MUSE the
WIDENING UNDERSTANDING
Nurturing global citizens
Carbon balanced print is produced by a carbon balanced printer on carbon balanced paper.
Editor’s Insight
As we prepare this issue of the Muse, we receive breaking news that Universal Studios is planning to open its first theme park in Europe, right here on the edge of Bedford. It has caused a ripple of excitement across the county, not only because of the economic benefits such a project will bring to the region, but also for putting Bedford firmly on the map.
It led me to reflect on the changing nature of places and the fast pace of transformation. It is amazing to consider that the disused brickworks, once the hub of industry in Bedford, will once again become the centre of vitality in the area. This news, together with the growing life sciences axis running from Oxford to Cambridge, with Bedford and Milton Keynes at the midpoint, reinforces the speed of change in our region. With that comes the ever-pressing need for an approach to education that ensures our young people are agile thinkers, able to anticipate change and respond with optimism, and, most importantly, equipped with the skills and attributes to lead that change; in whatever form it takes.
At BGS, future-proofing our students has been at the centre of our ethos since we opened our doors in 2012, building on over a century of heritage and ground-breaking education for girls. Our commitment to a forward-looking educational model, which develops intellectually curious and globally minded young people, is at our core. Our integration of technology into teaching and learning, and our commitment to creating a truly inclusive community, are rooted in our passion for ensuring that our students soar; they are the creative thinkers, the change-makers and the problem-solvers of the future. A future that will be full of opportunities, often from the most unexpected places.
Reading this issue of the Muse, I can see so much of our ethos in action, from our wonderful residential trips to our newly formed Esports teams and our focus on cultural celebrations. We are a school community rich in opportunity, opening our students’ eyes to a wider world of endless possibilities. I also see our students living our values, none more so than Emily Borner, and her outstanding achievement of being selected to be a First Sea Lord Cadet.
I am always proud of our alumnae, who are building exciting futures, yet still take the time to return to school to inspire our younger students. The buzz in the Junior School during STEM Week was palpable, as the girls revelled
in meeting and questioning all of our visitors. These moments are vital in helping our students raise their aspirations and introducing them to the wonders of the working world, as they begin to see where a BGS education might take them. Having an alumnae organisation that plays an active role at the heart of our school is so important, continuing to build a community of women supporting women that will last a lifetime.
Personally, a highlight of the Spring Term is the celebration of Iftar with members of our Muslim community. This student led event brings together all ages and all faiths. I find it a very poignant reminder of the importance of creating a community that understands the power of sharing ideas, that believes in learning from and listening to each other, and that comes together to celebrate through shared food and reflection.
Likewise, the introduction of our first colour run this year, tied to the students’ learning about Holi, was a joy to watch, bringing colour and laughter to the end of a busy week, while helping students reinforce learning through a communal experience.
As we look ahead to the Summer Term, I always view it in two halves. The rite of passage for our older students, who are taking their external examinations, dominates the first half of the term; bringing a sense of seriousness and gravitas to the school. Our students are extremely well prepared and ready to face the demands that exams bring. The second half of the term is the happiest time, filled with celebrations, balls, performances, Sports Day and trips. This year, we see the return of CultureFest on Saturday 28th June. A true celebration of our multicultural community. I hope to welcome both current and new families to a fabulous afternoon of fun.
Best wishes
Gemma Gibson Headmistress
We help them build not only intellectual confidence but self-belief, resilience and wider understanding of the world.
Nurturing Global Citizens
At BGS, we believe in nurturing young women who are not only academically accomplished but also compassionate, thoughtful, and globally aware. This is woven into the curriculum but also highlighted by sharing cultural traditions in school, enabling all our students to widen their perspectives and learn from one another.
BGS Headmistress, Mrs Gibson, reflected on some of the cultural celebrations that have been hosted during the spring term: “The importance of cultural understanding and global citizenship in education has never been more crucial. According to the World Economic Forum, today’s students must be equipped with not just academic knowledge, but also the ability to navigate diverse social settings, work collaboratively, and lead with empathy. This is key to our ethos and outlook as a school and we work hard to build global mindsets
into all our students, both inside and outside of the classroom. We are a wonderfully diverse community, each of us bringing something unique and special to BGS; the more we can recognise and celebrate this the better. It is vitally important that our curriculum, trips, speakers, assemblies, arts programme and celebrations reflect our values and ethos.”
“In a busy academic year, it is not always possible to celebrate everything, but we always strive to offer an annual calendar that resonates with our community and includes celebrations that we
return to year after year. Our inclusive end-ofterm events, ranging from the Iftar celebration to the Neurodiversity Celebration Week, serve as living classrooms enhancing learning experiences for everyone in our community.”
Each term a number of different celebrations are held to try to include as much representation as possible from different cultures and faiths. In the Spring Term during our Iftar celebration, students and their parents had the chance to learn about the Islamic faith and its practices, fostering a sense of respect and gaining insight
into the importance of fasting, reflection, and community. Similarly, our inaugural Colour Run for Holi in the Junior School celebrated the Festival of Colours, where students not only had a huge amount of fun, but also reinforced their learning about this important Hindu festival. Meanwhile, our end of term Easter Assembly provided a meaningful moment of reflection, where students gathered to celebrate the season of renewal for Christians. Whilst earlier in the term our always popular Lunar New Year celebrations saw students sharing traditional symbolic food with each other in the Dining Room. In the Junior School, pupils extended their knowledge, learning about family cultural traditions and the significance of giving red envelopes. They also got to practise calligraphy.
Mrs Gibson added: “I strongly believe that all these events help our students dispel misconceptions and build understanding as they connect in joyful ways with those who may have different backgrounds and experiences. What is lovely is often these events are organised by the students which creates an added layer of authenticity and ownership; the beautiful thoughtful decorations at Iftar arranged by our Diversity and Inclusion Team and South Asian Society, in conjunction with Green’s Kitchen was a lovely example of how important cultural celebrations are to the students and how much pride they take in sharing them with the wider community, their parents and friends. As a Head it is rewarding to know that our students want to celebrate these special moments in their school.”
Mrs Gibson concluded: “Incorporating global citizenship education not only into the curriculum but also into the school culture is essential for preparing students to actively lead in a diverse world. Our carefully curated diary of events is a testament to our commitment to shaping young women who are ready to be change-makers in an interconnected society. These events offer lots of joy and fun in a busy term whilst providing important cultural lessons, they will always be a part of our calendar and provide uplifting highlights to our busy weeks.”
Finance in Focus
Providing students with real-world insights and hands-on experiences is key to broadening their understanding of future career possibilities. With this in mind, eight Lower Sixth Business and Economics students took part in an Insight Day at Rathbones, a leading wealth management firm in London. The visit was organised through Girls Are INvestors (GAIN), an organisation dedicated to encouraging young women to explore careers in finance and investment.
Mrs Sabrina Simms, Business and Economics teacher explained: “We wanted to give our students an opportunity to engage directly with industry professionals, to gain a better understanding of careers in finance and to develop the confidence to consider this sector for their own futures.”
The day was designed to give students an in-depth understanding of the financial sector and the various career pathways within wealth management. It also served as an opportunity to inspire young women to enter a traditionally male dominated sector. Student, Mia Vadgama reflected: “It was a great experience as I received insight into how a financial firm functions. It has given me the knowledge to take further steps into researching my prospective career. I also appreciated that this was an opportunity created especially for women to gain insight into the financial sector. Representation is vitally important, and I find it inspiring that Rathbones has chosen to highlight this.”
The day began with an introduction from Rathbones’ People Manager, who outlined the evolving landscape of the finance industry and the importance of diversity. She explained the role of wealth management and its impact on financial security for individuals, families and communities. One of the key messages of the session was the importance of stepping forward with confidence. Students were encouraged to embrace new opportunities and be proactive in shaping the future of the industry.
During a lively Q&A session, students impressed industry professionals with thought-provoking questions. They wanted to know what characteristics firms look for in new hires and were told that risk-taking, enthusiasm and a willingness to learn are highly valued. When asked why they had chosen to work at Rathbones, the professionals spoke about the culture, the people, the rewarding nature of the work and the company’s strong reputation. Our students were also keen to understand the importance of having a relevant degree and were reassured that while finance-related degrees can be beneficial, Rathbones values diverse academic backgrounds, recognising that different perspectives enrich the industry. One of the most insightful responses came when students asked about the best part of working in wealth management, with professionals sharing that being able to make a meaningful difference in people’s lives by providing financial security and guidance.
Freya Lewington found the opportunity invaluable: “I loved hearing about what goes on at big organisations like Rathbones. My favourite part was the panel where I could ask questions to successful women within the business.”
The Learning and Development team provided an insightful session on the financial sector, exploring investment options, risk management and longterm financial growth strategies. This encouraged students to reflect on their own financial knowledge and how it could be applied in a professional setting. Rathbones introduced their apprenticeship scheme, highlighting alternative routes into finance beyond traditional university pathways. Advice on applications and programme structures gave students a broader perspective.
During the careers carousel, students met recent graduates from Rathbones’ trainee programme. They had the chance to ask about career progression, key skills and securing roles in the industry. Grace Masih commented: “I got an insight into a career in finance and what happens at big organisations. My favourite part was when we did a careers carousel, where we got to hear about people’s journeys and what different jobs were like.”
A networking lunch provided the chance to connect with industry professionals, whilst a guided tour of the Rathbones offices gave an insight into the daily working environment, making the financial world feel more accessible.
The afternoon session focused on essential employability skills, including CV writing, job applications and interview techniques. Rihana Sultana said “The speakers inspired me, showing how I could go into the sector and thrive, whilst also giving useful advice on crucial areas like my CV.”
The day concluded with a panel discussion featuring senior women from different departments. They shared their career journeys, the challenges they had overcome and their perspectives on the sector.
Reflecting on the visit, Mrs Simms concluded: “Our students spoke about how the experience had broadened their understanding of the financial sector and the career opportunities available. It was inspiring to see our students feeling motivated and more confident about exploring careers in finance. We are committed to providing enriching experiences that help students shape their futures. The Rathbones Insight Day was a testament to this, reinforcing the endless possibilities available to our students.”
Esports at BGS
The world of competitive gaming is rapidly expanding, and students at BGS are embracing the opportunities it offers. The BGS Valkyries, our newly formed esports team, recently took part in a trial tournament organised by British Esports and the Girls’ Schools Association (GSA), competing in the fast-paced world of Overwatch 2
For our team of five, Shazmin Ahamed Rijal, Franchesca Isherwood, Mitali Misra, Emma McColm and team Captain, Maia Vethencourt, this was their first experience of competitive gaming on a larger stage. The trial tournament was designed to encourage female participation in esports, providing a supportive and structured environment for students to develop skills in teamwork, strategy and problem-solving. As a school committed to fostering opportunities for young women in technology and computing, this was an ideal opportunity to introduce them to the expanding competitive field of esports.
Dr Chris Tansell, Head of Computer Science, explained: “We want to inspire students to see how technology can connect with their passions. Esports is not just about gaming; it builds essential skills, all of which are transferable to a range of careers in STEM.”
The BGS Valkyries approached the tournament with a positive mindset, ready to take on the challenge. Competing in Overwatch 2, a game that demands quick reflexes, sharp strategic thinking and seamless communication, the team showed great adaptability and a willingness to learn from every match played. Against more experienced teams, they remained focused and keen to improve, using each match as a learning experience.
Upper Sixth student and team Captain, Maia Vethencourt, played a key role in organising and training the team. She reflected: “It was amazing to see how quickly everyone improved. We started as a group of players who had never competed together, but by the end, we were working as a team, communicating effectively and learning from each game. I’m so proud of what we achieved and excited for what’s next.”
BGS Valkyries took part in five highly competitive games against Bolton School Girls’ Division, Leicester High School for Girls, Newcastle High School for Girls and Thornton College. They came out as overall runners up; losing in a tightly fought final game to Benenden School. An extremely strong performance from a newly formed BGS team, which shows great promise for future years.
Mrs Becky Hudson-Findley, Director of Digital Learning, Enterprise and Sustainability said: “It is vital that we keep abreast of all opportunities and continue to engage students in areas which really resonate with them.
The introduction of esports is a game-changer; opening opportunities for students who may, until now, only be gaming as individuals at home. Now they have the chance to represent their school in a burgeoning new arena. It has developed confidence, coordination, and collaborative problem-solving through teamwork in a world where they are digital natives. It has been a real pleasure to see them supporting each other through the ups and downs of competitive gaming. I feel like this is only the beginning of something really special.”
Dr Tansell added: “Through esports, students experience first-hand the dedication and critical thinking required to succeed in a competitive environment. It provides a unique blend of technical knowledge and collaboration, qualities that are invaluable in fields such as software development, artificial intelligence and cybersecurity.”
The success of the BGS Valkyries in this tournament is just the beginning. With the increasing prominence of esports in education, there is an exciting opportunity to establish a structured programme within the school. This would involve regular training sessions, participation in further tournaments and potential partnerships with industry professionals. There are also plans to integrate esports with the Computer Science curriculum, connecting gaming with studies in game development, networking and artificial intelligence.
This initiative also aligns with the school’s commitment to promoting gender diversity in technology. The gaming and technology industries have historically been male-dominated, but initiatives like these are helping to break down barriers and provide young women with opportunities to showcase their talent for digital innovation.
Dr Tansell said: “By supporting the BGS Valkyries, we are not only encouraging a love for competitive gaming but also equipping students with the confidence to explore careers in STEM. It is important that we continue to create spaces where young women feel empowered to pursue their interests in technology.
None of this would have been possible without the support of the school community. The enthusiasm from students, the backing of staff and the encouragement from parents have all played a crucial role in making this initiative a success. British Esports and the GSA have also been instrumental in creating this opportunity for young female gamers to experience esports in an inclusive and structured environment.”
Looking ahead, students are encouraged to get involved in esports, whether as players, strategists, analysts or even game developers. The BGS Valkyries have set the stage, and the future of esports at BGS is bright.
Working Together for Change
At BGS, we recognise the importance of collaboration in building open mindsets, confidence and communication skills. Working together helps students develop the essential skills needed for future academic, professional and social interactions. To encourage these relationships early, Year 7 students took part in an Innovation Challenge with students from Bedford Prep School, focusing on solving global problems.
Each group was assigned a global issue and tasked with developing a solution before presenting their ideas in a Dragons’ Den style pitch. Ahead of the day, students researched their topics to prepare for the challenge.
Mrs Becky Tarrant, Head of Years 7 and 8 said: “Providing opportunities for students to collaborate in new settings is incredibly valuable. The Innovation Challenge allowed them to develop problem-solving skills while gaining confidence in presenting their ideas. It was fantastic to see them working together so effectively.”
On the afternoon of the event, half of the year group visited Bedford Prep while the other half welcomed students from Bedford Prep to BGS. Working in mixed teams, students
shared ideas and explored different viewpoints, enhancing their problem-solving approaches. These discussions helped develop well-rounded perspectives and encouraged creative thinking.
Once the initiatives were finalised, teams refined their pitches, considering the science and technology behind their ideas, the practicality of implementation, cost and accessibility as well as the potential real-world impact. The diverse perspectives within each group helped students develop essential skills for tackling real-world challenges.
Mrs Tarrant reflected: “It was inspiring to watch students take ownership of their projects and present their ideas with such enthusiasm. They showed great creativity and worked brilliantly as teams, drawing on each other’s strengths. In the short time available, they developed their ideas
and showed a depth of understanding which was really pleasing to see.”
The challenge saw students devise impressive solutions, including apps to support mental health and well-being; solar-powered benches to promote renewable energy; composting solutions to reduce food waste and houses built from recycled plastic.
Students from both schools impressed with their presentation skills, answering questions from the Dragons with confidence and demonstrating a strong understanding of their topics. After receiving feedback and taking part in peer assessment, winners were announced in each classroom, with certificates awarded to recognise their achievements.
Jessie said: “During our day at the boys’ school, we worked in groups to solve food waste. I really enjoyed it and would like to do more days like this. Everyone contributed, and we worked well as a team, which made it an enjoyable experience. We created a full presentation of our ideas, worked with people we had never met before, and learned how to interact with boys in a collaborative environment. I learned different ways to solve problems and got to hear different perspectives on our topic. Overall, I really enjoyed it and would love to do it again.”
Eve added: “We found it very exciting, and it was easy to communicate and learn, as well as providing a fun environment and insight into creativity. In our team, we decided and developed our idea, and we managed ourselves so that we were each doing what we were best at.
My favourite part of the afternoon was working on my blueprints as part of a team. Working together helped us finish on time with a polished idea.”
Akaiya reflected: “It was a great experience mixing with a different school, and the afternoon was filled with fun. I enjoyed working with my group as we all used our mindsets to think together and choose an idea for our final pitch. It was really cool that the whole afternoon felt like something out of Dragons’ Den. I was especially pleased that my group won with our idea for a renewable energy game. But it wasn’t just about winning, it was about enjoying what we were doing.”
Mrs Tarrant concluded:”The Innovation Challenge was a great opportunity for students
to work together, share ideas and develop key skills. It was wonderful to see them engaging with real-world problems and thinking creatively about solutions. These experiences will help them in future learning, and we look forward to providing more opportunities for them to collaborate and grow.”
Are you Ready2Lead?
Since its inception five years ago Ready2Lead? has brought together teams of Sixth Form students from across the Harpur Trust and Bedford Borough schools to focus on helping young adults develop wider leadership skills. Last Autumn, 12 BGS Lower Sixth students joined their contemporaries to take part in the programme. The Muse sat down with some of the cohort to find out the appeal of the programme.
Mr Ben Gibson, Senior Sixth Form Tutor and the BGS coordinator for Ready2Lead? explained: “It is a great programme, one of the key elements is the focus on independent thinking. Developing leadership means taking ownership and driving the agenda; this is something that is vitally important for IB and A Level students. Being able to organise, prioritise and be disciplined are key traits that leaders and excellent students have in common.
What really stands out about the programmes is the wide range of students it attracts. They all learn how to work together, to bring the best out of each other. There was such a mix of personalities; it was incredible to see them supporting each other and each pushing themselves out of their comfort zones. Students who may naturally be shy were networking and meeting new people. One student decided that they were going to do an in-person pitch to the Mayor of Bedford – the growth in confidence was phenomenal.”
Rihana Sultana, one of the BGS participants said: “Throughout my time at Ready2Lead? I was able to gain leadership experience and networking skills. I was guided by influential people close to my age through their experiences and how they were able to be a confident leader, which was very inspiring. There were many opportunities to develop my skills, especially with networking as many of the activities involved talking with new people to build our confidence.”
Keyah Longdon also agreed: “Being part of Ready2Lead? has helped me develop my leadership skills, confidence, and ability to work effectively in a team. I’ve gained a deeper understanding of what it means to be a leader, not just in terms of making decisions, but also in listening, adapting, and supporting others.
One memorable moment was during a group project where we had to develop a community initiative. Initially, our team had conflicting ideas, and it seemed difficult to find common ground. However, by actively listening and integrating different viewpoints, we created a project that combined everyone’s strengths.”
All the participants attended three conferences across the Autumn Term, where they listened to a number of expert guest speakers, attended workshops and were offered advice on networking skills, effective teamwork, project planning, marketing, and presentation skills.
Between the events the teams were tasked with researching and developing a project which would benefit the local community, taking inspiration from the Children, Young People and their Families Plan for Bedford Borough 20222027. The BGS teams developed two projects: Be Safer Bedford and The Big Sister Project.
At the final conference the 16 student teams presented their project concepts to their peers, teachers and a range of officials from Bedford, including Mayor of Bedford Borough, Tom Wootton and CEO of Bedford Borough Council, Laura Church. They had to convince the panel that their project idea was worthy of being put into practice.
Both BGS groups won praise from the judges and The Big Sister Project received a Highly Commended award and has been invited to work
with the Council on developing authentic and meaningful curriculum change. This initiative aims to equip young girls in Bedford to make informed decisions and feel confident about their future.
Shazmin Ahamed Rijal reflected: “I’ve gained stronger communication skills as well as gaining a lot more confidence, I’ve also learned quite a bit about issues in Bedford and how local charities are helping different communities. Through this experience I’ve learned that I should advocate for everyone in my team to work more effectively and collaboratively.”
Helen Newsham agreed that the programme had been transformational: “The experience was incredibly eye-opening. It taught us how to navigate group issues like task management and encouraged us to express our creativity towards a good cause.”
Mr Gibson reflected on his lasting impression of this year’s BGS Ready2Lead? cohort: “Beyond the fact that one group was Highly Commended and will now be working with Bedford Borough Council on implementing their programme, the students really worked together and understood each other’s strengths to create fantastic ideas and presentations through some admirable teamwork. They recognised that it takes all types of leaders to be successful. This is such an important take away and transferable to all aspects of their lives, both professionally and personally.”
Emily’s Path to First Sea Lord Cadet
On Friday 31st January, Year 11 student, Emily Borner was honoured as First Sea Lord Cadet (CCF RN/RM) for 2025 during a historic Investiture Day ceremony aboard HMS Victory. As one of only three Royal Navy cadets in the country to receive this distinction, Emily reflected on this momentous occasion with the Muse.
What first inspired you to join the CCF Royal Navy and how has the experience shaped you?
I was inspired to join the Navy Section because I aim to join the Navy. I felt CCF would give me the skills and opportunities to support my goal. The experience has prepared me for basic training by teaching discipline, teamwork and an understanding of naval operations. It has also given me practical skills such as ironing, polishing shoes and drill.
The selection process for First Sea Lord Cadets is highly competitive. What do you think helped you stand out?
The selection process was incredibly competitive, with only three places available in the country. I believe my participation in numerous camps and courses, alongside my strong ambition to join the Navy, helped me stand out.
Can you describe the moment you found out you had been appointed?
I was in shock, but quickly changed to excitement. It was lovely to be supported by my teacher and CCF Lieutenant, Mrs Milton who celebrated with me. I was taken to share my news with our Headmistress, and it started to feel real.
Receiving your award onboard HMS Victory must have been an unforgettable experience. What were the highlights of the day?
Receiving my award onboard HMS Victory, a ship that is still commissioned with so much history was an incredible experience. Being onboard a ship with others who share my goals alongside commissioned officers and the First Sea Lord was inspiring.
Meeting Admiral Sir Ben Key, KCB, CBE, ADC was a rare opportunity. What was it like?
Meeting Sir Ben Key was daunting, especially as I was the first cadet to be presented as First Sea Lord Cadet. However, he was lovely, calm and reassured us. We spoke about the status of the name ‘Sea Lord’ and how the title is so grand. We laughed about how everyone in the service finds it inspiring. He said that he wins the best naval title in the world!
The investiture included a private tour of HMS Prince of Wales. What was it like to step aboard such an important Royal Navy vessel?
To have the opportunity to be onboard the Royal Navy’s Flagship was inspirational. When we were at the top of the ski ramp, feeling the wind on my face was an opportunity I will never forget, along with being the only cadet to be given permission to sit on the Captain’s chair.
The weekend also involved ambassador training and a formal dinner at RMR London. What did you take away from these experiences?
The formal dinner and being chosen as Mess President was a great experience and opportunity for all of the cadets to practice our team work, networking, hosting and formal dinner etiquette. As Mess President I was in charge of making sure the event ran smoothly, and all of the cadets followed their role along with looking after our special guest, Captain Gavin McDougall. The ambassador training was great, one area that stood out for me was media training. We practiced newspaper, radio and TV interviews which will definitely help during our year as First Sea Lord Cadets.
Many students might not know what to expect from the CCF. What would you say to someone considering joining?
My top tip if you don’t know what to expect is to give it a go and stick it out for the first couple of weeks. To really understand if CCF is for you try three things: firstly, turn up and try something new and different, make friends and finally ask questions (people want to help give you the best experience and support you).
Are there any moments from your time in the CCF that have been particularly memorable?
The Mountbatten Festival of Music, where the Royal Marine Band Service played at the Royal Albert hall. The other First Sea Lord Cadets and I were responsible for escorting the VIPs. My second would be the Cadet Naval Aviation Bronze Wings Camp, where I achieved my Bronze wings by completing navigation, principles of flight, history of the Fleet Air arms, communication, engineering and law in the air training. It was amazing to be on an airfield and to visit some of the squadrons who fly Merlin MK2 helicopters.
As First Sea Lord Cadet, you will attend national events and high-profile ceremonies. What are you most looking forward to?
I am most looking forward to “FOST” which is where the cadets and I will visit HMS Raleigh. Here we will watch a Royal Navy passing out parade, where the new recruits will have finished their basic training. We will hopefully also get to go onboard a few vessels and have a tour. I am looking forward to this because I am excited to get a closer feel of what it will be like when I join life in the Navy.
Has this experience influenced your future aspirations?
CCF has definitely confirmed that I want to join the Navy and that it is the best decision for me. Every base I visit, the military personnel I meet further cements this aspiration for me.
If you could sum up what the CCF has given you in one sentence, what would it be?
The CCF has given me the best opportunity to build my confidence and support me to achieve my dream of joining the navy, through skills and the exposure that the cadets are given.
Inspired by the Future
Our annual celebration of STEM Week is always highly anticipated in the Junior School as it provides a platform to extend learning and create meaningful connections through authentic learning and inquiry.
This year, the theme of Change and Adapt offered a perfect opportunity to bring together Science, Technology, Engineering and Maths in a way that reflected the transdisciplinary spirit of the IB Primary Years Programme (PYP).
Transdisciplinary learning is at the heart of the PYP, encouraging pupils to make links across subjects and to engage with big ideas that matter. STEM Week is a natural fit to this way of learning. Our pupils were encouraged to explore questions such as How is the world changing? and How can we adapt to these changes? Through handson investigations and Whole School inquiry, pupils made powerful connections between their STEM learning and their current units of inquiry - whether it was Year 4 delving into renewable energy sources, Year 6 reflecting on how technology has advanced medicine, or Year 3 exploring how geographical features influence settlement patterns.
Mrs Caroyln Howe, Head of the Junior School, explained: “We know that our pupils learn best when they can see relevance and purpose in their learning; it creates longer lasting deeper rooted connections and stimulates inquiry and reflection. It is vitally important that our girls are not simply learning about science and technology, they are doing it. Whether programming Sphero robots, competing in a Pi-themed
maths challenge, or building innovations in LEGO Spike Club, you see the girls working in innovative ways to solve problems, take risks, and think creatively. STEM week provides the perfect backdrop to offer a range of stimulating and inspiring opportunities to extend learning. One of the advantages of the PYP programme is the flexibility that the transdisciplinary themes offer; we can be agile with our learning and look to incorporate wider elements into the theme.”
Each day, pupils took part in hands-on pop-up clubs, and explored STEM through creative and interactive challenges. Technology is fully embraced at BGS throughout our learning, to ensure our students are confident adaptors of new technology. STEM week provides further opportunities to extend this learning. From robotics to virtual reality, pupils are exposed to cutting-edge technologies that not only support learning but also prepare them for the future workplace.
Mr Smith, a father of a pupil in the Junior School, kindly came in and talked to the pupils about solar panels and how they created renewable energy, they loved it. His visit followed on from a fascinating talk by alumna, Emily Duchenne (BGS 2017) who had used her area of expertise to explain the difference between renewable and non-renewable energy, so the students were able to put learning into practical know-how. Mrs Howe remarked: “Watching them working collaboratively to learn about renewable energy and its potential for the future was wonderful, they were all so engaged. This firsthand learning is important and creates transferable skills that can be used throughout their education.”
A true highlight of STEM week was the involvement of several inspirational alumnae and parents, who shared their experiences of
studying and working in STEM-related fields. From midwifery and zoology to engineering and environmental science, these speakers showed our girls that the possibilities are endless.
Mrs Howe said: “Meeting a role model, who was once a BGS Junior student just like you, is so inspiring to our younger girls. They love hearing their stories and are always in awe of what they have gone on to achieve. It is living proof that what you are learning at school is relevant to the real world and their experiences not only sparked excitement but helped the girls realise that we can all go on to make a real difference in the world. These moments also strengthened our community, connecting past and present students in a shared celebration of curiosity, resilience and ambition.
All of our alumnae had given so much thought and time to their presentations to ensure that they captivated their young audiences, but one that really caused great excitement was midwife, Jessamie Warwick (BGS 2020,) who came in to talk to Year 6 about her job. Her clever use of different vegetables to demonstrate the size of the foetus at different stages of its development helped explain a complicated and often abstract concept. The girls adored it and found it inspiring.”
Likewise, Year 5 pupils enjoyed a talk from BGS alumna, Krupa Katechia (BGS 2015) who helped them understand the links between engineering and forces as she talked about her career as a bridge engineer.
Meanwhile, Year 3 welcomed Amy Hall (BGS 2023), a current student at the University of Nottingham who talked to the pupils about settlement patterns and how geographical features influence where communities develop. This tied in very well with their Unit of Inquiry and showed the students how a subject like Geography is linked to STEM; making these real-life transdisciplinary connections important.
Finally, the whole of the Junior School was enthralled by a talk from Zoologist graduate, Sara Thomas (BGS 2020), who highlighted how science and technology can help protect our planet.
Mrs Howe added; “It is important that we also use STEM Week as a backdrop to explore some wider global and societal issues, such as environmental concerns. It also prompted important conversations about diversity and inclusion in science, which reinforces the need for our students to meet both inspiring male and female scientists. In one assembly, pupils explored how AI often presents a narrow stereotype of scientists, we then challenged this by learning about groundbreaking individuals who have defied expectations, such as a visually impaired astronomer and a climate scientist who broke gender norms.
“I always love STEM Week; the school always feels different - there is a wave of endless possibilities. I am very thankful to my team of staff who come together each year to work with parents and our Alumnae Office to create these incredible opportunities. STEM Week really exemplifies the kind of learning we strive to deliver in the Junior School, one that excites and stimulates our students in a way which is also deeply connected to the real world. STEM Week and the chance for them to hear from such a vast array of speakers reminds our pupils that they are not just learners; they are creative thinkers and change-makers of the future. It is wonderful to see them making the connections and brimming with energy. I can’t wait for the day that they are the generation of speakers inspiring new young minds.”
Fuelled for Performance
“You
can’t control the elements or other people’s performances, but you can control your own preparation and mindset.”
Helen Glover, professional GB rower
We believe that supporting student-athletes goes beyond the pitch, court or river. We take great pride in the high standard of sports at BGS, but our focus is on developing well-rounded sportswomen helping them grow physically, mentally and socially.
Our athletes dedicate exceptional effort to their training, and to support them, we develop a performance mindset where they develop selfdiscipline and organisational skills, balancing high-level training with academic and social commitments. This approach prioritises longterm health, well-being and a balanced lifestyle, ensuring that student-athletes can thrive in all areas of their lives. For those excelling in multiple sports or demonstrating the potential to compete
at an elite level, the Athlete Support Programme (ASP) offers tailored mentorship to guide and support their journey towards excellence.
In addition to making sure students are supported with balancing the demands of their sports with their academics and other commitments, the programme provides additional opportunities for the participates to improve their performance potential; both by working on additional strength and conditioning, and through focusing on their nutrition to help create marginal gains.
Mr Rob Tarrant, Hockey Coach, explained: “Our strength and conditioning programme is designed to enhance performance and build resilience, reducing the risk of injury
while developing confidence. By focusing on structured warm-ups and cooldowns, alongside sport-specific training, we ensure our athletes are physically prepared for both training and competition.”
Strength and conditioning not only improves fitness but also helps students develop perseverance, confidence and a commitment to self-improvement skills that will benefit them well beyond sport. Through structured training and recovery, students build resilience and an understanding of how to look after their bodies, creating a foundation for lifelong physical activity.
Miss Emma Harris, Head of Rowing, leads on the nutritional aspects of student-athlete support.
She said: “Good nutrition is fundamental to sustaining energy, aiding recovery and supporting overall well-being. We encourage students to take a balanced and practical approach, focusing on small but effective habits such as ‘split nutrition’, having a snack before training for fuel and one after for recovery. These simple choices can make a real difference to performance and how athletes feel throughout the day.”
To make nutrition more accessible, The Greens Kitchen provides nutritious packed lunches for fixtures, ensuring a balanced intake of carbohydrates, protein and essential nutrients. Sixth Form students can also access convenient pre- and post-training snacks at Chequers Café, making it easier to fuel and recover effectively
on the go. Students are encouraged to keep nonperishable snacks in their kit bags, with parental support in getting started. Suggested snack ideas are regularly shared with students to ensure making good choices is simple and sustainable.
Miss Harris added: “It is important that nutrition is approached in a supportive, pressure-free environment. By focusing on making small, manageable choices, students can develop a positive relationship with food while maximising their performance and recovery.”
Many students have already benefited from these strategies, sharing how improved nutrition and recovery habits have helped them feel better, recover faster and perform more consistently.
Mr Tarrant reflected: “By prioritising the process over the outcome, we help students take responsibility for their health and well-being. We want them to train smartly, listen to their bodies and develop independence, building habits that will serve them well beyond school.”
Miss Harris concluded: “We are committed to ensuring our athletes stay motivated, healthy and engaged throughout their sporting journeys. By building strong habits around training, recovery and nutrition, students can develop a lifelong appreciation for looking after their wellbeing. These skills will support them not just in sport, but in all aspects of their future. Whether they go on to compete at an elite level or continue to enjoy sport, we aim to nurture a lasting love of physical activity, shaping confident and capable individuals for the future.”
Legend in their Lifetime
Chappell Roan
Singer and songwriter
As educators, it is essential to spotlight role models who not only inspire but empower our students; it is equally as important to recognise who is relevant to each generation, and to learn from our students and their influences.
I first discovered Chappell Roan last year through the outgoing Girls’ Leadership Group, who performed one of her songs during the Sixth Form and staff pantomime. That performance sparked a reflection on who our students would view as a true legend; someone whose journey they could see themselves in. When asked to contribute to this column, I wanted to find someone whose story would resonate deeply and offer a powerful example of perseverance. Chappell Roan is that person. She embodies resilience, creativity, talent and authenticity.
When we think of Legends in their Lifetime, Chappell Roan is a name that shines brightly. Born Kayleigh Rose Amstutz in the small town of Willard, Missouri in 1998, Chappell has become an inspiring figure for girls everywhere.
Chappell’s journey began in a humble town, where her love for music blossomed early on. At just 10 years old, she began playing the piano, and by 13, she was performing publicly for the first time. Despite facing setbacks, including being dropped by her first record label, Chappell never lost sight of her dreams. Her story is a testament to the power of resilience, especially when the path forward is not always easy.
Her breakthrough came in 2023 with the release of her debut album, The Rise and Fall of a Midwest Princess. The album garnered critical acclaim and became a cultural touchstone, resonating with fans across the world. Chappell’s single Good Luck, Babe! reached number four on the US Billboard Hot 100 and became a global sensation.
Chappell’s music is not just about catchy hooks, it is about embracing individuality and staying true to who you are. Known for her pop-culture bubble-gum aesthetic, she has become an icon in the LGBTQ+ community. Her concerts are not just performances; they are celebrations of freedom, where everyone is encouraged to express themselves boldly and unapologetically.
By Craig Stratton Director of Dance and Drama
What truly sets Chappell apart is her vulnerability and courage. She has been open about her struggles with bipolar disorder, using her platform to advocate for mental health awareness. Her willingness to share her personal story has inspired countless young people to embrace their own challenges and seek support.
Chappell’s journey teaches us the importance of perseverance and self-expression. She has shown us that no matter where you start or what challenges you face, with hard work and determination, anything is possible. From a small-town girl to a Grammy-winning artist, her rise is a testament to the power of self-belief and staying true to your passion.
Chappell’s success did not happen overnight. She spent years working hard, honing her craft, creating and promoting her music on YouTube, facing rejection along the way. But her determination never faltered. The success of her debut album and the chart-topping Good Luck, Babe! is proof that perseverance always pays off.
In 2025, Chappell won Best New Artist at the Grammy Awards, cementing her place in music history. Her victory was not just a personal achievement; it was a triumph for anyone who has ever faced adversity. Her journey is one of fearless originality, and her approach to fame has always prioritised community. At her concerts, people from all walks of life find a space to be free, to express themselves, and to celebrate life.
Chappell’s story shows us all that we are capable of achieving greatness, regardless of our background, and that we can create our own path to success. As Chappell once said, “Find your spark and let it shine as bright as you can.” This quote is the essence of her message: embrace your individuality and let your unique qualities shine.
I would encourage BGS students to believe that you too can be a legend in your lifetime. Just like Chappell Roan, embrace your uniqueness, work hard and never let go of your dreams. You have the power to make your own story a legend.