Issue 4 - March 2013
Fostering passions
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Dear Parents & Friends of BSB,
Many of our students in Secondary have been considering the next stage in their educational career recently and this has involved applying to universities and selecting the right course to follow their interests. We are keen to encourage our students to go to the top universities as we know that the opportunities and networks they can tap into will have a lasting impact on their lives. Lots of discussion focuses on following your passion but at this age this is not always so clear. Often we may become passionate about what we are successful at and so we remain committed to offering our children the chance to be offered places at educational institutes ranking as excellent, believing that they will further discover the professional pathway that brings them the greatest success.
In line with this belief we have been delighted with the superb range of offers our students have received so far this year, applying for courses in fields ranging from Law to electrical engineering, Bio-medicine to mechanical engineering. Our students have all been successful in securing offers from their chosen universities and now have the fortunate decision to decide if they will study at institutes such as University College London, Imperial London, Bath, Kings London, Bristol, Warwick or Surrey to name but a few. We are all proud of them and excited that they are now at the turning point for the next stage of their lives.
“BSB is always keen to bring out the passion in our students but we must also teach them that success in any field follows energy, hard work, a solid plan of action and at times seizing on the opportunities that come our way. “
BSB is always keen to bring out the passion in our students but we must also teach them that success in any field follows energy, hard work, a solid plan of action and at times seizing on the opportunities that come our way.
Jo Puddy-Wells, Principal principal@britishschool.ro
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Country In The Spotlight: Bulgaria I am from Sofia. It has trees, parks, children playing on bicycles and children racing on bicycle Dogs, cats, mice, bears and foxes live in Bulgaria BSB is better because I am enjoying learning to speak English Marti, Y4
I am from Sofia, the capital city. I like it because because there are many things to do there Traditional food in Bulgaria is onion and nuts made into paste; onions with cucumbers dish BSB is much better because we get to play outside and there are alot of subjects Leda Mileva is a famous poet from Bulgaria Visitors should see Varna at the sea, Bansku at the mountains Angelov, Y4
Like every European country, like Romania, Bulgaria has very cold winters and very hot summers. The advantages of the location are the mountains and the Black Sea Bulgaria is famous for the Rose, essence of all perfumes, lots of beauty products, and it was the birth place of ‘Spartacus’ As for Bulgarian dishes, for appetiser there is the salad called Schopska and there are lots of grilled meat dishes such as kebabacha. And banitscare is a delicious pastry Kristina, Y12
I come from Ruse, where sometimes it is cold, warm, or hot, like Romania Baba Tonka is a famous woman in Bulgarian history I have been in Bucharest for half a year now and what I like about BSB compared to my previous school is Golden Time Elena, Y4
My favourite Bulgarian food is Banitsa, it is yummy Sometimes it rains in Bulgaria and I love the rain We fought another country. The king of the other country was friends with our King and the fighting stopped I like BSB because my teacher is nice and I get to wear my PE clothes on PE days Veska Y1
When I am in Bulgaria I enjoy speaking Bulgarian with mum and dad The traditional food of Bulgaria is carrots My country’s national sport is football and running, like my daddy Ilia, Preschool
I am from Sofia and the weather is hot cold and medium Cats, dogs, horses and cows are common animals Banasau is our traditional food Joana, Y2
In the neighbourhood: Ms Larisa Constantin I was thrilled to interview Ms Larisa who, many of you may not know, completed her 1st year at BSB on the 5th March 2013, so congratulations are in order. Her nurturing nature helps a lot with her job, as she deals with many of the parents and students. She started working at the age of 22 and since then she has done a variety of jobs. Her most endearing quality is her caring and optimistic personality. The fact that she is such a sociable and cheerful lady is an utter inspiration and her optimism is something I completely adore. I was shocked and pleased when I found that she’s been trained for scuba diving, but then I guess the fact that she loves swimming triggered her interest in the world beneath the waves. When asked what her favourite part of her role was, she told me that it was helping the parents with their enquiries and answering the questions. Her benevolence towards the parents and students is truly amazing and she works with devotion and enthusiasm. In the future she would like to travel around the world and explore new cultures and places. A short but to the point advice was given by her for the students: ”Grab every opportunity that comes your way, as later in life you are more likely to regret the things you didn’t do more than the ones you did.” Noor, Y12
BSB congratulates… Mrs Ramona Hi! I wonder if you still remember me? You used to call me Miss Ramona until last year in April, when I was married and became Mrs. Ramona. You’ve seen me working with Year 3 classes starting in July 2003 when I first joined the BSB team. I ‘ve gained a lot of experience working with many good teachers and also with wonderful children. I love children a lot and I wanted to have one of my own. One day the doctors gave me some wonderful news saying that I was going to have a baby but for that I had to stay home and prepare myself for the big moment. So after a long and hard time of waiting I was sent an angel and his name is George Nectarie. The 26th of February will be a day of joy and happiness for the rest of my life as on this day I could hold my baby boy in my arms for the first time. I would like to say a big thank you to Mrs. Wells and Mrs. Corina for their understanding as they’ve totally supported me. I know that you are all happy for us and I would like to thank you all for your nice thoughts and presents. We now have a busy and noisy house and we are very grateful for that. I wish you all a nice spring and happy moments with your family and friends. Keep in touch. Ramona and Nectarie.
6 Newsblast
Where are they now: Martin Popov
BSB congratulates… Mrs Catalina Maxim on her recent marriage to Nicu
Matin’s school in Mallorca My name is Martin Popov and I come from Bulgaria. I was 10 when I entered BSB and that was in the year 2008, in Year 6 with Mr. Davidson. He and his assistant taught me English and were extremely kind and friendly. He and the other assistants and teachers helped me a lot and much of the things I have achieved are because of their help and the amazing school. I was in the school for one year. As any child, I studied hard and did my homework. However, at the end of the school year I had to leave due to family problems and I couldn’t say goodbye to my fellow school mates and educators. Now I live in Palma De Mallorca, Spain, with my mother, stepfather, my cute cat and adorable dog. My grades are good and I have a lot of friends. I study in an English school called Baleares International College. I am currently in Grade 10 and I’m 15 years old. Best wishes to everyone at BSB!
Catalina and Nicu during the ceremony at Parohia Vatra Luminoasa church We had a great March wedding, as it was really all about 100 people coming together to create something special and we were excited to get to celebrate with them on the most important day of our lives. We had both put a lot of effort in organizing this day and even if it was a crazy week leading up to it in the end we were very happy that everybody had a good time celebrating with us!
Teachers we have known... Jane Greenwood It seems only yesterday since I left BSB but I regularly follow the achievements of the students and the events taking place through the school website. On leaving Bucharest I took up the position of Still enjoying life Secondary Head Teacher at the International Community School, Amman, Jordan. The view from my office window changed from greenery, trees and flowers to one of rolling hills, Bedouin tents and camel herds. Jordan is a place of beauty and history
and I have spent my time here exploring the hidden treasures that make up this country. Jordan benefits from 4 seasons and yes, we even have snow days. Spring is beautiful and the best time to explore. Poppies decorate the fields, the grass is lush and the maize sways in the breeze. I have camped in Wadi Rum following in the footsteps of T.E. Lawrence; walked every inch of Petra which is one of the modern wonders of the world; floated in the Dead Sea; visited the Baptism Site; taken in the stunning views of Israel and the West Bank from Mount Nebo; fought with gladiators at Jerash; and taken in the stunning views of Lake Tiberias (Sea of Galilee) from the ruins at Umm Qais. Three years have flown by and it is now time for my next move. Bucharest and Amman have had a huge impact on me. Insha’alla, I will have to wait and see where I will be in September and hope that it will be as much fun.
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Introducing: Mrs Ana Draghici
Mrs Ana Draghici has recently joined BSB as a Human Resources Coordinator. Ana is a very energetic and optimistic person, very communicative and open to learning new things. She has worked in large companies such as Ernst&Young or PwC previously and is eager to put to work the experience gained there and in the same time adapt it to the clock-work system of BSB. “As I mentioned to a few colleagues, the
main impression after these first few days is that everything here works like a mechanism of a clock. Coming from a multinationals environment, this is fascinating! “ She likes to spend her spare time playing with her 2 kids, reading or roller skating.
PTA Review One of the goals of the PTA at BSB is to raise funds to support the aspirations of the school and to support projects that enhance the learning of our students. Most of our fundraising throughout the year is for our school charities. However, the profits from the Summer Fair are used for school-based projects, which benefit the students, and over the years these have been many and varied. This year, after collaboration with the School Management Team, the PTA funds have been used to both entertain and educate, including: 1. The PTA-funded ‘Bug Club’. This is an online, interactive reading programme, which can be used both at home and at school to promote, support and extend reading. Students can access books which have been selected from a range by the class teacher to suit their individual reading level. Parental encouragement and participation in home reading helps the students view reading as a pleasurable activity, whilst helping the school maintain and improve the high standards at BSB. 2. We also funded the yearly author visit. This year Simon Murray is coming to our school and working with the Primary children. He will engage the students during a morning assembly session, which involves storytelling and live drawing. He will take workshops in each class based on his Icky character, who is always having fun and making mischief. During the workshops, the children will create their own illustration of the Icky Doo Dah character engaged in several of their favourite activities. He will provide detailed follow up work for staff to continue developing lessons with the character after his visit. This follow up work focuses on the written element of his work and includes creating a storyboard. He will leave a set of signed books for the library. 3. We helped the Secondary department by funding the transport for the pupils involved in charity projects after school. This is part of the changes to the Secondary co-curricular programme after school, as part of which pupils are encouraged to join school clubs and also to become involved in supporting our BSB charities. In the words of Mr Walters: “We value an all-round education which encourages new skill development,
Parada Club resilience, commitment and service. I hope that you will help guide your child to selecting activities which are appropriate, worthwhile and enjoyable. Commitment over the long-term is important, as is breadth of experience. Ultimately commitment to our activity programme alongside other extracurricular interests outside school should engender leadership and other characteristics that we would wish for our students but also help to prepare them for competitive university applications and employment.” 4. We helped the Secondary School council by funding social events throughout the year. 5. We organized and funded a circus skills and mime after-school club run by Parada. Circus skills require discipline, balance, flair and focus. The Primary department has so far enjoyed these classes and we hope to offer it to the Secondary department next term. The aim of this organisation is to help street children, young people and homeless families through services like integration, social assistance, and education. They run many artistic programs, which develop the principles of creativity, discipline, communication and teamwork. For further information; http://fundatiaparada.wix.com/paradaromania# 6. The PTA funded a summer party for the Primary Students. As you can see, the projects we work on are diverse. They enhance the curriculum and provide experiences for the students that are extra-curricular. The PTA committee is open to suggestions from school staff and parents, so please let us know if you have ideas for projects that you would like the PTA to help with. Linda Wadsworth, Chair, PTA
Bug Club is a popular choice Issue 4 2013 9
LOWER SCHOOL REVIEW Spring: a time for growth Lately, as I have been making my way around the campus there has been a definite feeling that spring is in the air. Long gone are those wintry, chilly mornings as we look forward to the onset of summer. Spring is my favourite time of year, a time for new beginnings, growth and development.
Recently I was lucky enough to catch 1D on a ‘seasons walk’ around the school where they stopped to reflect on our beautiful surroundings and discuss what they could see, hear, smell and feel. Their senses were awakened as one child recalled “I can hear the birds cheeping in the trees now that spring is here.”
Being in such a privileged position to see children grow and develop is extremely satisfying and rewarding. Each and every day at BSB the children are experiencing new and exciting things, building on existing knowledge and acquiring new skills. Such continuous growth is nurtured by our creative curriculum, which has been our main focus in Primary this year. To make connections between subjects and create links in their knowledge, broadens their understanding and equips them with the necessary life skills to ensure success. Such success is down to the talented and dedicated team of teachers and assistants in Primary who ensure that the children are actively involved in their learning in a safe, stimulating environment that encourages continuous growth. As learning is not just confined to within the school walls- learning is for life.
I look forward to the summer term which is filled with many exciting events such as the end of year productions, residential trips, the fantastic annual Summer Fair and, of course, BSB’s Got Talent - and I can tell you we definitely have plenty of that!
Lisa Ali Acting Head of Lower School
10 Newsblast
“Each and every day at BSB the children are experiencing new and exciting things, building on existing knowledge and acquiring new skills”
Crèche and Crib have been on a Bear Hunt…
Off to look for bears Crèche have been very interested in bears and have had several bear stories, the favourites being Goldilocks and the Three Bears, and We’re Going on a Bear Hunt. Both Crèche classes joined together to enjoy their very own bear hunt in the Ringwood Nature Garden. They looked through the long wavy grass, squelched through the mud, staggered through the wind and over the hill until they finally found a bear hiding in the house. The children have really enjoyed reading bear stories and these have enhanced their skills in communication and language, as well as using size and positional vocabulary while describing bears they have seen.
Discovering that bears like to eat porridge, after reading Goldilocks and the Three Bears, both classes made some of their own. We made a small bowl for baby bear, a medium sized bowl for mummy bear and a great big bowl for daddy bear. The best part of this activity was adding honey or jam and eating up the yummy porridge.
We found the bear
Waiting for Porridge
Kayleigh Evans, Claire O’Brien and Rachel Gregory. Crib and Creche Teachers
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All aboard! We’ll travel and see the world In Preschool we have been learning about different types of transport and then ‘traveling’ around the world. We have created our own travel agency where we have the chance to practice our counting skills by using coins and a cute little cash register that helps us keep track of how much our customers pay for their tickets. We have been busy writing too, filling in our boarding passes, holiday checklists and holiday booking forms. We even made our own passports, just in case we need to cross the border. It seems that traveling is very hard work after all… Some other activities we have enjoyed include: creating our own Alphago book - a transportation alphabet story; building our own boats and then having a race to see which boat reaches the finish line first; and, last but not least, singing songs such as Down by the Station and The Wheels on the Bus. Priscilla Varban EYFS Coordinator
We worked together to create our logo for our travel agency 12 Newsblast
Would you like to book a holiday?
We are practising our counting skills
To Reception‌ and beyond! Before the half-term break, children in Reception were busy making books about Spiderman, Batman and other superhero characters. This led us into our new theme of Superheroes in the class. The children decided on the activities they wanted to do, which included drawing pictures, dressing up, reading comics, making masks and designing their own superhero suit plus gadgets. The children began by creating their own role play area where they decided they would like a rocket for the superheroes to use. Children worked in teams to use various resources from around the school to make their rocket and included pictures and cut-out figures of superheroes. The children were able to develop their speaking and listening skills when in the role play area as they acted out their own stories. Our Superheroes theme took us into other areas of the curriculum including Physical Development, in which children learned of the effects of exercise on their bodies and the foods we need to keep us healthy and strong. The children developed their writing and creativity skills inventing their own superhero characters with special powers and characteristics. Aimee Scott, Reception teacher
Using a range of resources and materials to make their own superhero capes
Dressing up in costume helps children develop the character
The caped crusader works on a new outfit Issue 4 2013 13
Spring Forward with Year 1 The Year 1s have had another fantastic term. Over the past half term we have all enjoyed our topic ‘Winter Wonderland.’ We saw the change of season from winter to spring and learnt all about how the weather changes in Romania and across the world as the seasons change. The children really enjoyed making their pom-poms as part of their DT classes, thinking hard about different uses for their pom-poms and on planning and evaluating their work. With the change in weather, we have moved to hotter climates with our new topic ‘Carnival of Animals.’ The children are getting into the swing of things and are all fascinated to find out more about the African savannah. In Numeracy we have been working hard on learning to tell the time. The children have been helping to remind us of important times in our daily timetable and have all enjoyed using the clock. In Literacy we have been learning how to follow instructions. We had excellent fun using instructions to guide us when making jam sandwiches for the Year 1 joint snack time. It was great to see all of the children so focused and confident when following the instructions. In Music the children have been experimenting with ways of moving to the different styles of music. They used ribbons to create beautiful, elegant dances and all had a wonderful time moving their bodies around the room.
1S children working co-operatively and investigating different materials to make the 1S dragon
Another successful half term in year one! Helen Stevens and Kate Dibble Year 1 Teachers
Children in 1D making their eggs to go with their pattern and rhyme work
Nicolas had to use his careful creative skills to make his 100 days celebration outfit 14 Newsblast
Chocolate Fever in Year 2
Year 2 have had a delicious time this half term, learning all about chocolate and we enjoyed our trip to the Ana Pan Factory, where we learned how chocolate and cakes are made and were lucky enough to have practical experience trying it for ourselves. We have been studying the history of the cocoa bean and placing events in chronological order, identifying key events in the invention of chocolate as we know it today. We also looked at where in the world cocoa beans grow, the conditions needed for them to flourish and the bean’s journey from the tree to our supermarkets. This in turn led us to investigate rainforests and fair trade. Chocolate also melted into our Literacy; we were keen to find different stories written by the same author and we chose Roald Dahl as he wrote the famous book Charlie and the Chocolate Factory. ‘Changing Materials’ was the Science topic and we investigated changes-ofstate and also different materials, discussing if they are natural or man-made. In Numeracy we have been working hard learning how to tell the time using the terms ‘quarter past’ and ‘quarter to’. We have also been consolidating addition and subtraction facts to 100. Furthermore, we have been using number sequences, counting in 1s, 2s, 5s, and 10s and estimating. Kelly-Anne Feeney, Rachel Pamplin, Catherine Passmore Year 2 class teachers
Enjoying Golden Time in ‘Willy Wonka’s Sweet Shop’ as part of our chocolate topic
2P have created their own class clock to help them tell the time
What’s the time 2P?
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Year 3’s Term of variety Year 3 has had a successful first term back after Christmas, learning all about the Romans and investigating magnets and springs amongst the usual curriculum subjects. We had an extended book study of Charlotte’s Web which proved very popular with all our young readers. The story helped us focus on friendship and we also found out some interesting facts about both pigs and spiders. Our Roman topic has led to some exciting Design Technology, in which the children had great fun making helmets, coins and purses and, we hope, parents had great fun playing with them at home!
Friendship Week was a great opportunity for highlighting all those important social skills such as sharing, kindness, including others in games and making new friends. Friendship tokens were written in secret and passed out on Friendship Day. The children wrote poems celebrating friendship and enjoyed a special assembly. Swimming has been such a success that it has continued into the second half of the term. A big “thank-you” to all those parents who volunteered to dry hair and have helped with changing, it is much appreciated. Anna McHugh Y3 Teacher
Working in teams develops trust and cooperation
Weighing and recording promotes a methodical approach 16 Newsblast
Time to work alone and formulate individual ideas is important
Shared learning experiences in Year 4 Sharing learning across Year 4 has been the theme of this term, as all the boys and girls have benefited from working together with their peers in other classes. As we have continued our progress in Literacy and Numeracy, 4M, 4S and 4C have joined together on a range of activities, both social and academic. Firstly through shared ‘golden time’ the children are given a greater scope of activities and the opportunity to interact and engage with children across the year group. This is vital for the children’s personal and social development and their bonds of understanding will stand them in good stead for the residential trip in the summer term.
Cooperation was also evident in our Tudor topic as 4M and 4S produced a two-part Assembly focused on Henry VIII and Tudor life. As a celebration of the innovative and original pieces of homework produced as part of our Tudor Topic, we also staged a Year Group exhibition. This was an invaluable experience to reward the children for their hard work and allow them to enjoy and peer-assess the mixture of 3D models, books, poems and recipes that had been created. Combined activities for Eco Week and Book Week also helped the teachers and pupils exchange ideas and gave a greater audience for some of the super work produced. Ciaran McRae, Y4 Teacher
A busy exhibition in class 4C
Projects on Henry VIII are popular at the year 4 exhibition
All Year 4 classes had some impressive 3D models of Tudor buildings on display
The children examine the impressive detail in some of the project work. Issue 4 2013 17
5F and 5D explore the Solar System Year 5 pupils are embarking on another exciting voyage of discovery in the coming term. The students will be learning about famous scientists associated with space exploration. We have already examined the famous Prussian scientist, Copernicus, and have been introduced to his theory of Heliocentricity. At the time of Copernicus, people believed that the Earth was the center of the Solar System. They believed this because they had watched the sun and the moon spinning across the sky for hundreds of years and it seemed to make sense that these shining objects were orbiting the Earth. This theory was called the Geocentric Model for the Solar System, meaning that Earth was at the middle. Copernicus’ idea was radically different. He observed effects which made him believe that the Sun was actually the centre of the Solar System. This new idea was called the Heliocentric Model of the Solar System. The students in Year 5 were asked to create projects for homework which showed their understanding of space and the results were incredible. We in Year 5 are extremely proud of our students and what they have produced. They showed real creativity and ingenuity!
A mixed-media collage of the solar system
The Year 5 teachers
A detailed poster of the solar system
Fantastic moon landing diarama
Breathtakingly-detailed, interactive geocentric model
Our solar system’s planets in order from the sun
18 Newsblast
www.imupro300.ro
www.imupro300.ro
Fun in the snow
EYFS Outdoor Learning Parents Workshop Being outdoors has a positive impact on children’s sense of well-being and helps all aspects of a child’s development. Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. It gives children first-hand contact with weather, seasons and the natural world. Outdoor environments offer children freedom to explore, use their senses, and be physically active and exuberant. Young children should have long periods of time outside. They need to know that they can be outside every day, when they want to and that they can develop their ideas for play over time. We provide a balance of experiences that we as the practitioners plan and create, such as naturally occurring opportunities linked to seasons, weather and nature, but also ensuring there is significant space and time for spontaneous activities that children initiate for themselves.
These were just a few things that were discussed during our Outdoor Learning Workshop for parents. For those parents that were unable to join us for the workshop, you can find a copy of the slideshow on your child’s class blog. Priscilla Varban EYFS Coordinator
”The best classroom and richest cupboard is roofed only by the sky” Macmillan 1952
20 Newsblast
Sharing is a very important part of every child’s social development
Outdoor painting part of our Expressive Arts and Design area of learning
We can practice learning our letters and sounds outdoors also. EYFS Area of Learning Literacy
Outdoor Maths: the hoop is the same shape as a circle
EYFS Open Hour The EYFS team invited parents to an Open Hour one Tuesday morning in March, during which parents were encouraged visit Crib, Crèche, Preschool and Reception classes during their usual routine, in order to witness their learning in action. Classes followed their usual timetable which offered the possibility to see the ‘free-flow’ curriculum, the use of the outdoor play areas and to observe the children having fun in their learning environment. Priscilla Varban EYFS Coordinator
Creche children showing dads how play dough is used Issue 4 2013 21
Miss Moorcroft assessing quality displays put together by our talented TAs
Displaying children’s work is more than just an art form Putting up a display has more meanings than one may think. In addition to its general significance of offering information to those who view the material, a display can also share the philosophy of the school to its visitors. A good display recognises the children’s work, celebrates their achievements and awakens everybody’s curiosity. All of these, and much more, were discussed in January by Miss Moorcroft and all the teaching assistants (TAs) in the Display Training sessions. In a calm and relaxed atmosphere we were invited to discover, share our own beliefs, ideas and suggestions about what makes a good display. Miss Moorcroft also presented some of the most important guidelines and techniques that we can follow in order to create a wonderful presentation of our children’s work. The training ended with “The January Challenge” where, in pairs, the TAs had to create a display in one of the communal areas of the school. We, with the teachers’ help, had to choose the topic and finish the display by the 1st of February. Working with another teaching assistant proved to be a rewarding, motivating and inspiring experience that concluded in some extraordinary creative displays. We had the opportunity to see all of the displays during a pleasant walk around the school and together we appreciated everyone’s hard work and dedication. We discussed the good parts of the materials and some of the points on which we could improve. All in all, the training and the feedback were amazing and we understood once more that our work would be in vain without the children’s effort, ideas and creativity. Bianca Olah Teaching Assistant 4M 22 Newsblast
Presenting children’s work in a creative stimulating way
Prepared to face the arctic weather
Science and coping with disaster 6B’s topic focus for this term has been science, which involved many opportunities for investigation and experimentation. Everyone now knows how to make “elephant’s toothpaste” from hydrogen peroxide, soap, vinegar and yeast. It creates a great reaction in class and helps pupils learn about simple chemical equations. We conducted an experiment to ascertain which candle would go out first depending on the size or capacity of the jar we covered the candle with. All the children in the class worked out correctly that the jar with the smallest volume of oxygen would cause the candle to go out first. We also investigated burning a nightlight in water and watched the water level rise inside a beaker
due to a change in pressure. The pupils are budding and excited scientists, as was evident in our class assembly about Science Heroes. The children in 6T used drama as a stimulus for their learning of this new topic, with some of the children taking on the roles of rescuer and scientist. They made preparations for their mission by researching the work of scientists in Antarctica, the potential hazards they would face and how they would cope with them, including the clothing and equipment they would need. Mission accomplished (see photo).
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A museum trip not for the faint-hearted!
Examining a realistic romanian environment
Getting to the heart of the matter Last half term saw students of Year 5 exploring the fascinating world of the Human Body. As a final celebration and extension of this topic, the two Year 5 classes went on an exciting field trip to the Bucharest Museum of Natural History. It was a rainy morning in Bucharest as the students gathered to go to the Museum. The traffic was good and we managed to arrive just before the Museum opened. After a short wait, the museum staff let us enter and we were able to have the entire museum to ourselves! We were all extremely impressed by the quality of the exhibits, which included massive examples of taxidermy, models representing features of the animal
24 Newsblast
Models of the human body and human biological worlds and interactive touch-screens for us to find out more information for ourselves. Our favourite exhibits included a display of the hearts of various animals, which really allowed us to get a good understanding of the work that we had done in class. We also really enjoyed looking at examples of mummified or preserved human remains and taking time to consider what life would have been like for these people in their natural settings. It was a fantastic trip and we all learned a lot about animals and people. We would recommend anyone to visit the museum! The Year 5 Teachers
Year 5 at the Natural History Museum
Exploring the cave exhibit
5F and 5D working together
Taxidermy at the museum Issue 4 2013 25
Year 6 at the Peasant Museum
Miss Catalina translating from our guide Just prior to the half term break Year 6 went to the Peasant Museum. This Year Group is currently studying Scientists of the Industrial Revolution and by visiting the museum pupils were able to contrast their understanding of increasing mechanisation of farming processes, compared to earlier wind and water powered machines used for farming and textile production. We had a guide, Ruxandra, to take us around the museum and her fascinating comments were translated skillfully by Miss Catalina. We learned that the museum had been restored to its current condition within the first two months of 1990 and that only six years later the museum was awarded European Museum of the Year, and deservedly so. We were able to marvel at the intricacies of ceramics and textiles exhibited and the scale of the great machines for making and washing carpets and rugs in rural Romania. Both classes were intrigued by the detail of the many unique costumes displayed from different areas and of different groups which have been known to live in or travel through Romania. The famous wall of bowls demonstrated symbolism and ritual; many different aspects of life can be glimpsed in the pattern, elegant special occasion bowls as well as the simple, undecorated, everyday bowls. The final two rooms gave Year 6 a clear insight into life in the days before central heating and double glazing. The trip was completed by a visit to the Museum’s Educational Workshop, and here everyone learnt to make Martisor bracelets. It was a really insightful visit and our thanks are due to the museum for their warmth, kindness and instruction. Andrea Bestel, Y6 Teacher 26 Newsblast
Tiffany made these Martisor bracelets
Luca in front of a beautifully painted cupboard
Year 6 at the wall of bowls
At the house inside the museum
Lena and Maria at the costumes
The tiles that Elena and Mattia are showing us depict famous Turkish generals
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Primary Friendship Week
Sharing creative hairstyles amongst friends
The last week before the mid-term break was Friendship Week at BSB. In Primary, the Student Council worked hard to produce friendship tokens to share with friends and they performed a friendship assembly to all of the KS2 children. The focus of the assembly was on how to fix things when problems occur between friends and the importance of TRUST.\ Thinking about what has gone wrong. Respecting each other’s points of view. Understanding one another’s feelings. Saying sorry when we need to. Talking through our problems.
We could hardly recognise our friends on friendship day
The Friendship Day proved to be an enjoyable one, with everyone turning up with crazy hairstyles to support our charities. The money collected was donated to Helen Keller International and Fundatia Inocenti. I would like to thank the Student Council representatives for their help during this week and to all of the parents, staff and children who donated so generously. Lisa Ali Acting Head of Lower School
It’s great to be friends at BSB 28 Newsblast
Me and my pet: Antonia, 1S My pet’s name is Marlon Brando. We called him this because I thought it was a very nice name for a dog. I have had him since he was a little baby and I was in Reception. Marlon Brando is a brave dog and very clever. He is also very nice but sometimes he can be nasty. I love him because he is very cute and also plays a lot with me and the other children. But he dug our wires up as well as everything.
Marlon and me
When he is sitting in our house he is very quiet but he barks at me and my friends when we are playing. Marlon Brando is a white golden retriever and the best thing about my pet is that he loves me and I love him.
100 days of fun, frolics and learning down in Key Stage 1
In February, all the children of KS1 had a fabulous day of fun celebrating their 100th day of school. Outside Miss Passmore’s classroom there has been a board of 100 squares since the start of the school year and everyday a star has been moved along the squares, counting down to our 100th day. We celebrated by making hats, special glasses, 100-days bookmarks and writing about the things we would want 100 of. We even spoke about the things we would not want 100 of and one girl revealed that she did not want 100 brothers because “One is enough”. We ended the day with a KS1 Assembly, during which the children shared what they had been doing in class and how they felt they were now 100 days smarter. It was an enjoyable, fun day for all. It gave all staff an opportunity to express to the children how well they are working and to celebrate all the achievements they have made since the start of school back in September. Helen Stevens Key Stage 1 Coordinator
Using the interactive whiteboard to sing along to the 100 Song
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2F being silent for 100 seconds
Key Stage 1 celebrating 100 days in our assembly
Showing off the crowns and glasses of 100th day in 2R
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The 1S Tigers worked together to count 25 Cheerios each, altogether making 100
Working hard to make the 100th day attire in 2R
2F making print patterns with 100 thumbprints
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Book Week Finally, 4th-8th March saw the arrival of Book Week. The English and Drama Faculty hosted a range of activities throughout the week, beginning with Year 8’s performance of 1,001 Arabian Nights in assembly, directed by Miss Oliver. The rest of the week was filled with other library-based activities, ranging from competitions (Design a Bookmark and Illustrate a Text), votes and treasures hunts to speed book dating and a book exchange for staff and students. And of course on the Thursday we had Book Day, when the children and teachers made a huge effort to dress up as their favourite book character, making the school even more colourful than usual. WINNERS ETC. The week was a fabulous opportunity for students to truly engage with their own reading and get their noses into some books! Natalie Curtis English Teacher
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Cap’n Jack Sparrow, at your service
Creche children in their Disney character outfits enjoy a book together
The jolly green student
Jenisa and Elena
Horrid Henry still has to work
How many characters can you identify?
Everyone joined in the fun to celebrate books and reading
Red Riding Hood makes a surprise visit
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Primary Art Exhibition A Skills-Based Approach To Art
On display here is a range of work produced by KS1 and KS2. The children have covered key areas of art including art history, critical analysis, self-assessment, printmaking, painting, drawing, sculpture, collage, montage and more. As with reading, writing and mathematics, a skills-based approach to art allows each student to maximise their potential and helps them to understand that ability in art is not a talent or a gift, but rather a measure of knowledge, technique, practice and persistence.
Art enables children to be critical, innovative thinkers, to problem solve, express, communicate, create and experiment. The skills-based approach doesn’t inhibit creativity: it helps children to know how to create certain effects. The increased control of different media and enhanced understanding of the environment allows children to become more aware and empowered in all areas of their studies and lives. Mark Williams - Primary and Secondary Art&Design Teacher Kate Dibble - Primary Art Coordinator
Paul, Y4
Erin
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Year 3 work inspired by American artist Rex Ray
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Colour mixing from Y1
Y6 work based on the Aztec calendar
A montage of Primary pupils proud of their work
Images of Y1 children at work
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Year 1 display with explanations about the mixing and contrasting of colours
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Capturing light and shadow using charcoal
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Primary art on display in the Senior Library
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Universities
Life-saving with swimming skills is a university course that extends the children beyond their normal swimming lessons
Dancing is a fantastic form of exercise - we have some very talented dancers at BSB who enjoy learning new moves in dance universities and after-school clubs
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Survival skills is a practical university course that really encourages children to develop awareness of their environment
As a practical skill, knitting takes some time to untangle and get to grips with, but all the Y2s who participated made good progress on this course
In the cooking universities, the focus is on learning safe techniques that children can then use to follow recipes at home
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Clubs
Table tennis is an ever-popular club where the children enjoys creative warm-up exercises to improved their skills before competitions
Our school library is a wonderful environment for booklovers and the KS2 after-school club encourages children to link new texts with their writing ideas 42 Newsblast
KS1 children really enjoy the opportunity to experiment with different instruments when making music
‘Igniting the Writing’ is a club to inspire authors in Y4 and help them with ideas for creative story-telling Issue 4 2013 43
SECONDARY REVIEW It is not unusual for high quality schools to focus on the development of leadership attributes. This is certainly something to which we aspire at BSB and there are myriad opportunities throughout school which help students hone their skills as leaders. Our Student Council plays an impressive role organising events, liaising with staff and parents as well as feeding back to teachers through student observations. House events require individual students to organise, motivate, and manage teams of students in different year groups. Meanwhile, meeting with the Prefects is one of my weekly highlights and this team of 6th Form students creates an obvious avenue for experiencing the challenges involved with leadership and a position of responsibility.
Other opportunities for the development of leadership attributes are perhaps less apparent but no less valid. The resilience, compassion and empathy necessary for community service volunteering make this an outstanding arena to develop personal skills and awareness. It is no surprise then that regular volunteering is highly recognised by university admissions tutors for the most competitive courses, such as Medicine and Dentistry, where a string of A grades are just not enough alone to secure a place on courses in many countries.
“It is no surprise then that regular volunteering is highly recognised by university admissions tutors for the most competitive courses, such as Medicine and Dentistry, where a string of A grades are just not enough alone to secure a place on courses in many countries.”
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Genuine, regular volunteering over a significant period of time is valuable as an end in itself of course. Once reflected upon, it allows for real personal growth and self-awareness and can require dedication and often bravery to step beyond personal “comfort zones”. Co-curricular activities involving weekly childcare at Fundatia Inocenti; the creation of resources for the visually impaired with the Light into Europe charity and our superb Social Enterprise group, which organised a children’s hospice Christmas party back in December, are all outstanding initiatives which deserve our community’s full support. I hope to see more opportunities in the coming months.
Perhaps the real value of these activities is that they allow our students to more fully appreciate the subtleties of leadership and to develop the attributes of “servant leaders”. These are leaders that seek to empower or to put the needs of others first. I would argue that these are the attributes upon which we should continue to focus as we develop young global citizens who can influence society positively and, we hope, become the leaders of tomorrow.
Mr Philip Walters Head of Secondary
Crash, Bang, Wallop. What a picture! What a photograph! Key stage 4 and 5 students were provided an opportunity to showcase their creativity in a small exhibition in the secondary library. Students are currently working hard to produce course work for their exams and this entails a work journey and personal exploration, providing visual and written evidence of personal study with practical outcomes. “Art, for me isn’t always pleasurable. Sometimes it is frustrating, sometimes it is difficult but it is always a journey of exploration.” Joe, Y12.
“Taking Art will help me accomplish my goal. I want to apply to university to study Product Design in the UK.” Sebastian, Y11. “Unlike other subjects, you have to create your own objectives, which is both exciting and challenging. Graphics openly allows you to make mistakes and take risks. It helps you understand the bigger picture and requires you to be structured yet flexible.” Helene, Y10. Derek Walker, Art & DT Teacher
Joe’s detailed portfolio
Naomi - collograph printing techniques
Sebastian’s pencil work on tonal values
Sebastian utilising line to create direction and movement Issue 4 2013 45
46 Newsblast
Helene – an analysis of existing packaging
Naomi’s examination of structure and form in ceramics
Exhibtion poster
Rida explores the juxtapositions of femininity and power
Packaging analysis reveals the marketing secrets
An investigation of anatomy by Joe
Layering of inks creates depth
Marian’s brainstorm design process
A classic brand under scrutiny
Making connections and finding inspiration Issue 4 2013 47
Challenge 3 - The Apprentice goes to the Crowne Plaza
After two exciting rounds that saw the number of candidates being cut from just under 40 students to fewer than 20, it was time for Challenge 3 of this year’s Apprentice competition! Candidates gathered at 12.45pm in the reception of the Crowne Plaza Hotel for a mystery challenge. After an overview by the Finance Director and a tour of the hotel facilities the challenge was revealed to the three teams.
At 4pm the teams re-entered the main conference room to begin their pitches and once again all the candidates demonstrated how confident, mature and creative they were. However, it was team 1 which was narrowly selected as winners in a tough decision by the judges. The firing of the losing team leaves just 12 candidates competing in Challenge 4. So for now the search for the 2012-2013 BSB Apprentice continues‌ Mark Monaghan Business Teacher
In under 2 hours teams would have to present their ideas to the hotel management on how they could increase sales for the gym and spa facilities in the hotel. A frantic period followed with teams working hard in separate rooms to come up with unique but simple ideas (due to the clients’ very specific requirements) and present them to a discerning audience.
Candidates present their ideas 48 Newsblast
The presentation draws to a close
The clock is ticking‌
Candidates work on their ideas
At the briefing
Exploring the spa and gym
Last minute preperations for the presentation! Issue 4 2013 49
Year 7 World Religions Trip On 11th March, Year 7 visited the places of worship of two of the religions they have been studying so far. They were lucky enough to visit the Great Synagogue of Bucharest and the Anglican Church of Resurrection. Visits to both places also included an interactive talk by practising members of both faiths and plenty of opportunity to ask questions - which students at BSB love to do! Students were encouraged to identify and discuss the similarities between the two religions, and also include similarities between them and Islam, thereby linking this trip with another exciting event which occurred the previous week, when a practising Muslim came to school to speak about her experience of being a Muslim.
These two events have provided Year 7 with a context for their learning which will prove invaluable as they will study these three faiths in more depth in Year 8. The rest of Year 7 will study Buddhism, Hinduism and Sikhism, explore the ways in which followers of different religion express their faith and what impact this can have upon their lives. The study of World Religions provides students at BSB with an appreciation and understanding of diversity which will equip them for their future careers. Hannah Straw Humanities teacher
Students listen attentively to the synagogue guide
Samaa and Anda close to where the Torah scrolls are kept
Students listen as Father Patrick explains some differences and similarities between Orthodox, Catholic and Protestant churches
Father Patrick explains how priests wear different robes for different church services depending on the time of year
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The University Interview BSB’s Head Boy, Mihnea, has received offers to study Electronic Engineering from four universities in the top 10 of The Times university ranking list, namely: • University of Southampton - UK ranking: 15 • University College London - UK ranking: 8 • Imperial College London - UK ranking: 4 • University of Bath - UK ranking: 10 Here he tells us about the interview process for two of those universities: Number 1 My answer to the first 2 questions about why Electronic Engineering and why his university I think sounded a bit rehearsed; hopefully he didn’t pick up on that. I basically said because electronics has been the thing that I consistently enjoyed and seemed the only path to go, and I said the university because of its reputation, good connections for getting a job in the field I love afterwards, it’s in London which is a great city and some of my colleagues will also be joining me in London soon. He asked me why phones are smaller today than 10 years ago and I told him that the precision with which the silicon dies are made has increased, allowing for more transistors to be packed in the same space. He asked me about Moore’s Law (the thing the guy at the Spain conference talked about with technology doubling every 18 months) and I was able to say the actual law but not its name. He asked about how phone batteries have kept up, and I told him that their capacity increases, keeping the same form factor as they thin down the electrodes with the electrolyte in between and give it a higher reaction surface area. I think I did quite well in this question.
Then came the simple Maths question, which wasn’t so successful. He asked if he took a string of Earth’s circumference and wrapped it round Earth, then increased its circumference by 1 meter, how far will this string lie above the surface of the Earth. Initially I had an answer and showed it to him, but he said I could simplify it further; I simplified it and then my answer was wrong (I had 1/π). His answer was 1/(2π) and I had found out he had arrived at that that because he used C = 2πr instead of C = πd, which is what I did - I measured the distance it would peak above Earth from both sides of the circle added up. I explained to him why I got it wrong straight away and corrected my answer, but his face showed no emotion for me to read. Hopefully this silly question isn’t the reason they won’t give me an offer... Number 2 Towards the beginning we talked about 3D printers and crazy home projects. Then he asked why I chose the UK: I said because of cultural diversity, more things to do, socially, than in Romania. Why I chose that university: because I read about how good the high voltage lab is and how good the EE course is. He then said if I’d get an A* I’d be eligible for a 500 GBP scholarship, and for every additional A*, an additional 500 GBP would be “scholarshipised”. He also said that the course I picked doesn’t include high voltage but if I wanted to change to the high voltage version of the course after first semester, I could. He mentioned some other stuff about changing from a BEng to an MEng and vice versa, and how they only differ in how strict they are i.e. you pass with higher marks for the MEng course but that it’s slightly more difficult to change from B to M because of some government funding thing. He didn’t really ask any technical questions.
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Exciting English Events While the finishing touches and final rehearsals were underway for the Frankenstein performance, there were also plenty of events taking place in the other half of the English and Drama Faculty.
Year 9 Poetry Slam
3rd place: Maria Y8 - ‘Still I Rise’ Isabella Y7 - ‘Life’ Mena Y8 - ‘Confused and Unsure’
When many people think of poetry, they think of Milton, Shelley or Blake: a respectable gentleman sitting on a riverbank, solemnly scribbling romantic verses into a notebook. What they don’t tend to think of are the thrill of the stage, the scores of the judges and the roar of the crowd at a Poetry Slam. On the last day of term, that’s precisely what happened in Year 9’s English lesson.
2nd place:
Having studied the work of punk poet John Cooper Clarke and established performance poets Cristin O’Keefe Aptowicz and Taylor Mali, the students were more than prepared to participate in their own Poetry Slam: creating a poem, practicing their performance and then standing up to face the judges, who would judge them on poetic technique and delivery.
1st place:
What they weren’t prepared for was the arrival of the surprise judges - Mrs Wells, Miss Hussain, Mr Walters, Mr O’Brien, Mr Brown and Miss Finch - and the similarly unexpected audience of Year 8 students. The poetry flowed standards were high, the judging became progressively harsh and the crowd responded with cheers and boos until the final scores were tabulated. A big English round of applause to Joe, Y9 who won with a fantastic delivery of “Swag Don’t Pay No Bills” - congratulations, Joe! You can read Joe’s winning contribution, and the runner up entry by Calin, Y9 in the Creative Writing section of this Newsblast.
Poetry Competitions However, it wasn’t only the Year 9s who were letting their poetic juices flow. They, along with Year 7, Year 8 and some eager Year 13s, also entered two poetry competitions simultaneously. Young Writers is an organisation which promotes creative writing through resources, activities and competitions. This time, for ‘The Poetry’ Games, students were charged with writing a poem about anything that really mattered to them. The prize? The opportunity to see their work published in an anthology, and the chance to compete in the global final to win an iPad or a Kindle and £1,000 for the school. These same poems were also entered into the House Poetry Competition to win those all-important House Points for Mureş, Argeş, Danube and Olt, to be judged by the English and Drama Faculty. Whilst we wait to hear from Young Writers about our students’ inevitable success, we can now announce the winner of the House Poetry Competition. There were some fantastic entries and the decision was tough, but the English and Drama Faculty would like to say congratulations to the following students:
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Teresa Y7 - ‘I Wish’
Luka Y7 - ‘Stopping Smoking’ You can read Luka’s poignant anti-smoking poem in the Creative Writing section of this Newsblast.
Book Week Finally, 4th-8th March saw the arrival of Book Week. The English and Drama Faculty hosted a range of activities throughout the week, beginning with Year 8’s performance of 1,001 Arabian Nights in assembly, directed by Miss Oliver. The rest of the week was filled with other library-based activities, ranging from competitions (Illustrate a text), votes and treasures hunts to speed book dating and a book exchange for staff and students. We are pleased to announce the winners: Library Treasure Hunt: Mariam, Y10 Illustration: Yasemin, Y9 The week was a fabulous opportunity for students to truly engage with their own reading and get their noses into some books! Natalie Curtis, English Teacher
Creative Writing Corner The Winning Poetry Slam Entry: “Swag Don’t Pay No Bills” by Joe (Y9)
Second place in the Poetry Slam “The Battlefield” by Calin (Y9)
I really don’t know when this became the norm, What caused the young generation to transform? Today’s young people, ignorant and careless.
The land was ravaged and the trees were dead As if Gods of War clashed In their footsteps, nothing could be mended
When did society accept this behaviour? How did their attitude favour The chavs that walk our streets today?
Dad said it would be great to train An amazing chance for experience The man had to be insane But only a fool would oppose resistance.
What great power did suddenly demand That you get mocked and laughed at For putting up your hand? These days it’s different, Flat-peaked caps, trainers and rap spells cool; Good grades, reading and being clever spells tool. Young people should stop and think for a bit, “Being clever and hard-working might be good, innit?” Don’t take your intelligence, know-how and abuse it, God gave you a brain so use it! You’re probably not listening, you might think it’s fine, But come ten years’ time, You might realise swag don’t pay no bills.
My friends were dead Now they’re gone My friends were dead Yet none would mourn I knew from the start nothing would come Instead of orders we got rhyming riddles They say war prepares you for the long run but once it’s done You feel lower than the rings of hell The said rejoice after war Feel love and for your country But a part of me wants more Than heroism, women and money I was finally at my last nerve Hanging by my last rope Then I saw a dove And remembered this meant hope.
First Place in the House Poetry Competition “Stopping Smoking” by Luka (Y7) I lay here, In my bed, With my mind foggy Inside my bald head. I often wonder, Why am I here? I’ve never smoked Not a day, not a year. My dad, though, Smoked all the while. He smoked the cigarette It was dirty, vile. And I just stood beside him And played with him all day
And inhaled that ghastly smoke Dad thought that it was OK. My friends told me to smoke, I never did. My mom kept telling me, “It is stupid.” “If you huff and puff that menacing smoke, When you die, you’ll wheeze and choke.” Now I know, now I realize That when my dad was saying it was OK, those words were actually lies. But there is only one thing I can’t comprehend Why is my life coming to an end? My dad now stands beside me Looking so very sad And for the first time ever He has no cigarette in his hand.
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The Tell - Tale Bass Guitar It is midnight and I’m trying to sleep. Not easy when your older brother is playing heavy metal, full-volume, next door. Sometimes I’m convinced Booming Bullet for my Valentine are in there. Or Earsplitting Evanescence and Noisy Nirvana. On bad nights it’s like Blaring Black Sabbath. No-one in my family really cares when my brother plays his music at night because everyone’s a heavy sleeper. Even my baby sister can sleep through several songs of Metallica and Megadeth. Not even our neighbours complain! So as I lay attempting to sleep, I form a plan in my mind... “You look like a panda, Aria!” my best friend Emily tells me the next morning. “Thanks.” I mutter to her. “What was your brother playing this time?” Emily tries to hide her amusement and fails. “Two Metallica songs and several hundred Nirvana.” I say, woefully. “It’ll be worse when he learns how to play guitar and forms a band.” Emily, ever the optimist, says. In school everyone calls me panda. Then when I say something about too much metal and hard rock music, the class idiot, Thicky Mickey, starts calling me Motorhead. “It’s ‘cos Motorhead is a type of metal band and you’ve got panda eyes. Panda is also a type of car and Motorhead seems to have become your new nickname” Emily explains. All the more reason to take my revenge..... “I’m going out” Rick, my metalhead brother says, after dinner. Perfect. “Where to?” my mother asks while trying to get my baby sister to eat broccoli. “Concert. I’ll need to borrow a few quid” Rick says impatiently. “No. You’ve got mock exams coming up and you are not wasting study time going to some Metal Lick concert or Zen concert.” My mum is very firm about test results. “Metallica and Nirvana you mean.” Rick murmurs. “Whatever. No, you are not going.” This puts Rick in a bad mood and the next thing we know, we’ve got Alice Cooper singing ‘School’s Out’. Sigh. My older sister comes stomping down the stairs and tells Mum she’s reporting her for child neglect, because she can’t have some new perfume that’s come out and she’ s crying, saying she hates this family and is sick of Mum neglecting us. “What does neck-leckting mean?” Beth, the baby, asks. “When your family doesn’t care about you.” I explain. “I’ve been neck-lected! There’s no more Wotsits left.” Beth says gleefully. My thoughts exactly, sister dear. Every night at midnight when Rick finishes listening to his music, I creep into his room and I check where his stereo is. It’s right next to the door. Excellent. I do this for seven days in a row and on the eighth, I conduct my plan. It is as cunning as cunning Mr. Fox who is leader of the UN’s top secret cunning plans. I enter Rick’s room and it is a pigsty. I am half amazed there’s no Babe or Wilbur trotting around, squealing their piggy squeals. Anyway, back to the eighth night. I’ve still got the bass line from KISS’ I Was Made for Lovin’ You stuck in my head. I tiptoe, as silent as a mine (I don’t like to say quiet as a mouse because mice are never quiet) and I reach the stereo. Rick turns over in his sleep. I gently unplug the stereo and head out of the door. I put the stereo down on the floor and shut his door. Then I scuttle into my room before Beth or Spencer (my darling [not!] older sister) wake up. I shove the stereo into my wardrobe and snuggle down into bed. Success! I wake up at eight thirty every single m orning, even on weekends. My brother wakes up at eight thirty nine exactly and then he plays I Wanna Rock by Twisted Sister. The bass part from I Was Made For Lovin’ You is still stuck in my mind. I count down until eight forty. One...two...three... “My &*$%@#! Stereo has gone missing!” Rick screeches and I think he’s
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Choosing my storyline In my story, I made an adaptation of Edgar Allen Poe’s story, The Tell-Tale Heart. In the actual story, a man murders another man and hides his body. The police visit him and guilt makes him admit the deed. In my story, the main character steals her brother’s stereo and guilt drives her mad and she eventually confesses after she hears rock songs being played out in her head. I wrote it using alliteration (e.g. Noisy Nirvana and Earsplitting Evanescence). The reason I chose for my storyline to include several rock songs and bands was because it adds a personal touch to my story and I personally think that good stories always include a personal touch. Calista Y8
woken up my friend who’s moved to Sweden. Rick bursts into my room and he’s joined by an angry-looking mother, two-year-old and fifteen-year-old. I cannot believe they have enjoyed listening to who knows how many Metallica songs. “It was Aria! I know it was!” Spencer’s eyes gleam. “How?” I growl. The bass music is growing louder in my ears. I was made for lovin’ you baby, you were made for lovin’ me. “I heard you go into Rick’s room last night.” Spencer smirks. “Aria. Tell me now. Did you take the stereo?” Mum crosses her arms. I can’t get enough of you baby, can you get enough of me? Then there’s Poison blaring in my ears, joined with several rounds of Smells Like Teen Spirit. Maybe my ever so cunning plan wasn’t that cunning. “I um...” I begin. Paul Stanley and Kurt Cobain’s voices are growing louder and louder, accompanied by several Gene Simmons bass solos. Shut up, shut up! Lovely, I’ve got Ozzy Osbourne singing now. “I... I...” “Aria, I’m waiting for an answer!” mum hisses. You’re poison running through my veins. Why am I singing a love song to my mother in my head? My mother is smiling and telling me it’s alright, that if I tell her now I won’t get into trouble. My brother is spitting torture threats (although it might be death threats) at me. My sisters are humming the chorus to I Was Made For Lovin’ You. Paul Stanley, Gene Simmons and Kurt Cobain are singing and playing bass so loudly in my head. Louder! Louder! Louder! “Family!” I shriek. “Dissemble no more! I admit the deed! Open up the wardrobe! Here, here! It is the strumming of the hideous bass!”
Frankenstein
I
n the original text, Victor Frankenstein, a scientist, tries to create a perfect human using the body parts of
unearthed corpses. Once the creature is created, however, he rejects it as it is horrifically ugly and he is stricken with guilt by his actions. On hearing the word ‘Frankenstein’ one tends to think of the green creature with a bolt through his neck, however the original novel and the Philip Pullman adaptation used is actually much more interesting and complex than that. The creature actually wants to love and wants to be treated as ‘normal’. He is rejected by his creator and society and therefore turns ‘bad’. This is an issue that is really relevant to Western society today, and that idea was emphasized throughout the production. Partly scripted and partly devised, the aim of the project was to create a truly original and meaningful piece of theatre and for the students to gain some experience of working collaboratively with a cast and director. With a cast of only six, including two Key Stage 3 students, the students demonstrated impressive commitment and focus that made for an extremely emotive theatrical experience. Very few technical effects were used, however the students really succeeded in communicating the tense, Gothic atmosphere of the play. Victoria Oliver Head of Drama
Filip (Y7) performs Hit the Road Jack
House Music Festival Students recently displayed their talents at the second House Music Festival. Each House Captain organised a lunchtime recital with performances ranging from Keis’s drum solo (Y10) to a display of electric guitar skills from Jesus (Y9). The performances were judged by a group of Key Stage 4 and 5 students headed by Noor and fellow students made up a large, supportive and appreciative audience. While all students should be congratulated on their performances, awards were given to Tudor and Stefan for the best Upper and Lower Secondary performances, with further commendations awarded to Mihnea, David, Clara and Dilara. The overall winners were Olt House.
The judges score the participants 56 Newsblast
Francois (Y8) sings in front of an appreciative audience
Abie demonstrates her vocal skills
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The Olt team consider an answer
House Competition HOUSE MASTERMIND
The first two months of the year witnessed a flurry of fiercely contested House Competitions within Secondary. In House Basketball, the Reds of Arges edged to victory, whilst Olt regained the House Music trophy which is reported upon elsewhere in this edition. In the inaugural House Mastermind, the Houses were evenly matched. Slightly differently to the famous TV format, general knowledge was tested in teams and via whole House vote, alongside the traditional individual round of specialist knowledge. Interestingly the boys scored significantly higher than the girls’ teams in the General Knowledge rounds yet the individual specialist
Question masters enjoying an answer
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subject rounds saw all four girls outscore all but one of the boys. Indeed it was Tudor’s phenomenal performance and intricate knowledge of “The Lord of the Rings” which won the overall competition for Mures, as he managed an amazing 17 points in his two minutes of questioning. My congratulations go to all who took part in this hugely enjoyable competition. Particularly impressive was the bravery of specialist subject experts Ana Maria, Alexandra, Naomi, Rebecca, Andrei, Tudor, David D and Keis. Philip Walters Head of Secondary
Tudor Y13 excels under the spotlight in the specialist subject round
Danube Masterminds in action
Ana Maria Y7 in the hot seat representing Arges superbly
Alexandra Y9 knew Harry Potter as only an expert can!
Arges girls team ponder an answer
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Secondary Friendship Week “Friends are the most important ingredient in the recipe of life”
chocolates imported from the U.K. were also sold to raise funds whilst buying a special gift for a friend.
Friendship week is utterly important as it gives us a chance to let our friends know that they play a pivotal role in our lives. It gives us opportunities to make our friends feel special. BSB celebrated Friendship Week recently and it was a great success. Activities such as friendship hands, friendship bingo and friendship-themed games were great fun and arranged by the Student Council.
We also had Crazy Hair Day on 15th February 2013 which was again very popular throughout school. The money collected was donated to Helen Keller International and Fundatia Inocenti. I would like to thank Mr McGowan and Mr Walters for helping out with the arrangements in Secondary. Moreover, I would also like to thank the Student Council representatives for their help.
Friendship bracelets were also sold by members of the Student Council to raise awareness for Amnesty International and a selection of Cadbury’s
You don’t have to be mad....
Y7 girls out to impress 60 Newsblast
Noor, Y12
Charity review at BSB 2012-2013
Over the year the British School of Bucharest community has been involved in many different charities and helped many people. From the visually impaired to children of modest homes, from hospitalised children to children suffering from genetic diseases, the BSB community has brought support to the bigger Community. The Charity Committee supports and organises events throughout the school and beyond, but actions often come from the individuals themselves. ‘Movember’ and the works of Key Stage 4 & 5 students with Fundatia Inocenti, Light into Europe, or Parada are examples of these personal initiatives. “Every Tuesday, Noor, Naomi and Maria have been going to the Fundatia Inocenti playroom of the IOMC hospital in Lacul Tei to take part in the Fundatia Inocenti Child Life Programme. The girls have been playing with, singing to and feeding young babies, to give them necessary stimuli and interactions which, were it not for the charity, they most probably would not get - they have really made a difference!” - Miss Curtis. “You may remember from a previous edition of Newsblast that a number of the male staff shaved their facial hair off in order to grow a brand new moustache throughout the month of November. They call this ‘Movember’, and it is a charity drive that takes place each year in a number of countries throughout the world in order to raise awareness of testicular and prostate cancer. The results were impressive in some cases, telling in others! But the important thing is that over 500 lei was raised and contributed to cancer research charities. Thanks to all of those who took part, and the staff, students and parents who supported them.” - Mr Brown If money is an important factor to measure the generosity of a group of persons, the Charity Committee would also like to emphasise that generosity is also about giving time, dedicating energy and being open to others. As far as this year goes, the generosity of the different actions taken by the BSB community can be reviewed as follows:
• 5,784 RON and a thousand Euros have been donated on different occasions: Occasion
Crazy Hair Day
Jeans for Genes
Movember
World Education Games
Amount
1,489 RON
3,445 RON
500 RON
350 RON + 1,000 € + Various Donations
Destination
Fundatia Genetic Innocenti & Hellen Research Keller Foundation
Cancer Research
UNICEF
• Various goods were collected and multiple initiatives took place: Occasion
Harvest Festival
Shoe Box appeal
Clothes Donations
CoCurricular Activity - Light into Europe
CoCurricular Activity - Fundatia Innocenti
Initiative
Collection of tinned and dry foods
Collection of Christmas presents for modest children
Collection of clothes
Awareness campaign for the visually impaired
On-site visit of students to the children of the IOMC hospital
Fundatia Innocenti & Asociatia Vasiliada
Asociatia Vasiliada
Light into Europe
Fundatia Innocenti
Destination Saint Stelian Charity
As we can see, the British School of Bucharest is largely involved in the wider community. This year has already been very busy but it is not over, as amongst the various charities that will take place or continue running at BSB, the most exciting is the cooperation with Parada, invited by the Parent Teacher Association and coming into school as part of a Co-Curricular activity. The Charity Committee, on behalf of the different associations and people helped, would like to thank all the people involved. Benoît Haslé Charity Committee.
Issue 4 2013 61
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Movember - varying degrees of hirsute success amongst BSB staff...
Grateful recipients
62 Newsblast
Putting a smile on young faces
Everybody gets involved
Donations piled high before leaving BSB
Issue 4 2013 63
Year 5 recorder students demonstrate their skills
An Evening with BSB Musicians For many BSB students the 14th February was filled with music, as they delivered their second whole-school concert. The evening began with the latest efforts of the staff steel pan band, Just Pantastic, but things soon improved again as the evening continued with GCSE solo performances from Tai, Eda and a variety of duets. The Choir of the Bells definitely got into the Valentine’s Day spirit with a performance of the song Right Next to You.
The largest group of performers came from Years 4 and 5 and the children demonstrated the recorder skills that they have been developing in their Music lessons with Miss Grant. The evening’s finale was provided by the Key Stage 2 Choir. Congratulations to all the students who took part and well done for their hard work this term.
Y4 recorder students demonstrate what they have learnt this term 64 Newsblast
Jenny Finch
The Choir of the Bells perform the song Adiemus
Real Steel are really developing their ability to play as a group Issue 4 2013 65
The BSB violin section participate in a performance of Skyfall
Tai, a GCSE Music Student, gives a heartfelt rendition of Talking to the Moon
The KS2 Choir show off their vocal abilities
66 Newsblast
Why trips matter
A chance to catch some sun
Trips have always been a part of life at BSB. More than the majority of schools, we place tremendous value on experiences which take place outside the classroom. Secondary students this year have enjoyed overseas trips to Geneva (UN visit), Prague (debating and World Scholars Cup teams), Murcia (Student Conference) and The Alps (Ski Trip) whilst the eagerly anticipated Iceland trip is soon to depart. We intend to take this one step further through the creation of Secondary Expeditions and Work Experience Week when the school will effectively move outside of the classroom for a week in June. Making a week long “outdoor education” expedition part of our compulsory co-curricular programme for every child in Secondary is a vital part of what we believe in. The benefits are not tangible immediately and for some children this type of activity week can be quite daunting - indeed I would expect every child to be placed outside their “comfort zone” at some point on an expedition in a safe and measured manner. This is in an attempt to encourage the development of leadership skills within our students; to develop young people that are well-rounded, empathetic, resilient, independent and selfaware. Our aim is therefore to provide a wealth of experiences that will aid personal development, general education and personal challenge.
Pupils taking part in the Enisala fieldwork expedition
These broader aims are matched by my knowledge that trips and expeditions rank highly for many students amongst their best memories of school days. They almost always bring enjoyment of good times with friends and teachers in a safe yet challenging environment. I also hope that for some the expeditions will take them to parts of Romania that they may not otherwise have visited. Expeditions Week will take place between June 17th and 21st and will see Years 7 to 10 venture to different parts of Romania for various types of adventurous training trips. The Year 7 Rasnov and Year 8 Baile Heculaine Expeditions continue a theme of outward bound activities seen on Primary trips with days devoted to different activities such as climbing, caving, archery and kayaking. The Year 9 & 10 Viscri Expedition will test the students in a different way with plans including a longer trek, some valuable community work, mountain biking, horse riding and a stay in a mountain refuge. More specific details can be found on the school website about each expedition.
Alexandra, Kayla, Joe, Alessandro. Jakob and Francois leaving the cave
Years 11 and 12 will have completed their GCSE and AS Level examinations by mid-June and will use the week to experience a complete week (or more) in the workplace. I am delighted that we will be able to offer two comprehensive work placements for all our students which can often be very important factors in career or the university course decision-making process. I know how highly university admissions tutors value such placements largely because they result in more committed and knowledgeable students who have selected their courses from a position of foresight, understanding and well informed ambition. Mr Monaghan will organise the Work Experience week with more details to follow soon. Philip Walters Head of Secondary
The students at the entrance Issue 4 2013 67
Safety is the priority The morning drop-off and afternoon pick-up are busy times for BSB staff, parents and children. Inevitably this means the road outside is busy too and so the school is keen to ensure that it does everything within its powers to keep the crossing as safe as possible for everyone. Recently we had the road markings re-painted, installed new flashing warning signs to alert motorists and also posted a traffic marshal, resplendent in highvisibility vest. All of which is designed to improve conditions for all pedestrian traffic but we still ask all parents and visitors to park with consideration for others and keep well clear of the crossing; your understanding is appreciated.
68 Newsblast
BSB Catchment Area Covered area Bucov
PLOIESTI
Legend Highway National road City
I think it’s fair to expect that some people in the city will assume that BSB only caters for pupils whose family home is within walking distance of the campus but this is certainly not the case. This map represents the geographical area from which our current families are drawn and as you can see, it is quite extensive.
A3
It just goes to prove that discerning families are prepared to go that extra mile (as is our own bus service) for the quality they demand. David Whitehill, Director of Admissions
Snagov Ghermanesti Ciofliceni
Corbeanca / Ostratu
Balotesti
Nursery, Primary and Secondary
Buftea Otopeni
A3
Mogosoaia Sector 1
Afumati Voluntari
Sector 2
A1
Sector 6 Sector 3 Sector 5
42, Iancu Nicolae Street Pipera, Bucharest, RO
Pantelimon Cernica
A2
BUCURESTI
Issue 4 2013 69
www.britishschool.ro
42, Erou Iancu Nicolae Street, 077190 Voluntari, Ilfov County, Romania T. +40 21 267 89 19 F. +40 21 267 89 69 E. office@britishschool.ro
Celebrating success