The Muse, Issue 32, Summer 2022

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ISSUE 32 THE MUSE SUMMER ~ 2022

MUSE

CULTURAL CELEBRATIONS Showcasing Our Diverse Talents

#BGSCommunity

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

Editor’s Insight

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osh what an incredible term!

18 months ago, when we were still deep in the grips of the pandemic, we made a commitment to celebrate our 10th Anniversary with lots of parties; to use it as a catalyst to bring our community back together, to collectively reflect on what we have achieved in our short history and to celebrate who we are. As you read this edition of The Muse I hope you will agree that we definitely achieved this aim!

Every school has a unique culture and ethos and I believe that we should all live and breathe this uniqueness every day. BGS is a hugely diverse, modern, forward-looking community, where every individual is truly valued; our energy is palpable in the corridors and classrooms! Central to our festivities during our celebratory year was the determination to demonstrate and celebrate that sense of individualism and difference, which collectively creates our unique community. We set out to bring together our alumnae, staff, current students and their families to create a series of events which would showcase all of our talents, and we had a lot of fun in the process. I hope you enjoy reading about our wonderful Culture Festival, the centre piece to our celebrations, which focused on the diversity of our community, celebrating our different nationalities and cultures. I was deeply moved by the displays of exceptional talent showcased at the event and extremely thankful for the wonderful support we had from our parents, who were so keen to be involved in highlighting the range of cultures within our school. It made me exceptionally proud to be the Headmistress of BGS. I also loved hosting our inaugural Alumnae and Student Art Show; an incredible demonstration of the artistic talent from past and current students.

The sense of respect between the artists was great to witness. We also hosted a wonderful dinner for ten years of Head Girls and their Deputies, a wonderful opportunity to bring so many brilliant inspiring young women together, many of whom are already making a significant difference to the world around them. What struck me at both of these events was the display of women truly supporting women through: our alumnae offering advice and encouragement to their younger peers; friendships and connections being re-established through shared memories of school; and the celebration of each other’s successes. Building this network of support and connection has always been one of the central

aims of the school and to see it so naturally in action is extremely rewarding.

Equally as magical, has been watching the students start to go back out on overnight trips; we have needed to remain cautious and close to home, but I am so pleased that every year group in the Junior School has taken part in a residential trip. What pleasure it has brought to both students and staff, I hope you enjoy reading about their exploits in our piece entitled The Joy of a Trip.

Sport is a central part of a BGS education and very much embedded in our DNA, and it is wonderful to see a newly introduced sport starting to flourish. We have moved in the Summer Term from offering rounders to playing cricket, reflecting the popularity and growth of the women’s game. The students have embraced it and we are starting to demonstrate significant prowess on the field, and our PE staff, Mrs Melissa Jackson and Mr Mason-McLeod explain how cricket has been fully introduced as a major sport on page 12. Exciting times ahead!

I am delighted to formally introduce Neil Harris as our new Chair of Governors on page 4.

Neil’s expertise, commitment and understanding of our vision will provide exceptional leadership and support as we work to deliver our ambitious strategy.

Finally, please do take time to read this term’s Legend in their Lifetime, Jacinda Ardern, as nominated by our Deputy Catering Manager, Mrs Katie Tombs. As I read her piece, I was struck by just how Ms Ardern’s values are closely aligned to the values of BGS; to be bold and principled; to be imaginative in achieving your aims but also to be reflective: to act with empathy and understanding. She is a very fitting role model for BGS.

Our energy is palpable in the corridors and classrooms! Central to our festivities during our celebratory year was the determination to demonstrate and celebrate that sense of individualism and difference, which collectively creates our unique community.

As we enter our second decade, I look forward to welcoming you into school soon, and sharing in our very exciting future.

Best wishes

Gemma Gibson Headmistress

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Inspired by

Making a Difference

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t the heart of our ethos and values is a commitment to help every student understand how they can use their knowledge, time and skills to benefit the wider community, both locally and on a global scale. We are passionate that every student demonstrates agency and an on-going involvement in our community, charity and partnerships programmes.

Miss Heather Dawson, our outgoing CAS & Service Coordinator spoke to the Muse: “This year, the School has decided to enter into more long-term relationships with the charities we support, working with the same charities over a minimum of five years rather than changing each academic year.

This allows us to work more closely with the charities, to understand and help meet the needs of the charity and their service users. We have established a five-year international partnership with United World Schools (UWS), a not for profit organisation who deliver primary-level education to marginalised communities in part of South East Asia, where even the most rudimentary education is unobtainable. We are incredibly proud that we have been partnered with Dal Phnom School in Cambodia, and this year the BGS community has raised £7,208.24.”

Miss Dawson continued: “Our extensive partnerships programme reflects our strong belief in the benefit of creating meaningful and sustainable partnerships, which have a positive impact on society and helping others.

When a charity partnership is incorporated in the curriculum and school life, students feel a sense of responsibility to support and understand how to be an effective catalyst for change. Therefore, cultivating kindness in the learning environment is critically important.

Over the years, the school has partnered with a local charity every year. The phenomenal impact being made by small charities in local communities is truly uplifting; they have an open-door approach and understand local issues.”

In April 2022, the School announced that it had entered into a five-year partnership 03 | The Muse

“We are a community where we consciously connect and engage to make a difference to the world around us.” with local Bedford charity, FACES (Family and Children’s Early-help Services) a wellestablished independent charity offering practical and emotional support to families in stressful circumstances. FACES support local children and families faced with difficult issues such as mental and physical health, domestic abuse, poverty, child sexual exploitation and behavioural issues, by offering tailored services directly to the family, in their own home, in order to support children to live happier, healthier and safer lives. This early intervention reduces the risk of neglect to children, gives parents the support they need to get through adverse situations or learn simple skills which enable them to move on with their lives as part of their community.

The charity was awarded the Queen’s Award for Voluntary Service in 2019. The highest award a voluntary group can receive in the UK, often referred to as the ‘MBE for groups’, in recognition of the extraordinary work that their volunteers carry out, and the dedication and hard work of the staff team in training and supporting their volunteers. In 2020, the nine trustees and nine staff supported 67 fully trained volunteers to support 3,100 children and young people alongside their 980 parents.

Miss Dawson went on to explain: “One of the most popular initiatives FACES introduced was the lunchbox project which helped provide meals during the school holidays.

Free school meals are a lifeline for many families, and it is estimated that up to three million children in Britain face weeks of going hungry during the holidays. With the recent cost of living increases causing this number to increase.

“It was important to me that our students had an affinity with the charity selected, so they wanted to support them and recognise the importance of their work. The range of different issues that FACES support means that all of our students should be able to see a section of the charity that they can identify with; such as their neurodiversity support group, their Emotion Detectives group for young children showing the early signs of

2022-23 Service Team

mental health difficulties or their Project Jane initiative, named in memory of alumna Jane Hall (née Chandler, BHS 1983), where teenagers are offered outfits and shoes, along with spray tans and makeup, so they can attend their Leavers’ Ball or Prom, when the costs of these items can be prohibitive.”

The GLG Service Team at BGS unite the school community behind a shared purpose to support a charity that resonates with everyone. Service Team Captain, Kimya Ghods reflected on the new partnership with FACES: “The Service Team are very excited to work closely with FACES over the next five years. I am excited to organise events and activities are already planned to help spread awareness and raise money for a charity which is such an integral part of Bedford.”

Miss Dawson concluded: “This is my last term as Charities Coordinator as I am moving to be Head of Year 9, but am very proud of establishing these relationships and know that my successor Mrs Delyth Arrowsmith will extend and build upon these foundations.

This is a really exciting time for BGS to be working alongside FACES as their former Chief Executive, Wendie Harvey, has moved on from the charity and the new Senior Leadership Team of Amy Archer (Funding and External Relations Lead), Michaela Martindale (Operational Lead) and Hazel Kumar (Finance and Funding Officer) are set to continue to oversee the growth and success of the charity.”

IN TERV IEW W ITH

Neil Harris

Incoming Chair of Governors, BGS Neil takes up his position as Chair of the School Committee in September 2022.

Father of two BGS students, Neil is a qualified accountant specialising in audit and was an Associate Partner on Ernst & Young’s Government and Public sector assurance team.

Neil is starting a new role as Director of Local Audit for the Financial Reporting Council in mid-September 2022. He has been a governor at BGS since September 2018 and was Chair of the HR, Finance and Premises Committee.

Can you tell us a little bit about your background?

I was born in Liverpool and moved to Bedford in 1983 when my father took up a finance position at Bedford Borough Council. We lived in Brickhill and I went to Sharnbrook Upper School, where I found a passion for A Level Economics which led me to studying it at Loughborough University. I qualified as an accountant in 2002 and have built my career specialising in public sector audit. My focus is not only ensuring that public entities, such as the local government, NHS and Police and Fire Serivces have accurate financial reporting, but equally importantly, that they are taking the right advice and making appropriate decisions in line with their strategic aims. At the heart of my role is the governance of the organisation I am auditing, and I feel that I can bring this experience to bear as Chair of Governors.

What do you see as the main purpose of your role as Chair of Governors?

The role of the governing body is to work in partnership with the Senior Leadership Team to ensure that they are delivering the strategic priorities in line with the School’s ethos and values. My role is providing support, balance and scrutiny to make sure appropriate decisions are taken, and together with my colleagues, to provide insight, expertise and support. I am a passionate advocate for the future direction of BGS. We have a governing body which will champion the School’s ambitions.

What do you most admire about BGS? I admire many aspects of the School and its educational ethos. However, the two areas that really stand out are the focus on providing a nurturing environment, where there is a real focus on growing the confidence of each child,

not just their academic successes. Coupled with this is my admiration for the ambitious future-focused strategy to integrate technology into education, long before others, so our students have the skill sets they need for the future workplace.

What do you believe is the greatest opportunity for BGS in the next five years?

To continue to be leaders in digital transformation in education and developing 21st century skills in our students. I also believe that there are exciting opportunities as we look at how we can ensure the School is truly sustainable – not only securing our future financially but also looking holistically at how we manage our environmental impact and making sure our educational model remains always future focused.

I would like to further capitalise on our global outlook, building partnerships with schools and organisations both locally and internationally building our reputation and sharing best practice.

And what are the greatest challenges?

The increase in mental health and stress related issues post COVID has been extremely well documented. I believe it remains vital that we continue to place the well-being of our community at the centre of our agenda so we always provide appropriate structures, care and support.

We need to remain acutely cognisant of the political and economic landscapes, ensuring we are agile and have strategies in place to weather the potential storms ahead; whilst continuing to deliver an outstanding education, investing prudently in the fabric of the School and managing fees to minimise,

where possible, the financial pressures on the fee payers.

If you could change one thing about your education what would it be?

I cannot fault the academic side of my education and the support my teachers gave me to help me achieve my academic goals.

However, in my era there was no focus on building life skills such as self-confidence, resilience, communication skills and a sense of self-reflection. When I look at how these are developed holistically through a BGS education, I can see how they would have really benefited me.

What was your favourite subject at school?

At Sharnbrook, I loved Drama and have happy memories of being involved in performing in school plays, running a weekly news broadcast and being a roving reporter. I enjoyed nothing more than being in the school corridors with my microphone and camera ready to ask those burning questions!

I thought I might pursue a career in journalism until a fantastic teacher inspired me in A Level Economics and something just clicked. I went on to study it at university and used it as a foundation to my career.

Which book would you recommend the BGS community read?

I recently purchased Why has Nobody told me this before? by psychologist Dr Julie Smith.

It is a brilliant guide to helping you understand mental health and stress related issues, providing practical tips and tools, and in which you can dip in and out of. Dr Smith also has a great social media presence, which I really think is worth checking out too.

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A FESTIVAL OF CULTURE On Saturday 2nd July we commemorated our 10th anniversary by hosting our first Culture Festival, celebrating the hugely diverse range of talents within the community. The Muse caught up with Headmistress Gemma Gibson, parents and students to reflect on the success of the day.

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he initial concept had come from a conversation with students who wanted to organise an event in school to showcase the different cultures of the students. Headmistress, Gemma Gibson was keen to support and the idea quickly grew into a whole school event to embody our ethos ‘to celebrate every member of our community as a unique individual.’

dance and music performances, games, a cultural bake-off and a cultural parade ensuring that the event had something for everyone! Sixth Form students volunteered to take the lead on different aspects of the programme, honing their creative and organisational skills as they worked in collaboration with younger students.

Mrs Gibson explained: “Every school has a unique feel and it is really important we host events which really resonate with our families, staff and students. Coming from an international school background, I have seen the positive impact Cultural Days have and I was really keen to replicate an event with a BGS twist. Our 10th birthday gave us a perfect excuse to throw a very big party. I wanted it to be led by the students, for the students and to provide an opportunity to illustrate a vast array of talents, interests and cultures.”

At the beginning of the year a project team comprising staff, students and parents was set up to bring the event to life. It was decided that the event would be designed around six main areas in order to attract as wide a number of participants as possible, with food demonstrations, a market place #BGSLocal,

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of all ages and ethnicities could express their personal identity and culture.”

Mrs Gibson agreed: “The Cultural Parade was a visually colourful representation of the different cultures at BGS. We are truly a global community with over 25 different cultures and nationalities represented on the stage.”

After six months of hard work and a mountain of spreadsheets the day finally arrived and the colourfully decorated playing fields were opened to families and their friends.

Central to the event was food! Always the perfect platform to bring everyone together, the delicious smells and wonderful tasters in the food demonstration tent took everyone on a magical culinary journey around the globe.

Our parent volunteers who generously gave up their time to support the event reflected, after a very busy afternoon, on being part of the experience.

Etienne, Lower Sixth, a member of the African Caribbean Society and a leader of the Cultural Parade reflected: “I felt that it was important to create an environment in which students

Mrs Misbah said: “I feel it is very important that as a community we stay connected with our roots, and I am very delighted that BGS has provided the opportunity for students and their families to represent their culture.

I chose two Punjabi vegetarian street food dishes to represent my beautiful Pakistani

background. I grew up eating these street snacks. However, I have reconstructed them in my own style, using the same flavours but providing a new look.”

Mrs Watt, added: “Food is a HUGE part of my culture. If you ever get the opportunity to visit Japan, you’ll see that food is incredibly important to Japanese people and is everpresent wherever you go or whatever you do.

When we’re not eating, we’re thinking about what to eat next! At the Culture Festival, I shared how to make Temaki sushi, which translates as hand-rolled sushi. It’s something easy enough for children to make, simple but really tasty.”

Mrs Okuzu agreed: “I thoroughly enjoyed the experience and was extremely happy with the way my Nigerian cuisines were received.

We ran out of food very quickly! My choice of dishes for the Culture Festival was influenced by my Eastern Nigerian heritage so I decided to cook four of the most popular ones; jollof rice, grilled BBQ chicken, chin-chin and plantain. It is typically served at parties and is the staple diet in the homes. As part of my upbringing, I was encouraged to help in the kitchen which inspired me to learn about the different ingredients, condiments and methods used to cook the basic to traditional Igbo dishes.”

Meanwhile Mr and Mrs Krobpetch wowed visitors with incredible Thai fruit carvings: “Thai carvings mainly represent the religion of Buddhism, which are used as embellishments of dishes. Many wonderful comments were made about our carvings which made us feel proud to be able to share a part of our culture with everyone.”

Mrs Ganguli added: “I particularly enjoyed the opportunity to share recipes from my culture – Indian food from the State of West Bengal.

Bengalis are known for their love of food, and every occasion is celebrated with food.

While sitting down for a meal Bengalis love to have a good chat – and this is such a famous

trait it even has its own name Adda; food is always an important topic of discussion! The driving force for learning to cook became stronger when my late mother was diagnosed with terminal cardiac failure; in the final two years of Ma’s life knowing that she was to pass away, we spent our time ensuring that all her recipes were written down so as not to be forgotten and so I could pass them down to her grandchildren. Every time I cook it is a sweet reminder of the time I spent immortalising her recipes, and I am so glad I shared some of these recipes with the BGS family at the Culture Festival.”

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I particularly enjoyed the opportunity to share recipes from my culture – Indian food from the State of West Bengal. Bengalis are known for their love of food, and every occasion is celebrated with food. While sitting down for a meal Bengalis love to have a good chat – and this is such a famous trait it even has its own name Adda; food is always an important topic of discussion!

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Our Greens’ catering team provided cream teas for everyone to enjoy as they watched the vibrant singing by BGS choirs and wonderful dancing from across the globe.

Ishani, Lower Sixth, who led the coordination of the dance and music performances, ranging from traditional Thai and Indian to Irish,

tap and contemporary dance, commented: “Seeing the wide variety of the different cultures in the school has been an extremely insightful experience. Having worked with the students, it is evident that they are immensely passionate about expressing their heritage, particularly through dance and music.”

Sahitya, Year 9, a Bharatanatyam dancer, agreed: “The Culture Festival engaged people to feel more comfortable with their religion and background. The reason I participated is so that different people could experience something from my origin. This is important because I want to show that I care about who I am.”

Many students also expressed their talents and cultures through involvement in the #SupportingBGSLocal initiative, aimed at celebrating entrepreneurial skills and providing a marketplace for students to showcase their small businesses. Meanwhile the games stalls provided a fun way to learn more about different cultures.

Amaka, Year 9, commented: “I was really happy to have the opportunity to express my Nigerian culture and show-off my creative jewellery making skills! The Culture Festival allowed people to be proud of their uniqueness, their special skills and talents and also to be proud of where they come from.”

Mrs Gibson concluded: “I am so thankful to everyone who worked tirelessly to create such a wonderful afternoon, especially to those who ran activities at the event, raising money for our school charity, United World Schools.

Everywhere was buzzing! Our student run Henna stall was so popular that there were long queues all afternoon as they created stunning designs on students and parents alike. With a plethora of games and stalls run by Junior School students, staff and our House Teams, there really was something to keep everyone happy. It was a fabulous family event, which celebrated the best of BGS. We are already busy planning the next one!”

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Alumnae Summer Art & Textiles Exhibition 2022 To celebrate our artistic heritage, students and alumnae came together to showcase an exceptional array of creative pieces as a centre piece to our 10 year anniversary.

It was wonderful to see their stunning work displayed side by side and to observe the interactions as our current students learnt from our talented alumnae and vice versa. Both of our heritage schools and BGS have always had a strong reputation for championing creative talent as was so clearly evident in this stunning exhibition.

We hope this is the first of many such collaborations.

KEY 1. Dania Mahderbashi, Year 11

9. Fiona Wilson, DAHS, 1997

17. Catherine Dale, DAHS, 1981

2. Lucy Scott, Year 10

10. Angelica Devile, Year 11

18. Lisa Parrish, BHS, 1985

3. Ella Ponter, Year 11

11. Amy Wallington, Year 13

19. Felicity De Vries, BHS, 1979

4. Sophie Scott, Year 13

12. Heather Mead, BHS, 1992

20. Alex Harrison, Year 13

5. Anya Peirson, DAHS, 1996

13. Lindsay Edwards, DAHS, 2001

21. Georgina-Nicole Elia, BGS, 2015

6. Ellen Stultiens, BGS, 2017

14. Anna Cooke, Year 13

22. Alison Hudson (Nee Joyce, DAHS, 1980)

7. Tanushree Paul, Year 11

15. Ella Blow, Year 13

23. Daisy Inman, Year 13

8. Velvet Few-Wiegratz, Year 13

16. Georgia Ames, Year 11

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A New Era for the GLG The Girls’ Leadership Group (GLG) is a central pillar in the School’s structure. Working in collaboration with staff, parents, alumnae and students, the GLG act as ambassadors for BGS, they are the leaders and role models to younger students and ensure students’ voices are heard.

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his year, in line with the School’s strategic focus, three new roles have been introduced into the GLG to resonate with students’ passions and interests, namely: Sustainability Captain, Diversity & Inclusion Captain and the Junior School Captain.

A central aspect of our philosophy is educating and developing compassionate leaders who can navigate an ever-changing global backdrop. As Director of Sixth Form, Mrs Helen Woolley, explained: “In the run up to the application process, I spoke to the students about leadership and addressed the misconception that leaders are always the loudest and most forceful individuals, and reinforced that empathy, communication, vision, integrity and positivity are far more important traits for a leader to influence positive change.”

“We want to help all of our students develop the most effective tools for leadership. It is important that they understand the importance of living by your values and demonstrating appropriate behaviour at all times, so that it is mirrored throughout the School. The GLG are given unique positions in our community and it is important that they understand the responsibility and opportunities they have.”

The 2022/23 GLG reflected on how they will bring the community together towards one common goal.

Oluwatobiloba Apesin Head Girl Being Head Girl means being a role model and ambassador for all students and peers within the School. It is to be a leader, more specifically, one that leads by example; maintaining the School’s principles, vision and ethos while keeping the best interests for her community and peers in mind. It is to be the microphone, amplifying the voice of a unified student body. Being Head Girl, to me, is to fully embody the views and feelings of the community, coupled with the desire to make active, positive change within that same community. Legacies, although wonderful, are naught when that is the only goal one wants to achieve.

To simply be a role model; to know I’ve had even the smallest positive impact on one student’s educational life, whether that be by being a constant smiling face or a mentor on whom they can rely on. My goal is to represent the School and its body, and rally for its success; and if I can do that, all else should come naturally.

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Scarlet Stokes Deputy Head Girl In my Role as Deputy Head Girl I am aiming to set up a mentoring scheme with the students. We are making appropriate partnerships between year groups, which will be a great opportunity for younger students to get to know someone older in the School who has been in their position before. Through this process, we can bring students of all different ages together and support one another.

Alishba Khalid Diversity & Inclusion Captain Being the first Diversity & Inclusion Captain, my goal is to introduce and increase the accessibility for others to learn and appreciate the full extent of the diversity we are incredibly fortunate to have in our community.

With our growing ethnic, religious, personal and cultural diversity – the BGS community is doing more than ever before to promote and celebrate all of our unique origins and identities. Championing our differences and our similarities through our curriculum, events and our actions is central in our diversity and inclusion campaign.

Alice Hartshorn Sustainability Captain I am excited to be given the opportunity to be part of the GLG through this new leadership role. As Sustainability Captain I would love to encourage students across the Junior School, Senior School and Sixth Form to become involved in making the school more sustainable as a whole. I aim to be a role model, and lead by example to see more positive sustainable action across the School.

Anna Mathew Junior School Captain My team and I are responsible for supporting the Junior students’ ambitions and ensuring their views are represented. We aim to further unite the Junior and Senior School students in order to create a friendly, family-like community. When I was in the Junior School, I can remember looking up to certain students and admiring particular qualities they had such as their confidence, organisation and friendliness.

In my role, I would love to be a similar impactful figure for younger students.

Kimya Ghods Service Captain

Leah O’Reilly Austen House Captain

Being a part of the Service Team means I have a special role in spreading awareness about our school charities. This allows me to inform the BGS community about global and national issues by organising events to engage the whole school, whilst also promoting good internal relations.

This year is the start of a five-year partnership with the local charity FACES, which is amazing as it means that we can have a longer-term impact in our work. Our focus on broadening access to education has led us to work with the international charity, United Worlds Schools, which aims to provide education to extremely marginalised communities in developing countries. I hope to have a lasting impact on the wider community.

My main aim is to generate positive influence and change for the students within my house. I am to influence and be a positive face for students and encourage engagement and community involvement, and as well as winning the House cup!

Athena Kurtti Arts Captain As Arts Captain, my hope is to promote drama/theatre, music, visual arts and textiles throughout BGS — to allow all students, whether they take a creative subject or not, to be able to artistically express themselves and feel included in any and all art functions hosted throughout the year.

With the help of the Arts Team, I also aspire to provide a more visible representation of all the arts throughout the School. And lastly, but certainly not least, give everyone the panto to beat all other pantos!

Amy Hall Sports Captain I hope to be a role model for students at BGS and someone they look up to, but also to be a friendly face who is approachable! As Sports Captain, I endeavour to encourage all students to partake in sports, whether that’s competitively or to find a new activity they enjoy.

Mimi Seward Hepburn House Captain Through my role I hope to encourage unity between students across the School, and along with the other Captains, foster inter-house unity. I am glad to be able to speak to Hepburn students of all ages, to offer support or encouragement. This year by taking part in house competitions and games I’d love to see as many smiles as possible, and hopefully many more by winning the House cup! To be able to hold this position, after eight years looking up to the House Captains of Hepburn, is a privilege; I’m always excited by any opportunity to get involved in helping students come together.

Emily Armitage Parks House Captain I would like to motivate and encourage every student to take part and have fun. I would love to see students make connections with their peers in other year groups, and become a role model for younger students like the House Captains before me. I look forward to working with the other house captains and prefect teams to create new and interesting competitions and hopefully winning many, to see Parks come out on top!

Eliza Constantine Nightingale House Captain I would love to ensure that year groups are combined in order for everyone to learn from one another, and to help students gain confidence and leadership skills. My aim this year is to work alongside the other House Captains to bring back a strong community, as this sadly suffered during the pandemic as we were not allowed to come together.

Avani Tambe Chanel Captain As a part of the GLG, my goal is to be a welcoming and friendly face for the students in Chanel House. I love the interactive elements of our team.

It truly makes me feel like I can make a positive impact on the students’ lives here at BGS.

Aimee King Franklin Captain Being given the opportunity to be Franklin Captain means I have an influence. My aim is to use this to inspire the younger years into being as committed and engaged in wider school activities as much as possible.

Alongside this, I would like to re-create the Franklin community across the school which was sadly not possible during COVID.

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CH A L L E NGI NG T HE BOU N DA R IE S OF

Knowledge

At the end of the summer term, Lower Sixth Form students presented their Theory of Knowledge (TOK) exhibitions to an audience of teachers and staff, along with International Baccalaureate Diploma Programme (IBDP) students from Bedford School.

The exhibitions explored how epistemological questions manifest in the world around us. Students researched and selected diverse philosophical questions which they explored through the lens of three objects. Lower Sixth BGS student, Athena Kurtti, gives an insightful overview of this fantastic inaugural event.

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he TOK exhibition, hosted by Bedford Girls’ School on Wednesday 29th June, for the Lower Sixth IB students of both Bedford School and BGS, was an event to present the various work that students of both schools had done for the IBDP’s required ‘exhibition’ strand of the Theory of Knowledge course. The exhibition itself, put simply, is a written study of objects that relate to a prompt — so it is not something akin to an arts show or science fair. However, our schools decided that it could only be a

benefit to those taking IBDP, to present these exhibitions in person and have a joint event to see some other students’ work and studies, in true Theory of Knowledge spirit.

It was an exciting evening, both during the times when we had to present our individual exhibitions and when seeing those from our cohort present their ideas. Some very intellectually demanding and heated discussions were had, knowledge was repeatedly challenged throughout the evening, and it was a great opportunity to show those who attended all of what we had learnt over the course of our first year of TOK. As for what the exhibition really is: there are 35 prompts which the students can choose from to act as the framework for their exhibition, all of them having to do with the central theme of knowledge. For example, prompts can be as open-ended as “Are some things unknowable?” to the exactness of “What role do experts play in influencing our consumption or acquisition of knowledge?”; others range from questioning the certainty, origin, context, and importance of knowledge. From these, students then decide on three objects which best link to that prompt, or that allow the ideas of that prompt to be explored — though there isn’t a specified list of objects to choose from, the choice is entirely up to the student to make. During the exhibition event, several featured objects included books, crash dummies, dresses, pill bottles and an entire scripted alphabet, to name a few! While they might seem quite random, these objects do have to be traceable to the IB’s prescribed “Areas of Knowledge,” or AOKs, which are commonly found to be relevant in TOK topics; these comprise broad subject areas which most information in our world falls into, being mathematics, the arts, history, the human and the natural sciences. The main goal of the

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exhibition is to delve into the extent or validity of the specific prompt chosen through the lens of the objects that have been decided to be most relevant to it, which must then must be presented in a document of 950 words — and, in our case, to visitors, verbally.

Tables were set up as metaphorical “stalls” throughout the Dining Hall, and each student arranged their objects on the table (though some had to be represented through photographs due to being physically unobtainable, such as a share of stock or a rock canvas with religious writing on it), as well as having their name and prompt printed on a label that then allowed those who came up to their exhibition to have a reference of their focus, regarding the things they’ve decided to present. There were two half-hour periods of exhibitions to allow those who presented to also be able to see the exhibitions of others during the event. Guests on the evening included prospective-IB Year 11s, parents, members of staff from both schools and, of course, the TOK teachers, Mr Gardner, BGS Senior Deputy Head and Mr Finch, Bedford School Director of IB. Hopefully this exhibition provided a myriad of different perspectives and experiences for all who were involved; many parents and teachers came away knowing much more about the sort of pondering that the IB students must do during their lessons, whereas for the students themselves, it may have helped solidify the importance of TOK in the world, or give them new ideas for considering how knowledge is less concrete than they may initially have thought at the start of the year. In any case, it was a commendable presentation of everyone’s exhibitions, and perhaps we can even look forward to a much bigger event next year, featuring the Year 11s who came along!

The Rise of

Girls’ Cricket

I

t’s the 8th March 2020; 86,174 fans pack out the famous Melbourne Cricket Ground for the final of the women’s T20 World Cup, the highest ever for a women’s cricket match. Australia beat India by 85 runs to win the T20 World Cup for a record-extending fifth time, and with that, women’s cricket took another giant leap forward. Compare this with the first T20 World Cup final at Lord’s in 2009, there were around 12,000 spectators, mainly due to it being a double header with the men’s game afterwards.

Fast forward to summer 2022, and you may hear the thwack of leather on willow during an after-school cricket session with enthusiastic students, of all abilities, eager to hone their bat and ball skills. Led by PE teachers, Mrs Melissa Jackson and Mr Martin Mason-McLeod, with support from the whole PE department, cricket has now been fully introduced as a major sport at BGS. Mr Mason-McLeod explained how the power and impact of women’s cricket is building a legacy which is helping to inspire the next generation: “Where the majority of the memorable and historic events in English cricket were made by the men’s side, women’s cricket is catching up with the pace slowly but surely. Over the last decade significant steps have taken place to increase participation, with over a million girls in more than 7,000 schools now playing the game. The number of cricket clubs involved in developing women’s and girls’ cricket has increased from 93 to more than 615 and the England Women’s Cricket Team have had fantastic successes in the World Cup and the T20 World Cup.” He continued: “Transforming girls’ cricket is one of six priorities outlined in the ECB’s Inspiring Generations strategy for 2020 – 2024, supported by £50m investment in the women’s game by 2025. The roadmap to activating this is laid out in the Transform Women’s & Girls’ Cricket Action Plan (launched 2019) and direct investment has significantly accelerated the development of the women’s game over the past few years.”

Mrs Jackson explained why cricket is an inclusive sport that delivers at all levels: “All girls from Years 3 to the Upper Sixth are offered cricket in curriculum PE lessons, alongside training at lunchtimes and after school. One of the benefits of cricket is the

“Transforming girls’ cricket is one of six priorities outlined in the ECB’s Inspiring Generations strategy for 2020 – 2024, supported by £50m investment in the women’s game by 2025.” different formats that can be played, depending on ability and time of year. It also gives the students a choice. Those who are keen to develop, show confidence and technical ability can start to play hard ball cricket; whilst those who are new to the game or want a more relaxed version can play softball. Cricket can also be played through the winter, both as training in the sports hall nets or as an indoor game. We hope to play fixtures in both hard and soft ball in the Senior School, providing extra opportunities for students to represent the School. The Junior School will also have fixtures, and be entered into the IAPS cricket competition.”

Following a kind donation by The Association, the School purchased a 2G Flicx pitch which enabled the students to use the indoor nets and play hard and soft ball matches. Indoor training started in February and shortly after BGS entered the Lady Taverners Indoor League.

After winning the county finals at both U13 and U15, BGS then represented Cricket East at the Regionals Finals and were one of only two schools who qualified across the East region in both age groups.

Mrs Jackson went on to talk about the facilities: “We currently use the school field for soft ball pitches and play hard ball at Cople Fields on the 2G Flicx pitch. Our long-term vision is to develop our facilities as cricket evolves at BGS, with a view to house cricket nets at both the School and Cople Fields. We are fortunate to have good links with both Bedford Cricket Club and Bedford School, which means we have access to outdoor nets, grass hard ball wickets, an astro wicket and bowling machines.”

for both the academy and the full side. Following outstanding performances at county level, Florence was offered her first senior professional contract at Sunrisers Cricket in 2021; she then signed on the dotted line again for the 2022 season and has represented the first team in the prestigious Charlotte Edwards Cup. Rhiannon Douglass, Year 10, currently plays County for the Bedfordshire & Huntingdonshire U15s. She also plays for Ampthill Town Cricket Club in the U15s and Women’s teams.”

At the end of May, we were proud to hear some exciting news about 2017 BGS alumna Izzy Gurney. Along with her colleagues at the MCC (the Marlyebone Cricket Club) and the MCC Foundation (the club’s charitable arm), they won the Tessa Jowell Community Award at the Sport Industry Group Awards for their Afghan Refugee Project.”

Launched in August 2021, following the Afghan refugee crisis; MCC Foundation began inviting up to 60 refugees that were housed in a local bridging hotel to Lord’s each week for cricket, English tutoring, creche facilities and a traditional Afghan meal. Izzy has been involved with cricket since her school days as a player and is an incredible advocate of how the game is a force for good.

Tuesday 26th April saw BGS compete in their first ever competitive outdoor match. It was an U18 cup game against Haileybury at Bedford School. Captained by Upper Sixth Student Florence Miller, BGS went on to win the game by 8 wickets. Amelia Barrow-Jones in Year 11 scored a very credible 58 not out, and overall it was a fantastic team performance.

A talented cricketer and ECB Level 2 coach, Izzy is currently the Operations Coordinator at the MCC Foundation. Izzy reflected on the Afghan Refugee Project: “The project was an eye-opening experience for all that were fortunate enough to work closely, week-on-week, with the refugees who arrived from Afghanistan feeling uprooted after being forced to flee their country and everything they know. It was deeply rewarding to see happy faces, to hear laughter and to witness some very skillful cricket. The project became a highlight in the participants’ weekly schedules (and my own!), providing families and individuals with an opportunity to socialise and learn new skills in a stimulating environment.”

Although this year is the first full season of cricket at BGS, current and former students have been playing the game from Club to professional level outside of school. Mr MasonMcLeod expanded: “At the top end of cricket performance, sisters Florence, Upper Sixth and Natasha Miller, Year 11, play for the Sunrisers Cricket, Natasha for the academy, and Florence

Director of Sport at BGS, Mrs Verity MasonMcLeod concluded: “We are extremely excited about the rise and growth of cricket here at BGS. It has been fantastic to see so many students enjoying cricket not only in their lessons, but also as a co-curricular club, a huge number are also accessing cricket clubs outside of school.

Exciting times ahead!”

The Muse | 12

THE JOY OF A TRIP The Junior School residential trips are legendary; ask any Upper Sixth student who started in Year 3 and they will still have happy memories of those early nights away from home! With the pandemic putting a stop to these adventures over recent years it has been thrilling to be able to reintroduce them.

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rs Carolyn Howe, Head of the Junior School, shared her excitement: “Our residential trips are always one of the highlights in the school calendar for both students and staff. The students love the excitement of going somewhere new, being independent from their families and spending time with their friends. We love watching the development of new skills; seeing the girls really step out of their comfort zones and build resilience and greater levels of selfmanagement, all in liberating settings outside of the School surroundings.

“Learning outside of the classroom is a vital component of our curriculum and I am so relieved that we have been able to reinstate the trips! I can literally see the students grow in confidence overnight. New friendships develop outside their class groups and I always relish watching the compassion between girls as they encourage each other to try new things and celebrate their successes. As adults we often take for granted new experiences such as trying new foods, or sleeping in new places

13 | The Muse

– we forgot for our younger students these are significant developmental milestones, especially after two years of lockdowns. The sense of achievement when they overcome their initial nerves is fantastic.

encouraging to our friends that were feeling nervous, supportive to everyone in our team, trust that our team members would keep us safe, practise good collaboration skills and try our BESTTT!

We think really carefully about the where and why of each of our residential trips. Each year group go to a different location; they are very carefully planned so that they offer greater levels of independence and knowledge acquisition at each stage, always linking back to the transdisciplinary themes that sit at the heart of our curriculum.”

“During the trip the girls were asked to reflect and add comments to a flip chart recording when they were brave or to report that someone had helped them conquer their fears.

By the end, the sheet was overflowing with positivity and signs of growing self-confidence and personal achievements.”

This year, our intrepid Year 4 were the first to venture off and headed to Grafham Water Activity Centre in Cambridgeshire where they participated in canoeing, mountain biking, sailing, orienteering and climbing.

Mrs Helena Schofield, Head of Year 4 commented: “We focused on the Centre’s acronym BESTTT (Brave, Encouraging, Safe, Try, Trust and Teamwork) and linked it back to the Learner Profile. The girls had to be brave in facing new and challenging activities,

Bold, imaginative and reflective were three attributes put to very good use when our Year 3s spent three days at Bradwell Residential Centre, where they enjoyed high ropes and archery on arrival before feasting on fish and chips by the seaside. There was a mixture of activities over the next two days including crabbing, rafting, beach bingo and power kiting.

Mrs Charlotte Martin, Head of Year 3 added: “The girls should be extremely proud of themselves; they enjoyed trying all of the

to make fires, used natural navigational tools and took part in other team-building activities, before walking the stretch of river path where they had paddled their canoes the previous day.

activities and we were impressed with how determined each of the girls were to push themselves. The activities linked back to themes of the natural world that have been explored during the last year.”

By the time the students are in Year 5 they are ready to take on a bigger adventure and they were sent off to camp out in the woods for their end of year residential. The girls transported themselves to and from the camp as well as building their tipi tents upon arrival: making it a real test of their perseverance, collaboration and communication skills.

The trip starts on the banks of the River Ouse outside our familiar Harpur Trust boathouses from where the students set off in canoes to paddle down the Ouse to the campsite – stopping for snacks and lunch by the lock.

Mrs Kristie Whomsley, Head of Year 5 said: “It is a challenging trip and they all had to really be very self-reliant, ensuring they listened carefully and managed an element of risk.”

With a focus on bush craft activities over the next 24 hours they created shelters, learnt

“For many, all the elements of the trip were a new experience; it helped them understand that you can have great big adventures close to home and work in harmony with nature and the environment. Beyond the physical and social connections, that sense of freedom and being at one with our natural surroundings was really well understood by so many of our girls.”

In the final year of the Junior School, as part of their transition programme, Year 6 students travel further afield and the trip takes on more of a knowledge-based focus, introducing the concept of an educational residential field trip akin to the experiences they will have in the Senior School. In May, Year 6 set off to Preston Montford Field Studies Centre in Shropshire with the objective of studying local mammal and pond life; exploring biological themes and improving their scientific analytical skills.

Throughout the trip students observed local wildlife, such as mice and voles, through the use of Mammal Hotels; they went pond dipping to study local water life and set up a science investigation to test which natural materials would be best for a mammal to make a home in order to keep warm. Enquiring minds were kept busy as they compared the different species found in the variety of habitats around the Field Studies Centre.

and growing their scientific skill set; so that they can see how conceptual ideas can be put into practice outside of the classroom. It really brought some of our learning to life and I was impressed by how well the girls made sophisticated learning connections, whilst having a marvellous time in the countryside with their friends – regardless of the weather!”

Mrs Howe agreed and added: “Beyond the academics, the life skills that the students develop whilst on these trips are so important – packing and unpacking, making beds, being fully prepared and clean for the day ahead.

They have to be very independent and for many this is a real steep change. They also need to support friends who may be finding it challenging; these are vital life skills which can only be developed through these types of experiences to help the students grow in empathy and understanding.

We all love the residential trips, making memories and connections are so important and I am so pleased we are finally back out on the road. I know the girls are already busy discussing the next big adventure.”

Mrs Davinia Inkson, Head of Year 6 commented: “We want the girls to have a lot of fun but to link it back to knowledge acquisition

The Muse | 14

Legend in their Lifetime

Mrs Katie Tombs Deputy Catering Manager

Jacinda Ardern

Prime Minister of New Zealand I remember reading a news article in 2017 about a young New Zealander called Jacinda Ardern, Jacinda had made the headlines because she had become, at 37 years old, the world’s youngest female Head of State.

I was compelled to find out more. I wanted to know who she was, where she’d come from and what had led her to such an achievement?

J

acinda was born in 1980 into a Mormon family, her father a police officer and her mother a school catering assistant. Jacinda inherited a strong work ethic and at the age of 14 she created her first CV and approached local shops for after school work. She grew up in an area where poverty and gang crime were common. These realities started to fuel her desire to see change.

Jacinda was introduced to politics by her Aunt Marie and she became a member of the Labour Party youth section at just 17, where she worked as a researcher. In 2001, she graduated with a degree in Politics and Public Relations and went to work in the government offices of the then Prime Minister, Helen Clarke.

way of me achieving whatever I wanted in life, I am, after all not the first but the 3rd female Prime Minister of New Zealand”. Shortly after being sworn-in, Jacinda came under fire from journalists who asked imposing questions about her desire to have a baby, again she simply replied: “I am not the first nor the last woman to multi task” adding: “It is totally unacceptable that woman should have to answer that question in the work place”.

“

I never ever grew up believing that my gender would ever get in the way of me achieving whatever I wanted in life, I am, after all not the first but the 3rd female Prime Minister of New Zealand.

”

Jacinda contested the Auckland Central seat for the Labour Party in 2011 losing by 717 votes. Again in 2014, she contested the Auckland Central seat and again lost.

Undeterred she stood in 2017, achieving a landslide victory winning 77% of the votes cast, resulting in her unanimous election as Deputy Leader of the Labour Party in March 2017 and then becoming leader the following August. By September, a coalition with the New Zealand First Party effectively made Jacinda Prime Minister.

It is during this time that I had left my corporate career as a Director of Sales and Marketing to fulfill a dream of owning and running my own restaurant business; I too had been asked many times during my career what my family intentions were, so instantly felt a solidarity with Jacinda. I had such admiration for how she answered the question, why couldn’t she be a woman, a mother and a world leader?

Being a similar age, I was in awe of how she was a real trailblazer in a world where women still aren’t always recognised as equals. I saw an interview from 2018 where she simply said: “I never ever grew up believing that my gender would ever get in the

Jacinda continued to be a trailblazer. In 2018 she was the first NZ Prime Minister to attend a Gay Pride Festival. She was the first NZ Prime Minster to be pregnant and give birth whilst in office, making the transition to motherhood look seamless

while still speaking honestly about the trials and tribulations of parenthood. In 2019, New Zealand saw a horrific terrorist attack on two mosques in Christchurch, Jacinda chose to wear a head scarf and stood with the mourning families, she hugged them, she grieved with them. In that instant she showed me she was not led by etiquette and protocol but by humanity and compassion; 10 days after this awful attack she had changed the law banning all semi-automatic weapons and the world praised her for her swift response.

As the global pandemic COVID-19 ripped through the world Jacinda stood out for her decisive action. She closed borders to limit the spread of the virus and announced that she and her cabinet would stand in solidarity with furloughed New Zealanders and take a 20% pay cut; urging others to follow their example. She engaged with children holding live Q&A sessions to help them understand the situation – assuring them that the Easter Bunny, Tooth Fairy and Father Christmas were all essential workers (my three-year-old daughter was most relieved!).

For me, what gives Jacinda her “legendary” status isn’t that she is one of the world’s youngest female Heads of State, or her achievements in improving life for so many in New Zealand; nor the fact she has shown to the world that you can be both a mother and a woman in power, but simply her ability to do the right thing, without being afraid of others; she stays true to herself. She leads with compassion and warmth and in doing so is paving the way for women throughout the world.