NEWS
BLAST
The british school of bucharest magazine • issue 1 • october 2014
BSB OFFICE STAFF
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Baneasa Forest
Casa Alba Restaurant
Polic e Academy 301
Atlantis Club
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301 301, 783 METRO
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42, Erou Iancu Nicolae Street, 077190 Voluntari, Ilfov County Bucharest, Romania
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For admissions please contact Mr Simon Lambert: Email: admissions@britishschool.ro Phone: 021 267 8919 Fax: 021 267 8969
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For specific help relating to school transport and student lunches, please contact: Email: services@britishschool.ro Mob: 0728 133 432/3 Tel: 021 267 8919 Fax: 021 267 8969
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If you need any information or help in regard to your child’s education and support at BSB, please do not hesitate to contact our office team during normal working hours, 8.00am - 5.00pm, Monday-Friday. Email: office@britishschool.ro Tel: 021 267 8919 Fax: 021 267 8969
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Nursery, Primary and Secondary
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FROM THE PRINCIPAL
Dear Parents & Friends of BSB
Jo Puddy-Wells Principal
As another packed academic year gets underway it is exciting to contemplate all of the traditional events that we can expect this year, alongside a variety of new initiatives which help BSB to keep moving forward in the world of international education. Next month we will welcome 40 delegates to COBIS’ first Pastoral Conference aimed at raising the importance of Pastoral care within our schools, we are eager to hear what ideas the speakers will suggest to enhance our programme here at BSB. Also this year we will be hosting the COBIS Secondary debating competition with teams coming from around the world to participate. With great demand now for places in the Secondary and Primary COBIS games which will take place in Athens, BSB were lucky enough to win places in both games and we hope this is just the start of a winning streak once the competition begins in the Olympic stadium next year! Additionally, this spring we will be welcoming ISI back to assist us with our quality assurance through the school inspection. While it always seems a little daunting, our previous inspection weeks have given much to celebrate and I am positive this year will be no different. Extensive additions to our campus during the summer mean that several new curriculum options have been extended particularly with Design Technology as we now have our dedicated Textile Room, iMac suite and our Design Technology workshop. The workshop is an Aladdin’s cave of equipment that the staff are enjoying learning to use alongside the students; laser cutters and scanners, 3D printers and vacuum formers stand next to more traditional vices and saws, hammers and lathes. My favourite new
machine recycles plastic and through a heating press allows us to create new sheets of plastic that we can then use in our 3D designs and vacuum form to create new objects. While quite utilitarian it seems a piece of beauty to me, the eco-friendly ideas we discuss with the children can now be seen before their very eyes, and recycling can take on a whole new meaning. The new Primary curriculum comes into action this year and the British government is no longer using levels for assessment, SATs have been phased out and a greater responsibility is falling to schools and staff to create new systems, it seems we too are recycling lots of educational ideas. Methods of delivery and ways for teachers to record where their students are in terms of attainment seem to be reverting back to previous widely held beliefs, and teachers of a certain age will see ideas back in vogue that they implemented at the start of their career. Such is the world of education that we seem destined to experience this cyclical approach
...an outstanding school regardless of the latest fad will stay true to its aim.
to ‘new’ ideas and initiatives. However I believe a good school will always have its own unique ethos and a commitment to what is right for their students, a great school will continue to deliver a personal, flexible curriculum holding the child at the heart of all they do; an outstanding school regardless of the latest fad will stay true to its aim. So here at BSB we will continue to recycle the valuable and implement the worthwhile, knowing that a quick conversation with any of our pupils will confirm we are getting it right.
F R O M T H E P R I N C I PA L 3
Houses in Focus: Primary House Captains by Dan Batson
W
e are delighted to announce that this year’s Primary House Captains and Vice Captains have been elected.
Bebhinn (Captain) and Dana (Vice Captain) were elected to lead and represent Arges; Elena (Captain) and Ignacio (Vice Captain) were elected to lead and represent Danube; Victor (Captain) and Alice (Vice Captain) were elected to lead and represent Mures and finally, Lily (Captain) and Noa (Vice Captain) were elected to lead and represent Olt. Early in the term Y6 students were asked to write a letter of application to Primary Senior Leadership team for the available
Alice
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posts. These children were then given the opportunity to deliver a persuasive speech in front of all of their House members in a special House Assembly on 25th September. The speeches were followed by a vote and the new House leaders were elected. House Captain and Vice House Captain are currently one of the most prestigious positions of responsibility for students in the Primary school and we are confident that these eight children from Y6 will lead their Houses very well and live up to the role.
Bebhinn
OCTOBER 2014
Dana
Elena
Ignacio
Lily
Noa
Victor
H O U S E S I N F O C U S 5
The library is an ideal place for someone whose passion is reading
Ben has a passion for mathematics which he hopes to pass on to all of the students
Getting to know your TA
Introducing
My name is Iulia and I have been working here for two years. During these two years I’ve learned and grown a lot and I am very grateful. I work with the SEN and EAL departments offering support for students in the Secondary school. In my free time I like to draw, ride the bike, play piano, study Korean or just spend quality time with family and friends.
I am Ben Shuttleworth, the new Mathematics teacher. I have come from Hereford in England, and this is my first international teaching job although I have 5 years of experience working at a Sixth Form college. I am trying to learn Romanian, and if any native speakers have the patience to help me practice I would be very grateful. I will take part in most sports apart from football, but favourites from the past are Judo and Ultimate Frisbee. I intend to run Ultimate Frisbee as a CCA here at BSB, so please talk to me if you are interested. I have many other hobbies including juggling, board and computer games, and geometry problems! When given a free minute I like to watch funny videos of cats on YouTube or attempt Sudoku puzzles, which I normally fill out in pen and then throw away when I realise I have made a mistake.
Iulia Tepes
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Ben Shuttleworth
The Batson family enjoying their new adventures in Bucharest
Introducing
Batson Family Firstly I would like to take this opportunity to thank everybody who has made the Batson family’s move to Bucharest such a pleasant one. We have been made to feel extremely welcome and are looking forward to the year ahead and getting to know Romania. Mrs. Batson and I are both from the north-west of England, although we actually met on the way to Abu Dhabi over nine years ago, as we had been employed by the British School of Al Khubairat – another great COBIS school. Mrs. Batson was a KS1 and KS2 Class Teacher and a Music Teacher and I was an Assistant Head for the Primary school. Both of our boys, Fraser (3) and Jasper (1), were born in Abu Dhabi and have been conditioned to the heat and the sand. However, they are now getting used to wearing coats and long trousers and are thoroughly enjoying the Romanian climate, with its incredible flora and fauna. Conker picking has been a particular hit!
Both boys also love school, with Jasper in Crib and Fraser in Preschool. The staff and facilities in EYFS have made their first days at school very special indeed. After being a full-time mum over the last four years, Mrs. Batson is enjoying teaching again. Her lessons are always loud, lively and a lot of fun and it is great to hear the children continuing to sing in the playground. The African song ‘Funga-Alafia’ has been especially popular. I have also been enjoying my new role and being at the heart of school leadership and development; although my favourite part of the day is always when I am working and talking with the students.
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You are then provided an individual dietary recommendation on the basis of your personal test results: You find out the foods you should avoid eating for a certain time and you also get a personal recipe book with suggestions for tasty meals that you can enjoy as an alternative.
Important for you to know: Chronic discomforts can be triggered by delayed food allergies.
Ask your therapist about ImuPro300. They will provide non-binding advice as to whether ImuPro300 could provide you with a form of treatment that promises success.
The decisive question is: What is the cause of the discomforts and what triggers them? Only when this question has been answered is it possible to successfully fight the complaints. Today we know that many chronic pains can be caused by inflammation reactions. Food products can also cause these inflammations - when certain antibodies are created. These antibodies can be uncovered with blood tests. This means you gain a picture of which foods can cause what complaints. Many people are thought to suffer from a so-called delayed food allergy without knowing it. The complaints are often wideranging and only occur several hours or even days after the consumption of the relevant food product. For this reason it can be helpful to look for these foods with a blood test and to make them, visible‘ in this way.
www.imupro300.ro Additional information is available from: S.C. Imupro Distribution S.R.L ImuPro Distributor - Romania & Moldova T. +40 735 303 001, F. +40 21 267 89 69 E. office@imupro300.ro www.imupro300.ro
The latest addition to the BSB family
BSB Congratulates
A leader both on the roads and in the school - enthusiasm and dedication in equal measure
Scott Allsop
Philip Walters
When I arrived for the new staff induction programme on the 25th August, little did I know that my son would be born twelve hours later! My wife, Alice, was absolutely amazing and was up and walking around the next morning. As for Edward, he wasn’t very well at first so was looked after in the ICU, but since then he’s recovered and is just like any other baby – loud, hungry, and without a sensible body clock! The support of everyone at BSB has been fantastic, and as a family we feel very fortunate to be part of this community.
Well done to all of the staff and students who competed in the Bucharest International Marathon in October. In particular, we would like to congratulate Philip Walters who completed his first full-length marathon and crossed the line in a time of just over four hours.
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ALUMNI - WHERE ARE THEY NOW
Helene Miravalls
I
n September I started studying at the King’s School, Canterbury to complete my Sixth Form studies. The change of lifestyle, school and country has made the past month and a half very eventful. Coming into the jaw-dropping campus of King’s, I was amazed at everything from the black institutional gowns worn by the teachers to the full assembly hall singing hymns every morning. There are so many odd yet respected rules. For example, the Captain of Games is allowed to own a goat on the School Green Field! The tutorial system between housemasters/housemistresses and the pupils helps to foster good relations based on mutual respect. It is true that in a boarding school, you quickly get to bond with each other, becoming really close. I have met so many people in such a short time and the experiences I have shared with them already have made us a cohesive year group. Life here at King’s is incredibly busy and whilst this means that
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ALUMNI
Helene’s academic success at BSB was recognised at the Secondary Awards ceremony last year
spare time is a luxury here, I am enjoying every minute of this fulfilling experience. Whether the passion is Chess or Sailing or Bee-Keeping, there will be an opportunity for the student to carry it forward, and that is part of the reason that everyone seems to be constantly progressing. Along with this comes the academics too, and although schoolwork has been very challenging especially considering the limited time - I genuinely am enjoying all of my subjects, especially Spanish where I find I have been well prepared for the A-Level. I consider myself extremely lucky to be here and want to thank all of BSB for having driven me forward to reach this point. Although I am enjoying myself here I do miss the familiarity of school life at BSB, and I am looking forward to visiting during half term.
15TH ANNIVERSARY by Simon Lambert
T
his year the school celebrates its fifteenth anniversary and there will be plenty of activities to celebrate that fact throughout the year.
The pupils and students are working their way through the 15th Anniversary Challenges that they were all set and we are looking forward to presenting them with their badges of achievement in the very near future. It would be great to see everyone wearing a Bronze, ANNIVERSARY Silver or Gold badge before the end 2000 - 2015 of the academic year in June. We have two other competitions to celebrate the anniversary with Secondary students taking part in a photograph competition to provide the image for use on the school Christmas Cards whilst the Primary pupils are being challenged to design a school mascot. We are looking forward to entering 15 teams into the half-marathon which takes place next Spring as well as organising several parents versus staff sports matches. The highlight of the anniversary celebrations will be the Ball that will take place in May. A venue has been decided upon and we are trying to find a suitable date on which it is available. More details will be sent out shortly. It is also our intention to produce a book celebrating the 15 years. To that end, if you have any photographs in your own archives of the school throughout the years please do not hesitate to get in touch. Whilst the student body in any international school varies from year to year as parents are relocated for their work, there are several families who have been with BSB for many years. If you have a story to tell, or have a view on how the school has developed since 2000, again we would very much like to hear from you. Once the year is out we can start to look forward to the next 15 years!
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From the archive. Guess who? See page 50
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FROM THE ENGINE ROOM by Simon Lambert
It has been a very busy summer in the Admissions and Marketing Department. The Summer School was well attended this year and we have had a constant stream of prospective parents and children visiting the school. That still continues and we are proud to announce that this month our number of nationalities will hit fifty with the arrival of a family from Chile. The internationalism of our student body is to be celebrated and we look forward to welcoming more new families throughout the academic year – see the map on the inside back cover. You will also notice that this edition of Newsblast features a new look. Hopefully you will find plenty within these pages to enjoy. We now have fifteen different twitter accounts for the school with many Key Stages and departments tweeting pictures from the classroom as well as sharing interesting articles that will assist
Lights, camera, action!
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parents and students alike. If you follow the school on Facebook, why not take the leap and set up a twitter account as well. You don’t need to post things about yourself if you do not want to, it can just be used as another social media channel to keep you up to date with the goings-on at BSB. In the last year alone we have posted over 1000 photographs and videos! The school has also recently had an air of Hollywood about it, with the filming of a promotional video of the school that will be used to present the benefits of boarding at BSB. We will shortly publish the video on the school website and I urge you all to have a look. The Romanian director and his editorial colleagues have certainly met our expectations and staff and students who have seen the finished article have been delighted with the result.
BOARDING by Matthew Cox
As an experienced international school headteacher I am acutely aware of how challenging it is to join an institution when the majority of the academic year is already completed. I should not have been concerned. I chose to join BSB because of a feeling I reached during interview, that at the heart of this special school, was an acute sense of ‘family’ in the broadest sense. It was clear that it was already an established centre for educational excellence, and yet there are many depths and layers to this unique establishment. I have not been disappointed. The staff guided me through every new experience during my induction, and the students have all been interested, kind and, above all, polite. That should be expected but it is still to be highly commended, as the children do not yet know why this stranger is at their school! Let me explain. After a career that has involved being a headteacher in prestigious schools in Singapore, Tanzania, Belgium and the UK, I have come to BSB to be Head of an
exciting new boarding project. I have been given the task of producing a thriving world class, British-style boarding house that will match the already outstanding education that is being delivered to your children, right here at BSB. This is an important development project for the school, and will allow us to provide quality education to families throughout Romania and the region. Of equal importance is the opportunity boarding presents to some of our senior overseas students to complete their studies uninterrupted, even if their parents are being required to relocate out of Bucharest. We believe that the offer of boarding will be a great support to our existing families, that it will serve to attract new students to our school, and offer the highest quality education to families throughout Romania. Planning for the boarding house is moving quickly. We will open the boarding house, complete with up to 20 boarding students, in September 2015.
BOARDING at BSB - from September 2015
For further information contact admissions@britishschool.ro
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Business English Course + University Of Cambridge Certification Could your English language skills be holding you back? Perhaps they’re preventing you from getting the job you want or from performing with confidence at interviews, or even stopping you get ahead at work. If these examples ring true, then this course can help – whether English is your first or second language, it will give you new skills to help ensure confident reading, listening, speaking and writing in English, in a typical office or business setting The course lasts approximately 50 hours and is provided in an e-learning format so you can learn at home, at a pace to suit you. You’ll need broadband internet access and as listening and speaking are key to the course you’ll also need a headset and microphone. Should you need additional support, you’ll also have the help of a Pitman Training Course Advisor, based at one of our handy training centres. Comprising 50 lessons, Business English is also packed with hundreds of interactive exercises. We also use sound and video to create an enjoyable experience, based on the kind of written and spoken English found in a work or business situation. To benefit fully, you’ll need to be able to express in English your opinions and understand instructions. The course has been carefully designed to a European standard - the Common European Framework of Reference (CEFR). It is suitable for learners at levels B1 to C1 on the Common European Framework of Reference (CEFR) and will give you the skills you need to take the University of Cambridge ESOL BULATS examination – you can take this test at the Pitman Training centre too.
Guideline Learning Time 50 hours (Actual course duration will vary from individual to individual)
Designed for Anyone who, having started to learn English, wants to improve their skills and meet the language requirements of an office or business. Anyone looking for the flexibility of learning English in an online setting.
Objectives To provide the skills for confident reading, listening, speaking and writing in English. To provide the language skills needed in a typical office or business setting. To prepare the learner for the University of Cambridge ESOL BULATS exam; this exam can also be taken at the Pitman Training Centre.
Course Content The online modules are split into 50 lessons with hundreds of interactive practice exercises. Sound and video are used to create an enjoyable learning experience. The exercises will improve your skills and are based on the kind of written and spoken English found in a work or business situation.
The course is in three sections: Reading and Listening Module (30 hours) Speaking Module (10 hours) Writing Module (10 hours)
Topics covered include: Careers and Recruitment Service Industry Wholesale and Retail Company Performance Communications Career and work-focused learning Practice exercises for the University of Cambridge ESOL BULATS exam
For more details or to enrol on the course call Denisa the course coordinator on 021 317 47 64 or drop her an email: denisa.bancau@bptc.ro. For more information about Bucharest Professional Training College and Pitman Training UK-Romania:
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www.bptc.ro www.bptc.ro/pitman www.pitman-training.ro
PRIMARY SCHOOL REVIEW
Robert Ford Head of Lower School
Welcome back to what we are sure will be another exciting year in the Primary School. This year we are very pleased to welcome a number of new students and staff who have settled well into life at BSB. As we commence the new academic year we have identified a few key areas which we are working on throughout this year in order to improve our provision. We will ensure we make effective use of technology to support and encourage outstanding teaching and learning. This will include successfully incorporating iPads within Primary classrooms as a teaching and learning tool. We are also looking for ways to use technology to improve communication between home and school and provide parents with more evidence of the work which is going on in class. This will include the further development of blogs, Twitter and individual student E-portfolios. We are looking to develop leadership skills among the students in the Primary school. This will include providing opportunities for the older students to take on several key positions of responsibility. We will be involving students in giving feedback on teaching and learning in order to allow them more ownership of what happens in the classroom. The profile of the school’s Student Council will also be raised so that it is acknowledged and valued as a serious and powerful forum to support and serve the students and their views. In line with current developments in the UK, we are reviewing our curriculum provision in order that we can provide a curriculum which is creative,
challenging, rigorous, child-centred, relevant and exciting. Our aim is to provide students with a Curriculum which meets their individual and varied needs, excites them about learning and helps to develop confident, motivated, self-disciplined learners, who can realise their full potential and make a responsible contribution to the world. We will also be reviewing the use of school learning spaces and ensuring we use the school’s extensive resources to creatively support curriculum delivery. We are reviewing our systems for assessing children’s learning and exploring opportunities to develop and provide effective systems for real-time assessment, planning and reporting. We also aim to provide opportunities for parents to regularly engage in their child’s learning and progress in order to have a clear understanding of where the students are, where they have to get to and how they are going to get there.
“Our aim is to provide students with a Curriculum which meets their individual and varied needs, excites them about learning and helps to develop confident, motivated, self-disciplined learners.”
As the year progresses I will keep you updated on how we are progressing towards achieving these goals. I am sure it will be an enjoyable year ahead.
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EYFS
A great start in Crib and Crèche by Claire O’Brien and Rayna Myson
In Crib the children are busy getting ready for Harvest. They have been using a variety of materials to create Harvest Display boards. Children have been collecting leaves and acorns in the school grounds along with painting and sticking. They are enjoying learning and listening to Harvest songs and playing the ‘hide the pine cone’ game. We have only been in school for a short time, but already Crèche are progressing in their social skills by becoming settled and confident in exploring their new surroundings, especially the outside area, where there are many exciting things to discover.
Children have enjoyed the new caterpillar in the playground
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There has been a lot of driving around the garden on the cars and bikes as well as engaging in some imaginative role play in the outside kitchen. The learning has not stopped there. Inside has been just as busy. The Creative area has been very popular, especially when it involved painting our hands different colours, we now have a very bright hand painting display in our classroom. The children always end their day with a story. Our favourite at the moment is “Hooray for Fish” which is a story about a little fish and all his different coloured fishy friends.
Creating Harvest display boards using different materials in Crib
Having fun in the sunshine on the cars and bikes in the Creche garden
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EYFS
Preschool
by Katherine Dibble and Priscilla Varban The children in Preschool have made a fantastic start to the new school year. They have all settled in well and are starting to make some firm friendships. As our first topic we decided to choose the theme ‘Ourselves.’ This gives us the opportunity to learn more about the children, where they come from and most importantly, what they are interested in. Preschool D have learnt all about our 5 senses and thought of many ways that we can use our senses to help us to learn about the world around us. We used mirrors to look carefully at our faces and had a go at creating portraits from things that we found when we went on our nature walk. We talked a lot about where in the world we have all come from and had great fun tasting foods from
other cultures. In Preschool V we have been exploring life on the farm and making healthy choices. We looked at our favourite fruits and vegetables and then continued our learning journey by learning about farm animals and where meat, milk, cheese and yoghurt come from. We visited the BSB kitchen where our amazing chefs showed the children how they cook our school lunch every day. We have had a very exciting half term and can not wait to see what our next learning journey will be about. We are all looking forward to the coming year in Preschool.
Preschool D in their pretend shop selling cakes to raise money for charity
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Super Learning in Reception by Kayleigh Evans and Isobel Ford
In Reception we have started the school year getting to know each other and developing our friendships. We have been participating in circle times and group games in order to get to know each other better. This term we have learnt about how to be a Super Learner. This has involved the children learning and keeping the Golden Rules so that they can work together in a safe and secure environment. These child friendly rules are specifically created to develop the children’s personal and social skills as they learn to acknowledge and respect the thoughts and feelings of others. We encourage the children to listen carefully, always have kind hands and feet,
share and take care of each other, as well as our belongings. Throughout this term we have talked about having a healthy brain in order to be a Super Learner. We learnt that for a healthy brain we need to drink lots of water, do lots of exercise, get a good night’s sleep and eat healthy food to give us energy. In Reception we have completed lots of individual and group challenges in order to develop our skills of learning. We have learnt that to be a Super Learner we need to be ready to ‘have a go’, ‘keeping on trying’, ‘problem solve’, and ‘learn from our mistakes.’
Reception children making fruit smoothies after learning about foods which help to keep them healthy
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KS1
Key Stage 1 In Y1 everyone has had a very enjoyable and exciting start to the school year. It has been fantastic to see how quickly new and returning pupils have settled into their learning environments and to watch new friendships blossoming. Our year started with themes about ourselves ‘Guess Who?’ and ‘Where do I live?’ Pupils have found out about themselves and their senses in a wide variety of ways and across all curriculum areas. Each class has very quickly and enthusiastically incorporated the use of iPad minis across the curriculum. Pupils have done particularly well in using Book Creator to make their own talking books. Y2 have also had a positive and encouraging start to the year;
Working in pairs Y1 learnt about the 5 senses
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both classes have been working really well together in all academic and social aspects. The children have been enjoying the focus on ‘Healthy Me’ and ‘Ourselves’ and have taken pride in the work that they have produced. Both the children and parents enjoyed the Healthy Me café that the children put together during the first full week of school and have since enjoyed learning more about the human body and different food groups needed for a balanced diet. We have a very positive outlook ahead and look forward to seeing what the children can produce over the coming year.
Hands-on work in the classroom
Y1 made character masks for the story Not Now Bernard
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Discovering the importance of healthy foods and a balanced diet in Y2
Learning mathematics takes many forms
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Pupils have been enjoying their PE lessons outside this half-term
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KS2
Key Stage 2 Y3 became researchers this half term during the Around the World thematic unit. They learnt how to gather information from a variety of sources, including print and digital, to answer questions about countries they were keen to find out more about. They found out that the human and physical geographical features of these countries are represented in maps and atlases through keys and symbols, which, once discovered, were applied to their artwork. Their English work also flourished as a result of this theme, as pupils used this information to write an information text about their own countries. They explored the features of an information text, compared fiction and non-fiction books and investigated the use of paragraphs to make the text easier to read. In Mathematics the pupils concentrated on place value and how partitioning numbers into thousands, hundreds, tens and units helps them to calculate quicker. In Science, they used their inquiring scientist brains to discover more about how the world works by investigating light sources and their role in creating shadows and reflections. They also found that we see things because light is reflected off objects into our eyes. A great start to KS2 and they are looking forward to finding out a lot more this year! Y4 have also had an exciting first half term looking at the topic ‘Mummy Mania – Discovering Ancient Egypt’. The children began to look into the history of Ancient Egypt and explore what it would be like to travel back in time approximately 6000 years. At the start of the year the children met an unfamiliar character that travelled back from Ancient Egypt and wanted to explore what life was like here at BSB. This then led to the children learning about AD and BC and producing a timeline about their own life and the events that took place during Ancient Egypt. The children asked the character some questions that prompted their learning about what life was like in schools, the jobs that they did and the clothes they wore. The children became very interested in the topic ‘mummification’ so much so that they learnt how to mummify a hot dog! The results were very interesting. During their Science topic the pupils have been looking at living things and their habitats. They took a walk around the school
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grounds to see what mini-beasts could be found and discovered the habitats they lived in. Furthermore, Y4 studied endangered animals and what can be done to help them in today’s society. Y5 started the year with an interesting challenge – for the teachers anyway! The results were two very wet teachers and a lot of research on rivers. Since then the classes have covered different features of rivers and mountains, including making models in the sandpit in KS1 of the course of a river and models of how different mountains are formed, learnt about the water cycle and have visited a water treatment plant. The children were challenged to find and present as a PowerPoint, Five Fab Facts about a river of interest. As part of the topic, they have been looking at different habitats and the lifecycles of plants and animals. Pupils went pond-dipping to find out what life forms were in the local habitat. A tally was kept and they were able to create spreadsheets and graphs of the different animals found. Curiosity prevailed about the changing weather and questions were posed about fog. This led to an investigation on how to make fog and how to create atmospheric art in the style of JMW Turner. The children have also studied the prints of Hokusai and have created their own blocks and prints. There are also some budding journalists in our midst as we have been writing recounts in the form of a newspaper article. The children were very inspired when our very own Mr. Lambert came to talk to them about his former career in journalism. Y5 have had a very creative, hands-on start to the year and some wonderful work has been achieved. The pupils in Y6 have made a tremendous start to the new academic year and have demonstrated their maturity and enthusiasm across all of the subject areas and as role models for the rest of the primary school. As a year group, the children have really embraced their new cross-curricular topic ‘The Power of Nature’ and have enjoyed researching the structure of the earth, types of volcanoes and looking at the great eruption of Mount Vesuvius in AD 79. The children have enjoyed leading their own learning in their volcano projects and have developed their collaborative working skills with their project teams. The project has made strong links with
Searching for mini-beasts and other pondlife
all areas of the curriculum that has strengthened their learning experience. The children enjoyed designing a piece of equipment intended to help escape volcanic eruptions and then they created some
fabulous adverts intended to induce people to buy their products; they used lots of persuasive language! Everyone is looking forward to showing off what they have created to parents and students during this term’s Y6 assembly.
K S 2 25
Reinforcing learning by writing up notes during a visit to the Design Technology suite
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Researching a topic using technology in the classroom
and in the Primary Library using more traditional resources
K S 2 27
The sky’s the limit at BSB
Paying attention is vital when learning how to use the equipment
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Painting landscapes in the style of Turner
K S 2 29
The ice-bucket challenge came to BSB and the pupils thoroughly enjoyed soaking the teachers
The Y5 and Y6 pupils have enjoyed their science lessons in the Secondary school
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Me and my pet by Charlotte Smith
Princess Sparkles is a six year old Ragdoll cat and Maisy is a three year old Ragdoll-Persian cross. They both came to Romania from the UK with me three years ago and they love living in Romania as they have a nice big house to run around. Princess Sparkles loves prawns and ice cubes and Maisy loves to eat anything, especially my husband’s dinner when he is not looking! They are both so lovely and friendly; they always run to the door when I get home for cuddles. Maisy is a scaredy-cat and hides whenever anybody comes to visit our house but Princess Sparkles always likes to nosy and sit on people’s knees – especially people who do not like cats!
Princess Sparkles - a lover of prawns and ice-cubes
Workshops for staff and parents by Katherine Dibble and Kayleigh Evans
At BSB we are dedicated to ensuring that our teachers are given the opportunity to develop professionally wherever possible. In August we were fortunate enough to have Sally Featherstone visit the primary school to help inspire and advise our KS1 and EYFS departments. The focus of the INSET was all about how to make the most effective learning environment for our little learners. Over two days teaching staff attended a variety of sessions ranging from ideas to encourage writing to developing our outside areas. We are lucky to already have wonderful outside space and now have even more ideas to continue to expand it. At BSB we are committed to developing a quality education and sharing our curriculum with our parent body. Children’s learning in EYFS needs to be a partnership between home and school. We aim to foster a welcoming atmosphere so that parents feel comfortable when discussing their child’s development, circumstances, skills and needs with the staff. We appreciate the role of parents in their child’s education and ensure that there is a close liaison between parents and staff.
During the phonics workshop in October, Mrs. Ford took parents through the basic fundamental skills of early reading and gave helpful tips on how this can be supported at home. In EYFS we follow the Floppy’s Phonics scheme which uses familiar characters from Oxford Reading Tree; Biff, Chip, Kipper and Floppy, to teach letters and their sounds to the children. All of the sounds of the English language and a very comprehensive range of graphemes of the alphabetic code are introduced systematically throughout the programme. Following the sequence the children will then build up their code knowledge and phonic skills in a way that allows them to progress smoothly with their reading, spelling and handwriting.
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Photo: BSB
UNIVERSITIES Juggling, uni-cycling and other skills are being acquired at the Circus University
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by Charlotte Smith
T
he fabulous BSB University programme has launched again for the new academic year and we are extremely proud of the range of high quality enrichment opportunities which the courses now offer.
Mrs. Charlotte Smith, who is responsible for organising and overseeing the programme, has been working tirelessly to ensure that Friday afternoons are an especially exciting and rewarding time in school for all – a wonderful way to end the week! Of particular interest this year include: Circus School, Escape Rooms, Augmented Reality, Chinese Paper Art, Sports from Around the World, Arts on the Move and Primary Newspaper. The children in KS2 all wrote a letter of application to Mrs. Smith
The Great BSB University Bake-Off
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for their preferred courses and outlined the reasons why they wanted to learn specific skills; they each received a reply stating which course they had successfully received a place on. The BSB University programme allows pupils to choose enrichment opportunities in an area that would not normally be offered in schools. Universities are intended to teach the children exciting and interesting practical skills and contribute heavily to our creative curriculum.
Augmented Reality - one of the new technologies being embraced in Primary
Uno, dos, tres, quatro - learning to count at the Spanish University
U N I V E R S I T I E S 35
CLUBS
Precision, accuracy and fair play are learnt during the Fencing CCA
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Photo: BSB
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by Helen Stevens
A
t BSB we pride ourselves on offering a whole range of after-school activities that give all our children the opportunities to try something new or to build upon their existing skills. The popular fencing, karate, tennis and climbing clubs have all continued to run over this half-term.
Alongside these we have had a whole range of extracurricular activities available from cookery, arts and craft to football. This term has seen the start of our BSB choir which, although small, has been working hard on their singing. We hope to see more children sign up for choir in the next session of clubs as Mrs.
Batson has some very exciting ideas. Clubs form an important part of our daily school routine and enable us at BSB to offer an enriched curriculum. We welcome any feedback about them and about the clubs that you would like to see on offer so please share your thoughts with us.
Chess has always been a great pursuit for all ages with a focus on strategic thinking
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The DT Club embraces the particular needs of those who may eventually pursue a career in design
Learning to perform different roles, working alone and with others in the Drama Studio
C L U B S 39
PARENT TEACHER ASSOCIATION
PTA Review A very warm welcome to the new school year to all of our new and existing families. Following the positive feedback last year from our PTA information session, we ran this event again in September. We offered our parents the opportunity to see the variety of activities on offer in Bucharest and it also presented an opportunity to meet other BSB parents. The event was very well attended and showcased a variety of sports, charities and other hobbies. We were also very pleased to see so many new parents at the coffee morning at the beginning of term. As we move forward towards the end of the first term, we will have our annual Artisan Fair on Friday 12th December at school. This is a chance to purchase gifts, see Santa and get into the seasonal spirit. The Artisan Fair raises funds for the school charities and if
you would like to help by donating food from your home country, contributing to the raffle baskets or any other donation then we would love to hear from you. In November we also have the annual PTA Quiz, a fantastic opportunity to get together with staff from the school to enjoy an evening of fierce competition! Do come along – we look forward to crowning a new team of champions at the end of the evening. The BSB PTA Facebook group offers support to BSB and information on activities and services here. Please join the group if you wish to be part of this. Should you require any additional information on the work of the PTA or wish to get more involved by volunteering to assist in any of the events we would be delighted to hear from you. Simply drop an email to the office and they will ensure that it finds its way to the right person.
The information hour at the start of term for new and exisiting parents proved popular once again
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SECONDARY SCHOOL REVIEW
Philip Walters Head of Secondary School
Our Secondary subject teachers are absolutely dedicated to their own specialisms. However we are aware that there is a need for us to be teachers of children and not just teachers of subjects in order to fully understand and develop each individual child. Achieving this important distinction is arguably in danger of being lost in some schools due to the size of cohorts and expansion of the institution. I was lucky to visit two international schools in Asia over the summer and whilst the sheer scale of the operations was impressive on the one hand, it seemed to me that an optimal size for a school had been passed. In some countries, a narrowly focused attempt to drive up academic standards can also have the same erosive effect on the prime role of the teacher. Focus on exam results (and the learning that leads to these) is of course important but no parent would say this overrides the wellbeing and personal growth of their child. Pastoral care is at the centre of our community and all teachers play a role. The link between this and academic results should not be under-estimated. Children must feel valued and part of a community. The exceptional teacher and school will hold the children safe, and in this safety give them the freedom to take risks, the willingness to make errors, the enthusiasm to share ideas, the courage to find a voice – this is what we aim to do. Speaking to several of our leavers last year, both students and parents alike, I was delighted that yet again many referred to the close-knit, caring nature
of our community and what several described as a “family feel” suggesting that we have much to be proud of in our pastoral care. We know that this is not something to be taken for granted and requires constant attention. The House system at BSB, one layer of our
“The exceptional teacher and school will hold the children safe, and in this safety give them the freedom to take risks, the willingness to make errors, the enthusiasm to share ideas, the courage to find a voice.” community, plays a vital role within overall pastoral care, through helping our students to develop a variety of aptitudes and different relationships with others in school. As I write we have just completed the House Football competition and it is so pleasing to see the Houses growing in terms of identity and within the life of the school. House events require individual students to organise, motivate, and manage teams of peers or students in different year groups. Teamwork, leadership, collaboration and perseverance were all in evidence in abundance. I am delighted that our students are rising to this challenge and look forward to the Houses becoming increasingly prominent.
S E C O N D A R Y R E V I E W 41
EXPEDITIONS The Danube Delta provided the perfect backdrop for detailed investigation
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S E C O N D A R Y F E AT U R E 43
T
he school expedition week saw the students from Y7 to Y10 disappearing off in the company of teachers to explore various parts of Romania. The Y7 students visited Bran and Rasnov.
Ipek thought that the trip was awesome. “The weather was not perfect and yet we got to do all the activities and had a lot of fun. We went to Rasnov Gorge every day to do exciting adventure activities”. One of Ipek’s favourite activities was abseiling. “It was scary at first but after a few minutes I realised how much fun it was. Some of the other activities that we did on the trip were paintball, zip lining, rock climbing, caving and building shelters in
all of our activities. We all really liked our portrait mementos that were drawn by a professional cartoonist. “ The end of the week saw survival day, where they put into practice skills from the previous days. “This was an amazing but tiring week that I found challenging at times but with the support of others and the help they gave it was easy.” On the day Y8 students travelled to Sinaia they woke to torrential rain and dark clouds. They arrived in school wearing expedition T-shirts soaked through but nothing could dampen spirits as the expedition was a highlight of the school year. Two hours later they alighted the coach in Sinaia where the activities leaders, Valli, Ana and Cristina were there to welcome them. After a relaxing afternoon at the first activity, making clay creations at a local pottery, the students returned to the hotel for a briefing, dinner and a check on the weather forecast. As it was looking promising on Day 2, the group leaders decided to make the most of it and the group set off on a mountain walk. The cable car took them to the summit and they then enjoyed a pleasant walk along the mountain ridge, stopping for lunch and snacks along the way. The rain returned for the next two days but the group remained enthusiastic and spent these days busily horse-riding, playing with the farm animals, showing off skills on an indoor climbing wall, painting pottery and completing a very challenging high ropes course. Even those who had never imagined scaling the treetops surprised themselves. On the final evening, the leaders organized a team game in the woods and a party back at the hotel with chocolate cakes to celebrate the students’ efforts. Sinaia was also the venue for the Y9 expedition where students
“Educators suggest that 50% of education is done in the classroom, whilst the remaining 50% is life experience and personal development. Trips such as these provided all students with a fantastic chance to build team and leadership skills, overcome difficulties in the face of adversity, put themselves to the test and crucially develop the personal selfreliance which they will be able to take forwards into life.” the wild during the “survival” day”. Sara thought that the trip was a great opportunity to use collaboration skills, to show abilities, and most of all to show team spirit. “First we got to know our guides who helped us with
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Team-building and cooperation are prerequisites for a successful expedition braved the elements and took to the mountains for a walking expedition. For some it was a chance to fulfill the requirements for their Bronze Duke of Edinburgh International Award practice expedition and for others it was a chance to get out into the hills, work as a team, admire the beauty of the Romanian mountains whilst carrying a tent, sleeping bag, stove and all food needed for two days. The last two days of the trip were designated as rest and relaxation days and students visited the beautiful, historic town of Brasov, a water park and the caves at Rasnov. As one of the students put it “On the expedition we learned how to cooperate with our group members, we learned how to navigate independently and many more skills. We walked through various weather conditions that changed considerably from sunny and warm to foggy and damp. We had regular checkpoints and the staff members would be there to guide us in the right direction and encourage us to keep going. Near the end most people were getting very tired, but no one gave up. The trip was a great success and everyone learnt something new. Everyone came away with a greater understanding of outdoor skills.� The Biology and Geography field trip for Y10 students took them to the Danube Delta. They were lucky with the weather at the beginning of the week and on the first afternoon students ended up near the Old Fort near the Enisala Safari Village. The Historians went to look at the fort and the Bio/Geographers went to the nearby fields to look at a wheat crop grown without the use of pesticides and a field of corn grown with selected pesticides monitored by the DDBRA for UNESCO World Heritage. On the Tuesday students were treated to a boat ride through the marsh/ rush beds around Lake Razim to reach the site for their Biology
coursework. All students were involved in sampling the clear waters of the reed beds in order to identify as many freshwater invertebrates as possible. The aim was to assess and compare the water quality of two different sites based on the presence of key F/W invertebrates to give a Biotic Index. A large variety of organisms were caught, much to the surprise and delight of the students. Those that made the biggest impression included the ferocious dragon fly nymphs and diving beetle larva. By far the best catch of the day was the orange and black tadpole from the Great Crested Newt. All organisms were carefully returned to their environment after sampling. The students were able to cover a sizeable area of the Ecology section of the syllabus with lots of hard work and twilight classes. The Geographers had the opportunity to practice a number of key fieldwork methods during the trip. Thursday morning was spent accessing a local river where they were able to measure the width and depth of the channel, the speed of the river flow and its gradient. In the afternoon the group went to the town of Tulcea, the starting point of many boat trips into the Delta. The students undertook land use surveying, questionnaires, pedestrian counts and assessed environmental quality. Educators suggest that 50% of education is done in the classroom, whilst the remaining 50% is life experience and personal development. Trips such as these provided all students with a fantastic chance to build team and leadership skills, overcome difficulties in the face of adversity, put themselves to the test and crucially develop the personal self-reliance which they will be able to take forwards into life.
The children have become good friends
E X P E D I T I O N S 45
No challenge is too difficult
Whatever the weather, the students continued to smile
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Secondary School
Year 8 Trip to Herăstrău Park The benefits of out-of-school learning have long been appreciated. With this in mind, Y8 and Y11 students set off to Herăstrău Park to conduct Ecology and Geography field work to support their learning. During the trip, Y8 students were able to gain experience of setting out line transects, using quadrats to sample vegetation and the pH sampling of soil. We even received some help from people in the park who were curious to know what we were doing. Y11 students had fun developing their existing field work skills in
order to fulfil the practical requirements of their IGCSE syllabus. Thankfully, the weather stayed fine and the students thoroughly enjoyed their fieldwork experience. The skills developed on such trips go much further than our academic requirements. It is always a pleasure to see students working well as members of a team environment, with all students showing a collaborative approach to their field work tasks. We look forward to running this trip again next year.
The experience gained in field work is vital in the learning process
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DUKE OF EDINBURGH Practice Expedition
by Shazia Walker Friday 12th September, 5.45 am, Gara de Nord station. This was the meeting point for the students to begin their expedition. The International Award is about personal challenges and this expedition definitely challenged all involved. What better way to find out more about it then from our Head Boy: ‘Fresh mountain air, a marvellous forest-green and sky-blue landscape, adventurous mountain treks and a jolly crew of friends. Does this ring a bell to you? To us it is the Duke of Edinburgh’s Practice Expedition. The last part of the International Award consists of an adventure and this was a precursor to our “real” trip. Even though it was just for practice, we made sure to get as much as possible out of it: the Piatra Mare peak did not stand a chance under our heavy boots, weighed down as hard as possible by those massive packs you can see in the picture. We left early in the morning, jumping on a crowded train and slowly made our way North. Once we got out, we met up with the students of IBSB who were just as willing to go forth in our endeavour! Skilfully manoeuvring our path through the woods (using our maps and compasses, of course) we managed to walk for more than 25 kilometres over two days! From a huge list of exciting moments, our favourites must surely be: climbing one of the most beautiful and slippery canyons in Romania, setting up a tent successfully and sleeping in it, cooking and caring for our gear, enjoying probably the most beautiful panorama on this side of the
Carpathians on the Piatra Mare mountain, and more than anything, spending two unforgettable days with our colleagues and strengthening the bonds in our group. It was a wonderful trip and I, personally, wholeheartedly wish any of you readers to have the chance to take part in such an exciting hike! ‘ Gruia
The Duke of Edinburgh’s International Award offers many opportunities for adventure
BSB commitment to the IA was recognised at a Gala Dinner with HRH Prince Nicholas of Romania, HRH Princess Margareta of Romania and HRH Prince Guillaume of Luxembourg
Charity and Community by Jason Porter and Hannah Straw
Whilst the majority of BSB students seized the opportunity to dive into the exciting year group expedition trips offered by the school at the end of last year, those students choosing to remain local during the week did not lie idle. They rose to alternative challenges provided by the school and the local community. The focus of this week off-timetable was geared towards service in the community, and the aim was to provide our students with valuable experiences they do not usually have during the regular school day. Students visited Don Orione Centre, a multifunction organisation, to interact with the physically and mentally disabled children in the Centre’s care. This work provided worthwhile experiences to children who face huge disadvantage in the community. Later in the week BSB students invited the Don Orione children back to our campus, making use of the facilities we are so lucky and privileged to have here. A further community service activity saw BSB students visiting a centre for socio-economically disadvantaged children. The centre has implemented a care scheme during the summer holidays for Romanian children whose parents work but who do not have access to affordable childcare. Our students were greeted warmly and enthusiastically by children aged 3-7 eager to learn English. BSB students were responsible for delivering mini-lessons and English learning activities, taking responsibility for small groups of children themselves. Our students gained confidence and resilience during the week of activities. Whilst seeing children not much younger than them facing such hardships was no doubt difficult, our students ended the week with a sense of pride having completed such worthwhile activities, and a heightened awareness of their ability to positively impact the lives of others. Jeans for Genes day arrived earlier than usual this year, with denim shorts perhaps seeming more appropriate on the sunny day in September. With the summer ‘ice bucket’ craze raising awareness of Motor Neurone Disease still in everyone’s mind, Jeans for Genes day 2014 seemed ideally placed to raise greater awareness than ever before of genetic illnesses. The children have become good friends
Form time activities focused on learning about children, often the same age as our students, suffering from genetic diseases and discovering how they cope with their disabilities on a day-to-day basis. Older classes discussed the ethics of offering testing for children who may have inherited a life-changing genetic disease and debated the positives and negatives of taking such a test before symptoms develop. On the day itself, of course, everyone – students and staff – arrived at school wearing jeans with 10 RON in hand to donate
“...the aim was to provide our students with valuable experiences they do not usually have during the regular school day.” to the cause. In addition to this, Y9 students Chloe, Emma and Sophie hosted a ‘Jumping in Jeans!’ competition at break and lunchtime, which was a real hit with Primary students and raised money and awareness for the cause. In Y10, Cristian and Maria sold every pin badge available, also contributing to the 4221 RON raised during the day. A big well done to everyone involved – a real whole school effort.
Secondary School
Head Boy and Head Girl Interview by Jason Porter
We were very proud to announce our Head Boy and Head Girl for this academic year: Gruia and Eda. These are crucial roles in the running of a school such as BSB. Least because of the fantastic personal development opportunities this role offers for enhancing leadership skills, but also because of how pivotal these two Y13 students are in the day-to-day life of BSB. Three Y7 students, Zoraiz, Alexandra and Alexander, who are also members of the School Council interviewed Gruia and Eda. Are you looking forward to your year as Head Boy and Head Girl? Absolutely! It is an honour to hold these positions of responsibility and we are looking forward to it very much, although I am sure there will be challenges too. What will those challenges be, do you think? Building relationships and mutual respect, balancing school work and commitments to the role and of course, the duty in the dining room! What will you be doing this year in your role? We will be working with the prefect team to oversee duties, ensure that the school runs smoothly on a day-to-day basis, work with
teachers, make speeches when required, help with parents’ evenings and school events and represent the school at external events. There will also be charity events and COBIS conferences this year which BSB are hosting. And anything else which needs to be done! And what advice have you got for those who aspire to be Head Boy or Head Girl one day? Work hard, get involved and show that you can carry responsibility well. What are your plans for the future? Eda: study mechanical engineering at university and Gruia: study medicine in the UK to become a doctor or a surgeon. How long have you been at BSB? Gruia: this is my second year and Eda: I have been here for eight years. We all wish Gruia and Eda a successful year as Head Boy and Head Girl!
Gruia and Eda have been talking to many students in their capacity as Head Boy and Girl
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World Scholar’s Cup FAQ by Matthew Cox
What is the World Scholars Cup? A competition that is not a competition at all! The idea behind the World Scholar’s Cup (WSC) was to create something different to traditional academic competitions and conferences: a celebration of the joy of learning, a tournament as rewarding for the team that came in last as the for the team that came in first, an enrichment opportunity that motivated students not just to demonstrate their existing strengths but to discover new ones. From that small beginning a “world finals”, more aptly described as a “world starts”, the World Scholar’s Cup has grown to reach tens of thousands of students in dozens of countries. What does WSC have to do with BSB? Once again this year our Senior students are taking part in the WSC, as an amazing and important enrichment event for the school, in which some of the most motivated and scholarly students come together to work as a team of 3 in order to complete the 4 team challenges. How do BSB train? BSB students prepare for the challenges each week by researching the theme and subjects thoroughly and deeply, and also by practicing meticulously for each team event. What do we research? The main theme for WSC 2014/2015 is The World Unbound – and for the purposes of team research this is split into 6 subject areas; Special Area, History, Science, Literature, Art & Music and Social Studies. Examples of WSC 2013 subject area questions are as follows; Theme: The World Within • Special Area – The Science of Decision-Making • History – The history of espionage • Science – Thoughtful Brain, troubled mind • Literature – Voices from the Inside
• Art & Music – Echoes of the Interior • Social Studies – Worlds Within Wall What are the Team Events BSB ‘compete’ in? In Team Debate, our BSB teams will face teams from schools around the world, three-on-three, and argue motions related to the theme. In the Scholar’s Bowl, BSB teams race against other teams and the clock to answer questions using a special clicker. In the Collaborative Writing, teams work together to argue positions related to the theme in written form. In the Scholar’s Challenge, each BSB individual takes a test which is an opportunity for them to win individual medals and other prizes across multiple subjects. What to expect at WSC? You can expect to meet and interact with students from a large range of countries from all over the world and enjoy yourself. You have the opportunity to explore different cities and learn about different cultures, and expand your knowledge through the reading material and personal experience. It is a once in a lifetime opportunity which will also benefit your personal statement. The unexpected must be expected from this intellectual journey.
Languages Week This year, the highlight of Languages Week, the Language Café, had a new twist. The Café of Cultures welcomed parents and student helpers from a wide range of nationalities to teach us about their cultures and encourage us to taste their gastronomic specialties. All morning the dining hall buzzed with the sounds of different languages as pupils from Y3 upwards circulated to find out the answers to their Culture Champ quiz and taste the delicious snacks on offer. It was fabulous to hear so many students learn new phrases and try new sounds as well as discover cultural facts and customs. New countries represented this year included the Czech Republic, India and Portugal and next year we hope to have even more. Without doubt the morning was a huge success and thanks must go to our wonderful BSB parents as well as to Ms. Draser and the MFL department for coordinating the event. This year’s winner of the Vocab Express Championship, Ioannis from Y8 was interviewed by fellow Y8 student Sara. In this international challenge, students complete vocabulary training online, competing against 630 schools around the world. Ioannis received the overall “Genius Award” for BSB for achieving over 20.000 points. This is 300 points more than last year’s overall winner.
As part of Language Week the Y8 and Y10 students held assemblies. Y8 focused on the legend of Babel Tower which as Nicholas states “ is a biblical story. People wanted to build a tower high enough to reach the sky where God lives. God did not want to let this enterprise succeed, so he made everyone speak a different language. The people could not complete the building and this is the story of how all the languages were born.” Y10 made a sketch called “Habits of Successful Language Learners”. In the sketch they showed three different still-images. Each of the still-images represented a nationality: Spanish, French and German. The Spanish nationality was represented by a bullfight, flamenco dancers and someone being serenaded. The Italian nationality was represented by pizza-makers, an opera singer and two lovers on the Venice river. The German nationality was represented by football (as they won the World Cup and Oktoberfest). As well as representing nationalities, we also gave examples on how to learn languages easier. These include:
Sara: Congratulations, Ioannis! How many hours did you play
• watching TV in that language Students also researched the history and etymology of their names during Language Week to create a “Name Wall” in the Dining Hall. Well done to all the students from KS2 and Secondary who got involved.
roughly in total? Ioannis: At least 2 hours and 30 minutes per day but in the weekend I played around 4 hours. Sara: What made you interested to take part in the Vocab Express? Ioannis: I started with the Spanish language that I began this year and I wanted to practise more so I kept on playing. Then I decided to start playing on the French language. I wanted to revise the words in French and I challenged myself and learnt some new words Sara: What advice will you give to the pupils that will play next year? Ioannis: Always try your best and remember to challenge yourself.
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• reading a book in the language you are trying to learn • talking to your friend in that language • making use of “dead time” to revise vocabulary
The Culture Cafe would not have been a success without the assistance of our wonderful parents
Children from Y3 upwards celebrated Language Week with a visit to the Culture Cafe
L A N G UA G E S W E E K 53
Secondary School
Sixth Form by Paul Farrell
Over the last few years our students have secured offers on some of the most competitive university courses in the UK and beyond. Several of these students have since then, graduated secondary school and are now in full-time undergraduate study at a variety of these prestigious academic establishments. As part of the ongoing careers and advice curriculum at BSB, an information evening focusing on “Entry to Higher Education in the UK” was recently held for both parents and students. The purpose of this event was to outline the UCAS search, application and admission procedures. This event proved to be a great opportunity for parents and teachers to discuss the wide range of postsecondary educational opportunities available in the UK. We are proud of the quality of advice and support we offer our students about their options after A Levels and remain fully committed to supporting them throughout the application process whatever their chosen path. Should you wish to discuss possible routes into Higher Education, please arrange an appointment with either myself or Mr. Walters.
With an increasing number of students in the Sixth Form, this year’s contest to be chosen as a School Prefect was formidable. Senior Prefects play full and varied roles within BSB. As well as leading the Sixth Form students they are important role models for our younger students and always prove to be excellent ambassadors for the school. The Prefect team form a vital part of life in the Sixth Form and that of the whole school, consistently working alongside teaching staff to enrich the academic and pastoral support offered to all students. A series of Prefect training sessions have been completed and the response by both Prefects and younger students has been very encouraging. The principle focus of these sessions was to learn and then implement an array of strategies that can be used to assist in the daily routine of a Senior School Prefect. I have been extremely pleased with our senior students’ positive approach and maturity in regards to this crucial role.
The Prefects have undergone training with help from younger volunteers
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Results and Higher Education Destinations 2014 by Philip Walters
We are delighted to announce that following the recent AS and A-Level results, all of last year’s leaving students have confirmed places at universities or higher education establishments of their choice around the world. The students destinations and subjects of course vary according to their interests and ambitions. From the study of Psychology at Warwick University in the UK to a Fine Art degree at Groningen in the Netherlands; from reading Business at Westminster to Hotel Management at Oxford Brookes and from a Foundation degree in Art at Kingston to reading Economics at York University. Early reports from our graduates in their first weeks at university are very promising and I intend to update you on their progress in the next edition of Newsblast. Our Y11 GCSE results were outstanding; indeed our best yet in statistical terms. An excellent overall pass rate (A*-C) of over 92% with 52% of final grades being A*-A is in line with the best HMC schools in the UK. Several students achieved truly exceptional results and these achievements and the work and preparation behind them should give our students a strong base on which to commence their A-Level studies (and university applications!). Viewing the full list of university destinations below from the past two years, it is worth emphasising that the A-Levels qualification is recognised globally and we can assist our students in gaining entry wherever best suits the student and their family. The majority of our students are likely to continue their studies in the UK and our aim in that respect will be to seek places at Russell Group institutions, or on other highly ranked courses, evidenced by students starting courses at Warwick, Imperial, York, Bristol and Manchester and Southampton. We were delighted that our students received multiple offers of places during their final year at BSB and gained the grades required to access their choice of university. Our sincere congratulations to the students and their teachers on their results, and good luck to the class of 2014!
Destination
Course
Imperial College, London
Electrical Engineering
York University
Economics
Warwick University
Psychology
Groningen University, Netherlands
Fine Art
Kings’ College, London
BioMedicine
University of Southampton
Mechanical Engineering
University of Bristol
Law
Oxford Brookes University
Hotel Management and Hospitality
University of Manchester
International Business
University of Westminster
Business Studies
Kingston University
Art Foundation
Universidad de Navarra
Biomedical Engineering
Austria
Hotel Management
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House Art Competition by Derek Walker
The House system at BSB is of great importance to school life. Its function is to encourage healthy competition within school and to give all students the opportunity to participate in representative art, sport, music, and other activities with the aim of raising selfesteem, developing self-confidence and giving opportunities for leadership and teamwork beyond those already available within school. The self-portrait is one of the oldest traditions in art, and for good reason. Not only are you always available to pose (so long as you have a mirror), but there is no better way to practice achieving a likeness than with the face you are most familiar. This term all the students at BSB are will be submitting work for the house portrait competition. The creative faculty will showcase the talents of both the students and some of the teachers who are willing to put themselves up for display. Work can be created in any medium from ink to iPad from film to form.
“I leave you my portrait so that you will have my presence all the days and nights that I am away from you.” - Frida Kahlo
“It takes a long time for a man to look like his portrait.” - James Whistler
The whole school has been challenged to take part in the house self-portrait competition
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SECONDARY MUSIC
Music is flourishing in the School
A variety of instruments are available for everyone to try
S E C O N D A R Y M U S I C 57
SECONDARY SPORTS
Practising for the inter-house tug-of-war
The inter-house football competition provided the impetus for the successful start to the inter-school season
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Victor leading the way on the basketball court
All students have been assessed in various aerobic exercises
S E C O N D A R Y S P O R T S 59
INTER-SCHOOL FOOTBALL
The victorious girl’s team showed great enthusiasm and endavour in beating local rivals
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Josh flying down the wing
Smaragda determined to make it to the ball first
I N T E R - S C H O O L F O O T B A L L 61
Book Review by Tim Appleton
Hello Darkness Anthony McGowan (Walker Books, 2013) There is something irresistible about narrators who are not what they seem. If you have read recent prize-winning novels for teenagers, like Maggot Moon by Sally Gardner, or Rebecca Stead’s Liar & Spy, you might think (like me) that this is a trend. However it is not limited to young-adult fiction, nor is it new. Life of Pi, One Flew Over the Cuckoo’s Nest, The Catcher in the Rye, Wuthering Heights: all have unreliable narrators, and for writers it is a great way to tell a story while making it clear that other truths may be available. The narrator in Hello Darkness is a teenage outsider with a wonderfully vivid way of seeing the world of his school a way
with similes like… like nobody else I can think of; and a history of unspecified mental instability. All the action takes place in school, where pets are being murdered. Chief suspect Johnny attempts to catch the real killer in order to clear his name, struggling against bullies, Baconheads, Drama Queens, the Shank; everyone, in fact. But can he crack the case before the killer gets to the Principal’s beloved tortoise? Full of memorably-drawn characters and plenty of suspense, increasingly coated in weirdness, this is a fastmoving crime thriller – complete with wisecracks and paranoia. If you’ve read a great book recently and you want to share it in Newsblast, see Mr. Appleton in the secondary library.
Advice on any of the books and journals can always be sought from the Secondary Librarian
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My Favourite Teacher by Sue Ellingham
I was one of those geeky students throughout school who barely seemed to try, but still got straight A’s. I was especially good at Mathematicss and sciences, so I enjoyed those classes best. They are subjects with patterns and rules and answers that are right or wrong. There is something extremely comforting in working through a complex multi-step equation and ending up with the answer that matches the mark scheme. Even though I did well in other subjects, I generally didn’t much care for them. Until my final two years of high school. Mrs. Hayward was my International Baccalaureate History teacher for those two years. History had been unbearably dry until that class, but Mrs. Hayward made it fascinating. She was the first teacher that took my brain outside of its comfort zone of finding
the one correct answer. With her, solidly backing up an argument with facts was more important than matching a mark scheme. I had previously been taught history from a jingoistic viewpoint in which the US was always right and ALWAYS the good guy. In her class I learned to look at conflicts from numerous points of view. I learned to read critically and spot bias. I learned sometimes there is no ‘right’ answer. I learned to form my own opinion even if it wasn’t the popular one. I don’t remember most of the facts I learned in high school. With the internet always at our fingertips these days, who needs to? But the critical thinking skills and the fascination with the world I learned in Mrs. Hayward’s lessons have stuck with me for life. For that, she is by far my favourite teacher.
Sue was inspired to teach by her History teacher
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