Head's Weekly Review - 16 October 20 - Issue 6

16 October 2020 - Issue 6

HEAD’S

WEEKLY REVIEW

Head’s Introduction

In the words of Maya Angelou, ‘history, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again.’ History, however, is not only the acknowledgement of people’s pain and suffering, it is also the celebration and recognition of people’s achievements and contributions. It is also a recognition that there are many stories, not a single perspective from which to see the world. In the words of Catherine Ross, editor of Black History Month, 2020: ‘Everyone, from all communities, needs to embrace Black History Month as a starting point for exploring, discovering and celebrating Black history, heritage and culture – both past and contemporary.’

This week has seen a fantastic celebration at Roedean of black history and culture, and I would like to thank all our girls and staff throughout the School who are shining a light on our shared history, helping to tell the whole story, celebrating Black History, providing a platform for more voices, and sharing their stories. The Chapel services this week have been dedicated to the girls’ voices, and it has been very powerful to hear them sharing their personal experiences and thoughts with the entire school community. Much of what they chose to share and highlight is included in this review – thank you, and we applaud you!

There have been displays in the Fireplace and the Library, informative posters about the achievements of ground-breaking black women in the Dining Rooms, and a ‘sound-scape’ of quotations and comments chosen by the girls playing throughout the day in the Fireplace; there have also been Afrobeats playing in the Dining Rooms at lunch, suggestions for reading in the Library, and Black History has been discussed and reflected upon in many lessons and activities this week.

Today, I am delighted that our event to celebrate Black History Month has brought ten virtual speakers into our community, to give the girls the opportunity to hear from a wide range of women to share their experiences, and the girls have been able to choose to hear three talks during the day according to their interests. I am grateful to all of the speakers, and to everyone who has been involved in making this event happen – the need to maintain ‘bubbles’ at the current time has meant that the logistics have been complex, so thank you in particular to the Events and the IT Teams for all the work which has gone into this event. Thank you also to Dr Barrand for curating and organising the programme.

At Roedean, in addition to celebrating Black History, we are launching a programme to help us to ensure we are a fully inclusive School. It will begin by listening, through a series of conversations and surveys, to build a picture of our community through everyone’s eyes, and then will enable us to work out ways to improve our School. Our aim is that every girl feels equally valued, included and able to express herself. We will commit ourselves to a wider vision of education, that understands that the world is many stories not one.

That is the journey we are committed to, and we will be stronger for it.

I wish you all a lovely weekend, good luck to everyone who is doing DofE Bronze and Silver assessment this weekend, and I hope that you have a restful half-term holiday from next Tuesday.

16 OCTOBER 2020

ROEDEAN CELEBRATES

BLACK HISTORY MONTH

BHM2020 p2

HEAD’S WEEKLY REVIEW

BLACK HISTORY MONTH

It was great to hear Kelechi talk to us about how we must always reflecting our past to make sure that we never make the same mistakes again in the future.

I found out that Dorothy Koomson is a very famous author, who was rejected by many publishers before she got a break. Her determination was impressive.

Toni (Yr12)

Hanna (Yr9) Natalie really educated is about her time at Roedean and her life experiences - it was great!

Maya (Yr9)

It was very interesting to hear her talking about her personal experience at Roedean as a black student - when she was at Roedean there were fewer black students and not so many different nationalities.

I had never heard of the mythical Sankofa bird, which symbolically flies forwards but looks backwards - this metaphor is particularly relevant to Black History Month.

Gladys (Yr12)

Indigo & Holly (Yr8) Noo spoke brilliantly, particularly when she was debunking the myths about immigrants’ role in society today and in the past.

Molly (Yr9)

Dorothy was fantastic - she told us that we should read books about people who have different cultures to ourselves, so that we can learn and be more understanding of others.

Akosua (Yr9)

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16 October 2020 - Issue 6

16 October 2020 - Issue 6

HEAD’S WEEKLY REVIEW

BLACK HISTORY MONTH Roedean celebrated Black History Month in the UK this week with a programme of interactive events and exhibitions that enabled us all to learn more about the rich histories and cultures that constitute Black History.

Just as there is no such thing as ‘White History’, we look forward to a time when ‘Black History’ becomes simply ‘History’, and it is justly considered a part of our shared understanding of the past. This is a perspective that Roedean’s History Department, and other departments, is taking steps towards.

Today, we had the opportunity to hear from a variety of inspiring speakers, speaking on the topic of Black History through the lens of their own experiences in locations from London to Jamaica. We hope you enjoyed the chance to meet some new historical figures, and to recognise them as part of the collective story of humanity.

HBO

STAFF BOOK REVIEW Why I’m No Longer Talking to White People about – Reni EddoLodge I am currently reading Why I’m No Longer Talking to White People about Race and I can totally recommend it. Eddo-Lodge writes about her experience of growing up in a world where whiteness is the obvious norm and where People of colour do not seem to fit in. She traces the historical roots of prejudice in Great Britain and clearly shows that the unequal treatment of whites and non-whites has been part of our systems for generations. As a white person, this book is not easy to read, but definitely necessary, because: 'Every voice raised against racism chips away at its power. We can't afford to stay silent.'

Ms Plasger, German Language Assistant

Jamaican Patois A lot of slang that is used by young people today comes from Jamaican patois and is frequently used without acknowledgement or understanding of its origins.

It is used in stereotypes of violent young men, or just by people who misrepresent Jamaican culture by using patois when they speak.

Jamaican patois is a language, a dialect of English, but when it is used informally in England, it makes it seem uneducated or incorrect.

Actually, it is a part of the history of Caribbean families in the UK, especially London, from the 60s and 70s that the music and cultural scenes of ska and reggae made black culture cool, and by the 1980s young non-black people were borrowing terms from patois.

Some examples of patois that you might not realise you are using are: ■■ 'Wagwan' – what’s going on?

■■ 'Don’t vex me' – don’t annoy me ■■ 'Mash up' – broken ■■ 'Whayasaying?' – What do you think?

■■ 'Ting' – Thing Shamina (Yr11)

A message from Lady Scotland:

Jamaican Culture I was born and raised in England, as were my parents. My grandparents, on both my Mum and Dad’s side, were born in Jamaica.

When Jamaica was invaded by Christopher Columbus in 1494, many of the indigenous people (Arawak and Taíno) were either killed or died of diseases, and African slaves were then transported to Jamaica to work on the plantations. In 1655, the British invaded and the island became a part of Britain’s many colonies.

It was only in 1962 that Jamaica was finally granted independence.

Music is a very big part of our culture, with genres such as reggae, ska, mento, rocksteady, dub, and dancehall. Another big part of our culture is the food, with dishes like jerk chicken, rice and peas, goat curry, ackee and saltfish, plaintain, and many more.

Zainah (Yr11) I’m a full boarder in Year 12 and I am from Zambia. My little sister and I happen to be the only Zambians at Roedean.

I often get asked where I am from, and when I say I am from a country in Africa, people often generalise Africa as one country, when in fact it is not. It is a continent. There are over 50 countries in Africa.

Zambia is a country in southern Africa just below the Democratic Republic of Congo. Both of my parents are Zambian, and I was born and raised there.

Zambia is a Commonwealth country and, although it is officially a Christian nation, there are several other religions representing the country. We are a very diverse, peaceful, and accepting country, and have several refugee camps for refugees to settle in Zambia and live a peaceful life.

Zambia’s main source of income is the exportation of copper and tourism. The country’s most famous tourist attraction is Victoria Falls, which is in the Southern province of Zambia.

It is named after Queen Victoria, when David Livingstone supposedly discovered the attraction in 1855.

I say ‘supposedly’ because actually it was discovered before by locals and has its own name, mosi-oa-tunya, which means the smoke that thunders.

The way in which its identity has been shaped by colonialists is an example of how our history has been white-washed and our story hidden.

Mwaba (Yr12) Page 3

16 October 2020 - Issue 6

HEAD’S WEEKLY REVIEW

BLACK HISTORY MONTH So far in black history month, I’ve learnt lots about culture I hadn’t known before and wouldn’t have known otherwise. In my English class we’ve been studying the play ‘A raisin in the sun’ by Lorraine Hansberry. It’s been extremely educational in terms of black culture, understanding black history and the deep-rooted racism that’s been part of society for so long.

History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again.

Reflections on Maya Angelou’s Still I Rise

Maya Angelou

STAFF BOOK REVIEW Why I’m no longer talking to White People about Race – Reni EddoLodge Strangely, my experience of Black History Month in British schools was always based on American civil rights. I was taught about Martin Luther King, Malcom X, Rosa Parks. Undoubtedly, these were and still are key figures in Black history, but it gave me the distorted idea growing up that racism was an ‘American issue’ and that the UK was lightyears ahead in its civil rights movement. This book opened my eyes to the structural racism in the UK today and the history of its manifestation. For the first time, I was learning about British Black history in detail.

The best thing I took away from this book was admitting my own flaws and recognising my white privilege; something a lot of white people struggle to do but is integral to making progress. This book is a great read if you want an introduction to the fundamentals of the Black Lives Matter movement and are open to learning a little bit about yourself too.

Amelia (Yr9)

I have wholly enjoyed Black History Month this year at Roedean; it has been an incredible experience, and amazing to learn about the hidden lives of those who have striven to make a change in society for the better.

From Chapel to the posters and music played in the dining hall, I hope that people will come to see how important Black History Month is.

Likewise, that black history is normal history and, without it, all the countries of the world would not be the same.

Izzy (Yr8)

Our history has been white-washed and our story hidden

Miss Bye, PA to Senior Team/Attendance Officer

Mwaba (Yr11) After reading Of Mice and Men in our English lesson, I can really feel how Black people were treated by racism, although the book is focusing on the American society in the 1930s, we can still see how some of the problems still exist nowadays. Black History Month is a great opportunity for people to know more about black cultures, and understand that we are all the same, no matter what your culture and colour is.

Ella (hybrid learner in Yr11)

Baroness Valerie Amos was the first Black, Asian, and minority ethnic woman to serve as a Cabinet minister, the first black woman to lead a university school in the United Kingdom, and the first-ever black head of an Oxford college. She was also the former Leader of the House of Lords and has held high ranks in the United Nations.

Asmitha (Yr7) Page 4

Still I Rise by Maya Angelou is an empowering poem about the struggles over prejudice, injustice, and white supremacy, and it is considered one of Angelou’s most acclaimed works. The poem consists of various tones: playful yet defiant, comical yet angry, self-assured yet bitter. Ultimately, the poem’s tone is triumphant.

The mood of the poem is mainly very positive and the persona is extremely confident. This choice of tone and mood can clearly show the reader that the persona is simply not backing down from racism. Her nation was enslaved, suppressed, and discriminated against by society for over 400 years, yet they still rose up proudly.

In terms of voice, the voice of the speaker is sometimes irritated, at times pained, and sometimes idealistic and hopeful. The change of emotion allows the readers to empathise about how it feels to be discriminated against racially. The speaker’s voice is at times hopeless and sorrowful, because white people then treated them like objects, insignificant things.

In the poem, the persona says, ‘You may kill me with your hatefulness, But still, like air, I’ll rise’.

Angelou describes the black community as air, meaning that even though they are transparent and cannot be seen, they are still incredibly important, and they serve a purpose in life. When Angelou describes herself by saying, ‘You may trod me in the very dirt. But still, like dust, I'll rise’. This is objectifying herself because she is giving herself the qualities of a leaf or dust, and this is giving herself qualities of an inanimate object. For the above reasons, I feel that this perfectly symbolises the inequality and the racial discrimination ethnic minorities receive, and it also allows readers to further relate to the disparity of treatment and their strong feelings towards it.

Kaitlin (Yr9)

A message from Baroness Amos:

16 October 2020 - Issue 6

HEAD’S WEEKLY REVIEW

BLACK HISTORY MONTH Book Reviews for Black History Month Following last week's book recommendations in the Head's Review, it is wonderful to see so many reviews from staff and girls. We really recommend that you take the time to read some of these books of which you may not previously have been aware. Happy reading!

We are mixed race. Our father is white and our mother is black. Our father is Scottish and our Mother was born in Guyana. Like many other countries in the Caribbean, Guyana is a Commonwealth country.

Many of you will know that after the Second World War, many Caribbean nationals were brought from Commonwealth countries to the UK to help with war restorations. This is known as the ‘Windrush’.

On 22 June 1948, 492 migrants arrived in the Tilbury Docks in Essex, who had been brought to England on the ship, ‘Motor Vessel Empire Windrush’, from mainly Jamaica and Trinidad and Tobago.

The passing of the British Nationality act in 1948 gave these people British citizenship. Upon arrival, however, the migrants were not given any paperwork, and no record of those who entered to country was ever taken. Several decades later, this led to what is now known as the ‘Windrush Scandal’.

In 2012, Theresa May, who was Home Secretary at the time, introduced a policy called ‘hostile environment’. It meant that several members of the Windrush Generation were required to produce evidence of citizenship, which, of course, they did not have.

Paulette Wilson, a lady in the Windrush generation, who arrived in England at age 10, was amongst those who received a letter of deportation. In 2015, after a scary and lengthy battle, she was allowed by the Home Office to stay in the UK, the place where her home had always been. Sadly, she passed away in July of this year, but her work in British immigrant rights activism will not be forgotten.

Since then, Theresa May has issued a formal apology to the leaders of the Caribbean for her role in the human rights violations of the scandal.

Sophia and Serena (Yr12) and Alicia (Yr7)

Black History is about uncovering and celebrating the hidden stories of Black people in history.

Eden and Victoria (Yr13)

STAFF BOOK REVIEW

STUDENT BOOK REVIEW

Girl, Woman, Other – Bernardine Evaristo

Girl, Woman, Other – Bernardine Evaristo

Girl, Woman, Other follows the lives and struggles of twelve very different characters. Mostly women, black and British, they tell the stories of their families, friends and lovers, across the country and through the years.

Joyfully polyphonic and vibrantly contemporary, this is a gloriously new kind of history, a novel of our times: celebratory, ever-dynamic and utterly irresistible.

I think A Raisin in the Sun really demonstrates how black people were treated compared to white people, and that people shouldn't treat others like that.

This play really shows how they felt and how wrong it was that they were treated like that because of their culture or the colour of their skin.

Lizzie (Yr 9)

Ms Shillito, English Teacher/ Co-ordinator of Library Provision Page 5

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16 October 2020 - Issue 6

HEAD’S WEEKLY REVIEW

BLACK HISTORY MONTH Black History Month is not a time to think about Black History alone. It is a time to reflect on the impact black people have had on the world. We have to celebrate the good things and not just focus on the bad. We have to support all black people and their culture. If we think about a world with no racism or discrimination, we realise what we could achieve if we were all equal. I think we should all join together to stop the bad, with good. All ethnicities and all cultures impact on us. All we have to do, is support them in doing so.

Edie (Yr7)

STAFF BOOK REVIEW Queenie – Candice Cart-Williams Queenie is a funny, tender and raw account of one twenty-somethings attempts to navigate friendship, romance and identity. The novel follows the story of Queenie, a black woman from Brixton, as it charts her coming-of-age story and her gradual acceptance of herself. Suitable for older teen readers and up, this book was a debut novel by Carty-Williams who herself is a young black writer from South London, and it is a wonderful example of how sexual and identity politics can be explored in an accessible and humorous way.

Ms R Allen, Head of Middle School One thing that interests me about Black History is the Atlantic slave trade, when Europeans and Americans transported African people to the Americas. Around 12 to 12.8 million Africans were shipped across the Atlantic over 400 years.

During the trip to America, the Africans were treated horribly and many died on the ships. It is important we remember the legacy of slavery and its repercussions.

Melanie (Yr9)

STAFF BOOK REVIEW Human Acts – Han Kang A hard hitting account emerging from the 1980 Gwangju uprising in South Korea. Han Kang captures the events of the student uprising and the human impact on the wider community for years to follow, fighting oppression, finding justice and their voice. Beautifully written, heart breaking account which transcends experiences from around the world right now, well worth a read.

Miss Edwards, Housemistress/PE Teacher

The amazing KannehMason family Making current black musical history is the remarkable Kanneh-Mason family. All seven children, from Isata, aged 24, down to 11-yearold Mariata, play either piano or a string instrument, and four of them have already studied at the renowned Royal Academy of Music in London. They were brought more widely into the public eye when cellist Sheku, now 21, became the first black musician to win the prestigious BBC Young Musician of the Year competition in 2016, and two years later played at the royal wedding of Prince Harry to Meghan Markle, watched by millions across the world. He and his sister, Isata, (both pictured on the right) also gave a stunning performance at this year’s Proms at the Royal Albert Hall, which was live streamed to a wide audience. During lockdown when they were all at home in Nottingham for five months, they worked together to prepare their first album, The Carnival of the Animals.

They found practising together was ‘amazing’ and made home a really lovely environment for them all. You can hear clips of this and meet them all at www.kannehmasons.com

Miss Money (Visiting Singing Teacher)

Black Actors Celebrities like Zendaya are influential not only because of their appearance on the red carpet, but also when they are acting on stage, film, and TV. Black actors have also been influential on the British stage for round 200 years; the most famous was the Victorian actor, Ira Aldrige.

He was born in America, but found that he was restricted to stereotypical roles and suffered discrimination in the US, so he emmigrated to Britain to hone his craft, as slavery was abolished in Britain. He was then probably the first black actor to play Shakespeare’s Othello in 1828 – but, when he played the role again in 1833 in Covent Garden, racist reviews, written by anti-abolitionists, meant that Ira spent the next Page 6

Everyone, from all communities, needs to embrace Black History Month as a starting point for exploring, discovering and celebrating Black history, heritage and culture – both past and contemporary.

Catherine Ross

25 years performing in regional theatres and Europe, before returning to London's West End in his 50s.

Ira not only paved the way for other American Actors, such as Paul Robeson, who played Othello 100 years later, but for generations of black British actors to enter the profession to share their skill and be role models for a younger generation. There are over 775 black British actors, from John Boyega in the Star War films to Josette Simon as the first black female lead at the RSC. By depicting, writing, and directing truthful characters, thus demanding better roles, black actors are creating and making black history with their art.

SW

16 October 2020 - Issue 6

HEAD’S WEEKLY REVIEW

BLACK HISTORY MONTH Challenges posed by the English Literature curriculum Text selection for books studied in class is fraught with problems. I personally love teaching Lord of the Flies; its message of the savagery lurking at the heart of human nature seems to me to be timeless. But it is hard to get away from the fact that there are no girls in the novel – and Roedean is a girls’ school. Does it matter? Unfortunately, it does – young readers can’t help but be put off by writing that is not relatable, even if it is relevant in terms of its coda. Consequently, we have looked hard in English at making selections more diverse in terms of representation and authorship, as discussed previously in this Review.

At GCSE and A Level, text choices are largely dictated to us. The exam boards do a good job of choosing novels which are engaging, well-written, and containing liberal messages, exploring the consequences of negative ideologies of race, class, and gender. However, even in doing so, these texts can leave some students feeling uncomfortable, precisely because of the graphic frankness with which they

(have to) show the prejudice they criticise. The sexist and racist epithets in Of Mice and Men certainly add to the power of the plea at the feminist and humanitarian heart of the book, and the racist objectification experienced by the eponymous protagonist of Othello, which leads to his self-objectification and insecurity, is certainly castigated as the main factor in his downfall. But we have to realise discussion of any issue that disproportionately affects some students can unarguably be exposing in the classroom. Teachers have to be sensitive to this, by managing discussion carefully and giving lots of context for the texts in question, understanding that the alternative would be to shy away from issues of which discussion is vitally relevant. Ultimately, literature has a unique power to allow us to learn from the mistakes of the past and to see our irrational behaviours more rationally. Lennie may be the least ‘intelligent’ character in Of Mice and Men, but he is the only character who is free from the pervasive racism of the time precisely because he exists outside of this ideological system, creating an alienation effect, whereby the reader can see that all discrimination is socially constructed.

Literature can help us to escape our unconscious prejudices.

DWO

Studying ‘Othello’ as part of my English Literature A Level course has been most illuminating in understanding the effects of racism. There are multiple ways in which racism could occur, for example in ‘Othello’ the eponymous protagonist is subjected to verbal taunting in the form of such things as a racial slur in the form of a synecdoche. He is also regarded as being less than, or an inferior to his white counterparts. The long term effect of this is shown in Othello’s internalised racism that ultimately contributes to his tragic downfall.

Studying this text is really valuable in the sense that it is timeless in its anti-racist message which is sadly, still an important message in today’s society.

STUDENT BOOK REVIEW

Refugee Boy is an incredible book, written with great passion, sincerity and an honesty you cannot beat. It kept me on tenterhooks until the end, the sad ending revealed with the swish of curtain. Zephaniah touched my heart with a writing style that made me want to read morein fact if you haven’t read Refugee Boy then I recommend it to you. I am actually currently reading one of his other books: Teacher’s dead.

Every single book is unique, and this one is one worth reading.

Alice (Yr7)

Mr Woodhouse

STAFF BOOK REVIEW Girl, Woman, Other – Bernardine Evaristo This book took me out of my comfort zone (normally historical fiction) and I loved it!

Evaristo takes us on a journey through the lives of different female black individuals in contemporary Britain and subtly binds their stories together. She portrays a vibrant and funny world but in doing so raises some of the key issues facing Black people in British society today whether young, old or LGBT. This book opened my eyes to a world beyond my own experiences and made me question themes of identity, gender, family and community; the end’s final twist really made me think hard on the issue of race and identity. A thoroughly rewarding read!

Mrs Black, Head of History

Mariam (Yr13)

Refugee Boy – Benjamin Zephaniah

Literature has a unique power to allow us to learn from the mistakes of the past and to see our irrational behaviours more rationally

I have learnt that black people have dealt with many challenges to get where they are today, such as discrimination, war, and even famine.

They dealt with many painful scenes throughout their lives; feeling like someone smaller. But there is always hope. Many African ethnic saints who have devoted their life to God, have been living unrecognised. Josephine Bakhita for example, dealt with many struggles throughout her life.

However there was light for her. Everyone is equal.

Asmitha (Yr7) Page 7

Black history is all of our history and the fact that we have to have a Black History Month goes to show that we haven’t reached this point yet. So that is our hope for the future.

Eden and Victoria

169 October 2020 - Issue 56

HEAD’S WEEKLY REVIEW

BLACK HISTORY MONTH dies in the way Othello also deviates from Aristotelean trage dy, in which the trage k Gree e Unlik do. texts that other modern are castigated, idual indiv socially undesirable characteristics of an of society which ns entio conv the s gate Shakespearean tragedy casti llo, In Othe Shakespeare cause an individual to act in a certain way. g his protagonist’s havin by modifies the typical tragic template others’ racist attitudes of ation nalis inter the hamartia be caused by ty and the adverse socie towards him, placing the blame on Venetian society only tian Vene by d value is effect it has on Othello. Othello cters, and chara r othe by tified objec is He . lness for his military usefu k ram’ ‘blac r’, ‘moo a as t, is referred to in a racist manner throughou d sprea wide the ights highl are espe Shak and ‘barbary horse’. Here, s gate casti he h whic nd, racist viewpoints of those in Elizabethan Engla and , cters chara ed dislik ous, by expressing them through the villain tion of Othello. From a through his largely sympathetic representa as ‘other’ by Venetian post-colonial perspective, Othello is treated internalised racism and of form a society and as a result he develops ed with epithets of war’ stuff ibly ‘horr is ch spee His self-objectification. this is all he feels he and d as his experience of being a soldier is limite ly concentrated with cular parti is play the of is useful for. The last scene n as ‘Othello’, perso third military lexis, and he refers to himself in the highlighting his self-objectification. on Othello An excerpt from an English Literature essay

Donald Rodney When researching black British artists, I came across the artist Donald Rodney. One of Rodney’s last, and for me most extraordinary, pieces was ‘In the House of My Father’, a photograph that depicts a small model house resting in Rodney’s palm, crafted from his own skin and held together with a pin. This immensely moving photograph was exhibited as part of Rodney’s last solo exhibition dedicated to his father, who had died a couple of years earlier. The small structure gives us an insight into the frustration Rodney felt having to live within the restraints of the accepted notions of what it meant to be black and British. His work for me is particularly interesting as it defies any attempt at categorisation due to his innovative and experimental approach to media. When Rodney died at the age of just 37 from complications arising from his sickle cell anaemia, he left behind a multifaceted mass of work that will no doubt influence and inspire young black artists for generations to come.

Megan (Yr12)

Reflections on a Trip to South Africa and Nelson Mandela Two years ago, I was lucky enough to be chosen to represent Roedean and travel to our wonderful sister school in Johannesburg, Roedean South Africa. There we met some amazing people and forged strong bonds with fellow students who have now become friends. Much of our time there was spent at museums where we learnt about South African history and culture, and indeed the subject of apartheid. Much of the work of Nelson Mandela was focused on tackling the idea of apartheid and racism, and encouraging peace and unity. Here I am with Amelia in front of the bronze statue of Nelson Mandela in Nelson Mandela square in Johannesburg.

We are all from one human world.

The Very Revd Rose Hudson-Wilkin MBE

There cannot have been a more powerful and moving speech ever made, than the one made

by Nelson Mandela on the anti-apartheid movement, on 20 April 1964. It was made even more remarkable by the fact that he was standing in the dock of a courtroom in Pretoria, as part of the Rivonia trials. He had already spent 2 years in prison for inciting workers to strike and was subsequently sentenced to life imprisonment. The speech lasted 3 hours and predominantly told his ‘story’ up to that point.

He also took the time to express his views and argue his cause.

You will surely have heard the lines: ‘During my lifetime, I have dedicated myself to this struggle of the African people. I have fought against white domination, and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die.’

His other and perhaps even better-known speech was when he became the first black president of South Africa in 1994. This was when his cause came into public consciousness, ‘We shall build a society in which all South Africans, both black and white, will be able to walk tall without any fear in their hearts, assured of the inalienable right to human dignity, a rainbow nation at peace with itself and the world.’ ‘Never, never, and never again shall it be that this beautiful land will again experience the oppression of one by another... The sun shall never set on so glorious a human achievement. Let freedom reign. God bless Africa!’ Even though he did help to make South Africa a fairer place, and even won the Nobel Prize for peace in 1993, the country still experiences problems today, including poverty, crime and racism. Many foundations that exist today in his name promote young people getting involved in social change and freedom and equality for all. He will always be remembered around the world as a gentle soul and the personification of peace and unity.

Maria (Yr10)

STUDENT BOOK REVIEW Noughts and Crosses – Malorie Blackman

Noughts and Crosses is one of the best book I have read. I really love how Malorie Blackman creates a really complex and intriguing story with a Romeo and Juliet like plot. I could not put this books down! Every page there was a new twist that made me want to read on. My favourite part of the book was probable the beginning and the end, even though it was quite sad. Sephy and Callum face lots of racial injustice and inequality but still find a way to be together, which is really inspiring. I recommend this book to everyone!

Rida (Yr8) Page 8

You may kill me with your hatefulness, But still, like air, I’ll rise.

Maya Angelou

169 October 2020 - Issue 56

HEAD’S WEEKLY REVIEW

BLACK HISTORY MONTH A Poem by J Chambers, a Mancunian musician and poet, taken from a transcript of his performance of it on Blue Peter I write this 20 years your senior, With the demeanour of making a change, Know that the light in you, is the spark for adults see the error of ways.

Funny thing about history, Is being the change you want to see.

The chains are now broken, Though hate is still spoken, What’s really the difference between you and me. Every struggle is overcome, With focus and poise, Walk tall with pride and with purpose Make use of your voice.

Knowing where you come from Helps you see where you’re headed.

Though We learn from old mistakes, We must never forget it Know your skin is sealed With the promise of a brighter day From the tears of every ancestor Who has fought for freedom along the way.

Know your history is more than slavery There were Empires, Dynasties, A whole world to explore, Eclipsed by a momentary struggles we had endure. The future is yours, With an open mind and heart, Though I have to pass the heavy baton, For you to continue the fight for the simple freedoms which we marched.

Be street smart, power is abused But it can be also used to support, If it’s captured through the lens, It can defend your friends, And disprove judgemental thoughts.

One of the qualities of equality Is that we each play a part.

So we all have to speak up, For change to really start.

Acknowledge each other in spaces, With a nod to put a smile on your elders faces.

Follow your instinct and I promise it will Always take you to better places.

I may be black history But you are black future.

More than a month, though less than a year Change is coming and that’s what some fear.

Black is Beautiful.

Read by Nour and Tiri (Yr13)

I may be black history.

But you are black future.

J Chambers

As a school and a country, we should be working towards not having ‘Black History Month’ and ‘Black History’ being just called normal ‘History’.

This is because it isn’t a history that is specifically relevant to Black people. It’s actually normal history that is relevant to everyone and shouldn’t be separated in a way that often (unfortunately) alienate whites people. The focus of Chapel this week has been to emphasise the fact that Black history is all of our history and the fact that we have to have a Black History Month goes to show that we haven’t reached this point yet. So that is our hope for the future.

Eden and Victoria (Yr13)

STAFF BOOK REVIEW The Color Purple – Alice Walker I first read the Color Purple when I was 15 (I have re-read it several times since!) and it was one of the first books I remember having a really profound effect on me. It inspired me to research black history and to think deeply about racial and gender inequality. It can be a brutal book with some horrifying moments but is ultimately uplifting and hopeful. The main character Celie suffers through much of her life but never gives up on the hope of a better life. Celie eventually surrounds herself with women who offer her the love and support that she has been missing and together they forge out a life defined on their terms. I highly recommend reading The Color Purple, it is not an easy read but it’s a rewarding and enriching experience that will leave keep you thinking long after you have put it down.

Mrs Bailey, Head of Libraries I have learnt about the existence of photographs depicting prominent black people in the UK during the Victorian Era. Previously I was unaware of the existence of people of colour in positions of ‘nobility’. It made me curious about what photographs/literature exist about black people living in Britain before the Victorian Era.

Molly (Yr12, from the Top University Programme) Page 9

STUDENT BOOK REVIEW A Raisin in the Sun – Lorraine Hansberry

So far this term I have really enjoyed the book A Raisin In The Sun. It is really interesting and gives me an idea in my head what it would have been like to live as an African American family in Chicago in the 1950s. They are aiming towards a white audience so that they can understand the differences that black people experience. The writing in this book was very clear, which made everything easier to understand. My favourite character in this book was Ruth as I had lots of sympathy for her as she is pregnant and doesn’t know what to do. She is also a wife to Walter who is very load and stressing which causes her to be very stressed and fed up .

Olivia (Yr9)

Afrobeats During lunch this week a selection of afrobeats songs are being played in the dining rooms.

Styles of music that make up afrobeats largely began sometime in the mid-2000s. With the launching of MTV Base Africa, West Africa was given a large platform through which artists could grow.

In 2011, Choice FM’s new afrobeats radio show gave the genre and artists the reach needed to break the UK charts. In 2019, afrobeats artists spent a collective 86 weeks on the Official Chart Top 40, compared to 24 in 2017.

One of my favourite afrobeats artists is Tiwa Savage. Tiwa is a Nigerian artist, who was partly brought up in the UK. She went on the Xfactor in 2008, but did not make it past the judges’ houses. However, because of this exposure, when she went back to Nigeria, she became Africa’s biggest female star.

Demi (Yr13)

We should be working towards not having ‘Black History Month’ and ‘Black History’ being just called normal ‘History’.

This is because it isn’t a history that is specifically relevant to Black people.

Eden and Victoria

HEAD’S WEEKLY REVIEW

Sixth Form Shining Stars Jemma (Yr12) for offering to send her notes to us if we didn't completely understand the lesson [nominated by Holly]

16 October 2020 - Issue 6

Oui Louvre Year 8's HHH work!

Year 8 have Cœur-fully produced some impressive work in their HHH classes to accompany their projects on Parisian Monuments. What a Triomphe!

Demi (Yr13) for bringing me cakes and making my Monday morning ten times better! [nominated by Gracie]

Each week, a member of staff who has gone above and beyond the call of duty can be nominated by their colleagues or the girls.

Mr Burlinson (IT) for always being so positive, eager to help and efficient; he has been such a huge help in the organisation of our House Captains' and House Team leaders’ elections. We are so grateful for his help! [CLE] Also for setting up all of the links for the talks today, and ‘meeting’ with the speakers in advance to make sure that they were confident with the technology [RB]

Keswick make positive coasters for Mental Health Awareness Day

Miss Polawski (Grounds) for putting in the effort to stripe the lawns, even though she wasn't sure whether or not the drone shoot would go ahead or not [JBO]

Mr Hawkes (Estates) for organising the busses, parking and flag last minute, so that the drone shoot could take place [JBO]

For Mental Health Awareness day on Saturday, one of our House activities was to make and then decorate coasters with positive thoughts and images, all socially-distanced of course!

The girls had a great time thinking about what would motivate them and keep them positive and were all very creative, enjoying the activity. The idea was for them to have something useful, but that would also give them a positive reminder when they pick up their cup of tea as to how wonderful they all are.

HSM

News of Friends Radio 4's Poetry Please Radio 4's Poetry Please programme this week ‘Every Little Touch’ involved not 1 but 2 ORs. It was presented by Noo Saro-Wiwa (House 3, 1986-94) and produced by Emily Williams (House 1, 198894). It’s available to listen to online: http://link.roedean. co.uk/Poetry-Please Page 10

HEAD’S WEEKLY REVIEW

16 October 2020 - Issue 6

House 3’s week focusing on Mental Health Awareness

Minnie’s an Elite Gymnast Minnie is a sports scholar and an elite gymnast. She only got back in the gym a month ago because of the pandemic, but she trained all through lockdown, up to 9 hours a week, in the lounge! Currently, she is training 11 hours a week (normally it's 16) and is a 'top’ in the FIG squad, which is the highest level in her sport. She was training for two competitions pre-lockdown; one was a regional qualifier and one was an International club competition – sadly both were cancelled and there is no news at the moment as to if or when competitions will re-start, but we hope Minnie gets the opportunity to compete soon, as she has shown great dedication to her training.

We look forward to hearing about Minnie’s successes in the future!

Good luck!

Last week, House 3 girls had a jammed-packed week focusing on mental health awareness. We began the week discussing the idea of ‘pay it forward’ – how a good deed can encourage further positive actions to take place. We looked at the importance of self-appreciation and acknowledging everyone’s strengths though a post-it note activity.

On Wednesday, we discussed the significance of mandalas in our year group activity, considering how we can each support each other during difficult times. Girls woke up Thursday morning to affirmation notes and mindfulness gifts to encourage more time in the present and journaling.

Our Year 11 leaders ran the wellbeing activities on Thursday evening, with a collection of creative dance videos and glowing glitter pots. We started the weekend with nature walks, reflecting on how the outside environment and physical activity can have a positive impact on our day, as well as considering what we are grateful for. The week ended with each student in the House stating how they will contribute to the mental health of House 3; girls’ comments have been collated and displayed on our noticeboard to remind us of our commitment to our community.

EHA

Mr Perry plays for Brighton and Hove This weekend, Mr Perry played for Brighton and Hove Hockey Club against Reading in the Division One South of the national Men’s Hockey League. Despite it being a competitive game, Brighton Men’s 1st XI came second, with a score of 4-2 to Reading. Their next fixture is against Havant – good luck!

Here’s a short clip of Minnie in action: Page 11

16 October 2020 - Issue 6

HEAD’S WEEKLY REVIEW

From the Academic Prefects Hello Everyone!

Tabitha and I are really excited to announce the launching our (Covid-friendly) lecture programme, which will take place in the form of RoeTalks. For now, this consists of a Teams group with channels for each subject and a list of relevant, recommended talks in the files section, which hopefully will be something interesting to look at over half term. After half term we will be starting to think about recording and publishing our own lectures, which we would love to consist of girls from all the years giving a short (5-10 minute) talk on something which they're really interested in. This doesn't have to be related to any school subjects necessarily, just something which you can research independently and share with others in the school community. More guidelines on the specifics of what these minitalks will entail will be coming soon, but this is just a little heads up if anyone wanted to start thinking about a topic over half term. You can access the team with this link! Either way, we would love to get as many people involved in as many ways as we can, even if you just want to be part of the team and watch a talk every now and then.

We would also really appreciate any suggestions you have for what else we can do as part as this project, as well as for academics this year in general.

Star Historians Well done to all our Star Historians for this half term: Holly (Yr8) for exceptional analysis of provenance in source work this half term Maria (Yr10) for outstanding contributions in class and consistently high-quality work Thea (Yr12) for writing a superb 1st A Level essay, achieving full marks, on the extent to which the Treaty of Versailles could be considered too harsh on Germany.

Each winner has chosen a history book to enjoy. Well done.

We hope you enjoy!

Maia and Tabitha.

Houses, Let’s go Karting!!!

On Sunday morning, as part of our Weekend activity programme, 6 boarders experienced the thrills of high-octane karting at our Brighton track. Jam-packed with hairpin bends and colourful chicanes, our girls have been testing their skills to the limit! What a great way to refuel following a busy week at school and spending quality time with friends! Thank you Mrs Brunjes for accompanying our boarders!

Page 12

Year 9 Soap Sculptures inspired by Barbara Hepworth's sculptures

HEAD’S WEEKLY REVIEW

16 October 2020 - Issue 6

Leipa takes the National Title!

While Liepa awaits the beginning of her league, here is what her coach at Sussex Storm had to say about her season last year in the U14 National League team: 'Sussex Storm entered the inaugural 2019/20 season of the National Basketball League U12 Girls competition with somewhat unknown expectations. However, having pieced together a talented team of County and Regional representatives at the U11 age group, the squad were cautiously optimistic of a strong season.

Roedean Sailing Facebook reminded me today that exactly a year ago I was taking part in the Arrow Regatta for the first time, and boy oh boy, what fun we had! Needless to say, this year has been a little different. We had hoped to continue the great momentum we had by entering a number of regattas this year but one after one they were all cancelled. Still, in true Roedean spirit, we are not to be defeated. Last month, we successfully launched our first online 'virtual' sailing on Zoom and it turned out to be a great success.

The session was meticulously planned and delivered by Mason King at Taking the Helm, a seasoned and experience racing coach. In the first session, through group discussions and video demonstration, we covered topics like team mindset, how to sail the boat fast, and optimal sail trim. It was very informative and useful in bringing us all to the same level using common vocabulary as we are such a mix ability crew.

We have planned a couple more of these training sessions, they are on 9 November and 2 December. They will both be delivered in the evening, online via Zoom, so it is very possible

to sit back in the warmth and comfort of your home with a glass of wine in hand and still get some superb training to get our minds in gear for, hopefully, a more eventful sailing season next year.

Are you intrigued, or maybe even a little tempted to join in? Check out the recording of our first session! http://bitly.ws/ae8B Thanks to the support of our anonymous OR donor, these training sessions will be free of charge to all Roedean sailors. We already have 10 people signed up to the next two sessions, and we certainty have room to take on a few more so if you are at all interested in sailing, racing or just connecting with us, please drop me a line.

Lastly, we are always looking out for new crew, so please pass on our details to any ORs that may be interested. We would also love to hear more from our recent school leavers who may want to get into sailing or racing.

Sophia Cheung (House 1, 1991-95)

Hockey Goal Keeping This term, the girls are very fortunate to have Mr Couldrake taking our Goal Keeper Masterclass sessions during their PE and Games lessons. In this video, Mr Couldrake worked hard with the goal keepers on repositioning and after a first save and close shots at goal.

Page 13

Roedean pupil, Liepa, who had played as an U11 on the Storm U14 Girls team, was the only player on the squad with previous National League experience - a key building block that led to the team’s early success. Starting off the season with strong one-sided wins over Brighton Cougars and Kent Crusaders, it quickly became clear that the Sussex girls were in for a prosperous year. Scoring an average of 59+ points per game and conceding just 13.5 points per game, the Sussex Storm girls dominated the league en route to an unbeaten 7-0 record before COVID-19 curtailed the season.'

Coach Barney Blake reflected on the shortened season, saying 'I was so proud of what our Storm U12 Girls achieved last season. We showed we were a step above the level of competition with consistent discipline to build the right habits as a team. Liepa was a huge part of our success, bringing with her all her experience from the U14 Premier division. She is in for another good year as we look to to build on Storm’s 7th placed finish in the U14 Premier league last season.'

Coach Blake and Liepa will be working together again this season, and they begin their 2020/21 U14 Girls Premier campaign on Saturday 7 November with a road trip to Bucks Hornets.

16 October 2020 - Issue 6

HEAD’S WEEKLY REVIEW

Autumn Term Hockey House 2’s Autumnal Wreaths Round-up It has been great for the girls to be able to play hockey this term. They have been working hard at their hockey in their double PE and Games lessons, and all this practice has definitely showed. At the start of term, recapping the grip, carrying position and push passing were focused on within exercises and games. Later on in the term, we moved towards positional roles and how we play as a team. This allowed the girls to understand what their role was in a game of hockey and what they needed to do in order for their team to succeed. Towards the end of term, gameplay became prioritised in order to identify how the girls were coping with their learning. After half term, we will move towards attacking and defensive tactics when playing as a team and the different roles each position has in a game. A phenomenal start to the hockey term with the girls improving tremendously and enjoying every bit of their hockey.

House 2 created beautiful autumnal wreaths to decorate the house for Mental Health Awareness Week. Coming together in House 2 creates a sense of belonging, helps reduce stress and deepens friendships.

Year 7 Netballers The Year 7 netballers have been working extremely hard this half term, focusing on both their quick release and thinking about their landing to ensure they are turning and moving efficiently. I have been super impressed with them all so far. Have a restful half term and I can’t wait to see you all on the netball courts after half term, as enthusiastic as ever!

Year 10 Co-Curricular Netball Year 10 at Netball co-curricular. The girls are a joy to teach, they absorb all information given to them which has enabled them to make excellent progress. Well done girls!

Year 8

Building on what the girls learnt last year was the focus for the Year 8s. Body position when carrying the ball, push passing and leading all needed recapping, but after a week or two they were back at it and improving well. The girls are enjoying being back on the Astro playing hockey, with every group focused on improving themselves and their enjoyment of the sport.

During the term, goal scoring and attacking the goal was a major focus, and therefore gameplay and exercises were designed around the girls being successful in front of goal, with the difficulty increasing as they improved and more used to the aims. Towards the end of term, integrity in sport was a focus, in order to enhance their understanding on and off the Astro within their groups. Developing integrity within their sports this year is their focus as a year group, as this will allow them to have a broader understanding of what sport teaches them holistically.

Year 11 Co-Curricular Netball Year 11 co-curricular Netball Club have been working extremely hard on their ball control and they have shown enthusiasm and skill each week!

A huge well done girls!

Year 9

In Year 9, the girls quickly moved on from basics of ball carrying, passing and general gameplay.

They worked hard in lessons and are improving very well, thinking about concepts and discussing them within their group. After catching up basics at the start of term, we moved to more gameplay, utilising a full field and discussing pressing, holding the defensive shape and general attacking. Innovation is the focus for Year 9s this year in their sports, therefore looking at their creativity within a game of hockey. This goal will ensure they understand that within sport, players create and innovate in order to perform well and succeed in difficult situations.

We welcome contributions from all parts of the Roedean community.

If you have something you would like featured in the Headmaster’s Weekly Review, please email: marketing@roedean.co.uk

Year 10 Athletics We focused on Hurdles this week, this is a shot of them warming up. They have covered all events this half of term showing enthusiasm and determination across the board. Great work girls!

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