the
SUMMER ~ 2013 THE MUSE ISSUE 6
MUSE
LEARNING TO SEE THE BIGGER PICTURE With confidence, creativity and compassion
Visits & Voyages This list is by no means
Visitors In
exhaustive, but offers a flavour of guests in and visits out during the Summer Term.
Former Headmistresses and Governors of Bedford High School, Heritage Afternoon Former student of BHS, Charlotte McClean, Medics Talk Jo Fairley, Green & Blacks Co-founder, for Prize Giving Katherine Grainger, Olympic Rower, Speaker at Sports Awards Dinner Mr Bruce Edwards, Author and Editor, talks to the Fabulous Fiction club, LRC.
Mrs Doris Cobban, friend of the Junior School, talks about her family’s memories of Victorian Bedford and her recollections from the 1930s. Naomi Charatan, Former DAHS Student, Piano Recital for Oxford University Finals. Onatti Theatre Company, Spanish Language Play for Year 9 Putnoe Lower School and Renhold Lower School, Year 4 Community Dance Workshop Safe Driving Talk, Year 12 PHSE University Admissions Staff, for Higher Education Evening
Voyages Out Bedford Autodrome, Schools’ Grand Prix
John Bunyan Museum, Year 3 Visit
Bedford School Disco, Years 7 & 8
Kingswood, Year 6 Residential Trip
British School Museum, Hitchin, Year 4 History Trip
London Zoo, Year 6 Trip
Burwell House, Year 3 Residential Trip
Mansion House, Shuttleworth, Sixth Form Leavers’ Ball
Cambridge and Bedford, Girls’ Leadership Group Weekend
Museum of Childhood, Junior School Music Trip
Cambridge, UK Maths Trust Junior Team Challenge Castle Theatre, Wellingborough, We are Dancer, Performance with BGS girls in cast. CCF Annual General Inspection, Bedford School CCF Competition – Welbeck Cranfield University, Go4SET Eco Design and Industry Day Grafham Water, Year 4 Residential Trip
Oxford, Psychology Theatre Trip to see Derren Brown Paris, Years 7 & 8 Trip Regent’s Park Open Air Theatre, Year 10, To Kill a Mockingbird Regent’s Park Open Air Theatre, Year 12 English Trip, Pride & Prejudice Sheringham, Norfolk, Year 10 Geography Field Trip
Greenwich Theatre, Sixth Form English Trip to Ibsen’s Ghosts
Tate Modern, London, Year 12 Theory of Knowledge Trip
Harpur Trust English Society Talk on Milton at Bedford School
The Royal Theatre, Northampton, Year 7 Trip to see Midsummer Night’s Dream.
Ickwell Bury, Year 8 Teambuilding Trip
West End, Billy Elliott Theatre Trip
Isle of Wight, Year 8 Forensic Trip
Ypres, Visit to the Battlefields, Year 9
Bedford Girls’ School | www.bedfordgirlsschool.co.uk Bedford Girls’ School is part of The Harpur Trust. Company no. 3475202 / Charity no. 1066861
Editor’s Insight
W
elcome to the latest edition of The Muse and also to a new school year at Bedford Girls’ School. One of the best things about a break is that it enables us to see our familiar surroundings with fresh eyes when we return. In an increasingly frenetic world, it is vitally important that we are all able to take a moment to look at things calmly from a different perspective. In doing so, we are able to understand better challenges and problems thus helping us to solve them more effectively. We are able to gain greater understanding of issues and events, broadening our capacity for creative thinking and making us adept at dealing positively with change. It also promotes greater empathy and enables us to benefit fully from the enrichment offered by the arts, literature, music and language. Above all, it’s a skill that ensures that, intellectually, we are always learning and growing to the betterment both of ourselves and the world around us. In every area of life at Bedford Girls’ School, we encourage pupils to look beyond the surface and explore different ways of thinking. Whether it is exploring the beauty of Mathematics through the geometrical structure of dance, learning how to win from tales of an Olympian‘s early setbacks, or approaching a problem in Physics from a Chemist’s perspective, we continually strive to help them see the bigger picture. In doing so, we allow them to realise that there are no limits to their potential and that with hard work, determination and innovative, empathetic thinking, there is no obstacle that cannot be overcome and no objective that cannot be achieved. It is always a great pleasure to see how quickly the girls grasp the possibilities of this
philosophy and how readily they begin to apply creative thinking to everything they do. In the classroom, they are eager to explore new ways of approaching tasks and challenges and are able to identify and develop connections between diverse and difficult concepts. Across the co-curriculum they are open to undertaking new challenges, unshackled by the fear of failure and unwaveringly supportive and encouraging of each other. Above all, in their relationships and in their view of the world, they are adept at considering other people’s views, circumstances and needs. These qualities are, for me, what define a Bedford Girls’ School girl and what allows our young women to look to the future from the confident, creative and compassionate perspective of leadership. In this issue we have the opportunity to read about the many ways the girls have looked beyond their immediate perceptions of situations, people and challenges and have come away feeling inspired and more confident as a result and I am happy to say that this attribute can be seen and felt all around the school. For example, when Year 6 heard the story of Malala Yousafzai - shot by the Taliban for expressing her belief in girls’ education - they looked beyond their immediate feelings of shock and pity and asked how they could help affect change. Consequently, the Junior School Council will this year be supporting Educate Girls, an organisation committed to ensuring that no girl is marginalised or excluded from education, irrespective of where in the world she lives. Their understanding of the core issues surrounding Malala’s story is both insightful and empathetic. Their desire to make a difference is commendable and I look forward to seeing how they employ creative thinking to achieve their aims during the forthcoming year.
“ In every area of
life at Bedford Girls’ School, we encourage pupils to look beyond the surface and explore different
”
ways of thinking
Jo MacKenzie Head
The Muse | 02
Inspired by
Science & Discovery
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hen American television network CBS first broadcast CSI: Crime Scene Investigation, on 6th October 2000, little could they have foreseen how quickly the programme would become a global phenomenon. However, the most watched show in the world has since been criticised for its unrealistic portrayal of forensics, influencing the outcome of jury behaviour and highlighting the wrong areas of a complex and diverse branch of Science. The so-called CSI Effect has certainly led to a dramatic increase in UK applications for related degrees - a positive bonus for teachers when encouraging STEM (Science, Technology, Engineering and Mathematics) subjects in the classroom. However, concerns have been expressed that undergraduates are ill-prepared for the less glamorous side of forensic laboratory work and the practical realities of a demanding, diverse and meticulous profession.
With an unrivalled commitment to offering girls a hands-on and holistic approach to all areas of science, Bedford Girls’ School fully prepares pupils not just for Higher Education but also for careers in the field. While its Year 8 Summer Term forensics trip to the Isle of Wight was oversubscribed, the girls were left in no doubt as to the depth and breadth of the subject and of the many skills and attributes required to forge a career in Science. Naveen Basra said: “The trip gave us a genuine insight into life as a Forensics Scientist because we were able to explore the subject in ways we 03 | The Muse
couldn’t in the classroom. We were presented with a scenario where a violent crime had been committed and had to use real forensics techniques to gather clues and identify the suspect. Wearing goofy goggles and aprons was really good fun but we soon discovered that taking finger prints, analysing hair and collecting samples needed serious scientific thinking and a lot of brain-power.”
“ The trip gave us a genuine
insight into life as a Forensics Scientist because we were able to explore the subject in ways we couldn’t in the classroom
”
Dorothy Chandler
“What surprised me was how you need to use Biology, Chemistry and Physics to work in forensics, meaning you would probably struggle to work at a crime scene unless you had studied all three carefully rather than concentrating on your favourite,” said Devon Ward. “It was really interesting to be acting like a proper Forensic Scientist, I’d certainly never realised how much of what they do is based on detailed experiments in the laboratory rather than at the crime scene itself.” “Above all, what I think I came away with was an understanding of how being able to think
scientifically and use techniques properly and effectively is more important than the area of science you’re working in. The skills you need to use in forensics are a combination of those you use in other areas so it’s important to master those and to learn to think like a Scientist before you pick one exact area of interest,” she added. “It’s definitely true that many of the skills you learn in science can be used in lots of different careers and, if you’re good at all three science subjects, your options are very open,” agreed Naveen. “While we were there we developed a strong interest in Marine Biology. The Biologists from the PGL Centre where we stayed took us on a trek down to the beach to go rock pooling.” “After they’d talked us through some of the creatures we might find, like crabs, mussels, limpets and razor fish, we divided into groups to look for samples. We had to record all our finds and make observations which were another example of using science in a way I hadn’t thought of before, as did the survival skills where we had to light a fire and build a shelter which is all science really!” “For me,” added Devon, “The trip really opened my eyes. It showed us what life is really like for two different types of Scientists but also that many of the skills you need are shared by both. It really did make me think about my career and I think I’ll keep working hard at understanding and enjoying science so that, when I do choose an area I really want to work in, I’ll have all the information I need to see the bigger picture.”
LEARNING TO LEAD
I
t’s a balmy afternoon in early July and sunlight is pouring through the windows of the Girls’ Leadership Group office. Pot plants and in-trays have been cleared from the shelves and balance precariously atop a well-used office chair by the door. The walls, too, are markedly bare, save for one or two hastily-mounted sheets of notes outlining an action plan for Bedford Girls’ Schools’ first Sports Awards and Prize Giving. Yet, despite the small room’s lack of adornment, it feels anything but empty. Instead it is full of an atmosphere of optimism and possibility, like a newly turned blank page in a journal waiting to be written on. Sitting in a chair facing away from the desk is new Head Girl, Harriet Clough. Flanked by Sports Captain, Charlotte Stevens, and Lottie Bruce, one of her two Deputy Head Girls, she explains that the small pile of eclectic paraphernalia constitutes the few remaining items awaiting collection by the outgoing GLG before they embark upon the next stage of their lives. “I’m really not sure they’ll actually want to keep any of it,” she says, surveying the jumble “but we certainly won’t throw it away until we’re sure. There’s a real legacy feel to
our appointment and that transfers to our moving into the office. It’s a handover not a takeover and, while we will bring something entirely new to our roles, we are all in the very special position of being part of the school’s history, where we can each leave our individual mark as part of something ever evolving and developing. To do so effectively, though, we must all learn from each other as we hand over the baton.” This sense of legacy has been apparent since the girls were appointed at the end of the Spring Term and the incoming and outgoing teams have worked collaboratively ever since. From the moment the new group’s roles were announced, the older girls have proved an invaluable support, not least during the school’s second ever GLG weekend in April. “During Leadership Week, when we were all involved in the application process, we were all told to pencil in a ‘save the date’ for the weekend of 13th April. We had no idea of what the itinerary for the weekend would be but the Upper Sixth team did let us know it was an experience not to be missed! This reassurance was very much appreciated when we turned up at Miss MacKenzie’s house to drop our bags off on
the Saturday morning before being whisked off to Cambridge by minibus.” Upon arrival, the girls were met with the challenge of cycling through the city to the Head’s sister’s home where, in unfamiliar surroundings, they were charged with embarking on a novel variation of a treasure hunt. Pitted against the outgoing GLG, the girls had to work together to follow a number of instructions and, having achieved the goal, capture the moment on camera. While at first glance, such a task might appear like little more than an icebreaker, the challenge has some very solid foundations. By taking the group out of the comfort zone of the immediate school environment, they not only harnessed their thinking skills but also learnt a great deal about group dynamics; essential to their leadership role when many of the responsibilities they will face as GLG involve thinking on their feet in unfamiliar and potentially daunting situations. Perhaps unsurprisingly, for a team chosen with considerable care, for many of the group this was the most enjoyable and eye-opening aspect of the weekend. “I really enjoyed the bizarre scavenger hunt,” enthuses Charlotte, “It was a bit strange at first to be asked to take pictures that
The Muse | 04
Learning to Lead Continued
followed the guidelines of taking pictures of the team ‘feeding ducks’ or ‘in water up to our knees’, especially in a place we didn’t know very well. However, it soon became clear that we could be quite creative with the remit and kneeling in a puddle is fine - especially when your team wins!” “We all worked really well together,” says Lottie, “and this was a great way of seeing what people’s individual strengths are. We all gelled really naturally and, even though there was a hamper of sweets at stake, kept our cool. Even though, as Charlotte says, the challenge seemed a bit odd to begin with, I can see now how it gave us a head start on what it would be like working together. We all know what we bring to the team and that’s helped us plan our contribution to the Sports Awards and Prize Giving.” The next challenge facing the group was planning and shopping for an evening meal for the whole group back at Bedford Girls’ School. As the incoming GLG boarded the minibus home, the Upper Sixth were at leisure in Cambridge and embarked upon an afternoon’s shopping of their own, although not one involving groceries. With a budget of £100 and around 40 mouths to feed, Harriet and her team descended on a local supermarket and bought the ingredients for a substantial and economical chilli. Teamwork was again required when, back at the school, the girls divided into two separate groups; one to cook and one to dress a marquee for dining and entertainment, as well as putting up 12 two-man tents, the other to tackle the task of cooking in bulk within the confines of a small kitchen space. For Franklin House Captain, Hannah Ventisei, this proved one of the most challenging elements of the weekend yet, as the group worked together to thwart potential chaos, ultimately one of the most satisfying.
05 | The Muse
“In typical British Fashion, it was pouring with rain while six people struggled to laboriously erect each tent,” she explains. “Then, with just half an hour until dinner, we realised that no one had prepared the tables in the marquee. Fortunately, Harriet kept her cool and fathomed a means to an end. Under her clear guidance, all the House Captains - in many other ways rivals - pulled together to create a seating plan that maximised the limited space “By the time the Upper Sixth and staff returned from Cambridge, everything was under control. Dinner was bubbling away and we welcomed everyone with a drink and a soaking wet smile,” she laughs. After dinner, before bedding down in their tents, the group spent time talking to the Senior Leadership Team and the outgoing GLG about the challenges and rewards that lie ahead of them. For Harriet, this was a defining moment and one that sealed both her sense of legacy and her confidence as Head Girl. “The Upper Sixth group were great. They imparted a lot of words of wisdom and stories about how they have overcome challenges and worked together towards positive outcomes,” she reflects. “They, like us, are a closely knit group and have a diverse but complimentary skill set. They are also aspirational figures and have been a phenomenal GLG. As we talked, I really became aware not just of the similarities between the two groups but also of our differences and I came to see that as a point of strength. We are not a carbon copy of the outgoing team; as individuals and collectively, we are very different. As a result, we are not competing with their legacy but building upon it to the betterment of every girl in the school. This sense of independence but continuation really gave me confidence and I think we will all carry that throughout our time as the GLG,” she adds. In the morning, the group were joined by the new prefects and met with the Senior Leadership Team and Heads of House to discuss their roles over the next academic year. The mood among the group was celebratory and each individual felt a mounting excitement as the realities of their
appointment set in. The whole group then embarked upon a collective drumming workshop led by a professional percussionist and team building expert. “Even the slightly sleep deprived GLG were smiling at the joy that comes from creating music together,” says Hannah. “As we all contributed to the powerful noise, I felt closer than ever to the other girls. It was fantastic and an amazing and powerful opportunity to form a closer working bond in a fun and powerful way.” “Everyone in our year gets on brilliantly,” elaborates Charlotte. “There’s no division between us at all. In fact, I don’t think any of us even remember who went to which school before the merger. It’s as if we’ve always been part of the same school and drumming together really emphasised that close-knit sense of community between the whole team.” “Together,” adds Harriet, “we definitely sounded better than we would have done apart and, for me, that really underpins the whole weekend from the moment we arrived at school to the barbecue we enjoyed at the end with our parents, who had been invited to join us. Just as the outgoing GLG has changed and influenced life at the school, so will we are in own unique way. Just before leaving the office at the close of lunch, she adds:
“ The GLG weekend began
a new chapter in Leadership at Bedford Girls’ School. Our chapter will be unique and individual but there wouldn’t be a book without the one before. For me, it’s a privilege to be part of the story and I can’t wait to see how it unfolds in the year ahead.
”
Pictured Left to Right Anna Edwards & Mitra Visvaraja
Your School, My School, Our School
F
ormer Dame Alice Harpur School Pupil, Anna Edwards (attended 1995-2000), and current Year 12 pupil, Mitra Visvaraja, share a keen interest in the media. While Anna is an experienced Special Reporter for Sky Sports, Mitra is just starting to build the
foundations for what she hopes will be a career in print, radio or television. Here, they tell The Muse how school encouraged them both to follow their dreams.
Do you remember your first day at school? AE: I joined Dame Alice in 1995 in Year 9. I remember visiting with my parents to meet Mrs Randle and being really excited about my new school. Lucy Kirwin wrote me a lovely letter during the summer holidays to introduce herself as my ‘buddy’ for my first term. She made things very easy for me when I arrived and we remain in touch now, 18 years later. MV: Yes, it was unique as I joined BGS during the merger. Everyone got on so well, I really couldn’t tell who had come from Dame Alice and who had come from the High School. It was as if everyone, including me, had known each other for ages. It all just clicked into place and, within days, it felt like we’d never been anywhere else. What is/was your favourite subject and why? MV: I think my favourite subject is Art as I enjoy it as a hobby outside school and it provides a creative outlet for me, which balances my other three more academic subjects. One of the things I like best about BGS is that you’re encouraged to take a broad range of subjects and that being creative is valued as an important life skill. AE: PE was my favourite because it felt like a way of escaping the books and classrooms and getting outdoors. I loved playing sports and being House Captain when I was at Dame Alice. I’ve taken this passion from School into my career as a Deputy Editor at Sky Sports News. At school, what is/was your favourite place to be? AE: The Sixth Form common room. We had free periods, sofas, a kitchen and a vending machine – it felt so grown up when starting Year 12. Simple pleasures!
MV: Either the media suite or the common room, as I have the time to work independently, at my own speed and with all the resources I need. At BGS, I think we all really benefit from being able to learn in different ways rather than just sitting in a classroom. I also like the Media Suite because it has Macs in it and I know I’ll be using them every day if I realise my dream of working in the Media.
alongside my subjects. With a group of
If you could revisit one moment in the past from your time at school what would it be?
really glad I’ve had the chance to do that and
MV: Probably Year 10, as this was our first opportunity to choose the subjects that we showed interest in. It felt like the first steps towards adulthood! AE: That’s a hard one to answer. There were so many great moments from school trips to the USA, Rome and Greece, the Leavers Ball in 2000, sports victories, Bedford School discos and getting lost in Derbyshire during a Duke of Edinburgh weekend.
friends and other girls hoping to work in radio, television, design or online and print journalism, I’ve recently set up a Bedford Girls’ School Media society. It’s a challenge, particularly as we’re starting from scratch, but that’s what makes it so exciting. I only wish I’d started earlier! I do really enjoy sport but I’ve never really settled on one. That said, I’ve always enjoyed trying new things and I’m the PE staff are so encouraging. How has school shaped your life, career - or career aspirations - and values? AE: During my school years I was worried about not being bright enough to be a Doctor, a Lawyer or an Accountant. In reality, I really had nothing to worry about. Only with the power of hindsight can I look back and see the bigger picture. Dame Alice taught me much more than Algebra, French and Jane Austen. It taught me to have dreams,
If you could start school again, what would you do differently?
showed me the importance of friendships,
AE: I would have thought twice about getting a new fringe cut for my first day at my new school! I would have studied harder at Maths and Science so I could be a lot richer now!
me for life away from Cardington Road and
I would have joined the Rowing team if only for the Bedford School boys! In all seriousness, I probably wouldn’t have done any of it differently. I was one of those pupils that some may consider slightly odd for enjoying school, but, the truth is I did. I have very happy memories and feel like I am where I am now thanks to everything I learnt at Dame Alice.
future that combines both my academic and
MV: I would try to commit to a sport and take part in more societies that work
never do this, you’ll never know what you
encouraged me to be confident, prepared armed me with the belief that anything is possible. Values I will continue to take with me through life. MV: The school has guided me to aim for a creative interests and to take full advantage of opportunities given. In starting the Media Society, I’ve really taken on board what the school values actually mean and they certainly shape the way I approach things. Above all, I’ve learnt that to succeed you have to work hard and sometimes push yourself beyond your comfort zone. If you could have achieved. The Muse | 06
Experimental Science and the IB Buzz Other than being essential to the welfare of three-quarters of global food crops, one of the most remarkable things about bees is their ability to learn to associate two things they have never seen together before. working between those studying Biology, Chemistry and Physics can offer a fresh approach to a challenge and a new perspective on scientific theory.
n using simple logical steps to learn from other bees which flowers hold the sweetest nectar, the insects can offer us an insight into how social learning behaviours and communication can develop in animals, ultimately offering us evidence of how similar yet more sophisticated traits such as language - evolved in humans. The art of drawing a correlation between ways of thinking and methodology across differing subject areas is also one of the key aims of the International Baccalaureate Diploma. For some IB students, marrying a recent trip to Hinchingbrooke Country Park Apiary to an Experimental Sciences project initially appeared too abstract a coupling. However, after a day in the field, the girls came away with an understanding not just of how much bees can tell us about science but also of how collaborative 07 | The Muse
Experimental Sciences is the umbrella heading for Group 4, one of six subject areas, in the IB curriculum. Even the most reluctant scientist must take either Biology, Chemistry or Physics but, with pupils free to take just one further subject from any of the six groups, even the keenest can only study two. For this reason, Science as part of the IB has always proved a talking point, with one ‘type’ of scholar asking whether it might not be better to specialise wholly in Science (a route achievable only via A level) with another, eager to drop Science altogether, questioning the wisdom of studying it at all. However, with a record number of IB students, worldwide, being offered their first choice place this year - and many of them in Science courses - the programme is increasingly answering its critics and proving its value as a passport into academic and professional success. At Bedford Girls’ School, the take-up of the diploma also owes a great deal to the pupils’ own willingness to share their opinions and experiences first-hand and the Group 4 Science Project offers an ideal opportunity for them to do so. Based around collaborative working, the project demands that girls from each of the Group 4 subjects work together. As well as allowing the sharing of concepts and perceptions between the three disciplines,
this also encourages an understanding of the relationships between the subjects and, rather like the bees themselves, promotes communication as a bridging tool between different schools of interpretation and understanding. The project is broken down into three key sections: Planning, Action and Evaluation but, while it must follow this structure, it allows pupils to explore areas such as the environmental and ethical impact of Science and to examine the limitations of scientific study in light of the resources and data available. Above all, the project places great emphasis on co-operation between the disciplines and on scientific process and investigation, even above the products of such investigation. During the planning stages, the girls worked well together and the trip itself saw them collaborate enthusiastically in both field and lab work. Having returned to school and evaluated their findings further, they were then given the added challenge of communicating their findings first to staff, then to Senior School girls and finally to a group of Junior School pupils. Though perhaps the biggest challenge of all, communicating their findings to three such differing audiences also most clearly demonstrated the benefits of collaborative working. It also left the girls in no doubt that whether you are taking one or two Group 4 subjects and at whatever level, a broader understanding of crossdisciplinary scientific thinking means that IB Science doesn’t have a sting in its tail.
Rebecca Preston, Y12 IB Student Bees had always seemed like a bit of an anti-climax for our Group Four project to me, I kept asking myself “Just how much science is there really in bees?” However upon arriving at the apiary my perspective completely changed. Not only was this a fun chance for the group to get up close and personal to bees, the hives and (most importantly to us all) the honey bees make, but it was a chance to take a risk and get out of our comfort zone. Never have I experienced such a mixture of terror and fascination as when Mrs Lockren kindly informed me that I had around fifty or so bees happily crawling all over the back of my head. Even the nature walk we took, despite it making me sneeze a lot, was a look into the beautiful nature around the
countryside and the types of flowers bees pollinate.
frantically trying to photograph them before they popped.
Once back in school we all knew what we wanted to explore further with regards to the science of bees. As a Physicist I teamed up with my friend Lucy and we delved into the structure of the honeycomb cells, a research based Physics project that turned out to be more complex than we initially imagined. It wasn’t just the long reels of geometry that made this a challenge, but even the pronunciation! Try saying “Tri-rhombic” when you’re nervous! Eager to get our hands on a bit of practical work we also carried out an experiment to show how the cells form hexagons under pressure. How to do this? Blowing bubbles and
When it came to our turn to present I could definitely feel the tension rising in the room. My own heart was thudding and I could feel my tongue twisting up at the mere thought of trying to say “tri-rhombic structure.” Thankfully we all had come together as a team so I felt confident that I could do this for the IB team. Our explanations had been simplified so we wouldn’t confuse our audience (not to mention our own group) with hard core Physics, and overall I think the presentation went really well. The whole experience was lots of fun and I enjoyed working with everyone, plus the honey was a big bonus!
Zoe Carter, Y12 IB Student I thoroughly enjoyed our trip to Hinchingbrooke Country Park. Having very limited knowledge about bees before the visit, I thought that it was a great way to introduce the topic. A short presentation given to us about bees as a community gave me a quick insight into the natural complexity of this intriguing insect. This talk stimulated my interest in Science, in particular Biology, and I felt excited to get out in the field and experience it for myself. I found it fascinating to learn about the art of bee keeping and the importance of bees to ecosystems, especially considering that
I had no understanding of this before the trip. What struck me the most whilst reflecting on the project as a whole is the extent at which full involvement in practical fieldwork is one of the best ways to learn something new. Not only did we gain understanding about the behaviour of bees and the process of honey making, but we experienced the whole picture which makes it hard to forget. I think that having the opportunity to handle the bees in the hive allowed us to all find something that attracted us significantly, which in turn lead to greater enthusiasm when back in the
school lab and therefore more exciting and exuberant presentations. The wide range of things that were introduced to us at Hitchingbrooke led to many diverse topics of research within the group, and each sub-group looked at depth into a very specific aspect of the life of bees or honey. I hope that this meant that each audience member found something to which they could relate. Our experience allowed us to find topics that were relevant and worth investigating, such as the importance of bees in the global ecosystem.
The Muse | 08
Confidence, Camaraderie and Fun
A CLOSER LOOK AT CCF The Combined Cadet Force (CCF) has a well-cemented reputation for bringing out the best in pupils, instilling young people with skills such as responsibility, self-reliance, resourcefulness, endurance and perseverance. However for some parents, the intrinsic relationship between CCF and the Armed Forces creates a moral conflict in its own right. In order to gauge what pupils really gain from CCF, The Muse caught up with Bedford Girls’ School recruits Johanna Rawlings, Katy Sergeant and Kerenza Killingbeck and discovered why CCF is far removed from any uncomfortable connotations or preconceptions of girls with guns. What inspired you to join the CCF at Bedford Girls’ School? KS: I wanted to join to meet new people since I didn’t join BGS until Year 9. Because the CCF is jointly run between BGS and Bedford School this seemed the ideal way of making friends quickly! I knew I liked watery activities even though I’d not had much experience of them, so I joined the Navy Section. KK: I started CCF in Year 10, aged 14. When I was younger I would see the girls in their uniforms and wondered exactly what they did. I knew it would be something exciting and different to normal school life so I decided to try it. I signed up to the Army Section and it’s a decision I’ve never regretted! JR: My older sister flew with the RAF Section and I joined the same section at the start of Year 10 because I found the prospect of flying really exciting and was eager to build on my life experiences.
the final term of Year 9. This was brilliant as we all felt we were an integral part of a group that was growing and developing. KK: My immediate impression was that it was a fun way to meet new people. I made friends with people from both schools who I might never have grown close to otherwise. I also quickly gained a new level of respect for people in the Armed Forces as I realised there was more to their jobs than charging into battle. What was the first CCF activity you took part in? KS: My first Field Weekend. It involved camping in the wet with army rations to get us by. I must say it was one of my favourite Field Weekends because I bonded with my Navy Cadets, making good friends whom I’m still close to today.
JR: My experience was very positive. I was nervous on my first day but, like everyone I have ever spoken to, my worry was unfounded and I made some really close friends in the first term.
KK: For me it was the Recruits’ Field Weekend. We took part in taster games and activities that gave us a really good feel for what CCF is really like. We went on night hikes and camped out. I will never forget the shooting stars! When you’re in the middle of a field trying to find your way to base or grappling with the basic concepts of Army drill, there’s no other option but to work together and get to know one another better.
KS: At the time the Navy Section was very small so, along with a few other girls, I was given the opportunity to start CCF early in
JR: The winter term Field Weekend was my first CCF activity. It was probably one of my most surreal experiences! I had never
What were your first impressions?
09 | The Muse
even slept outside in a tent before, so being told to put up a basher by torchlight and sleep under it was an experience and a half. However, I was taken such good care of by both the teachers and the Year 12 Non-Commissioned Officers (who lead the training on exercise as part of their training to become cadet instructors) that, although it was a challenge, I enjoyed myself immensely. I can also honestly say that the Field Weekend developed me as a person. I became more adventurous and I really began to appreciate how much further a group can get by working as a team. What unique opportunities has CCF offered you? KS: CCF has given me so many opportunities. I have been on two leadership courses, I know how to sail and rig different types of boats and I have been on many active and non-active Navy ships including a missile carrying submarine. Not everyone can say that they quarry dived into a sunken helicopter wreck on their birthday, but last July that’s exactly what I did when I qualified as an ocean diver at HMS Raleigh in Plymouth. KK: Within a few weeks of joining, I had the opportunity to fly a glider. This was by far one of the most amazing things I’ve ever done. Flying hundreds of metres over the school was an unbelievable experience. Through CCF I’ve had the opportunity
to go to Snowdonia and do adventurous activities like gorge walking, abseiling, and mountain climbing. Since I started CCF, the opportunities available have only increased. There’s really nothing like it. There are diving courses, sailing trips and skiing holidays. There is always something to do with CCF, no matter which Service you join. JR: There are so many! I have been on two adventure training camps and I was awarded a gliding scholarship where I learnt how to fly a glider. I was taught how to take off, control and land and, if the weather had been a bit better, I would have had the chance to fly solo. Recently, I have been offered an RAF flying scholarship where I will get twelve hours flight time learning how to fly a Grob115 aircraft solo. All these opportunities are amazing and I can’t begin to express how much I value the experiences the CCF has given me. How has CCF shaped your character? KK: Other than not being able to walk around the school without keeping in time with other people? CCF has made me more independent and aware of the things I’m capable of. I know that I can climb a mountain or find a destination in the middle of the night without any problem so my confidence has increased across the board. The challenges that CCF presents force you to look at things from every perspective and you realise there is usually more than one
way to solve a problem. CCF has taught me leadership and teamwork and it’s made me more adventurous and given me a more positive outlook on life. JR: I think a key quality, which I never thought I would gain, is being able to lead and teach a group of cadets. Working as a team and communicating well within a group are also skills I have developed but it’s only as I look back that I truly see these attributes in me. While I was developing them, I was having too much fun to be conscious of how the process was influencing me. I’m definitely more adventurous now and ready to take on challenges which I may have previously steered clear of but, while CCF has improved numerous aspects of my life, it hasn’t changed the person I am fundamentally and I think that’s really important. KS: Next year I have the opportunity to be an NCO and recently my activities have been based around leadership training and skill building which have been tough but fun. CCF has found and improved qualities in me I never knew I had. I have become a more confident person and my social side of school life has improved as I have made many new friends in both schools.
opportunities which you will struggle to get anywhere else. I have experienced zero gravity as well as all the G Forces up to 6G and have flown a barrel roll, a loop and a stall turn. CCF has an undeserved reputation for being difficult but you should try it and judge for yourself. I think you would be surprised at the experience. CCF is a challenge, but it’s a positive challenge and not one which is horrible or scary. KK: Try it! You’ll definitely be surprised by the things that you can learn and benefit from. You won’t find a cheaper, safer way of experiencing so many amazing different activities than by joining CCF. There’s much more to CCF than marching around fields and shooting rifles. There’s no presumption that you’ll join the Armed Forces because you’re involved with CCF although, when I visited Welbeck Sixth Form Defence College, I began to consider an engineering career in the forces - something I never thought I would do. KS: Well, what can I say other than do it, do it, do it? No matter what section you go into CCF is an amazing, life changing opportunity you’re unlikely to get again. CCF opens hundreds of doors for your future. It gives
What would you say to other girls thinking about joining CCF?
you qualities that help you to stand out from
JR: CCF can make a real difference to your whole approach to life. It provides amazing
gives you skill that you can’t get
the rest on a university application and it anywhere else!
The Muse | 10
Sports Report
Sue Bullerwell Tennis Coach
Tennis Days after Andy Murray was crowned the first British male to win Wimbledon in 77 years, he delivered a short, sharp message to the Lawn Tennis Association: get children playing younger. Until the sport is integrated into the PE curriculum, he warned, the future of the British game is in jeopardy.
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t Bedford Girls’ School, where tennis is an integral part of the sporting summer timetable and one of the most popular curricular activities available, it’s difficult to deny the positive benefits of getting girls out on the courts from the moment they join the Junior School. Here, Tennis Coach, Sue Bullerwell explains the appeal of the game and why a combination of expert coaching, excellent facilities and a strategic approach to supporting young players means it’s not a pipe dream to think the next British woman to lift the Venus Rosewater Trophy, last won by Virginia Wade in 1977, could be a member of the Bedford Girls’ School Alumnae.
staff to teach individuals and small groups at the right level and pace for them. Those girls with a real aptitude for the sport are given the tools and support they need to develop their talent and technique while girls who are not so confident are able to make consistent improvements to their game and take pride in their progress.
Over recent years, high-profile players like Andy Murray and Laura Robson have done a great deal for tennis. Increased media coverage and British success on the court means girls join the Junior School brimming with enthusiasm for the game. However we are one of the few schools in the UK able to seize upon this grassroots eagerness at an early enough age for the sport to become a life-long passion for budding players. We are fortunate enough to have 12 astro turf tennis courts and the ability to transfer play to the Sports Hall during inclement weather. Each week during the Summer Term all years between 3 and 9 enjoy regular lessons as part of the timetable and the take-up of the sport as an elective in Years 10 to 13 is phenomenal. In the PE department, we are all keen players with a breadth of experience and everyone is able to teach tennis to a high standard. This means that, as well as having several groups on the courts at one time, we have enough 11 | The Muse
Unusually for any school, we are part of a dynamic partnership with Riverside Lawn Tennis Club, a Lawn Tennis Association Performance Club with a terrific record for developing juniors through to the national game. Before school, a number of coaches from the Riverside come to Bedford Girls’ School to lead coaching sessions and several
of our elite players attend the club, in free periods and during lunchtimes for additional coaching sessions. This partnership is great for our elite players and helps them develop the technique, fitness and other skills, such as mental resolve, that could take them to the top of their game. During the Summer Term alone, our Under 11 squad won the IAPS Tennis Tournament at Rugby School while our Year 8 players reached the National Finals of the Aegon Competition and are ranked fourth in the country. While success at elite level is fantastic, the very best thing about tennis, for me, is its inclusivity. Picking up a racquet and having a game – at any age or any level of ability - is terrific fun and I’d encourage everyone to have a go. At Bedford Girls’ School, players of any ability are encouraged to get involved and to compete at a level that’s right for them. Towards the end of the Summer Term, we held two open invitation tournaments, one for mothers and daughters (as part of WomenTry Sport Week) and our inaugural Bedford Girls’ School Internal Tennis Championships which saw a hundred girls from Years 4 to 12 taking to the courts on Saturday of Ladies Finals Day at Wimbledon. Both were a resounding success, with players of all abilities taking part not just to win but for the joy of it. As a former Junior Wimbledon competitor myself, I know the exhilaration and reward of playing at a high level. As a tennis coach at Bedford Girls’ School, I now know that it’s the popularity of the sport among all the girls, as well as the success of teams in competition, that definitively underlines Murray’s message and safeguards the sport for years to come.
Steps in Additional Thinking When pop maverick, Elvis Costello, opined that: “Writing about music is like dancing about architecture, it’s a really stupid thing to want to do” he had little idea his remark would slip into the everyday lexicon as the pretentions and posturing of those who merely talk a good game. Horrified though left-leaning Costello would be at the accusation of closed mindedness, in reality, it is always possible to see connections between even the most disparate things. One can draw parallels between different subjects and separate schools of thought, if not between their core substance then in the way we assess, analyse and digest them.
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uring the Summer Term, Bedford Girls’ School undertook a Year 7 session specifically designed to explore the links between the seemingly disconnected fields of Dance and Mathematics. Bold, ground-breaking and in the vanguard of contemporary educational thinking, the exercise helped to enrich the girls’ understanding of both subjects and challenged and addressed a perceived gulf between the so-called soft subject of Dance and the apparently weightier proposition of Mathematics. It also provided an excellent demonstration of crosscurricular collaboration that helped Dance Teacher, Lesley Bream, realise the tangible connection she has always seen between the subjects. “Dance cannot be separated from counting, from rhythms or from patterns and like
Mathematics it relies wholly on the ability to classify and organise information. Patterns, shapes, geometry and measurement are essential to any dance,” she explains. “More often than not people understand that there are links between Dance and History, Geography, Music, Art, Drama and PE but as I planned my lessons at the start of the academic year, I was particularly determined to explore its powerful and obvious links with Mathematics. I knew this was the basis of some really exciting collaborative work and a great way for the girls to broaden their approach to both subjects in a new and thought-provoking way,” she adds. After meeting with Head of Dance, Suzanne Winter, who shared her excitement about the potential of exploring new crosscurricular ties, Lesley approached the Mathematics Department.
“Mathematics is a thread that runs through every aspect of life,” reflects Head of Mathematics, Geraldine Hubbard, “So when Lesley asked me to consider its links with Dance I was delighted. The connections that came to me immediately involved symmetries and transformations. These were topics being covered by Year 7 so the idea was borne to devise an activity afternoon where we would introduce these concepts through dance. After further research, we were both struck by clear evidence that forging connections between two seemingly diverse subjects has a positive impact on wider learning and critical thinking and this was an avenue we wanted to pursue further.” After a conversation with Head of Thinking Skills, Cliff Canning, the two were left in no doubt as to the venture’s positive effect on cognitive processes and in developing creative thinking. “We all looked at lots of research, predominantly from the US, looking at the curriculum in novel ways. We considered the role of Thinking Skills and approaches to learning that go beyond the conventional as well as discussing our own ideas about what would be both challenging and accessible for the girls,” says Cliff Canning. “For me, the aim was to have the girls understand learning as a connected whole The Muse | 12
Steps in Additional Thinking Continued
and to see Mathematics and Dance in new ways that would deepen their thinking and understanding,” he adds. “Also, what really fascinated me was the idea that Dance could be perceived as a means of communication, a language if you will, that - in turn - could be used to explain Mathematics from an entirely different perspective. “Very few people think without utilising language,” he explains. “For the vast majority, even a visual idea needs language for it to translate to the brain. If we consider both Dance and Mathematics as languages, the reason one can improve our understanding of the other becomes clear. By using the language of Dance to explain Mathematics, we are broadening the parameters of conceptual reasoning and applying a different method of interpreting information to an area with its own boundaries of communication. Not only does this enable higher-order thinking within the framework of the immediate subject area, it also promotes an aptitude for using Thinking Skills across the curriculum.” Planning the minutiae of the day proved an involved but enjoyable process with meetings giving way to creative brainstorming sessions and facilitating greater inter-departmental understanding. As Geraldine Hubbard explains, while their methods were sometimes unconventional, by the time the day arrived, everyone had a confident grasp of the different perspectives required to deliver a successful outcome for the girls. “I gained a far deeper understanding of how dance can be developed and of how Thinking Skills cross-transfer to all curriculum areas. There was a high level of cooperation between the staff involved including one memorable afternoon when we all ended up dancing round a hexagon,” she says.
The hexagon evolved from Suzanne Winter’s investigation into the use of small simple step pattern formations within a metre square box. These developed into the introduction of more complex patterns using various angles, dimensions and a variety of rhythms. Eventually, the group had devised a structured running order for the day from warm up and introductory activities to the more elaborate fusion of complex shapes, prescribed instructions and creative expressions. This increasingly intricate process was specifically designed to coincide with the girls growing understanding of the concepts and their increasing confidence in selfexpression. As the afternoon progressed, they even began to use creative thinking to devise their own ways of exploring the concept. Geraldine Hubbard explains: “The girls devised dances throughout the afternoon that became increasingly more intricate until they were considering the symmetries of shapes such as pentagons and hexagons
and exploring transformations; reflections, rotations and reflections. One girl devised a really interesting system to record the dance moves on paper and others used a kaleidoscope pattern to stimulate some very imaginative ideas that they incorporated into their dances.” Feedback from the afternoon has been extremely positive and the girls have readily contributed to follow-up work in Mathematics and Thinking Skills. Demonstrating a real grasp of the importance of applying different languages to problem solving, the girls are already considering the virtues of applying Dance to areas such as IT, Politics and Physics. For Lesley Bream, the possibilities are endless. “It might appear out of the box,” she says, “but it was also an energising experience full of learning and value. The notion of Dance as a language is an important one – far from being a ‘soft’ subject, it can often be the key to deeper understanding of abstract ideas and creativity in areas seen to be quite sterile. Personally, I can’t wait for the challenge!”
“ For me, the aim was to have the girls understand learning as a connected whole and to see Mathematics and Dance in new ways that would deepen their thinking and understanding 13 | The Muse
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WINNING WAYS Katherine Grainger, to speak to the girls about the aptitude and determination that has seen her achieve both on the river and in academia. True to her reputation as one of London 2012’s most personable, down-to-earth and honest stars, she not only delivered an inspiring and considered speech but also spent time with the school’s rowers at the Harpur Trust Boathouse. At Prize Giving, the girls were treated to an address by Jo Fairley, cofounder of Green & Blacks, acclaimed Editor and Journalist. Dedicated, well-rounded, strong yet deeply ethical women, both guests are themselves representative of the principles behind each event.
From exciting beginnings, Bedford Girls’ School has grown and flourished into an established and vibrant place of learning with a reputation for excellence and innovation in all girls’ education. With strong values and an innovative fresh outlook, the school continues to evolve and, year-on-year, to develop its own traditions and ethos in accordance with its commitment to continual growth and progress.
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uring the Summer Term, the school celebrated two landmark occasions: its inaugural Prize Giving and first ever Sports Awards ceremony. Both events were exceptionally well received by both parents and girls and for Head, Jo MacKenzie, provided an opportunity to showcase the achievements and ambassadorial qualities of the girls to a wider audience so they too could see how it is the pupils who truly bring the school to life. “Prize Giving and award ceremonies are sometimes criticised for recognising only high-achievers, leaving other pupils feeling undermined or second best. From the outset, I wanted to make sure we rewarded a broad array of girls not just for their talent or ability
in individual subjects but also for their hard work and determination in making progress and getting the most out of school life. “I also wanted to ensure that, on both occasions, it was the girls who were at the heart of the evening and that they came away feeling proud, inspired and each of them very much an integral part of the school. “For me, it is essential that we recognise and reward achievement. To do so helps to set goals and raise aspirations for others as well as acknowledging the endeavour and application behind individual success. It is only where the definition of achievement is inflexible that such appreciation can leave others feeling less worthy. At our school, ambassadorial qualities and peer support are valued enormously and, along with individual progress, play a significant role in determining what constitutes success. Those girls who received recognition on each occasion, amply demonstrate those qualities in everything they do. To celebrate their achievements is integral to the school’s caring and supportive ethos. It also demonstrates to younger pupils that with the right approach, attitude and commitment, their own potential will develop and grow, beyond preconceived parameters. For its Sports Awards evening, the school was thrilled to welcome Olympic gold medallist and Britain’s most successful female rower,
Jo MacKenzie explains: “Both Jo Fairley and Katherine Grainger have achieved a great deal in their lives and careers and yet they are warm, approachable and willing to share cautionary tales as well as talking about their success. “To watch Katherine row, it is hard to imagine that such an incredible sports woman has ever encountered failure. However, during her second year she was rejected by her university rowing club. Refusing to accept defeat she worked tirelessly on her technique and fitness to gain a place in a crew and, by the end of the year, was rowing first for Scotland and then GB. “She took time to talk to all the girls at our Sports Awards and in doing so helped them to believe in themselves and their power to realise their dreams through hard work, application and determination but not at the expense of personal warmth of character and generosity. Similarly, Jo Fairley and the Green & Blacks brand are now synonymous with success but – at its inception - launching a pioneering, fair trade product was a bold move,” she added. “Like Katherine, her words helped the girls to understand that taking intellectual risks and working exceptionally hard can be a pathway to reward in all areas of life. I want our girls to aim high, to be ambitious and to be resilient and innovative in the face of rejection or setbacks. It is this philosophy that lies behind our commitment to recognising achievement and it is this I believe truly worthy of celebration.” The Muse | 14
Legend in their lifetime
Holly Crawford-Smith Junior School Teacher
MALALA YOUSAFZAI
Malala Yousafzai didn’t enjoy an ordinary 16th birthday. There was no party, no night out with friends and there was certainly no gazing longingly out of a classroom window wishing that a day of celebration could be a day not spent at school. Instead, Malala Yousafzai spent her 12th July birthday addressing more than 500 young people at the UN Headquarters in New York. “Books and pens are the most powerful weapons in the battle against extremism,” she told the specially convened youth assembly before UN Secretary Ban Ki-Moon gave his own address, calling her ‘Our Hero’. Certainly not then an ordinary day but, remarkably, Malala is in many ways a very ordinary girl.
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ll she wants are the same rights enjoyed by girls in the West, rights to an education and a life free from violence and oppression. As she stood at the lectern in New York on what has become International Malala Day, her very ordinariness, her approachability, her youth and vitality, shone through and ensured every young person present could identify with her. What is most extraordinary about Malala is her determination to fight for these rights at any cost, not just for herself but for every girl who is currently marginalised, discriminated against or denied an education. That is what, as a teacher in a girls’ school, I find both profoundly life-affirming and humbling.
A passionate campaigner for female education, Malala rose to international prominence when, on 9th October 2012, she was shot in the head while sitting on a school bus waiting to be driven home after morning lessons in Mingora, Pakistan. Two other girls were wounded in the attack when a gunman boarded the bus and demanded to know which of the terrified passengers was Malala, threatening to murder everyone on board unless they pointed her out. A single bullet passed through Malala’s forehead and into her neck before lodging itself in her shoulder, narrowly missing her spinal cord. Airlifted to a military hospital in Peshawar, the 15 year old endured a three hour operation to remove the bullet followed by further surgery the next day to reduce swelling on her brain. As she lay in intensive care, a wave of compassion and anger swept Pakistan as people, though tragically used to the horrors of Taliban bombings and attacks, stood up in support of Malala and her cause. Internationally, offers of medical help flooded in and, on 15th October, she arrived with her father at the Queen Elizabeth Hospital in Birmingham where people all over the world followed her progress towards recovery.
Malala wrote prolifically about the dire
Among those watching Malala’s fate unfold were thousands of children to whom her strength and courage proved remarkably inspiring. Programmes like CBBC’s Newsround offered an insight into girls’ lives in Pakistan through Malala’s eyes and, as well as willing her to get better, viewers began to grasp the wider issues of insurgence and extremism. Talking to girls in the Junior School, what strikes a chord with them most is the age at which Malala began to speak out openly against the regime that sought to destroy her schooling and they find this not just admirable but breath-taking.
her as a legend in her lifetime.
When Malala was just 11, she began writing a blog for the BBC’s Urdu Service website, openly criticising extremism and detailing the chaos insurgents had wreaked upon Swat Valley, where she lived with her family. Amid the violence and chaos,
consequences of the Taliban’s draconian closure of girls’ schools and called openly for the imposition of a secular government. Although she wrote under the pseudonym Gul Makai (Cornflower), her refusal to cower quietly to the regime, made her both a national figurehead for peace and a prime target for the notorious Taliban death squads. Two years later, Malala’s relentless campaign for universal and compulsory education led to recognition from Pakistan’s then Prime Minister, Yousuf Raza Gilani who awarded her the country’s first National Peace Award. Accompanied by a financial reward of more than £3000, the accolade served to strengthen her resolve, raise the profile of her message and allow her to begin planning the foundation of a vocational school for girls in Swat Valley. Inevitably, it also fuelled the militants’ hatred of her message and escalated the already considerable level of threat against her. That Malala knew that with every opinion she openly expressed her life was in graver danger is hard to comprehend. That she credits the attack with making her even more resolute, unequivocally qualifies
“ The terrorists thought they
would change my aims and ambition, but nothing changed in my life except this: fear and hopelessness died. Strength, power and courage were born. The extremists were and are afraid of books and pens. They are afraid of women. They are afraid of girls with books.
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Malala Yousafzai speaking to the UN