bridge structure that didn’t need nails to hold it together. They also discovered that wooden bridges that are a curved arch shape can be built using only straight pieces of wood. Empowered with this knowledge, the students experimented with creating small model bridges using dowels. They used careful planning and collaboration to create the curved bridge shape without using nails or glue to hold them up! Mrs Howe concluded: “The buzz of British Science Week created a fantastic opportunity for the students to be fully immersed in their learning, despite the masks and the COVID restrictions. They really embraced the opportunity to learn from our amazing experts. We appreciate the time our fantastic Alumnae took to inspire our younger scientists, as we collectively develop the next generation of women who will be at the new frontiers of innovation and discovery.”
Pictured: Helen Hepher (BGS 2013)
The Muse | 12
Great Minds and How to Grow Them (2018) W E N DY BE R L I N E R A N D DE BOR A H E Y R E Bedford Girls’ School is a community of life long-learners. Students and staff are encouraged to constantly be looking at ways they can extend their expertise and knowledge. Teachers are always looking for inspiration to enhance teaching practices and the work of the renowned educationalist Deborah Eyre always provides food for thought. English teacher Miss Gemma Perri, recently read Deborah Eyre and Wendy Berliner’s book Great Minds and How to Grow Them and kindly shared her review with the Muse.
for the unknown, for roles which do not yet exist. For children to cope in this complex world, they must ‘learn in and out of school, in person and online, together and independently. They need learning experiences which meet them wherever they are’ (Bill & Melinda Gates Foundation, p.2).
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reat Minds and How to Grow Them is a guide for parents which draws upon neurological and psychological research to help parents recognise their value in their child’s learning journey. The book centres on the idea that all children are capable of being a high-performance learner not merely those considered to be more academically able - brains are malleable and IQ is not fixed. Parents are advised on how to: develop an effective home learning environment; complement the school curriculum; develop the values, attitudes and attributes which align with success; refine complex learning skills; and how to approach all of this whilst dealing with a temperamental adolescent! Today’s youth live in a more demanding and hectic society than ever before. We are therefore tasked with preparing children 13 | The Muse
Eyre notes that humans enter the world with an innate thirst for knowledge, taking longer to gain independence than any other species on Earth. Parents play a pivotal role in fostering this independence and impacting upon educational success. When calculated, children spend a minimal amount of time inside the classroom. According to Professor Eyre, as a parent ‘you are, after all, your child’s first and longest-serving teacher’ (Eyre, p.6). With parental guidance, children can achieve greatness, regardless of preconceptions about ability. As Eyre notes, ‘high performing children don’t use magical ways to learn. They use the same repertoire of skills that all children use - they just use them more creatively, more fluently and more flexibly’ (p.7). It isn’t solely about academic intelligence, wisdom, intelligence and creativity synthesised is what’s needed (Sternberg, p.9). Parents may already be familiar with the concept of ‘fixed’ and ‘growth’ mindsets, developed by psychologist Carol Dweck in 2006. Those with ‘fixed’ mindsets believe that we are born with a predetermined level of intelligence, whereas those with ‘growth’ mindsets believe that achievement comes from hard work, rather than genetic inheritance. Eyre recounts a study carried out by educational psychologist Benjamin Bloom in 1985. Bloom interviewed successful
people across a range of professions, and their parents. His findings are fascinating: ‘parents interested in the piano would send their children to tennis lessons, but they would take their children to piano lessons. Those more interested in tennis would do it the other way round.’ (p.17). If a parent’s only connection to the piano is paying for lessons and nagging their child to practise, the child is unlikely to value the task and will be reluctant to engage. Eyre provides success stories of how positive parental engagement produces children with growth mindsets, who go on to achieve miraculous feats in later life. At the age of 71, Doreen Pechey passed Grade 6 of the Royal Academy of Dance’s ballet exams – the oldest woman in the world to do so. She had only been practising since the age of 61. Despite needing a knee replacement, her resilience allowed her to achieve the heights of Grade 8 pointe work. So how exactly can parents develop this aspirational learning environment? Eyre provides a fascinating hypothetical situation: a toddler sitting in a supermarket trolley, with their eyes drawn towards something shiny and purple. A parent could dismiss the child’s interest, in a hurry to complete their shopping. Alternatively, they could pause by the aubergines, tell the child that it is a vegetable used in cooking, discuss the shape, colour and texture of it. The child could be asked why they like it. This could extend to examination of the label – the lettering and the price of the item. The aubergine could be compared to other vegetables and develop into a discussion about where it is grown (researched later, together). The aubergine could be weighed and the parent could even buy it and use it to cook a meal with the child. A simple moment in a
supermarket introduces the child to literacy, numeracy, abstract thought, geography, cookery and the concept of research. Of course, this is different with an older child, but Eyre provides top tips for establishing this same kind of stimulation. A good home learning environment, she says, starts with talking. Talking about the media headlines and the child’s opinions of them. Talking about parents’ careers and encouraging questions. Talking about school, showing an interest in what children do, rather than what they learn. Older children benefit from being challenged in their viewpoints as it will enable them to recognise flaws, reassess, and become effective debaters. Reading is important too. This might involve reading media articles with older children, rather than the bedtime stories we might first imagine, in order to feed childrens’ curiosity. Often, children make disparaging comments about others and it is important that parents build empathy in their children, explaining why people can be different whilst encouraging sharing and kindness. Parents should be strong role models, ensuring they don’t lose their temper at trivialities, persevere through those frustrating DIY tasks and do not spend all of their time on their phones. The value in collaboration should be shown at home. It is useful to set clear expectations. Eyre suggests that effort should be praised, rather than achievement. Children should never hear comments about their aptitude, or lack thereof, for certain subjects. Their hobbies should be encouraged, and they should be able to talk freely about their hopes and aspirations. Children should take responsibility for their own actions. According to Eyre, great parents
are loving, firm, fair, consistent, calm, patient and set clear boundaries. Central to Eyre’s thoughts on education are thinking skills called ‘Advanced Cognitive Performance Characteristics’ and ‘Values, Attitudes and Attributes’. Eyre dedicates two chapters of her book to explaining each skill in an accessible way, to help parents appreciate the specific skills they are developing in their child through the conversations they have, and the activities they encourage.
Eyre notes that humans “ enter the world with an innate thirst for knowledge, taking longer to gain independence than any other species on Earth. Parents play a pivotal role in fostering this independence and impacting upon educational success.
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Parents who support the development of these skills in their homes will be working alongside, and maximising learning in school. This is hugely beneficial when supporting a child who is simultaneously dealing with a demanding curriculum and the challenges of adolescence. Teenagers may not be as communicative about school as we would like them to be, and they are desperately trying to establish their independent identities. Eyre provides some advice. She suggests parents
should not send their children to their rooms to complete homework without discussing the task with them first, and then checking in with them afterwards about any difficulties they faced, or what they found enjoyable. Eyre believes that routine is very important for teenagers, with neuroscience proving that their brains are changing at an extraordinary rate. Teenage bodies naturally want to go to bed later, and rise later, so they may well be capable of working later in the evening, despite parental worries about tiredness. Adolescence is a difficult period to define, but Eyre suggests it begins with the onset of puberty and ends when you emerge into stable adulthood. These years contain astounding brain development for the child but are often extremely frustrating for parents, due to teenagers’ inconsistent moods and rebellious behaviour. Amazingly, neuroscience now allows us to view the brain using magnetic resonance imaging and this has detected similarities between the brain of a teenager and that of a toddler! The part of the brain that allows teenagers to see the perspectives of others is not fully developed, resulting in argumentative tendencies. The evidence also highlights the adrenaline rush produced through risky behaviour. It is thought that the typical adult brain is not formed until the age of 25, and adults are maturing 5-7 years later than they did a few decades ago. Eyre’s insights are incredibly interesting and in tune with our philosophy that a BGS education is a partnership between the student, parent and the whole school, as we aspire to develop generations of independent life-long learners who have the support to develop the attributes and mindset to constantly strive to achieve. The Muse | 14
Legend in their Lifetime
Gulshan Malik Mathematics Teacher
Diana, Princess of Wales 1961 - 1997 and a voice for the people. She had the ability to connect with everyone around her, she made you feel like you were the most important person she was talking to.
“I remember exactly where I was when it happened…”, “I know what I was doing when I found out…” “I’ll never forget that day…” I remember growing up with these phrases from my parents’ generation whenever the Kennedy assassination was mentioned. I never dreamed that almost 25 years later I would be echoing those same phrases. It was the day I found out Princess Diana was killed in a horrific car accident.
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n my eyes, Diana is a legend for a multitude of reasons, but most notably for her compassion and empathy. She had beauty and elegance and even though we only saw her through photos in magazines – no Instagram, Facebook or TikTok back then – she had that enigmatic quality that reached out to you and touched your heart. Princess Diana was a fashion icon
Lady Diana Spencer, who became the Princess of Wales, was better known as the people’s princess. She had everything at her feet, but she chose not to live the luxury lifestyle cocooned in wealth and privilege. She saw the darkness in the world around her and went towards it, bringing her own light as a ray of hope to others. Diana used her status to bring the world’s attention to injustices and horrors – landmines, the plight of AIDS victims, leprosy, and cancer to name but a few. Diana had many royal duties and used her public image to highlight these things and, in my opinion, made it possible for ordinary people to reach the monarchy and vice versa.
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Princess Diana brought a voice to all the things that are spoken about so passionately now – mental health, eating disorders, unnecessary wars and human cost, AIDS – so many taboo subjects.
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Diana gave a lot of herself to the public – when she had her children she was the first royal to go to hospital, the first to have a photo opportunity when she was leaving with her newborn and the first royal to take part in the school sports day in the parents’ 100m race. She knew it was difficult to manage to have any kind of privacy when the media were constantly following her around, but she did her best to protect her sons: asking the press to leave them alone when they were on a family skiing trip being one of the most notable incidents. Diana tried to maintain a balance between duty to the crown and the public, and her duty as a mother to protect and nurture her children.
But she also made us aware of the hidden traumas that she personally suffered, showing that we don’t always know how someone is feeling; those smiles and laughs can be hiding so much sadness and hurt. It is through Princess Diana we first came to hear about the mental and emotional strain of being in the public eye and being in an unhappy marriage. I doubt many of us had ever heard of any eating disorders before she admitted to being bulimic. Now, it is commonplace and we are very aware of body image, mental wellbeing and health. The Princess gave an insight in a very public interview at her attempts at self-harm and being in that very dark place where you feel that you have no one to turn to. For my generation and those before me, it was considered wrong for any woman to speak out, let alone action any kind of attempt at drawing attention to yourself. It was unheard of and scandalous to let anyone think that all was not well in your life and especially if you were a royal. Princess Diana was one of the first women to give thousands of women a voice. Yes, she lived a glamorous life and mixed with the rich and famous, but she would also think nothing of wearing the same outfit more than once. She actually auctioned her beautiful dresses and gowns, raising millions for charity. She showed that a person really can be beautiful inside and out. She didn’t make me feel that there was a stereotype to being beautiful – blond, blue-eyed, white and slim. Her beauty transcended all these things. She made me feel that I can also be a better person and she made the world feel a more beautiful place. Princess Diana brought a voice to all the things that are spoken about so passionately now – mental health, eating disorders, unnecessary wars and human cost, AIDS – so many taboo subjects. She was able to make the world aware of the plight and suffering around despite many being keen to berate her for it and telling her not to meddle in politics. We as women should not be afraid to use our voices for ourselves and on behalf of anyone who is being oppressed. We should stand for the greater good when others are unable to do so.