BSB School Magazine December 2020

@BSB

EXCELLENCE

WITHOUT BOUNDARIES

December 2020

WARTIME TEACHERS THE ‘NEW NORMAL’

A Return to Familiar Waters #YummyBSB

with Peter Soulsby #Meet The Teachers

BSB Reporters Road from BSB FBSB ENGAGING THE COMMUNITY

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BSB Scholarship Programme 2021 - 2022

SHAPE YOUR TOMORROW

APPLY NOW https://cutt.ly/KhW7yu6

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Wartime

Teachers

experienced by our wartime colleagues have indeed been mirrored in the past year.

Reshaping each lesson to find methods and tools which work online or in the ‘new normal’ classroom; seeking to maximise engagement for all children whilst also painfully aware of the emotional pressures and significant well-being concerns for all the children.

The last nine months have without doubt provided huge challenges for the teaching profession and for schools around the world. Some people have referred to the need for schools to operate as if on a ‘war footing’. This caused me to consider some genuine experiences of teachers working through the Second World War to see if there were indeed similarities.

Turner’s Wartime Teachers: Stories from the Front, includes various first hand accounts from teachers working through this time. In

one section it is described how oral work was prioritised as a teaching method due to the lack of paper and supplies but also due to students and teachers spending periods in bomb shelters. Ms. Chilvers stated “they used to chant tables and spellings, do mental arithmetic, read and sing. They had some song sheets, but it was difficult to see these or to read, because of the dim light in shelters”. Indeed, after the first two or three visits to the shelter teachers ‘were told by the headmistress to have some oral work prepared‘. The problems

Turner concluded that the wartime ‘teachers, with numerous duties and large classes, pushed themselves to find learning opportunities for their students on family farms, local ponds and inside shelters. While traditional subject matter activities were not always possible, teachers utilised what was around them in an effort to build educational experiences like projects and current event studies.

Constant interruption, building changes and billeting issues made the context in which these teachers found themselves less than ideal. Yet they made the most of their time for the sake of their students’ learning’. BSB teachers, in this battle against the COVID-19 virus, have certainly pushed themselves to find learning opportunities which are described in the following pages and I have been amazed again and again at the resilience of the staff and students to ensure that our curriculum is being covered effectively. Turner noted Page 03

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the ‘numerous duties’ and I would also point to the significant extra work required for our teachers to deliver lessons simultaneously face to face alongside online delivery. All this whilst carrying out significant additional teacher supervision duties whilst students are on campus; multitudinous due to zoning by year group but vital to ensure student safety and the strict following of all protocols.

I am particularly proud that BSB managed to teach safely face to face on campus right until a national cessation forced us online. We wanted our students on campus with us for as much as possible, so that we could live through this battle together in person, almost as if in our own World War Two bomb shelter. The composition and enactment of our COVID protocols took a huge team effort from staff throughout the School and our ability to follow the rules required full cooperation from our students and their parents. We had to take on additional teaching and cleaning staff in order to manage the workload required. Some of these numbers speak of this huge effort to ensure the safe opening of our campus. We now have two fully trained nurses, over 500 items of PPE for staff, four nebulisers, 225 square metres of Perspex shields, eight hand thermometers on turnstiles, 72 spot thermometers, 150 elbow operated door handles, 165 hand sanitiser dispensers, 112 additional soap dispensers, 34 disinfectant stands, 11 shoe sole sanitising mats, a vehicle tyre sanitising station, 900 face shields, 120 social distancing pillars, new ventilation and air filtration systems and, taking all staff into account, an estimated over 84,000 hours of campus preparations prior to the re-opening of School.

It has been a remarkable team effort but well worth it given the extremely successful first half-term on campus. We hope for much more time together in person, throughout this academic year.

#ExcellenceWithoutBoundaries https://bit.ly/37NF603

An Exceptional Year for BSB Students

https://bit.ly/3ouIiV5

This war will end at some point soon. In the meantime, I hope all of you can make the most of the holiday season this year and I wish you a happy, healthy 2021.

Philip Walters Headmaster

Hard Times Reveal True Heroes https://cutt.ly/thW7aLZ

Read more articles on the BSB website: https://cutt.ly/3hW7sES

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KEEPING YOUR

CHILD SAFE ONLINE

By Stephen Young We take the safety of our students very seriously here at BSB and have systems in place to ensure their safety whilst using the Internet in School and with the move to online learning this term we continue to maintain a safe environment for our online learners. Using secure systems such as Google Meet and vetting any software and websites that we use as teachers is an important aspect of what we are doing to protect our children.

However, my question to you as a parent is, ‘What are you doing to keep your child safe at home when they are using the Internet?’

Read on to find out what you can do to help us maintain our child safety strategy.

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We advise parents and carers to speak to their children about using the Internet, both on the home computer and also on their mobile phones in a safe way and so we are going to begin our Internet Safety story with a checklist to help you to protect your child from the dangers that they may face online.

Being a parent, you will likely know just how important the Internet is to children and young people, they will use it to learn, play, socialise and express themselves in many different ways. This can be through the sharing of photographs and videos, blogging, gaming or even by creating their own mobile applications or websites.

The Internet is truly a place of amazing opportunities but it is also a place of great concern. The technology children use in their daily lives can appear very daunting and you might worry about the risks that they face online and rightly so because such things as bullying, contact from strangers as well as the possibility of access to inappropriate and illegal content are real. To help your child remain safe, it is very important that you understand how your child is using the Internet and I have provided a list of questions that you should consider so please read on.

1. Fake News – I have put this at the top of my list for a reason. Being in the middle of a pandemic has led to a great deal of false information being distributed on social media, often disputing the facts.

This can come in a number of forms, some of which can be frightening to a young child, some often dispute the existence of the pandemic. It is important to speak to your child about this to ensure that they are not afraid and also so they remain safe throughout these challenging times and do not put themselves, or your family at unnecessary risk. Always check the validity of any claims made and talk to your child about them.

2. I have asked my child to show me the sites that they use – by doing this your child is including you in their online life and social activity. Show an interest and make a note of the sites that they are using, you can then revisit them when you are alone to find out about the site safety features and also how you can report any issues or concerns directly to the site.

3. I have asked my child to set their profile settings to private – social networking and email sites almost always have an

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age restriction and if your child is under 13 and they have such an account then the chances are that they have created it with a false age. Nonetheless, from my experience many children under the age of 13 have social media accounts which are used to share information, photos and pretty much everything that they do.

Encourage your child to set their privacy settings to private so that only the people they have connected with can see their personal details. Children need to think about the information that they post online as it could be copied and pasted or shared anywhere unless settings are changed to restrict this. If such information was to get

into the wrong hands someone may wish to use it against them, or worse try to locate them in the real world.

Another setting depending on if your child has a mobile phone is geolocation, which is a feature that tags locations to photographs shared on social networks.

Another consideration is a relatively new feature on Snapchat which actually shares the location of their connections, this can be of great concern if it gets into the wrong

hands. Check your child’s account settings but also check their phone settings.

4. I have asked my child about their online friends – we know that people lie online about who they are and may even create fake identities even using a child’s photographs to be deceptive. It is extremely important that children understand this and are careful about who they accept as friends on their social media accounts.

Whether they are using a social networking site, or a gaming site the safety message is the same, be careful of who you befriend.

Children must never give out personal information and should only be friends with people that they know they can trust in the real world.

5. I have set appropriate parental controls on my child’s computer, mobile phone and games console – Filters on computers and mobile phones can prevent your child from viewing inappropriate and possibly illegal content and you can activate and change levels of access depending on your child’s age. You can also set time restrictions for using the Internet and games. Parental control software and alike are often free and easy to install, call your Internet Service Provider for additional information on how to do this. Most importantly talk to your child and explain why you are setting parental controls, be open about why you are doing this.

communication channel between you and your child open by talking to your child about the Internet and knowing their favourite sites and them knowing the risks that they may encounter will more likely encourage them to turn to you if they are concerned about something.

7. I know where to get help if I am concerned about my child – if you are concerned that an adult has made inappropriate contact with your child, or your child is being bullied online you can report this directly to the police no matter what. Even if it turns out to be okay, think safety first.

I hope that you have found this information useful and have given some thought to helping children stay safe online. If you are interested in finding out more about Internet Safety visit: https://kidshealth.org/en/parents/netsafety.html

6. My child has agreed with me to talk about any concerns that they have about something online – children sometimes get into situations online where they don’t feel comfortable, or view something that they don’t want to see. By keeping the

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@BSB | December 2020

Primary

REVIEW

The ‘new normal’ - that befuddling phrase we hear floating around the media, social circles and staff rooms. The ‘new normal’?

Although masks may have begun to feel a bit less uncomfortable on our faces, while it might feel a tad less awkward to stand at more than an arm’s length from a person with whom we are speaking, though it no longer requires discipline to remember to sanitise our hands each time we leave and enter a room or building, I think it is safe to assume that I am not alone in finding it difficult to describe life in these unprecedented times as ‘normal’. On the contrary, one might argue that what we are experiencing is decidedly abnormal.

However, we press on, tackle the challenges and do try to live as naturally as possible, taking the lessons that history has taught us as reassurance that in time, this too shall pass.

We are deeply proud of the strength our School community has shown this term, as well as of the mutual commitment between staff and families to keeping our children safe and healthy.

Whether on campus or online, our staff have remained devoted, parents have provided constant support and our children have worked hard to keep their learning moving forward.

The ‘New Normal’ Page 08

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Still, behind many brave demonstrations of resilience, resolve and adaptability, there is a growing concern as to whether or not people who seem to be functioning reasonably well under the current circumstances are actually ok. Well-being has come to the forefront of discussions within organisations everywhere, particularly in education, and we become increasingly conscious of the need to prioritise mental health and overall wellbeing as changes and uncertainty persist in the daily lives of our students, staff and their families. ‘Will we be on campus today?

Will we be learning online? When will I see my extended family again? When can I see my friends again? What if I or someone I know becomes ill?’ are amongst the questions that occupy the minds of children and adults alike.

As Abraham Maslow would suggest, individuals who are suffering emotionally, experiencing a threat to their safety or are feeling they are on the periphery of their social circle are not likely to be in a position to self-actualise, or in other words, to desire to become ‘the most that they can be’. Such preoccupation can present a significant barrier to learning as it erodes focus, hinders retention and impedes attainment. So, what can we do to support our children during this difficult time, in addition to providing protective equipment, heeding the warnings of too much screen time and adapting lessons into an ageappropriate online format when necessary?

Quoting from the website of the Centers for Disease Control and Prevention we can: Recognise and address fear, stress and behaviour changes Children might worry about getting sick with COVID-19 and about their loved ones getting sick, too. Excessive worry or sadness, unhealthy eating or sleeping

habits and difficulty with attention and concentration are some signs of stress in children. Adults can take steps to provide stability and support to help children cope.

Teach and reinforce everyday preventive actions There are actions we can take to prevent getting sick and slow the spread of COVID-19. Be a good role model— if adults wash their hands often, stay at least six feet apart from others, and wear their mask in public spaces to help protect themselves and others, then children are more likely to do the same.

Help keep children healthy Schedule well-child and immunisation visits for children. Seek continuity in mental and occupational health care. Help children to eat healthily and drink water – instead of sugar sweetened beverages – for strong teeth. Encourage children to play outdoors— it’s great for physical and mental health and can help children stay healthy and focused.

Help children stay socially connected Reach out to friends and family via phone or video chats. Write cards or letters to family members they may not be able to visit. Schools may have tips and guidelines to help support the social and emotional needs of children.

Further to this, ChildTrends.org recommends that we: • Understand that reactions to the pandemic may vary.

• Ensure the presence of a sensitive and responsive caregiver.

• Provide age-appropriate information.

• Create a safe physical and emotional environment by practising the Three R’s: Reassurance, Routines and Regulation.

• Keep children busy.

•

•

•

Create opportunities for caregivers (which may mean yourself!) to take care of themselves.

Seek professional help if children show signs of trauma that do not resolve relatively quickly.

Emphasise strengths, hope and positivity.

Though the circumstances of each family in our School community will vary, making some aspects of the recommendations above more feasible than others, we at BSB are committed to doing everything we can to support our students, staff and their families. In addition to having our School Counselling Team available, please do not hesitate to contact your child’s class teacher if you would like to discuss your child’s well-being or if you are looking for resources to help your family get through this difficult time.

We are extremely appreciative of your support and dedication and remain confident that we will get through this... together! *For more information and resources to help support the well-being of children and families, please visit: https://www. cdc.gov/coronavirus/2019-ncov/daily-lifecoping/parental-resource-kit/childhood. html and https://www.childtrends.org/ publications/resources-for-supportingchildrens-emotional-well-being-during-thecovid-19-pandemic

Victoria Smith Head of Primary School

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THE Importance

of phonics

By Jodie Lewis and Ann-Marie Isaac

Reading is a fundamental life skill.

‘Aside from the sheer joy of exercising the imagination, research shows reading for pleasure improves literacy, social skills, health and learning outcomes. It gives people access to culture and heritage and empowers them to become active citizens, who can contribute to economic and social development’.

National Library of New Zealand, 2020 Can you remember how you learnt to read?

For us, it was an old tobacco tin with words handwritten on cards. There was a daily practise to memorise those words and read them by sight. In our opinion, not a very engaging or motivating way to start your journey as a reader. Luckily strategies and teaching styles have changed significantly since we were at school. As we all know, we need to learn to read and read to learn.

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In England, Jim Rose (2006), in his ‘Independent Review of the Teaching of Early Reading, Final Report’, emphasised that beginner readers should be taught using a systematic approach to phonics.

So, What is Phonics?

Phonics provides children with the skills to quickly become independent readers. They are first taught to recognise the sounds that individual letters or groups of letters make, for example, ‘s’ ‘ch’ or ‘ai’. The next step is to blend these to make a word. This skill is then used to ‘decode’ words that they hear or see.

Why phonics?

When phonics is taught in a systematic and structured format, research shows that this is the most effective way of teaching young

children to read. It supports children to become independent and confident readers quickly.

Reading schemes such as Read Write Inc., which is used at BSB, ensures children can learn to read quickly and skilfully.

‘Those who achieve a good start in the first few years of reading are very likely to have accelerated progress in their attainment throughout school and achieve the skills valued by employers’.

DFE 2011 The Importance of Phonics: Securing Confident Reading Reading can be a rewarding experience. At BSB, we teach the basic skills of learning to read, encourage and celebrate a love of books, which we hope will last a lifetime.

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Pre-Nursery @BSB Small Beginnings

By Jodie Lewis

It was wonderful to welcome Pre-Nursery children to begin their learning journey at BSB in September.

Starting a new setting or school for the first time comes with many challenges, especially when you are only two years old.

The Pre-Nursery teaching team are so proud of how well their class have settled in, it is amazing to see how much the children have already grown and changed since their first day in September.

The children arrive at School each day with beaming smiles and they are now secure with our daily routines. It is lovely to hear some of them joining in and responding to our routine songs throughout the day. Our

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days are busy, busy, busy with the children initiating their own learning through play, which looks different every single day.

The children now have the confidence to access the resources inside and outside and to combine these to create, play, imagine, explore, investigate and construct in whatever way they like. They are already showing they can interact and play alongside each other, which is incredible in such a short amount of time.

Sensory play has an important role in children’s development and encourages exploration. Water play and messy play have been very popular with the children so far.

The children have also particularly loved mark making and investigating the effects that different materials can have on different surfaces. They have done this in many ways including chalk, paints, shaving foam, sand, water, brushes, their hands and fingers, sponges and rollers.

Pre-nursery have worked hard to establish routines and relationships in their first term which means there is even more fun, finding out and friendships to be had next term.

Well done, Pre-Nursery you have made your teacher’s very proud.

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Nursery @BSB

Summer Sun and Autumn Leaves

By Jenna Batson

Nursery have settled extremely well into life at BSB. They have enjoyed exploring their classroom and feel more confident in choosing activities and tasks themselves.

In Nursery, we spend a lot of time outdoors. We have enjoyed the warmth of summer and the delight of the sunrays making shadows around the grounds to the rich colours of Autumn.

We have been very lucky to be able to get to the forest every two weeks for a morning of exploring and investigating whilst getting plenty of nature to fill our freedom cups. Going every two weeks means we have been able to observe the changes in the trees and on the ground, getting to see and feel the signs of Autumn first hand. We also particularly like our hot chocolate treat at the end.

We are very much looking forward to winter and seeing what new changes will happen in our special part of the woods as well as in the grounds of School.

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Reception @BSB

Keep on Playing and Learning

By Angelica Cosgrove and Daniel Bush In Reception, we have faced challenges this term with laughter, love and buckets brimming with imagination. The children quickly learnt that the protective visors made very cool Superhero masks and they enjoyed becoming Hand Washing Heroes.

The children quickly settled into School life and have formed many positive relationships. They have had time and support to enable them to initiate play with other children, to turn-take, to use gentle hands and to share resources. They have been learning how to comfort other children who may be upset and that all children are unique and special.

The children created the year group’s Golden Rules. These included using quiet voices inside, walking indoors and… wait for it… tidying up. Now with smiles on their faces, they enthusiastically tidy up their resources along to their well-known clean up songs. We only threatened them with the toy-stealing goblins a couple of times!

Inspired by Greg Bottrill, each classroom has a designated Message Centre. Here, the children have developed their fine motor skills by mark making and hiding messages, delivering them to other classes, posting them and taping them to walls. In

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Drawing Club, children have learnt to add detail to their drawings, to label them with initial letters or short words and to use their drawings to develop their understanding of Maths.

Play is the vital ingredient in Reception and oh how hard we have played and how much we have learnt! Imaginative play has seen us playing home, shop, wild animals, babies and goblins to name a few, developing our creativity and understanding of the world. We have played group running games such as Stuck in the Mud, aiding our physical development.

We have read and listened to books and books and more books helping our communication and language development.

We have explored mixing colours when painting and playing musical instruments, developing our skills in Art and Design.

We have built palaces, hotels and castles using blocks, natural materials and loose parts. We have created miniature worlds, worm shops and obstacle courses. We have learnt to try our best and to have a go!

The Reception children’s minds are like sponges and they have not let anything stand in their way of soaking up huge amounts of information from the world around them during this first term. Well done Reception!

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Year 1 @BSB

Superheroes in Training

By Adam Pegrum and Ann-Marie Isaac At the start of the term, the Year 1 children received a message from Professor Fire Falcon, the head of all the superheroes requesting urgent help. All the superheroes had left Bucharest and he wanted the children to train and become superheroes themselves by setting challenges linked to their learning.

The children enjoyed learning about the different adventures of Supertato. This included sequencing the story, using adjectives to describe the different characters and creating their version of the story. They even made their own Supertato in Design and Technology. They then came up with their superhero name, superpower and designed costumes.

They started counting to 20 like superheroes; some even used their superpower to count beyond 20. They

counted forwards, backwards, found missing numbers as well as beginning to count in twos. As the children became more confident with counting, they started to develop their addition skills with number bonds to 10 and 20.

During Science lessons, they developed a greater understanding of the different body parts. They identified some bones in a human skeleton and some organs that can be found in the body. We looked at how our bodies can be similar and different. This meant we needed to show how we can compare things. This was further developed when we looked at the different classifications of groups of animals. The children used their super senses to understand the world around them by taking a sense for a walk around the School.

On the final day of training, the children made superhero cookies in the Design and Technology kitchen and received a surprise visit from Professor Fire Falcon himself. He

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tested them on their super speed and agility before presenting them all with a superhero certificate.

Towards the end of the term, we moved to online learning.

We were so impressed with the enthusiasm and participation of all the students during the online sessions.

We look forward to seeing everyone on campus as soon as possible!

Have a wonderful winter break!

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Year 2 @BSB Hygiene Heroes

By Charlotte Smith, Kate Dibble and Emily Marsh It seems like yesterday that we welcomed the children back to School! We have had such an exciting and busy term in Year 2 that the time has simply flown! Despite the new procedures and rules to ensure safety for all, the children have not been fazed and have adapted with ease and enthusiasm. The teachers have been so proud of every child for remembering to wear their masks, wash their hands frequently and maintain social distancing.

The first half of the term saw the children learning all about Hygiene Heroes and the importance of keeping safe and healthy.

They enjoyed learning about famous historical figures who made a difference to people’s lives through medicine; the children were especially fascinated by the work of Florence Nightingale and Mary Seacole and how different hospitals were in the 1800s. The children made it very clear that they prefer modern day healthcare and were all thankful for the hard work that these fantastic individuals put in so that we have what we have today! As part of their topic, they learnt about what a germ is, why some are good and bad and how to protect themselves from bad germs. The children did some amazing artwork based on the theme and enjoyed educating their families about what they had learnt.

The second half term took quite a dramatic shift as we all became amazingly Page 20

adventurous in our topic, ‘All Aboard!

- From Africa to Antarctica.’ We started by exploring the seven continents of the world, learning some really interesting facts about each one and then focusing on the continent of Africa. We shared the story of ‘Lila and the Secret of Rain’ and had a go at innovating, creating our own fantastic stories. The children were extremely excited to join Mr. Soulsby in the Food Technology kitchens and learn some valuable kitchen skills whilst making some delicious African inspired foods. The Moroccan spiced carrot and raisin muffins were scrumptious!

It may have been a very different Autumn term to what the children are used to but the creativity, enthusiasm, conscientiousness and drive to learn have all surpassed the challenging times.

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Year 3 @BSB

A Thrilling Start to Year Three!

By Geraldine Andrews and Rachel Eglinton It was an exciting day in September when we welcomed our Year 3 children back to the classroom. We haven’t wasted any time getting to grips with our learning.

Science and Geography through Fun Forest Fridays Year 3 started the year as they meant to go on - with fun and inspiring activities which take place outside, if possible. We have developed the understanding that we need to be active. Children know that exercise helps the lungs and heart, improves coordination and that we benefit from vitamin D from the sun. We have achieved this in our weekly walks to the forest.

Practical scientific experiments have been set up, such as investigating if the height of a child is linked to how far they can jump and exploring the need for light to see in the dark. Problem solving, teamwork, measuring and discussing patterns are some outcomes.

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Connecting with nature is important now and to be nurtured for the future. Children have built a hibernaculum, considering the properties of waterproofing, camouflage and comfort for a hedgehog. We have discussed the behaviour of predators and prey and the children loved playing a game to understand this.

PSHCE The relationships between the children have been developed across the year group. The children have immersed themselves in activities whether working alone, with a partner or in a small group.

Importantly, when outside and distanced from others, masks can be removed, the fresh air inhaled and well-being improved.

The School values of Self-Control and Honesty have been explored and children are gaining confidence in sharing their thoughts and feelings with us.

Cooking We were lucky enough to take advantage of our new cooking teacher, Mr. Soulsby, in the first half of the term. Children have learnt new skills in the kitchen and had the opportunity to cook up some delicious healthy food!

Children are more aware of the health and safety required to cook and have even been taught to clean up after themselves!

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Year 4 @BSB

Vikings, Dragons and Chocolate!

By Madelaine Reeve, Susan Walsh and Thomas Brooks It was fantastic to welcome all the children back into School at the beginning of September! The first half of the Autumn term saw the children learning all about chocolate through the exciting story of Charlie and the Chocolate Factory. They enjoyed creating their own characters, as well as designing some fabulous sweets and chocolate bars inspired by the inventions of Willy Wonka. As part of their topic on ‘Harvest Around the World’, they researched the journey of the cacao bean, from the grower to the shops. This led to finding out about Fairtrade and some of the other products that can carry the Fairtrade symbol. The children enthusiastically carried out research to produce their own informative posters about this important topic.

Food Technology

Year 4 enjoyed visiting the Food Technology room and creating a range of delicious

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foods. The children used healthy ingredients to make vegetable pasta, bean burgers and fruit muffins. They learnt about food hygiene and how to use equipment such as knives and graters safely in the kitchen. All the children took responsibility for following the instructions carefully and cleaning up their own equipment. Everyone agreed that their favourite part was getting to taste their food!

What’s the matter?

Year 4 have worked hard in Science this year. The topic of Solids, Liquids and Gases gave them the understanding that everything is made up of tiny little particles called atoms and these atoms make up everything that exists; tables, pens, the air we breathe and even ourselves. Children learned that the way these atoms are put together determines its matter and whether it is a solid, liquid or gas. We incorporated our knowledge and love of

chocolate to conduct a fair test to find out which type of chocolate melts the quickest; dark chocolate, milk chocolate, or white chocolate. Through learning from their mistakes, children realised that a Science experiment can only have one independent variable and all other conditions must be kept exactly the same.

Arcimboldo Artwork

Have you ever made a face using fruit, vegetables, flowers and leaves? Well the Year 4 children have! They learnt all about the artist Giuseppe Arcimboldo and were able to recreate some of his masterpieces in the classroom. They used leaves they collected from around the school grounds and fruit and vegetable pictures they had cut out to make colourful collages.

Vile Vikings

The second half of the term saw the children explore the life and times of the

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Vikings! They learnt how the Vikings came from Scandinavia to raid and settle in Great Britain. The children enjoyed using Viking patterns to create their own dragon head design for the front of a longship. How to Train your Dragon was the English text used to support this topic. We even had a small dragon invasion at BSB with video evidence to prove it! The children are now experts at catching and training dragons, so watch out!

Delightful Digestion and Terrific Teeth This term, children took a trip down the oesophagus to explore their digestive systems. They worked hard at researching how the digestive system works and all the component parts. They are confident in explaining a food’s journey and detailing the role of each organ along the way. They have been able to link this knowledge with their understanding of healthy eating and can explain that the nutrients pass through the small intestine and are transported to the necessary areas in their body. They soon moved on to learning all about teeth.

Children can identify the different types of teeth that are in the human body and explain the importance of looking after them. Using this knowledge, the children also conducted a fair experiment to find which liquid decays our teeth the quickest.

We hope this stops them asking for fizzy drinks at home and makes the bedtime routine easier when brushing their teeth.

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Year 5 @BSB

Blast Off into a New Year with Year 5

By Karen Cojocaru and Laura Gildea It has been an eventful start to the new academic year, but our intrepid explorers of knowledge rose to the challenge and started the new term by exploring the exciting topic of Earth and Space.

The excellent safety and hygiene measures put in place at BSB have enabled us to address the full curriculum with our children and have given us the opportunity as much as possible to work collaboratively, especially on Science projects such as investigating moon craters and on linked Geography projects looking at how time zones and day and night are caused by the spinning of the Earth on its axis.

A large part of the learning in Year 5 involves having to

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research and provide evidence to support our views. The children did a great job applying their skills to write biographies about astronauts and cosmonauts and to find facts to support their opinions about who they believed won the Space Race. There were some lively discussions involved!

In the second half of the term, we continued using our research skills as historians looking at the reasons why the Pilgrims made the journey on The Mayflower, exactly four hundred years ago this year, to the New World in North America and why they celebrated the first Thanksgiving. We investigated the geographical features of the continent and the foods grown there and how these are linked to what was on the menu at that time. The children had the opportunity to use the Food Tech’ studio to prepare

and cook delicious Thanksgiving-style food with Mr. Soulsby our Food Tech’ teacher.

That was an experience, to be cooking while wearing face masks and face shields and the outcome was so worth it.

Even though the second half of the term brought with it another School closure and a move to online learning, our previous experiences from last term meant that we were fully prepared to make the move online and our children rose to the occasion valiantly, taking responsibility for their learning and developing their resilience. We are so proud of their achievements and the way they have behaved and cared for each other and themselves during this Autumn term.

Regardless of what happens in the coming year, there is no doubt that excellence in learning will remain our top priority as well as caring for the wellbeing, safety and progress of our fantastic children. We look forward to blasting off in January for the Spring term!

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@BSB | December 2020

Year 6 @BSB Reflections of Life and Resilience

By Rebecca Doganay, Carl Helps and Berian Thomas

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@BSB | December 2020

This term Year 6 discovered how lucky they are to have been born and raised in the 21st Century. Through their unit of work ‘The Changing Face of Europe’ they were able to compare and contrast their lives with those who lived during the 20th Century.

They imagined they were born in 1900.

When they were 14, World War I began and ended when they were 18. The children remembered those 22 million who lost their lives during the war through their excellent Remembrance Day Assembly.

Soon after a global pandemic (not COVID-19), the Spanish Flu appeared.

Through their research Year 6 found out that this virus infected 500 million people, one third of the population at the time, and took the lives of 50 million people. Those who were lucky to be alive were now only 20 years old.

Just a few short years later, in 1929, we imagined we were 29 and had survived the

global economic crisis that started with the collapse of the New York Stock Exchange, causing inflation, unemployment and famine.

On 1st, September 1939, Hitler invaded Poland resulting in Britain and France declaring war on Germany. World War II began and Year 6 were only 39 years old.

Six years later at the age of 45 World War II ended with Victory in Japan on 14th, August 1945.

A child born in 1985 (some of the Year 6 teachers were born in this year) thinks his or her grandparents have no idea how difficult life is, but they have survived several wars, economic catastrophes and a global pandemic.

Even though we are in the middle of a global pandemic, this time COVID-19, we have all the comforts of modern living, ways to keep in touch and, of course, to continue with our learning. We complain

because we need to wear masks. We complain because we can’t be in School.

We complain because our holidays have been cancelled. We complain when the Wi-Fi is bad and we can’t join a Google Meet. We complain because we must stay confined to our homes where we have food, electricity, running water, Wi-Fi, even Netflix! None of this existed for the majority of the 20th Century. But humanity survived those circumstances as we are surviving now. We are showing the same enthusiasm and resilience those born in 1900 showed.

We are resilient to the changes in School, the need to follow the AOLP programme and the challenges of social distancing.

This term, Year 6 have shown that a small change in their perspectives can considerably improve their outlook and allow them to succeed and achieve even in the toughest of times. In the near future, Year 6 will be able to look back with pride at their achievements during a global pandemic and know that they will forever be part of world history.

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@BSB | December 2020

Hubble, Bubble, Boil and Trouble Come to BSB on the Double!

By Daniel Bush Witches, bats, pumpkins, spiders and mad scientists‌ are all things that you would expect to find down in Ringwood this Halloween. We had a really spooky time making, creating, hammering and generally getting messy. Each Early Years teacher planned and set up a Halloween themed activity for the children to choose from on the day. We had pumpkin hammering with Miss Angelica, bat-splat painting with Miss Jenna, ghost bowling with Mr. Dan, spider web making with Miss Raina and mummy wrapping with Miss Jodie. The children were free to wander around the activities and they could dip into whichever ones they fancied.

Following the Halloween arts and games, we had a special visit from some mad Sixth Form scientists, who put on a magical Halloween Science show for each class. They created elephant toothpaste, made water disappear and they even set a teacher’s head alight (apologies Mr. Coope!) Thanks for taking the time to come and entertain us. You are welcome back anytime!

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Elsewhere in Ringwood, there were spooky lessons and surprises galore. Activities included bat craft, Halloween games using toilet paper to turn each other into mummies and a trick or treat sweet scavenger hunt, which resulted in all children taking home a Halloween cookie.

The children also came in dressed in their favourite Halloween costume.

Of course, fancy dress was optional but it was great to see so many people make the effort to get involved. There were so many students (and adults) dressed fantastically for the occasion and this always adds to the atmosphere in the School. A massive thank you to the parents for helping with this and for getting costumes ready.

However, the festive period is just around the corner so get out your Christmas jumpers, dust off your elf hats and polish your angel wings. The next fancy dress event is not too far away.

@BSB | December 2020

Halloween @BSB

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@BSB | December 2020

RemembrancE DAY@bsb

By Year 6 pupils

This year marks the centenary of the grave of the unknown soldier, who is buried in Westminster Abbey, London and of the Cenotaph, also in London. The unknown soldier’s body was brought back to the UK from France where he probably witnessed battles, trench warfare and the fight over no-man’s-land. As part of their History work Year 6 imagined what it would be like to be a soldier fighting along the Western Front and living in the trenches and wrote diary extracts to share their thoughts.

Alara, 6T Dear Diary, today is my birthday, but I'm not happy at all because today could be my last day... Maybe this will be the last day I breathe, the last day I write to you, the last day of my life. I made a cake from the mud, but don't worry I didn't eat it! I miss the cakes that Suzan (my wife) made for me. I miss Suzan, Ted and Lilly (my children), I don't think I can do this without them. I miss my mum, dad and brother and my dog. The food is so bad here, the potatoes are not salted and the bread is as hard as a rock. I am starving! This is the worst time of my life! In my letters to Suzan I have to lie and say everything is great because I don't want her to be sad for me.

Balint, 6T Dear Diary, I have survived so far, I am very cold as the winter just came. The mud is unbearable; my feet just sink into it.

On the last offensive my friend died, shot by a gun. This is the worst day of my life.

The German shelling has started, one shell Page 32

almost struck my trench. It was dreadful!

A few soldiers already have shellshock and are very bewildered. It is impossible to sleep as the constant gunfire and explosions keep me awake. When I do sleep, I feel rats nibbling the leftover food.

We are going 'over the top' tomorrow and I don't know if I will live. We are all scared. I've heard stories about people who charge over no-man's-land and never return. I also think it is impossible to get to the enemy trenches without being mowed down by guns.

Janu, 6T I am fighting the cold that has taken my feet. I am in the communication trench. The sergeant commanding my platoon called us. The sergeant is evil, he whips us with his cane. Joey just delivered a message.

He told me that some Germans have been spotted on the east side.

There are so many rats. I woke to a whole nest of them. I sent Joey and my friends to deal with them.

The Germans decided they were going to attack us yesterday, so the bullets came and the shells crashed. Many people were injured, but none died. This war is going to draw the attention of the whole world. This is probably going to be the longest war in the history of the world.

Noor, 6H Sitting in the front line of the trench is horrible. The firing step is extremely uncomfortable especially

during the night because we regularly have to stay up all night and watch for enemy attacks (which is really boring when you know nothing about the people we're working with). The whole trench system is very wrong because they dug the trenches 7ft deep so whenever it was raining, the floor would be flooded and some of my folks drowned while working. When we work, it rains really hard and the water looks so good to drink but with ash in it. It looks really disgusting, though I'm really tempted to drink it.

While we worked, some of the others started to smoke and so our commander came and said that if we smoked, the enemies would see it and throw grenades here so that isn't a good sign. Another bad thing about the trenches is the food, it is nearly impossible to get heated food on the front line and the food itself is horrible. It is like hell! Our diet has been ruined because it gave us no vitamins or nutrition.

Antonia, 6H At first, I thought that war would be a great experience, but I was wrong. I was aware that it wouldn't have the best facilities, but not like that! The trenches were so damp, cold, full of rats and mud.

We all barely had space to sleep. The food was dreadful, I was starving, I asked for

@BSB | December 2020

a bit more and they all laughed. My war best friend, Barry, sadly got the sickening, disgusting trench foot. My friends were getting shot or hit. Winters or endless rains were just horror. It would be cold, wet and dirty. When we were in straight lines marching forward, I would usually get bored or regret my choice of coming to war.

I shouldn't have listened to that persuading 'sign up for war' poster. I felt that I just got tricked to come here. I feel bad and regretful. I can't believe that I left all my friends and family alone at home and I just left. Left without thinking.

Vivian, 6H The conditions here in the trench are so bad! We're only given small rations of food and huge, black, cat-sized rats are scuffling everywhere, our trenches are always wet and some soldiers even have trench-feet! Soldiers are dying... The few friends I've made are all dead, the sergeant is treating us bad... I'm lonely here, I've got no relations, no friends, nothing!

The thing that I hate the most here are lice, the way they crawl onto your clothes and your hair and laying eggs in the seams of our clothes, it gives me creeps even when I'm thinking about it... I feel weak, every time I fight, I feel every drain of energy slipping away from me, I can't hold my gun properly, the sergeant says that I was lucky not to get shot. Every night, I lay awake gazing at the stars, I wish that I was as free as them... I hope the war will end quickly and I could go home soon...

are so uncomfortable. It was time to do training. The training sacks felt like 32 men and the climbing was so hard. Now I'm in the WAR. BOOM! I have mud all over me, my feet are so sore and all I hear are bombs! The food is terrible and you cannot sleep. The trenches were full of rats, mud and loads more. CHARGE SHOOT! The captain put some of us in No-MansLand. To be honest I prefer being in the field than the miserable, disgusting, smelly trenches until I heard men shouting miserably and I knew I was safe, well kind of safe.

Sofia, 6D I'm putting my clothes on and I feel disgusted. The clothes and the shoes

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@BSB | December 2020

Alina, 6D I can feel it, feel the cold. I want something hot, hot water, food or a warm shower, 'Brrrrrr!'

The trench is very messy and stinky because there is no time to wash the clothes, there isn't any washing machine for the stinky clothes. It is smoky and muddy, because there is smoke from the guns and grenades. It is HORRIBLE! Horrible in the mud to stay there all day, where there are dead or rats, insects and bugs 'GROSS!' Even when it rains the mud is getting bigger. The legs are gonna' get 'trench foot'. I can't sleep in this cold and smelly trench. I can only sleep a maximum three hours a day because maybe enemies will find us and shoot. We need to be careful.

It is very dangerous, the enemies can throw

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a grenade or bombs at us or shoot, maybe someone will find us and kill us or fire at us.

I can feel my stinky smell coming out of my body, I haven't had a bath for days. My sweat, there is no bath or toilets to wash, the lice those little bugs are biting you, the more you scrub your skin they go deeper.

Mehrad 6D The trench is harsh, hard mud is in my boot eating my foot, they call it trench foot. I'm slowly regretting coming, my clothes are wet, the food is cold. We all finished training but inside we are not ready one bit. Training is hard and I barely feel my limbs, I'm covered in mud which doesn't feel nice. My feet are disintegrating and this is only day one!

My limbs are sore, mud is everywhere, my foot is dying and I can almost see my bone!

I'm wet, covered in mud and my clothes are wet, gross, muddy, icky and smelly. I'm on front duty trying to stay calm. I feel weird, I don't know what it is, I've never felt this weird. I feel stressed, pressed and confused.

I feel dead, my life's falling apart. We were attacked by the German army, shooting at absolutely nothing, that weird feeling is back, we lost many men, some I knew and some were unknown.

I got shot in the foot and now I'm coming back to England.

@BSB | December 2020

Year 6 Online Remembrance Assembly

By Rebecca Doganay

Although the pandemic has meant several School events and activities have had to be cancelled this year, many have continued in different forms. The teaching staff at BSB have a reputation for being innovative and adapting the resources and the environment they have to meet the School’s needs and this term Year 6 did just that for Remembrance. The Year 6 Remembrance Assembly is an extremely important event for the Primary School; it is a mature, sensitive and poignant topic which our eldest students in Primary take responsibility for. It is an assembly which our children are proud to be a part of and the pandemic was not going to deny this year’s Year 6 students of this rite of passage.

Therefore, instead of producing a live stage event, performing to an audience in our Primary Hall, this year our Year 6 students produced a 30-minute film, which they shared to parents via a Google Meet on 11th November. The Year 6 Remembrance video included an explanation of how The Great War began and described the conditions the soldiers endured. The children narrated the assembly in front of a green-screen backdrop, with actual wartime images complementing their message. War poems were shared and a Year 6 choir sang ‘In Flanders Fields’ and ‘Dona Nobis Pacem’ beautifully and in harmony, despite still wearing masks. The assembly also included footage of the children visiting the Bucharest War Cemetery, laying flowers at the graves and observing a two-minute

silence, which was preceded by the emotive sound of the bugle playing ‘The Last Post’ and followed by ‘Reveille’.

Finally, the children reflected on the life and achievements of Miss Mallory Barnes, our Year 4 teacher who sadly and suddenly passed away this term, and the assembly was dedicated to her.

The success of this adapted assembly format has made us reflect on how we could use this approach in the future.

Although we wait in anticipation for the day we can perform to live audiences once again, the use of technology to create and share short films with our parents is a powerful alternative.

‘In Flanders Fields’

‘Dona Nobis Pacem’

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@BSB | December 2020

Secondary

Review

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@BSB | December 2020

A Return to Familiar Waters I wonder how many of you would know what I was talking about if I used the words German Bight, Scilly Automatic, Shannon or Forties? Those of you who listen to BBC Radio 4 would know immediately that these words come from a programme called the Shipping Forecast, which has been broadcast regularly for over 90 years on the BBC. Each of these words represents an inland water or sea area of the British Isles and the programme gives information on the weather conditions in each of the areas. Some might argue that there are more entertaining programmes out there, but it was only the other day when I had the Shipping Forecast playing in the background whilst cooking up breakfast for my children that its relevance and significance struck me. I stopped stirring the scrambled egg and listened to the slow and steady rhythm of the voice reading out each of the areas and the weather conditions and visibility, resulting in phrases such as ‘rain, good’.

The predictability of the daily Shipping Forecast, combined with the calm and reassuring voice are both famous features of the programme, and as such, it surrounds the listener with a sense of reassurance, certainty and comfort.

The Shipping Forecast offers much of what has been missing over the past 10 months, except for the vital element of two-way communication, or call and response.

Whilst the BBC Radio 4 voice may give us reassurance, we still find that it is the human interaction which we are missing.

Call and response seems to surround us everywhere and when we look for it, we see it is not just limited to human conversation.

We hear call and response in the summertime cicadas chirping to each other and it even threads its way into music, such as Beethoven’s 5th Symphony, as the string section answer each other back with a ‘da-da-da-daa!’ through the strokes of their bow.

At BSB we know the importance of certainty, reassurance, safety and the necessity of call and response at every level of communication. So, when we faced the task of re-opening the campus for the start of the academic year, we knew it had to be absolutely the best it could be to finally reunite all members of our community back on our campus. Every eventuality was explored as we planned for zoning by Year Group, the installation of technology in classrooms, the setting up of the dining arrangements, to name but a few health and safety considerations. BSB has been fully functional, where permissible, since the start of this academic year for a full programme and a full day at School and it has been wonderful to see our community learning and living together again. Despite adaptations, we have maintained as many of our commitments

and events as possible. This has included the Gold Duke of Edinburgh International Award expedition, the annual charity Sleepout for Casa Ioana, the Harvest Festival donations collected again for St. Stelian’s, the collection of the Christmas Appeal to support disadvantaged families over the winter season and a number of virtual online events, such as the COBIS Student Leadership weekend. We have also managed to host our Secondary Awards Ceremony online, sell poppies for the Royal British Legion charity and host our parent, staff and student annual quiz virtually.

We cannot know what the coming months will bring. However, what is for certain is that we will mirror the spirit of the BBC Shipping Forecast at BSB, where we will proceed thoughtfully, yet boldly, keeping the interests of our students at the heart of any decisions for the good of our community. And like Beethoven’s resounding affirmation in those opening bars of the 5th Symphony, we will continue to keep the dialogue between School and students – and parents - alive in as authentic a way as possible, in a time where such a dialogue is needed more than ever.

Jason Porter

Head of Secondary School

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@BSB | December 2020

Meet the BSB Head Girl and Head Boy

By Rob Notley

Applications for Head Boy and Head Girl are fiercely contested each year and this year has been no different. We were lucky enough to be able to conduct the majority of the selection processes just before lock down. We received a record number of applicants which just demonstrates the calibre of the Sixth Formers we have at BSB. It is my great honour to introduce the Head Girl and Head Boy of 2020, Georgina and Andrei.

Georgina I have been at BSB for the past seven years, since I came here in Year 7 at the age of 11. Coming from a very large school in Malaysia of over 1,000 students in primary alone, I was taken aback by the intense community feel that I was greeted with on my first day back in 2014. I quickly came to realise that this was a School where everyone knew everyone else, and newcomers were welcomed eagerly - as I was. I have been proud to emulate this over the years myself as I became more aligned with BSB values and have been able to welcome others with as much generosity into the community as I was. The School has grown noticeably throughout my time Page 38

at BSB, but its character has remained unique. My learning is still enriched as a result of small class sizes, meaning that the teachers are able to personalise their approaches to our individual needs. I have always felt confident in taking risks with my learning, knowing that my teachers are there to help when I get stuck. I am exceedingly grateful for the opportunities continually provided to me by BSB, allowing me to participate in everything from debating, leadership roles such as house captain, gold Duke of Edinburgh, sports teams, charity work and much more.

BSB has allowed for my personal growth as well as educational development, giving me the tools and the will to give back to my community that has given me so much; through the role of Head Girl this year I aim to do just that.

Andrei I joined BSB in Reception in 2007 and having been here for almost 14 years now, I will soon be ready to graduate from Secondary School as an independent adult, one shaped by the experiences accumulated over the years here, with BSB’s values and identity at my core. It has

been a privilege to watch BSB grow from the small, new School it was when I first joined, to the much larger and rapidly growing School it is today, while still maintaining that one-of-a-kind feeling of a tight-knit community. Nearing the end of my time here, I am able to reflect and be grateful for everything BSB and its community have offered me. Apart from an excellent education and all the resources required for me to successfully complete my university application, I have had a multitude of opportunities to develop crucial personal skills. BSB puts great emphasis on the development of leadership skills and facilitates this for students of all ages.

Personally, I have been able to benefit from these through roles within the School such as the Student Council, House Captain, Senior Prefect, being a sports coach and mentor for younger students and especially through my role as Head Boy this year.

Such roles are also key to being part of the community as they heavily involve working with other students and teachers. I’ve also taken part in other unique projects such as F1 in Schools, MUN and the Duke of Edinburgh Award, all of which have been pivotal in my development, teaching me life skills that I could have never gained at a conventional school.

@BSB | December 2020

Online

university fairs

By Jo Mattingley-Nunn

With the pandemic restricting travel, it has been a strange time for university representatives and students in Years 11 to 13 who would normally be researching their future university choices, as none of the usual fairs, visits and meetings have been able to occur. Many universities and organisations have pivoted remarkably well though and there is now a daily calendar of webinars, virtual open days and online meetings for students to attend. One such event, organised recently by the British Council, gave students the opportunity to have one-on-one meetings with hundreds of UK universities to ask about any aspect of their applications, from portfolio advice to entry requirements.

Over the next few months, I recommend any student in Upper Secondary to attend such events and take advantage of virtually ‘visiting’ universities far beyond where they normally might be able to travel or learn about. Universities across the world, from the Netherlands to the USA, to China to New Zealand have events coming up, so

you and your child should keep an eye out for any events you might be interested in attending.

When attending a ‘visit’, or talking to representatives, it’s important to find the information that really matters to you, and which can’t be easily found on the website.

Asking if they offer Veterinary Medicine, for example, is a waste of everybody’s time and at worst makes the student look unprepared. But asking about the variety of societies on offer, or the internship or placement year options, makes you look proactive and interested and gives you a better idea of whether the university is the best ‘fit’ for you. As well as asking sensible questions, keep an open mind about the visits you attend. It may not be a university that’s top of the rankings or is very famous, but if it has the best course that fits your interests, then it’s worth learning more about.

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@BSB | December 2020

Where

IN THE WORLD?

By Jo Mattingley-Nunn

As ever at this time of year, we congratulate the students who have already applied to universities and have their offers rolling in. The earliest deadline for some students, way back in September, was for the Bocconi early entry session, for students applying to one of the best universities in Europe for Economics and similar courses. These students had to write an application essay, a CV and register for and take the SAT, all of which took determination and organisation very early in the year.

The next big deadline was for Oxford, Cambridge, Dentistry, Medicine and Veterinary Science, on 15th October. Writing the perfect personal statement, registering and preparing for entrance exams such as the BMAT or LNAT and giving the university guidance counsellor all the information needed to write a great reference. Filling in the long UCAS form and deciding where to apply takes a long time and the best organised students started this process back in April, attending a weekly CCA to help them prepare.

This year, more students than ever met this early deadline, and are now anxiously waiting to hear if they have interviews, which is the next step in a competitive application process. After submitting written work or taking entrance examinations as required in early November, many already have offers of a place from other universities, who are keen to attract these very qualified students as quickly as possible. Some students met early deadlines in the USA, some at the same time as working on applications for the UK, with a completely different application platform, requirements for several essays and lots of short questions to answer. Other students wrote letters of application and motivation statements for universities from the Netherlands to France and Spain, and again, already have offers to reward their dedication in applying so early.

Finally, I’d like to thank all the teachers who have helped our students with applications. Giving feedback on personal statements, writing references, writing full recommendation letters which run to several pages and supporting students with preparation for the BMAT all take time in an already crazily busy term, especially given the current situation, and I know all the students appreciate their support.

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@BSB | December 2020

What are the Good Reasons for Wearing School Uniforms?

By Mark Hooper

Debates continue about whether students should wear uniforms in schools; however, when you read about schools around the world, a high percentage of those surveyed support school uniforms. Many schools agree that uniforms help remove economic barriers, build feelings of community, and reduce instances of bullying.

Our BSB Dress Code is founded on similar beliefs that uniforms decrease distractions, simplify the morning routine, increase respect for each student and prepare students for success by teaching professional dress.

There are many reasons to encourage school uniforms like the ones worn at the British School of Bucharest. Here are some of them.

School uniforms promote learning. Our programme is rigorous and requires full attention to be successful. We believe our students’ focus should be on what they are learning and not on what they are wearing.

School uniforms nourish a sense of equality. When students have similar expectations for dress, unhealthy competitive feelings about looks are reduced. Students can stand out because of their character and not their clothes.

School uniforms promote a feeling of community. At BSB, we believe our school dress should complement our learning culture. We are preparing our students for success in university and beyond. We want our students to have a proper expectation of professionalism. When our students wear uniform, they feel included. They are part of a team working toward success in the classroom and life.

environment of respect and dignity. Student dress exemplifies students’ respect for themselves, their classmates and learning.

When everyone is wearing the same thing, students can focus on essential issues like academics and character.

School uniforms make it easier to get ready for school. One of the best reasons for school uniforms is no more indecision about what to wear in the morning!

School uniform gives a sense of identity and belonging. Wearing the school uniform correctly shows the school that the student cares about their education and buys into the schools’ values. It shows the teachers that the students are proud to be part of our community.

School uniforms do not eliminate individuality. Our students have fun participating in the occasional non uniform day; however, these days are not the focus for our students. The character of the individual student is our focus. Our students shine because of who they are, not how they look.

School uniforms are more affordable. At the beginning of the school year, our families typically purchase two sets of uniforms for each of their students. Parents may need to replace an item or two throughout the year; however, this is often due to children growing up so fast. Overall, our families save money with uniforms by not having to keep up with the latest fashion trends.

Parents and teachers support school uniforms. Teachers are highly in favour of school uniforms at BSB. The student dress code at BSB is one that helps create an Page 41

@BSB | December 2020

The Importance of PHSCE Lessons During This Time

By Roisin Mulchrone

At the beginning of this School year PSHCE lessons were dedicated to mental health and Positive Psychology. We celebrated what we had achieved during the first lock down, however small and reflected on the positives of that time. Since then all year groups have been busy in PSHCE, looking at different topics which inadvertently impact mental health.

Year 7 were introduced to our School Values (SHREC) and explored the best ways to be part of a wider community. Being socially affiliated and an active member of a group has been found to be very advantageous to many primates and humans. Australian biologist Elizabeth Blackburn discovered an enzyme called telomerase. Its role is to rebuild and lengthen our DNA when it has been shortened and frayed due to stress. Surprisingly, being part of a social support group helped increase telomerase.

Scientific support for the idea that a chat with your friends is a type of medicine!

Year 8 and 9 have recently explored healthy life choices which have consequences for our physical and mental health. The effects

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of tobacco, alcohol and diet highlighted to Year 8 what we should be consuming to allow our bodies to function best, whilst Year 9 discovered the biological and psychological effects of a variety of illegal drugs. We also considered the impact of social media on mental health after the release of ‘The Social Dilemma’. During these stressful times, such lessons are very important reminders of the biological stressors we place ourselves under. Do we listen to our body and treat it well? Under stress the body down-regulates its immune system and so this year, more than ever, it is important to eat well and rest.

In Key Stage 4 and 5 we borrowed some assembly time to focus on mental health and stress management. Self-talk and prioritising things that make us happy was the main message. We can often feel too busy for our hobbies but they can make us more effective and productive because they make us happy. Maybe I was secretly promoting Psychology as an A Level subject too?

As we approach the Christmas break, I certainly hope that the students of

BSB have some ideas to take away from our PSHCE this term. Mental health is paramount and so connected to our physical health; although these are very stressful and unsettling times, maybe we have learnt that holistic care is essential.

#BSBVALUES Self-control Honesty Respect Equality Concern for others

@BSB | December 2020

We Are Becoming a UNICEF Rights Respecting School!

By Siobhan Williams

It is an exciting time in the life of the British School of Bucharest. We have committed to embark on a journey which will benefit the whole School community, from pupils and staff to parents and governors.

journey will improve children’s and young people’s respect for themselves and others.

regular basis. For further information about Rights Respecting Schools please visit: www.unicef.org.uk/rrsa

More information about our journey will be shared throughout our community on a

The British School of Bucharest aims to be a School where children’s rights are at the heart of our ethos and culture, to improve well-being and to develop every child’s talents and abilities to their full potential.

As part of this plan we are working towards recognition as a ‘Rights Respecting School’, an award given to schools on behalf of UNICEF UK. UNICEF is the world’s leading organisation working for children and young people and their rights. In 1989, governments across the world agreed that all children have the same rights by adopting the UN Convention on the Rights of the Child (UNCRC). These rights are based on what a child needs to survive, grow, participate and fulfil their potential.

The British School of Bucharest students will learn about their rights by putting them into practice every day. A UNICEF Rights Respecting School models rights and respect in all its relationships, whether between adults and pupils, between pupils or between adults. It is proven to benefit everyone in the school community to grow and learn together and we hope this

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@BSB | December 2020

By Rob Notley The BSB Prize is a school-based diploma launched this academic year. The BSB Prize recognises graduating students who have committed themselves to the BSB values and their all-round education from Year 11 to 13. In order for a student to graduate with the BSB Prize they must fulfil a number of criteria from a range of different ‘strands’. The strands emphasise what it means to have a full rounded education. They must complete a minimum of two requirements from these categories:

- Physical - Service - Communication - Cultural - Academic Alongside these strands they must also have a set amount of House Points.

Universities now look out for school-based diplomas that supplement a student’s academic qualifications. It demonstrates that a student is amongst the school’s top students and they can offer a wide variety of skills not just academic ability.

Students who are successful and graduate with the BSB Prize will be honoured with a BSB Prize tie or bracelet, an additional graduation stool and their name will be remembered for decades to come from the BSB Prize Oak Boards that will take pride of place alongside the Crawford Building stair way.

We cannot wait to see who from Year 13 will win the prestigious BSB Prize.

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@BSB | December 2020

HANDS-ON GEOGRAPHY!

By Alice Allsop

Whilst students and teachers were itching to get back into the classroom in September, the Year 11 Geographers were desperate to get out of it again!

Geography IGCSE may have a textbook that can be taught in the classroom but in reality Geography can be found all around us and so we did not miss the chance to get ‘hands-on’ with Geography once School re-opened in September.

During the Summer term, students had been studying how vegetation influences soil as part of our ecosystems unit. The class took the opportunity to leave the classroom and visit Băneasa Forest for the afternoon to investigate how vegetation

can influence infiltration rates in soil. This was all done with the help of a piece of drainpipe, measuring jug and Dr. Phil from the Science Department with his trusty hammer and plank of wood!

A return to School in September can signal the end of summer but we tried to keep the summer-vibe going in lessons by studying beaches and coastal environments. Unfortunately, this year we were unable to get to the coast to practise our fieldwork techniques, so we had to use our imagination! The sloped entrance to Newlands turned into a ‘sand dune’ where students had to work in groups to measure the angle of the slope, whilst the Rewilding Zone turned into a ‘river’ where students

had to measure the width and depth of the channel and then investigate ‘pollution levels’ by identifying key species from a water sample.

The most important aspect of both field trips was that students got to use the equipment themselves to practise different fieldwork investigation techniques.

Being ‘hands-on’ with the equipment will hopefully help them recall the methods when they sit their final examinations this summer. What many students will take away from this though will be that they had the opportunity to learn outside of the classroom, work in small groups with their peers and enjoy two wonderful afternoons of Geography!

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@BSB | December 2020

Restriction Breeds Skill

AND CREATIVITY!

By Mark Williams

Current circumstances have imposed a significant number of restrictions on the practical nature of producing Art, however these same restrictions have, in practice, provided an environment for renewed focus both technically and conceptually. As a response to our situation we have taken a more in-depth approach to the elements of Art. Drawing is the fundamental language or tool kit in Art that allows creators to visualise, express and communicate ideas. Consequently, students have explored techniques including line quality, perspective & proportions and surface

detailing with textural rendering.

Moving online in the second half of the term provided the possibility for KS3 students to creatively explore the artistic potential of everyday objects in their home environments. Using photography and drawing we examined how to construct a composition in terms of unit, weight, balance and movement.

We have been able to make effective use of technologies and applications to enable KS4 and KS5 to continue with their personal projects. One-to-one meetings

with conceptual and technical guidance were provided with the teacher being able to make live drawings and notes over photographs of the student’s work.

Students could opt to listen in on each other’s feedback and apply productive strategies to their own projects. It has been impressive and heartening to see, that regardless of (and in some cases because of) the online situation, that students are continuing to explore a vast range of interests and processes at exam level.

Teaching Constructio Page 46

n Line Drawing

Year 10 L

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@BSB | December 2020

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Year 10 Digital Work

- Value

KS3 Form and Value Drawings

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ositio KS 3 C o m p

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@BSB | December 2020

Reading IS FUNDAMENTAL By Áine Staunton

What can you achieve in twenty minutes?

Raybearer by Jordan Ifueko

If you read for twenty minutes a day, you will read 1,800,000 words per year - Scholastic publishing. Yes, one million eight hundred thousand words.

This is YA fantasy at its best. Tarisai has grown up in isolation, walled off from the world by her mysterious mother The Lady.

Now, Tarisai has the opportunity to move to the capital and compete to become someone special: a chosen member of the Crown Prince’s family. But here’s the catch, if she is chosen, her mother has commanded her to kill the Prince. Does she obey her mother? Does she choose her new family? The only issue with this one is that we will have to wait until next year for the sequel.

Here at BSB we prioritise reading. We work in tandem with our wonderful Secondary Librarian, Mrs. Haysom, to ensure that we order books that will keep your child engaged with reading.

Here are some new titles that have arrived this term.

Hello, Universe by Erin Entrada Kelly This is a Newbery Medal winner (awarded for distinguished contribution to American literature for children). Told from the point of view of four different characters: two boys and two girls. This novel highlights the struggles of being a teenager: the expectations, the pressures and the universal need to find people who truly understand you. It makes you emphasise with different perspectives and it features a pretty cool guinea pig called Gulliver.

Sophie, Year 8 student: ‘This hooked me from the moment I began my flight through the pages! The destiny set between these unlikely friends sent an enchanting connection directly to my heart.

I am optimistic that future readers, from young students to teachers, will enjoy the characters and their unforeseen journey’.

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Morgan, Year 8 student: ‘I highly recommend Raybearer. I think this book is phenomenal fantasy. This book is full of imagination and spirit. I hope you love this book as much as I did’.

The Family Romanov: Murder, Rebellion and the Fall of Imperial Russia by Candace Fleming.

The Romanovs ruled for three centuries.

Fleming weaves together the story of Russia’s last Tsar, Nicolas II, with an intimate portrayal of the Imperial family and first personal accounts from the peasants who would unite in rebellion. How did one family create and then lose this modern dynasty? Dive into this one to find out.

Mrs. Read: ‘This is an amazing book that I highly recommend to all, especially History students. It is meticulously researched but reads like a novel. I literally haven’t been able to put it down!’

@BSB | December 2020

Debating through covid

By George, BSB Debating Club Secretary Debating as a skill is impossible to develop without close cooperation and direct engagement. Much like any other ‘team sport’ it has been especially hit by the COVID-19 pandemic.

At our BSB Debating Club, the initial lockdown and school closures stopped all activity relating to it until relatively recently. Initially, organising a debate online seemed like an impossible challenge. Even before school closures, extensive plans and scheduling had to be made to prepare the stage for a typical debate, so the shock of not being able to do so in person left us clueless as to how we might do so over a screen.

With the fortunate reopening of schools came a more familiar environment.

Although changes to seating arrangements and strict guidelines on sharing notes had to be put in place, the thrill of delivering a speech in person and answering questions on the spot enabled our Debaters to continue preparing for future competitions, whichever format they may take.

Of course, doing this has been far from easy.

As only students from the same ‘year bubble’ may work closely, the age diversity within teams has been reduced almost completely.

This is a double-edged sword, making it harder to ensure that both the Proposition and Opposition are evenly matched in terms of experience and content.

These changes are not only logistic but also permeate the content of debates. Our recent motions were ‘THBT politics should be kept out of school’ and ‘THW keep wearing masks after the current pandemic is under control’ mirroring the significant scope for discussion and reflection that this year has given us. Motions are commonly picked based on their relevance to current events and in 2020 the challenge has been to keep up with all possible debate ideas before they fade from public interest. The Year 11, 12 and 13 students who have taken part in these debates have shown enthusiasm, humour and excellent research skills, making the debates highly entertaining.

We are pleased to welcome new members this term and have been most impressed with the standard set. With a re-grouped club more eager than ever to delve back into rhetoric, POIs and new motions, we look forward to continuing the prestigious tradition of Debating at BSB in any way we can.

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@BSB | December 2020

PHYSICAL EDUCATION during COVID Times

By Andrew Koene

We have been focusing on new opportunities for our students to be safe and yet still be challenged physically and mentally. During these times we must step back and review what students can do in order to promote COVID safe interactions and activities.

One of the new approaches that we have been working on is Outdoor Education.

Students have had the opportunity to work on Mindfulness walks, Orienteering and team building activities. These activities have all been done in the Băneasa Forest where we have been taking the students in order to get out of the classrooms and into some authentic environments. Some of the skills and tasks that students have had the opportunity to develop are truly lifelong skills that will benefit them in any situation like teamwork and communication.

A lot of what we are focusing on related to sport is development in closed skills.

These are skills that are not affected by the environment. This means students can work at their own pace and are in control of what happens. Some of the skills they have been working on have been shooting, dribbling, travelling, dancing and striking.

Many students are enjoying the ability to progress through tasks and see their selfimprovement in many skills.

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Within Physical Education we have been getting creative with what opportunities we can present to our students. Most students have been able to develop and reflect on their learning due to working a lot on individual skills. As a department we will continue to find new and interesting activities to keep our students engaged.

@BSB | December 2020

THE Secondary HOUSE POINTS SYSTEM

By Rob Notley

As of September 2020, the Secondary School will no longer be awarding Merits.

Instead we will be merging the Merits and House Points system together to award only House Points to students.

This aims to make the Secondary rewards system more streamlined, more user friendly and seeks to encourage more students from across all Key Stages to engage in the rewards system. House Points will now be awarded for academic effort and progress as well as community service, good deeds around School and commitment to extracurricular activities.

Unlike Merits, all House Points will be added to the student’s House total. The House with the highest number of points will win points which will contribute towards winning the House Cup at the end of the year. Each month the House total House Points will begin at zero, but the student’s individual total will continue to run.

Teachers and teaching assistants can also award the students a ‘Golden House Point’.

These are equivalent to five House Points and can be given for projects or sustained commitment to the School community.

Teachers are, however, limited to a set

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number of these per half term. Form Tutors, Heads of Key Stage and the Secondary Leadership Group will be notified of each student being awarded a Golden House Point and this will be celebrated in assemblies.

Parents can track the number of House Points their child has on My School Portal and the totals will appear on their child’s end-of-term report.

The House Cup is a tightly fought competition each year and this should make it even closer and involve the full student body. Whilst the importance is to work hard in lessons and in the School community so that the actions of the students benefit their House, they can also see that their achievements are also celebrated and benefited by the wider community. Houses can continue to win House Points through the House competitions, for example, House Football and House Chess. All will be added to the single House total.

We are sure you can see the benefits of this new system and we would like the parents to encourage their children, whichever Key Stage they might be in to get involved for their House.

@BSB | December 2020

BSB House NEWS

By Scott Allsop

The Secondary House competition already looks very different this year, due to the necessary implementation of year-group bubbles and social distancing that mean our usual raft of events has had to be changed. Nevertheless, we weren’t going to let a virus get in the way of this important part of BSB life! September saw the appointment of this year’s House Captains and the start of competitive events. We were overwhelmed by both the number and the quality of applicants for the House Captain roles and it took a series of interviews to confirm our House Captains for this year:

Junior: Oliver

Junior: Zoey

Junior: Petru

Senior: Tamina

Senior: Julia

Senior: Etienne

This year the existing Merit system has also been merged with the House Points scores, so every great piece of work or thoughtful action done by students helps them to earn ‘Cup Points’ for their House. Each month the total ‘individual points’ are added together to find the House with the highest number; these are then combined with the rankings in the monthly competitions to find an overall monthly winner.

Our first whole-school House competition, launched in September, was an online quiz using Google Forms to submit answers.

Olt secured their first win of the year and, although Arges beat them in the individual House points, a lower quiz performance from Arges meant that Olt were able to finish top of the Cup Points table in September.

October saw the P.E. department launch a series of year group competitions in lessons, which saw Mures take first place and Olt drop to fourth. When combined with the individual House Points, Mures finished October on top of the Cup Points table and began to gain on Olt’s overall lead.

Junior: Hemin

Senior: Robyn

November’s House Competition was a juggling challenge. Students had a number of weeks to prove they could juggle three balls for five seconds or more. Mures had the largest number of successful jugglers, while Mr. Shuttleworth and Mark from Danube each sought to impress us with some tricks! It just goes to show that every competition seeks new skills and talents and there’s still a long way to go before the Cup Winner is decided!

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@BSB | December 2020

HEALTHY SCHOOLS Committee News

By Andrew Koene This year has definitely been a different one, but the Healthy Schools Committee has adapted to meet the needs of our community. Our monthly themes have continued to be focused on an inclusive approach with adaptations to meet the current issues. Thus far, we have presented several themes that have impacted learning and health at BSB. With School life becoming increasingly stressful and a lot of students sitting

around we focused on implementing the Brain Based Movement theory. Teachers were encouraged to incorporate exercise and movement throughout the School day.

These activities provided an opportunity for students to take a break, become less fidgety and more focused on learning.

As a School we focused on Happiness.

During this theme, students developed an understanding of the importance of happiness as well as developing an

#Healthy

Habits@BSB

Mindful

November Positive Ways to Impr ove Your Mental Wellbeing

• Take time out of every

day to concentrate on your breathing and the sights and smells around you , sounds – live the moment.

• Learn a new language or play a musical instrum ent – it gives your brain a boost.

• Laughing is good for the heart and can increa se blood flow by 20 percen t.

• Always look on the bright side: being an optimist can help you live longer .

• Read for at least thirty minutes a day – it can help you live almost two years longer.

• People who feel connec ted to nature have lower levels of anxiety – take a long walk or jog outside this month.

• Take a break from social media - it can make you happier.

• Just believing that you’ve slept better than you really have is enough to boost cognitive performance the next day.

Why not share these healthy

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facts with your friends and famil y?

appreciation for gratitude. One of the main activities that many students participated in was creating a Thankful Leaf Collage.

This was a great representation of what students are thankful for every day.

We also introduced Mindfulness and many teachers utilised the Mindfulness practices within lessons that helped lower or increase energy within their lessons. It was also introduced to students to help them prepare for exams by relaxing and understanding that being mindful is living in the present moment.

Overall, the themes continue to have a great impact on our students and community. The committee will continue to promote and advocate for our students and community to make sure we are creating a happy and healthy environment.

@BSB | December 2020

Concern for others By the BSB Charities Committee This term, more than any other, we have all been demonstrating ‘concern for others’, one of our BSB values. We have been doing this every single day, from the moment we step on site wearing our mask. Because we all know that wearing a mask is more about protecting others, than it is about protecting ourselves.

Whilst many things have changed this year, BSB’s commitment to charity has not been one of them.

Only a few weeks into the Autumn term, we held Jeans for Genes Day, raising over 560GBP for the Genes for Jeans charity in the UK and over 3000 RON for the Prader Willi Syndrome Association, a charity focused on genetic disorders in Romania.

Jeans for Genes @BSB https://bit.ly/2VRi6HP

October then saw our annual Harvest Festival collection and for our 12th year we were able to pack a van full of donations for St. Stelian’s.

The Sixth Form students had their Sleep Out in October, raising 4000 lei for Casa Ioana and raising awareness around the issues of homelessness. We hope that at the end of the Autumn term we can support Casa Ioana again, as they mark 25 years as a charity, with a winter clothes appeal and their soup kitchen event.

November is now known as Movember at BSB, as we support this international charity. This year has seen some teachers growing a moustache to raise donations through sponsorship and increase

awareness of men’s health. This year though we set ourselves the target to collectively walk, jog, run (or swim!) the distance from Bucharest to London, as a School community. We also sold washable masks with moustaches on them, so that we can be mindful and raise awareness of men’s health all year round!

The Christmas Gift Appeal is something so important to us as a community that we would not let the closure of our campus, and the move to the AOLP, stop this activity taking place. The babies, children and young adults of Don Orione, Fundatia Innocenti and Casa Ioana will have a gift from Santa this year and they will know that our commitment to support them is something that cannot be locked down.

Harvest Collection @BSB https://bit.ly/2L9ktUe Page 55

@BSB | December 2020

2020 casa ioana’s

school sleepout

By Tamina, BSB Student Homelessness is becoming an ever more prominent problem in the world around us, in Romania alone, each night, there are over 160,000 people sleeping in non-conventional dwellings and a further 15,000 sleeping out rough. An estimated 2000 youths are sleeping in the streets of Bucharest, meaning thousands of people practically the same age as us in the Sixth Form, or even younger. Rather than simply hearing about what it’s like to not have a roof over our heads, we were given the opportunity to actually live through the experience for one night.

At 9.00pm, the evening began with the teachers sharing information about the causes and types of homelessness and the environment that people have to go through every day and night. They taught us about Casa Ioana, the organisation that made the sleepout possible and where our donations were heading to.

What the charity does is life-changing to many, especially for those fleeing domestic abuse or the helpless such as children. The presentation was incredibly

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insightful, especially when an interview of people experiencing homelessness was shown. While it was also heartbreaking, it really gave a glimpse into their world and emphasised the fact that homelessness is not always black and white. Many of the people in the video have been experiencing homelessness almost as long as I have personally been alive, which is a comparison unimaginable to think of.

Having a deeper insight into this new perspective, we were ready to start the night outdoors. The atmosphere was electric, seeing so many fellow youths so keen and open to learning about and experiencing environments unknown to them felt restoring. All the students and staff spread out over the School grounds; by the marquee, playground, turf field and a few took advice learnt from the interviews and settled themselves in the doorways of our buildings. All socially distanced, we used sleeping bags and roll-out mats, or cardboard brought from home to sleep on, but the ground was still hard and rough and difficult to get comfortable on.

The dining hall was open for warm cream soup, a few snacks and water at all times.

While we were able to stay nourished throughout the night, the majority of the actual homeless population struggle to find or afford a filling meal every day.

Casa Ioana shows that just a €15 donation can feed a whole family for a day’s meal.

Next time you pass a person you see is homeless, remember that buying them some water and food can really make an impact on their lives and help them get through the day.

We lucked out with a clear sky and a dry day before, and yet it was still very cold, and as the night went on it got wetter due to the dew. People living through homelessness experience this much worse as they cannot choose nice days to undergo homelessness and have to go through all types of weather, including storms, snow or heatwaves. This leaves them most susceptible to different illnesses and hyperthermia/hypothermia - and yet they are the ones that most often cannot afford any healthcare.

It was difficult to fall asleep, alongside the cold temperature and the tough ground, the openness of the outside felt exposing and hard to overcome. Of course, we had the safety and security of being inside our School property and that security is nonexistent to those sleeping out in streets, abandoned dwellings or any public space.

@BSB | December 2020

For people that are so open and vulnerable to threats such as other humans, the psychological impact they must have trying to fall asleep must be dreadful due to the constant anxiety that anyone can reach them. People living like this can very often experience brutal abuse, to the point of murder even. There have been many cases of murder and torture of people who were sleeping in the streets or alleyways because of the easy access to them and the vile dehumanisation of the homeless population. After twisting and turning for the majority of the night, I was finally able to fall asleep.

Waking up in the morning was tough, my back and shoulders were tight and in pain and my nose felt numb from the cold - all I could dream of was jumping into the luxury of my own warm bed and I couldn’t wait to get back home. It struck me again that this was a basic privilege that the people experiencing homelessness were unable to look forward to when waking up. Everyone around was getting up, half-asleep and grumbly and you could sense the moment

of reflection in the air. The deep realisation that many go through this night-by-night was re-evaluating. Even when I got to the comfort of my own home, I couldn’t help but keep thinking about how that one night was a very real scenario for many people every night. It made me more connected with a population I only ever hear about or pass by in the streets.

The Sleepout was organised in order to raise awareness and much needed donations. Together on this night, the Sixth Form was able to raise over, an incredible, 4000 lei to donate to Casa Ioana who work on rebuilding lives and towards ending homelessness . As well as being able to donate, we have now also been educated on another level about the severity of homelessness which we can all take forward and use to improve people’s situations.

It pushed me out of my comfort zone and inspired me to rethink the everyday things I take for granted. I now have so much more of an understanding and an eagerness to help those experiencing homelessness and

I know many of my peers feel the same.

Thank you to all those who participated and donated and if you weren’t able to or not in Sixth Form yet. I highly recommend you engage in the next sleepout as you truly grow your compassion for others and appreciation for your own situation.

There are many other ways to support the people experiencing homelessness other than pure money donations. Other donation ideas include clothes, shoes, blankets, food, sanitary products, or educational equipment for youths - you can also volunteer at homeless facilities such as shelters or soup kitchens, any help is greatly appreciated. Also, things such as teaching them skills and open education for those who are unable to access it usually can help get them on their feet and start a reassured life.

This was not really a one-night event, because the experience stays with us and I, along with many others, are now more advocative for this cause and will find new ways to reach out and help. There is inherently no difference between us and those living in homelessness, we are all just as human and deserving of help as each other. We must all do our part to get these people off the streets and into a safe environment.

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@BSB | December 2020

#yummybsb

with chef peter soulsby Teacher of Food Technology & Nutrition Peter Soulsby joined the British School of Bucharest in August 2020 as a teacher of Food Technology & Nutrition and a Coordinator for Food Technology in Primary.

Peter trained and worked as a chef before completing his PGCE (Postgraduate Certificate in Education) at Sunderland University in 2009. He brings with him over 10 years of teaching experience in the United Kingdom, where Peter taught Food Technology in a variety of schools.

Why did you become a chef?

My interest in food and cooking started when I was young. I loved to mess about in the kitchen when my parents were preparing meals. My parents owned hotels and always encouraged me to get involved in the kitchens. When I was a teenager, I started working part time in the kitchens and really enjoyed it. This helped me develop my passion for cooking, so when I was 16 I decided to train to be a chef.

How did you get into teaching?

After a little thought, I applied to do a PGCE (Post Graduate Certificate in Education).

As soon as I started the course, it wasn’t long before I realised this was definitely the path I wished to pursue. I found it very rewarding being able to share my knowledge and skills with the next generation. I have yet to come across a youngster who doesn’t enjoy creating an appetising dish and eating it.

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What attracted you to joining BSB?

an important part in traditions all over the world. Recipes have been handed down from one generation to the next for thousands of years.

Of course, now ready meals are available, as a lot of people reckon they haven’t got time to cook at home, strangely it has become a huge part of the entertainment business judging by the number of TV programmes.

BSB offered me a new challenge and experience and the opportunity to live in a new country.

However, people still enjoy cooking from scratch, experimenting and modifying methods to suit their lifestyle.

What do you love about your job?

Any tips for parents dealing with fussy eaters?

No two days are the same. I love to see pupils develop an interest in and understand the importance that food plays in our lives.

What are your plans for the Yummy BSB programme?

I would like to introduce a variety of skills using a wide range of ingredients, some familiar, some unusual, but always stressing the importance of a healthy diet and of course making the cooking process fun and appealing. It would be good to trace various staple foods back to their source and research how they are used in different traditional dishes in different countries.

What are the benefits of learning to cook from a young age?

Ha ha! My parents will tell you that I was the fussiest eater on the planet. Their way of dealing with that was to involve me with the process, from the shopping to producing the finished dish. Not sure how well it worked though! Above all, all mealtimes should be fun. No place for stress.

What important skills can be developed through cooking?

All sorts of skills can be developed through the process of cooking including weighing and measuring, time management, leadership, using a wide variety of tools and utensils safely, hygiene rules, creative skills, the list goes on and on.

What is you signature dish?

Food plays such an important part throughout our lives; I think you can’t start early enough. You plant an idea and watch the interest grow and develop.

I have passion for Indian food and I make a very good curry!

Is the Home Cooking trend here to stay?

The top priority is working safely. There is a lot of very dangerous equipment around from very sharp knives, hot utensils, slippery floors etc. It is very important to learn to use equipment safely. Equally

I wasn’t aware that home cooking was a new trend. People have always cooked at home, it’s part of family life and plays

What are the important lessons you learn from working in a kitchen?

@BSB | December 2020

important is to apply the rules of hygiene to everything you do.

What is your dream job?

I would love to open a small hotel with a restaurant in Cornwall, UK serving local food and produce.

Tell us something unexpected about yourself.

I have played the violin since I was seven and I love skiing.

Cheese Scones

Pasta Salad

https://bit.ly/3qABS8B

https://bit.ly/33VT26S

Hidden Five Vegetable Sauce

Spicy Beans Burgers

https://bit.ly/39Mqf8K

https://bit.ly/3ozFdDe

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@BSB | December 2020

BSB CONGRATULATES Alexandra

MIA

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Congratulations are in order for Alexandra, our remarkable Year 12 athlete, National Discus Champion! During the summer, while we were on holiday, she trained hard, competed in national and international discus competitions and achieved incredible results. Bonny and Laura, our BSB reporters, did a piece on Alexandra’s summer results. Read the article here: https://bit.ly/3jGJ3ro

BRIANA

Our Year 9 student Mia discovered what humanity has been dreaming about for a long time: how to fly without wings. In the saddle of her horse Carolien she’s been riding the wave of success by participating in several competitions and Showjumping tournaments.

LAURA

“Giddy-up!” whispered Briana to her pony, then cracked her whip!

She went on to be the runner up at the Romanian Youth Cup for Dressage in the Pony Category in October 2020 .

We’re incredibly proud of our Equestrian star and wish her the best of luck in future competitions.

Laura, our extraordinary Year 13 student is also a rhyme-wielding poetess who ‘duels’ peacefully, using words and ideas. She has recently been selected from 800 contestants, as the youngest Romanian representative for the annual ‘Mili Dueli’ Poetry Contest, which promotes peace in the Balkans. Read some of poems here: https://bit.ly/35Os03l.

@BSB | December 2020

#MeetTHE NEW TEACHERS PRIMARY

We are delighted to welcome to BSB the following new colleagues. Please join us into congratulating them and wish them great success in their new roles!

Angelica Cosgrove

Primary Teacher

Gul Samia

Niculescu Antonia

Teaching Assistant

SECONDARY

Daniel Bush

EYFS Teacher

Teaching Assistant

Charlotte Smith Primary Teacher

Ranya Al-Ghawi

Teaching Assistant

Ben Shuttleworth

Timothy Allan Greenway

Stephen Young

Samuel Kennedy

Teacher of Mathematics

Teacher of Computer Science

Teacher of Physics

Teacher of Drama

Thomas Brooks

Berian David Thomas

Cristina Raducu

Alexandra Killham

Primary Teacher

Teaching Assistant

Susan Marks

Teacher of Science

Rachel Horely

Teacher of Drama

Primary Teacher

Music Teacher

Patrick Sutton-Coulson

MADELAINE REEVE Primary Teacher

Peter Soulsby

Food Technology & Nutrition Teacher

Roisin Mulchrone

Teacher of Science

Teacher of Psychology

Christopher Davies

Joseph Westwood

Teacher of Physical Education

Teacher of EAL Page 61

@BSB | December 2020

#MeetTHETEACHERS Karen Cojocaru

Class Teacher and Primary English Curriculum Coordinator

OUR MRS. KAREN COJOCARU ROCKS AT TEACHING! Why did you become a teacher?

For me, there were only ever going to be two career choices – teacher or rock star.

As being a rock star was not on the cards for me, a teacher I became. I have always been passionate about education and a firm believer in its power to transform lives.

Plus, as my dad used to tell me, I have an insatiable thirst for knowledge, so what better job could I do?

What made you want to join BSB?

Karen Cojocaru joined the British School of Bucharest in 2014 as class teacher and PSHCE Coordinator. She graduated with a Primary Education degree from the University of Lancaster and taught in primary schools in the north of England for a few years before moving to western Germany, spending 10 years teaching in an international environment.

During this time, Karen played an important role in setting up a new bilingual international school in Cologne as part of the school’s Leadership Team.

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After deciding to leave Germany to come to Romania with my Romanian husband, I looked around and applied for teaching jobs in Bucharest and was offered positions elsewhere, but it was the family atmosphere, the dedication to the children’s wellbeing and excellent academic record of BSB that persuaded me to take up my role here. It was definitely the best decision and I am proud to be part of an outstanding school with such supportive families and colleagues.

What are the biggest joys of teaching Primary pupils?

They are always full of surprises! I love listening to them, having conversations and ‘seeing’ the world through their eyes. Their innocence is heart-warming.

What do you take into account when developing the English Curriculum for Primary?

English is my passion. I admit it – I am the Grammar Police! However, there are so many facets to the subject and it is a huge undertaking to develop all of these across the Primary School, especially as the curriculum requirements for children from the very Early Years through to Year 6 are so different and aligned with their development. It is important to address these stages appropriately and to consolidate and build on each child’s achievement as they progress through the School.

I work closely with my colleagues in each school phase to choose texts upon which to base English lessons that will not only expose the children to genres and text types that incorporate the elements of the curriculum we address, but also hopefully inspire children to want to imitate these to develop their own authorship skills. I hold a firm belief that if you let children read and write what they want to read and write, they will learn to read and write; therefore, it is important that we provide them with something that they want to read and write while ensuring we are delivering a top class curriculum.

What do you think are the most significant challenges students are facing today?

Besides the current challenges with schooling online, the world our children

@BSB | December 2020

live in is so different from the world we lived in as children. It is a more fastpaced, technological world and they are exposed to so much information in so many different ways. They need our support to understand what is important to know and to do, and how to act and react, as a lot of what they hear and see through technology gives them an unrealistic view of what is important in life.

How are you helping the BSB pupils navigate through these special times?

My main concern is their wellbeing. How can I help them feel safe and secure while supporting them to learn? How can I help them understand what is happening while assuring them that everything will be all right? When a child feels safe and supported in school, the rest will follow in time. Strong and trusting relationships are the key.

What is your greatest accomplishment so far?

Apart from raising my own children, who have grown into amazing and responsible adults, there have been so many others!

One that stands out is the work I did to receive permission from the German state of North-Rhine Westphalia to open a new school as an alternative to the state provision, which was successful. We also became an IB World School and I received a commendation from the IB for the work I did on developing a bilingual curriculum for English and German. It took over a year and lots of sleepless nights to develop this, but it was worth it.

me. That is so important in developing understanding and respect for our differences as well as understanding that we are all human and that there is far more that connects us than separates us.

If you weren’t a Class Teacher and Primary English Curriculum Coordinator, what would your dream job be?

Is it too late to be a rock star?

And finally: tell us something unexpected about yourself.

I played a part in a UK TV adaptation of Oliver Twist. It is on You Tube, but I won’t tell you where to find it‌

What do you like about teaching in an international environment?

Having a chance to learn about different cultures and languages is a draw for Page 63

@BSB | December 2020

#MeetTHETEACHERS Rebecca Doganay

Class Teacher and Upper Key Stage 2 Coordinator

Rebecca Doganay joined the British School of Bucharest in 2017 as a Year 5 teacher and PHSCE Coordinator. Rebecca graduated with a degree in Primary Education from the University of Worcester in 2006 before spending two years working within the British school system, in both middle school and primary school settings. She then moved to an international school in Istanbul, where she was subject leader for PHSCE and English, as well as a Year 5 teacher for five years. Prior to joining our School, Rebecca was Head of Year and Humanities, Arts and PHSCE subject leader at another international school in Bucharest.

She is also the Coordinator for Year 5 and Year 6.

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HOW TO BE MORE THAN A CLASS TEACHER Why did you go into teaching?

Both my grandmother and my mother were teachers, so it was a job I grew up with and at times believed that it was the only job people had! When walking through Coventry city centre with my grandmother, we were always stopped by at least one person she taught or someone she worked with and I used to think all teachers were famous! I remember visiting the school where my mum worked, whenever I had an INSET day at my own school, and saw the great relationship she had with the other members of staff, children and parents.

I knew from an early age that I wanted to be just like her. I still strive to be the warm and friendly, but also at times quite strict, teacher that she was.

What made you want to join BSB? I joined BSB because it is, in my opinion at least, the best school in Bucharest. I had already been living in the city for four years before I accepted the job. The main reason I wanted to join BSB is because it is a school that I would be happy to send my own daughter to.

What made you decide to become the Upper Key stage 2 Coordinator? What do you enjoy the most about this role?

I decided to become the Upper Key Stage 2 Coordinator because I really like the

pastoral side to School life, in fact this is my favourite part of the job. I wanted to have the opportunity to be more than just a class teacher and to build relationships with the staff and students in Upper Key Stage 2 on a completely different level.

How does your prior teaching experience help you be a better teacher?

My experiences in schools started when I was a baby where I was passed around like a parcel at the school my grandmother worked in and then as a toddler dressed up as various nursery rhyme characters (There is an embarrassing photograph of me aged three dressed up as Little Bo Peep standing outside a school in Coventry) for fun days there! I was lucky enough to see from an early age that a teacher does not work from 8.30am until 3.00pm, despite some people believing this, which meant that I was fully prepared for all the extra time and commitment teachers put into the preparation work they do once the children have gone home. However, the best experience I have had is being better equipped to read situations and change and adapt lessons. I have learnt that it is OK to stop and do something completely different if the lesson isn’t going to plan and revisit it at a different time.

How do you think this ‘new normal’ will impact the students?

I think the ‘new normal’ has made students more flexible in terms of what they can and can’t yet do; more imaginative in the ways

@BSB | December 2020

that they communicate with each other; and more resilient when dealing with any issues that arise.

How do you connect with your students while practising social distancing?

It is vital to keep the lines of communication going, whether this is having a chat on the bench outside (making sure that you are far enough apart and, when allowed, masks removed so you can see each other’s faces) or talking via a Google Meet. Fortunately, while we were in School social distancing meant we only had to be a few metres apart so conversations can still take place quite easily.

What do you think are the most significant challenges that students are facing today?

Dealing with last minute changes and new rules. I think that the students have all

coped well with the sudden change from face to face learning to going online. I was also really impressed with how well all the children in Primary followed the new rules and routines when we stated School in September.

my degree which allowed me to be where I am today.

What are the greatest challenges teachers are facing today?

As I love food, my dream job would be something in that field. Either owning a restaurant attached to a farm where the food produced was sourced each day and the menu changed daily according to what was available; or a restaurant reviewer for Michelin, AA or Rosettes.

In my opinion the greatest challenge that teachers face, and probably always will, is establishing a work life balance. It is vital that teachers practice what they preach when it comes to mental health and wellbeing.

What is the greatest success you’ve had so far?

Apart from having my daughter and being able to watch her grow up in a completely bilingual world, it would have to be gaining

If you weren’t a Class Teacher and Upper Key Stage 2 Coordinator, what would your dream job be?

And finally: tell us something unexpected about yourself.

I was given the nickname OFSTED by a TA who worked with my mother. Fortunately, it didn’t stick as it isn’t the best name for a teacher to have!

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@BSB | December 2020

#MeetTHETEACHERS Ben Shuttleworth Mathematics Teacher

THE RETURN OF MR. SHUTTLEWORTH: A YEAR IN VIETNAM* At the end of the 2018-2019 academic year, BSB’s most enthusiastic Maths teacher Mr. Shuttleworth left for Vietnam only to return at the start of this year. We decided to interview him to find out more about him and his time on the other side of the world.

What inspired you to leave for Vietnam?

I had what I call ‘itchy feet’ - the urge to travel and see the world. Vietnam seemed like a very interesting part of the world to see.

Ben Shuttleworth rejoined the British School of Bucharest in 2020. He graduated from the University of Wales, Aberystwyth, with a first-class Master’s in Mathematics, followed by a PGCE from the University of Warwick.

His first teaching post lasted five years at Hereford Sixth Form College, UK, where he spent five years specialising in the teaching of A Level Mathematics and Further Mathematics. Ben then taught here at the British School of Bucharest for five years before taking a year’s sabbatical to teach in Vietnam. In 2020 he returns to the British School of Bucharest to teach both Mathematics and Computer Science.

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How did you find living and teaching there?

It was different from what I’m used to in Britain and Romania. The climate was warmer and much more humid, which came as a bit of a shock initially. I taught at a school following the British curriculum which wasn’t a certified British school, unlike BSB. The children there were exceptionally good students and class with them was always exciting. However, I do recall having a few difficulties adapting to the busyness of the city.

What was your favourite and least favourite aspect of living there?

Without a doubt, the holidays we would take in the Vietnamese countryside. They have absolutely beautiful mountains and

they’ve got lots of natural beauty like Halong Bay and Hoi An, which is an area near the coast. Farming is a prominent aspect of the area so you could always expect your fruit and vegetables to be as fresh as can be. My least favourite was having to live in a much busier city. I found it too hectic for my lifestyle. I may live in Bucharest but even it is a much smaller city than Hanoi, so I find it much easier to live in.

Did you have a most memorable holiday there?

It was definitely Hoi An because the hotel we were staying at had a restaurant run by a man who had travelled all around the world. He was really into sustainable food - all of it was locally sourced and always fresh. He also had a good variety of vegan options on the menu, which was absolutely fantastic for me.

Why did you decide to return to BSB? It was the School. I didn’t realise what a home BSB was for me until I left it. Once I left, I realised very quickly that I wanted to come back.

Would you say being closer to home is an advantage of living in Romania?

Honestly, no. Once you’re a few hours flight away from the UK, you may as well be 20 hours flight away from the UK. It makes very little odds once you’ve committed to the travel, whether it’s a day’s journey or not.

@BSB | December 2020

You said you really enjoyed travelling.

Where else have you travelled?

Did you have a favourite vegan meal back there?

Now for the most important question, what is your favourite Maths equation?

Before returning to Romania, we wanted to explore more of Asia, but were unable to because of the looming epidemic. We still wanted to visit Bali and Cambodia but could only see Thailand as travel became difficult.

There was one restaurant called the ‘Hanoi Social Club’ which did a really hearty and satisfying miso soup.

Without a doubt, it is . You’ve got a transcendental number to the power of another transcendental number multiplied by an imaginary number and you get a whole negative real number.

Many claim it is the most elegant example of the beautiful complexity of Maths and I couldn’t agree more.

That’s a pity. Thailand has pretty good food though…

I really loved the food in Thailand. Both Vietnam and Thailand have excellent vegetarian and vegan food. Many of the restaurants there specialised exclusively on those types of dishes.

We notice that you’re easily one of the most energetic teachers in BSB, spreading positivity throughout the campus by telling everyone to have an awesome day and enjoy Maths. What inspired you to be this way?

It originally began as a teaching persona that I kind of accidentally took on. Back when I started teaching, I realised that the students would be much happier if I was happier. I put it on as an act and it worked.

But the thing is, if you act happy, over time it affects your actual state of happiness. I am genuinely very happy now.

*Written by Bonny and edited by Daniel, BSB Reporters

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@BSB | December 2020

#MeetTHETEACHERS Jo Mattingley-Nunn

Teacher of Humanities and University Guidance Counsellor

Paving the Way for Our Students’ Dreams Why did you go into teaching?

It was a risk at the time, because I did not feel that I really knew what to do! But it has paid off as I really love teaching and the opportunities it gives me.

What made you want to join BSB? I had visited Romania for a few months in 2002, working in an orphanage in Râmnicu Vâlcea. Since then, I had kept an eye on the news from Romania and so, when we were looking to leave Spain but stay in the EU, the job at BSB seemed perfect!

In how many countries have you lived?

Jo Mattingley-Nunn is the University Guidance Counsellor at the British School of Bucharest and also teaches Geography across Secondary. She joined the school’s Humanities Department in 2015 and took on the newly created role of University Guidance Counsellor in 2018.

A Geography graduate from the University of Leicester, Jo went on to teach Geography, Geology and History within the British school system before moving overseas, teaching in international schools in southeast Asia and western Europe.

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Four – The UK, Thailand, Spain and now Romania.

Which school, where you have taught, was most different to BSB? From a cultural and sociological point of view.

My school in Thailand was quite a contrast to BSB, even though it was a similar size and type of school, still doing IGCSEs and A Levels. Culturally, Thai children are extremely quiet and respectful of teachers and there is even a teacher appreciation day once a year. If a child forgot their homework, they would bow to apologise! It sounds like it might be a teacher’s dream, but it was actually a little boring, as there

was very little debate in the classroom.

What made you decide to become the University Guidance Counsellor for BSB? What do you enjoy the most about this role?

The University Guidance Counsellor role is perfect for me as, in each of my previous schools, I have always been involved in helping students decide where to go and how to apply. The thing I enjoy most is meeting ex-students when they return to BSB to say hello, seeing how independent, mature and relaxed they have become once in their chosen university environment.

How do you think your multicultural experience helps you in your everyday life, as a teacher and as a counsellor?

As a Geography teacher, my experience helps as there are always examples I can give from my own life when explaining ideas to students, in fact just this week I was talking about my reasons to migrate when talking with Y12 students about push and pull factors. Equally I can use their experiences as well. As a counsellor I think it helps me because our students can go anywhere in the world, and I can support and help with that, not just the UK. What is the most frequently asked question you get as University Guidance Counsellor?

Honestly, when students are filling out applications it’s ‘what’s my postcode?’

Why don’t young people know postcodes

@BSB | December 2020

these days?! But more seriously, the most common questions are either about finance, or about jobs for the future, as so many roles are changing all the time.

How do you think this ’new normal‘ will impact the students preparing their university applications?

It’s scary applying to university when you have no idea what the university experience will be like. We don’t know if some countries will be in lockdown next September, or back to normal and so it’s hard for students to decide where they want to be. Normally, we have students spending the October and February holidays travelling to explore universities in the UK and the Netherlands especially and obviously that can’t happen at the moment. So, students have to commit to spending three or four years in a place they’ve never been, and that’s really tough.

Also, traditional aspects of the application process such as interviews are all now online, which is just a completely different experience to prepare for.

How do you connect with your students while practising social distancing?

My office is still open for Sixth Form students to drop into, as long as they’re wearing a mask and don’t mind me spraying sanitiser everywhere! Younger students can schedule a meeting with me in their ‘bubbles’ as well, especially Year 11 who are starting to think about Sixth Form options. And for students isolating at home, we can Google Meet.

What do you think are the most significant challenges that students face today?

The main challenge for students in the

face of the pandemic is, as it is for most of us, their mental health and resilience, in the face of so much change to their lifestyles and not seeing family and friends, especially if they are overseas.

The ongoing challenge for young people is preparing for careers and their future roles in a world which is changing all the time.

That’s why further and higher education is so important; the research and study skills and higher-level thinking are what’s required in the future, not specific skills sets for certain careers, which might not exist in 20 years’ time. Today, only between 20% and 30% of people do a job directly related to their degree (depending on the country), and that will decrease all the time, as employers look for wider experiences and knowledge bases. Therefore, it’s more important than ever to choose a degree that you love and will teach you a variety of skills.

How will you help children to readjust to School life?

By keeping everything as normal as possible. I still expect my classes to work hard, to behave well and to talk to me. So many things are different now, I think it’s important to keep some normality where possible.

How is remote counselling working at BSB? One of the better sides of the pandemic is that everyone is now much more tech-savvy and used to collaborating, so we can have lots of edits of personal statements on Google Docs, with different teachers, other students and me all working together to suggest possible changes. It also means there are daily webinars and online fairs from universities all around the world, so there’s lots of opportunities for me and the

students to learn more about a far wider range of universities than before.

What inspires you to be creative?

My great colleagues in the Humanities department at BSB and also the global network of university advisers that I am part of, IACAC. Working together with people around the world, seeing what they do in their schools and sharing best practice is the best part of my job.

If you weren’t a full-time teacher and counsellor, what would your dream job be?

As a child I wanted to be a dolphin trainer at Sea World, but that’s not acceptable anymore. So probably a marine biologist.

And finally: tell us something unexpected about yourself.

I was the first child at my primary school to be able to write my (first) name…

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@BSB | December 2020

#MeetTHETEACHERS Louise Thomas

Teacher of Physical Education and Careers Coordinator

Louise Thomas joined the British School of Bucharest in 2019 as a P.E. Teacher. She attended the University of Portsmouth and obtained, with Honours, a Bachelors Degree in Sports Development. After her PGCE, Louise taught in England and the UAE. Louise is hugely passionate about the learning and development of young people and has also had recent experience within the industry in London.

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POSITIVE ENDEAVOURS IN P.E. Why did you become a Careers Coordinator?

I believe that if students have been inspired at school to pursue a certain career, have a passion, or have a job in mind, that they will be more motivated to work hard to gain the qualifications they need. I think work experience is a great opportunity for students to learn valuable lessons outside the school environment, so I welcomed the chance to facilitate this at BSB. Having spent a couple of years in the corporate world, I gained a good understanding of the different pressures, environments and expectations of working for a large company. Therefore, I feel I can talk confidently to the students about the different pathways available to them for their career aspirations. Whether this be, university then graduate schemes, apprenticeships or further education.

What made you want to join BSB? A former employee, whom I taught with in the UAE, highly recommended BSB to me and Bucharest as a city. The more I found out about BSB the more I was excited to join. I think the fact that a lot of teachers have a long tenure at the school speaks volumes and I intend to be here for a long while too!

What do you love most about your job?

The relationships with the students, and when they achieve something new or difficult that I have taught them. I think most teachers would agree that it is extremely rewarding when you see a student understand a concept or complete a new skill or task, that they couldn’t before, all because of your teaching. Being a specialist teacher, I teach throughout the Primary and Secondary School so it’s great to know so many students. I love that when I am walking around campus, I can say hello to all the students of different ages.

What are the most asked questions during these special times?

“Can I take off my mask?” is a frequent one!

When the students are in P.E. lessons on the field or green pitch, as long as they are socially distancing, they can take them off.

However, in the dome and inside they need to have them on, therefore I get asked this a lot. There are inevitably a lot of questions from students about the future, some of which we don’t have the answers to yet.

I think they are looking forward to being able to pass the ball to each other and play certain games again, as I have been asked when this will happen by most classes, most days.

@BSB | December 2020

What advice do you have for parents, to keep their children active?

Aim to do something active everyday – getting their heart rate up and exercising releases endorphins (the happy hormone!).

On non-P.E. days, a walk, swim or cycle after School; playing football in the garden or park, or something they enjoy would be great. Active weekends, that get them out into the fresh air, helps to maintain a healthy, active lifestyle. This also has a positive effect on their mental health and their ability to cope with work and for the older students, the stress of exams.

Frequent exercise can aid sleep too, which is an important factor for general health and well-being.

If you weren’t a P.E. teacher and a Careers Coordinator, what would your dream job be?

To own a bespoke travel company that designed individually tailored travel experiences for people – off the beaten track. One of my biggest passions is travel, so it would be amazing to share and educate more people about places they haven’t even heard of yet (and I would get to visit them too; for research of course!).

And finally: tell us something unexpected about yourself.

I broke my arm twice in quick succession as a teenager and now I cannot open my arm out flat – not ideal for a P.E. teacher!

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@BSB | December 2020

#BSB REPORTERS A Truly Addictive Book with Phenomenal Writing BOOK REVIEW

One of Us is Lying Author - Karen M. McManus Genre - Mystery Book Type - Fiction Written by Vedangini and edited

by Daniel, BSB Reporters Everyone has secrets, and high school students have some deadly ones. The question is, how far will they go to silence the people who know?

As four students of different cliques, Nate, Bronwyn, Addie and Cooper enter the detention room, a series of events result in the death of Simon - the founder of the school’s most popular online gossip site ‘About That’. It’s not an accident. It’s murder.

Investigations start, and secrets unravel.

The four living students all become suspects as the police realise that Simon had a scoop on them - items that would destroy their lives.

McManus does an amazing job with the execution of the book. Her writing causes us to go on a personal journey Page 72

with the four students as they navigate their lives after the death. Friendships are made, relationships are broken, and tension is ever rising. Every decision, every conversation, every move these students make will have consequences, and as these consequences unfold, we as readers, have our own theories as to who the real killer is. Even though we might have our own suspicions as to how the plot is going to unfold, the way McManus ties everything together in the end is greatly interesting.

McManus took typical high school stereotypes and embedded them into her character’s personalities while giving them so much more than just that. She shows how people are not always what they seem or what other people make them out to be, for good or bad. In my opinion, writing a murder mystery in the setting of a normal high school is very predictable, and difficult as well. To do something really shocking and out of the ordinary in such an ordinary setting takes a lot of talent and precision and McManus does a wonderful job with it.

However, be aware that all great reads are not without their flaws. The wild switching of narratives and characters can sometimes get confusing, as they are introduced too early on, not allowing us time to understand the characters. Secondly, the romantic plot introduced down the middle of the book got a little tedious as I personally prefer action.

Although these two things are a downside, the general vibe and feel of the story as it

reaches the penultimate chapter is intense and I couldn’t help but feel that putting the book down while reading it would be a crime.

A truly addictive book with phenomenal writing, it will leave you guessing till the last minute. Karen M. McManus writes it in such a way that just when you think you’ve got it; something happens that makes you question everything. I’d definitely recommend this book to anyone who loves a good old murder mystery with a little bit of fun and drama.

@BSB | December 2020

#BSB REPORTERS time away from our classes, but we tend to forget the monumental effort it took for us to be back in class in the first place.

BSB is Back!

Written by the BSB Reporters: Briony, Ilinca, and Veda We can all agree that 2020 was no one’s year. Four months of online school stretched out for what felt like an eternity and we all desperately awaited the prospect of being back on campus. When BSB announced the opening of its gates for a new academic year, us students were excited to no end. We’d anticipated such a moment for so long and suddenly, here we are!

So why does this feel so overwhelming?

The idea of meeting our friends after a difficult summer was refreshing and welcome. The majority had sparingly met up over quarantine, and thus, being unable to truly spend time with someone face-to-face did take a toll. Going back to School meant first and foremost seeing and spending time with our friends once again.

However, while being near friends is still a novelty in itself, the lingering sensation of discomfort still persists. Our learning environment isn’t what we are accustomed to and disruptions and inconveniences now await us in every classroom. Now having to wipe down chairs and tables with disinfectant before each lesson, struggling

to hear our classmates and teachers through the plexiglass screens, and having to wear our masks most of the day (even in the heat of summer) soon makes us realise this is not an ideal situation for anyone.

And while the negatives of the situation remain painstakingly clear, why do we continue to pointlessly focus on them?

Not a single one of us has gone through such a circumstance, and yet we still set high expectations of a reality that is clearly the new norm. Our school, for one, is continuing to balance our safety and need for education. The quality of learning has been sustained even now, with students choosing to study both inside and outside School. The effort necessary to create material that is comprehensible to both students at School and online is immense.

Teachers have to lead classes while avoiding paper, offering equipment, and remove almost every aspect of interaction to keep us healthy. They now have to entirely plan ahead - for days, weeks and months as any given moment could require self-isolation.

It’s easy for us to complain about the mind-numbingly boring processes that take

Our high standard of learning is ensured by our teachers’ continued efforts in upholding our safety as well as our motivation and desire towards learning.

Moreover, it’s not just the teachers putting in the hours, but rather the entire BSB team; the cleaning staff is persistently working towards keeping our school clean by sanitising the classrooms and dining halls so that we can continue our education in a safe environment. The cafeteria staff work in masks and protective clothing all day, even next to the heat of the ovens. The gatekeepers monitor and enforce social distancing rules all day and remind us to stay safe. We are so thankful to the BSB community for tirelessly working for our safe education.

Our take from the current situation as part of the BSB community is that we are as determined as ever to keep up our goals and achievements. Schools and teachers all around the world have been doing their best to get us students back in school in order to receive the best education we possibly can, therefore it’s only fair if in return we give the upcoming year all we’ve got. We won’t let the uncertainty of the future prevent us from doing and achieving the best we can. Even if online learning has to be resumed later in the year, we are persevering, and we will give it all we’ve got!

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Former prefect, current overachiever: Theodor Cristescu We caught up with Theodor Cristescu, one of our prefect alumni, to see what he has been up to since 2015, when he graduated from BSB. It wasn’t a surprise to find out he has been striving to achieve his full potential. His BA (hons) from Dublin Business School and his work are some of his proudest achievements.

Graduating from BSB in 2015 felt strange. A great learning experience was ending, and I was heading into the unknown life of a university student in a different country.

At university, I studied Finance and Accounting, and it was a very challenging

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experience. Being on your own and having to balance studying, your living conditions and finances can get tricky. However, I was motivated to finish what I started, and regardless of the challenges I faced, it was still a fantastic learning experience, both academically and personally. I came out a much better person from it. I never planned to live anywhere else besides Romania; the plan was always to get the best possible education I can and return. This was an extra motivating factor to overcome the challenges of being there.

BSB has helped me immensely on my journey. I arrived in the middle of the 2012-2013 academic year with no real direction; the teachers and the learning environment helped me to focus on my strengths and work on my weaknesses to achieve my full potential. A potential which I believe I wouldn’t have achieved had I stayed in the Romanian curriculum.

I totally enjoyed being a prefect and being part of the football and basketball teams, respectively. These Extra-curriculars, which taught discipline and being part of a team but fun at the same time, were among my favourites.

I fondly remember the life there as a student, it was demanding but not

overwhelming. As a student, I was easily distracted and enjoyed discussing and debating a lot with the teachers. It was all in the name of getting as much information as possible, even if it was off-topic many times. I have made a few friendships that will last a lifetime, and the curriculum, teachers and staff are some of the many things I am grateful for.

Graduating from BSB, being accepted into and completing my BA (hons) from Dublin Business School and having a job I enjoy are a few of my proudest achievements. In the future, I plan to open my own business, and I am always on the lookout for new challenges. Of all the things I have learned, I believe my greatest motivator to strive for excellence in life is the fear of having no direction in life again. A bad experience can be a great learning opportunity. It can build your character to make you come back stronger and better. You have to be willing and persistent because there is always good in the bad, and that is the tip I can give new and current BSB students.

If I were to describe BSB in three words, they would be: inspiring, motivating and challenging (in a good way).

Ana Graduated with a cum laude BSc in Economics Ana Popovici graduated from BSB in 2017 and joined the University of Amsterdam.

When did you study at BSB? I did my A Levels from 2015-2017, It was my formative experience, as I was coming from the Romanian public system. At first, I had a hard time adjusting to the new system.

Pushing through that taught me a lot about persistence and determination. I am glad to have had such a supportive community.

What did you study at the University?

I graduated with a cum laude BSc in Economics and a minor in Political Science, a research focused, intensive course promoting independent work and thinking.

I’m very happy with my choice and I am continuing my MSc in Economics at the same University.

What made you choose that particular course?

A big part of my decision was Mrs. Claire Hooper and the Economics A Level. Before BSB I had little knowledge of Economicsand I was one of the indecisive people who are good enough at Maths, but also enjoy History and Politics. Usually, that is the ordinary combination for most studying Economics. In time I was bound to find out that Economics tends to be a nice façade for Applied Mathematics, especially in Applied Microeconometrics, the direction I am currently following.

How was University – what did you enjoy and what were the challenges?

University in Amsterdam has a very particular structure, consisting of two semesters, divided into two blocks of two months and a block of one month. You take two courses each, with exams at the end of the two months, meaning you are in a continuous exam period. My first months were trying not to break anything while biking, with balancing an unknown workload. Nobody takes you by the hand, and the University lets you figure things yourself. I was part of the editorial team of the faculty’s magazine. I also worked, and still work, as a Teaching Assistant at the Amsterdam School of Economics. I made friends for life, from all around the world, and my Dutch is good enough to get by without using Google Translate all the time.

What were you like as a BSB student?

Not implicated, I think that is fair to say. I did not make much of an effort outside of my studies and there are times I regret that.

Coming late into School and being a rather angsty teen I had numerous irritations, even having to wear formal clothing. (I still got by with wearing black Converse, but please do not tell.). I appreciated class a lot and I tried to do my best. I have a lot of respect for all my teachers and I treasure all they taught me. I really do need to highlight that Mr. Allsop and Ms. Hooper really did make a very lasting impression on me, and my academic achievements.

Any tips you would give to current students, relating to academics or life at BSB in general?

BSB is a very academic oriented School.

It offers the chance to excel, especially if you like independent work and study.

It’s a privilege, and you should not take it lightly. Also, if you are considering applying to study at university in the Netherlands, feel free to contact me. I would be more than happy to help and answer all your questions. (link to LinkedIn profile: linkedin.com/in/ana-ruxandra-popovici)

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@BSB | December 2020

FBSB Engaging the Community Friends of BSB is focusing on creating a positive and dynamic community spirit.

As we have been limited this year in how much we can travel and see family, we have all needed to rely more on our BSB family, while not necessarily being able to see them in person as much as we’d like!

Our small group of hard-working volunteers have been finding time to organise some 2020 friendly activities!

Before the School term started, we were welcoming new parents to the School, in person for Secondary and online for Primary. We all know how hard first days can be and especially at the moment it is extremely difficult to make new friends and meet other parents, with necessary restrictions about chatting at the school gates, so felt it was particularly important to have a friendly face, albeit behind a mask!

We also helped to welcome new parents at the Meet and Greet event at Biutiful by the Lake. We were lucky with the weather and enjoyed making new connections in this enchanting setting. We were joined by our charity partners Light into Europe, Casa Ioana and Fundatia Inocenti.

We have also organised Virtual Parents Get Togethers and FBSB Presents..., with a fascinating first presentation about Sustainable Well Being by Alina Perrin. In person, in small groups, we have been on two excellent guided tours, a Communist History of Bucharest and Bellu Cemetery.

Another welcomed event was the Online Wine Tasting. If you have any activities you can offer or would like to do, let us know!

Classlist offers us the opportunity to find like-minded parents and so far groups such as Hiking, Book Club and Podcast Recommendations have been set up.

Anyone can create a group! All of our activities will be posted here, so keep checking back!

Finally, we are looking forward to the launch of the Charity Calendar, with beautiful photographs of this amazing country, taken by you! An ideal Christmas present for friends and family, or yourself!

We would like to thank BSB for their continuing support, especially the Office, Events and Marketing teams, as well as Graeme Morley, the BSB Community Liaison Officer.

By Fiona Dyas, on behalf of FBSB Team Page 76

At the beginning of this academic year I took over the position of FBSB community liaison alongside Virginie Staal in a new role as FBSB coordinator.

Virginie has worked hard to keep FBSB a vibrant, exciting organisation which has and is offering a huge variety of activities to keep our community together and coherent in what are very challenging times.

An area that Virginie and I have tried to expand is staff involvement.

We are striving to ensure that initiatives from FBSB are publicised to the teaching and non-teaching members of our community and vice versa.

We would very much like to see a continuing increase in the involvement of all members of the BSB community and it’s been a pleasure to see how this has gathered pace, growing and strengthening over the course of the year.

Graeme Morley FBSB Community Liaison Virginie Staal FBSB Coordinator

@BSB | December 2020

The ‘Explore Romania’ charity calendar is available for sale at the School Reception and the School Shop.

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@BSB | December 2020

About @BSB @BSB is the termly school magazine issued by the British School of Bucharest.

The British School of Bucharest (BSB) is an established, well-resourced international private school located on a spacious campus in Pipera, to the north of Bucharest. The school provides a comprehensive international education based on the National Curriculum for England taught by fully qualified and experienced native English-speaking teachers, our school being the only one in Romania whose teachers are all native English speakers.

We welcome more than 600 students each year, aged 2-18, and teach them in modern classrooms with an impressive pupil to teacher ratio. This ensures a personalised and highly supportive learning environment which is part of a richly diverse learning community, with students representing approximately 50 nationalities.

Contact:

If you need any information about BSB, please do not hesitate to contact our Office Department: Tel: (+40) (0)21 267 8919 (+40) (0)728 133 433 Fax: (+40) (0)21 267 8969 E-mail: office@britishschool.ro

Other useful e-mail addresses: Admissions: admissions@britishschool.ro Marketing: marketing@britishschool.ro Data Protection Officer: dpo@britishschool.ro

British School of Bucharest Crawford House Foundation 42 Erou Iancu Nicolae Street, Voluntari 077190, Romania Registered: 17/2008 Fiscal Code: 24879960

Parking Address: The School’s car park is situated on Erou Iancu Nicolae nr. 65, next to the Strip Mall.

Access to the car park is based on the car registration and access is restricted for the public.

After leaving your car, it is a five-minute walk to BSB.

The British School of Bucharest invites you to become a partner in the @BSB School Magazine.

For further details of this opportunity, please contact marketing@britishschool.ro.

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@BSB | December 2020

As well as uniform for BSB students, we have a great variety of special gifts.

Opening hours: Monday to Friday, 08:00 – 16:30.

42 Erou Iancu Nicolae Street, Voluntari, Ilfov Online Shop for the BSB Parents: https://shop.britishschool.ro

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British School of Bucharest Early Years Foundation Stage | Primary | Secondary 42 Erou Iancu Nicolae Street, 077190, Voluntari, Ilfov County, Romania T. +40 728 133 432, +40 728 133 433 E. office@britishschool.ro BritishSchoolBucharest

britishschoolro

british.school.bucharest

British School of Bucharest

www.britishschool.ro The School is operated by Crawford House Foundation. Registered 3/25.01.2016. Fiscal Code 24879960