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012 M U S Ethe

GLOBAL CITIZENS AT THE FOREFRONT OF POSITIVE CHANGE

Visits & VoyagesThis list is by no means

exhaustive, but offers a

flavour of guests in and

visits out during the

Autumn Term.

Visitors In

Bedford Girls’ School | www.bedfordgirlsschool.co.ukBedford Girls’ School is part of The Harpur Trust. Company no. 3475202 / Charity no. 1066861

A Level and GCSE Awards Evenings, DAHS

Economics and Business Society Talk

Frantic Assembly, Drama Workshop

French Society Reunion

Future Fortunes Conference, Year 12

English and Media Careers Evening

History Society Talk

Interview Technique Talk, Year 13

Lead to Learn Day, Year 11

Medieval Day, Year 7

Open House

Party for Sight Concern

Pilgrims Activity Day, Year 3

Roman Day, Year 3

Tempest Workshop, Year 6

Young Enterprise, Year 8 Earn to Learn Careers Day

Voyages Out

Bedford Hospital Careers Event for Prospective Doctors

Bedford, Year 10 Art trip to St Paul’s Church

Bedford Magistrates Court, Mock Trials Competition

Castleton, Derbyshire, Year 9 Geography Trip

Chiltern Hills, Duke of Edinburgh’s Award Silver Assessed Expedition

Coventry Cathedral & Warwick Castle, Year 8 History Trip

Cranedale Centre, Year 12 Geography Field Trip

Edale, Derbyshire, Year 10 Residential Trip

English GCSE Trip to Oxford

English Society Trip to London

France, Trip to the Loire Valley

Hamburg, German Language Trip

Harpur Science Forum Lectures, Bedford School

Harpur Trust Debate, Bedford Modern School

Ickwell Bury, Duke of Edinburgh’s Award Silver and Bronze Expedition Training

London, AS Classics Lecture Trip

London, Design & Technology Trip to V&A Museum

London, Mathematics Trip to the Institute of Education

London, Sixth Form History Lectures Trip

London, Theatre Trip Much Ado About Nothing

London, Year 6 Sleepover at the Science Museum

London, Years 7 to 13 Theatre Trip STOMP

London, Years 10 to 13 Textiles Trip to Knit and Stitch Show

London, Year 11 Psychology trip

London, Years 11 and 12 Trip to Winter Wonderland

London, Years 11, 12 and 13 Art Trip to The National Gallery

London, Years 11, 12 and 13 Classics Trip to the British Museum

London, Years 12 and 13 Psychology Conference

Leicester, Year 5 Trip to the National Space Centre

Malta Rally Lacrosse Tour

Milton Keynes, Opera Experience Day and Marriage of Figaro Performance

Northampton, Drama A Level Trip

Northampton, UKMT Senior Mathematics Challenge Trip

Oxford, Year 6 Trip to the Ashmolean Museum

Oxford, Year 13 A2 and IB Economics Conference at Oxford University

Peterborough, Years 7 to 13 Trip to Flag Fen

Thetford, Norfolk, CCF Field Weekend

Warwick, A Level Theatre Trip Beautiful Burnout

Watford, Theatre Trip Our Country’s Good

Woburn Sands, Year 7 Ice Skating Social Trip

Year 5 Happy Puzzle Day, Bedford School

Years 10 and 12 Bedford School Observatory Trip

Year 12 Religious Studies Lecture in London

The Muse | 02

Editor’s Insight uilding a connected community is one of the most important aims of Bedford Girls’ School. When we reflect upon what that really means we have to think beyond the life we offer our pupils, parents and staff and even beyond our connection and links with those in our local vicinity. A truly connected community is an international one - a global network of citizens who work together to realise a shared vision and to make the world a better place. As an IB World School, we are fortunate to share a link with 3,490 others in 144 countries. Being part of this international community means we share not just a common curriculum but crucially, a philosophy with an emphasis on developing character and on public service.

‘Network’ and ‘connectivity’ are words we all now associate with technology and digital communications. The development of the internet, the rise of mobile telephony and the advancement of social media are innovations people use the world over. They empower us to build connections and links with people on a global scale, to share excellence and research and to find common ground, peace and understanding with people who - in bygone days – we may have misunderstood. Technology helps us to make huge advances in research and science, improving medical care and treatment and saving lives. It helps us to create 21st century tools that equip us for ever greater challenges and it provides a facilitating infrastructure for pioneering thoughts and vision. Above all it makes global citizens of us all and empowers us to have a greater say in the way our community is led, guided and looked after.

During the Autumn Term, I travelled to Liverpool for the Girls’ School Association Annual Conference. From the outset, it was clear that the focus of the event was very firmly upon the way digital communications have changed the world - and our classrooms - forever. Listening to the many inspiring speakers, I was overwhelmed both by the possibilities technology presents and by imagining the

remarkable advances today’s pupils will see during their lifetimes. I also felt an immense sense of pride as it became apparent that many of the innovative, forward thinking and imaginative initiatives being discussed had already been implemented at Bedford Girls’ School.

It has always been our aim to move away from an outmoded ICT curriculum and to take a fresh approach to new technology. We were determined to help girls develop a richer understanding of ICT and not be daunted by it. Looking around the school today, I can see how that vision is taking shape and it is enormously gratifying that others are beginning to see the value of our ICT philosophy and are gradually making steps towards adopting similar measures themselves.

What has made this possible, in addition to hard work and investment, is our determination to be a school that is not afraid to be bold and to take intellectual risks. We were prepared to be innovative and forward-thinking with our ICT strategy because we felt confident in the virtue of effecting change. It is this approach that we seek to nurture in the girls, but we must lead by example. As Professor Athene Donald observed, writing in The Guardian after speaking at the school in November 2012, we recognise the value of resilience and of being brave in our thoughts and ethos. In all subjects, we encourage girls not to just opt for success which comes easily but to try new things without fear of failure. In all subjects, including Science, Languages, and PE, we encourage girls to be bold, unafraid to embrace change and to adapt to new situations and circumstance.

The strength and wellbeing of our community is paramount and our ties both locally and internationally continue to grow and flourish. Through our eco initiatives, our digital literacy and our commitment to respecting our neighbours far and near, we are true global citizens at the forefront of positive change.

I hope you enjoy this issue of The Muse and I wish you all a very happy New Year.

“ In all subjects,

including Science,

Languages, and PE,

we encourage girls to

be bold, unafraid to

embrace change and

to adapt to new

situations and

circumstance. ”

B

Jo MacKenzie Head

03 | The Muse

Inspired by

hebenefitsoflearningalanguage areundeniableandimpact positivelyoncareer,salary andtravel.Foratruelinguist,there’snobetterwaytoboostvocabularyandperfectanaccentthanbyimmersingoneselfinthecultureofacountryandtalkingsolelyinitsnativetongue.ForSixthFormgirlsRobynStewartandChloePinnthisexperiencewasfurtherenrichedbyanopportunitytoundertakeworkexperienceinFrancewhilespendingaweekwithhostfamiliesinthebeautifultownofDescartes.AswellasimprovingtheirFrench,theycameawaywithasenseofrealaffectionforatowntheytooktotheirhearts,aswellasanabidingwarmthforthepeoplewhomadetheirstayunforgettable.

FlyingoutintheOctoberHalfTerm,bothfeltsometrepidationaboutmeetingtheirhostsforthefirsttimebuttheirnervousnessquicklyprovedunfounded.Instead,theywereoverwhelmedbythekindnesstheyreceivedandsoonbegantoregardthemselvesashonorarycitizens.

“Istayedwithafamilythathadtwochildren,agedthreeandsix,whowerejustdelightful.DrivingtotheirhousefromtheairportinTourswasastrangeexperienceaswebeganlearningabouttheircultureandadjustingtothechangeoflanguage.Theyweresowelcomingandgaveusatourofthetownstraightaway,sowewouldn’tgetlostonthewaytoworkthenextday.’saidChloe.

“OurfirstdayofworkattheMairie,orTownHall,washecticbuteveryonewasextremelyfriendly.WetranslatedthewebsitefromFrenchtoEnglish,metmostofthepeoplewhoworkthere,andlearntaboutwhattheydo,includingallsevenAdjointsauMaire,whichapparentlywasverylucky!Theexperiencereallyhelpedmetoappreciatethehistoryofthetownandtoreflectuponthenatureofnationalidentity.Bytheendoftheweek,IbegantofeelalmostFrenchmyselfandIdidn’twanttogetofftheplanewhenwearrivedbackinEngland.”

“FlyingtoFranceonourown,andspendingtheweekwithpeoplewehadnevermetbeforewasquitedaunting,”agreesRobyn,“butasweweremetwithbigsmilesandwelcomes,Iknewitwouldbefine.BeatriceandDidierwerehumorousanddelightful,andduringthatweekwesharedmanyjokesandstories.Wewerelookedafterasiftheirown.”

”Iwasworkinginalocalprimaryschooland,atfirst,thechildrenwereshytotalktous.Howeverbythenextday,theicewasbrokenandwefoundourselvessurroundedbychildrenaskingusquestions,huggingus,tellingusstoriesandgenerallybeingthecentreofattention.SeeingtheirutterfascinationwithEnglandandwhatitislikewasparticularlyamazing;theirsheerinterestinourlivesandhowwelivewasobviousaswewereconstantlybeingaskedquestionssuchas“Doyouhaveshops?”and“DoyouhaveTVs?”Despite

T sometimesalmostbeingsuffocatedastwentychildrenhuggedmeallatonce,IabsolutelylovedworkingwiththemandIdidn’t wanttoleave.”

LikeChloe,Robynfoundsayinggoodbyeextremelyhardandisalreadymakingplanstorevisitwhatquicklybecameahome-from-home“Afterawonderfulweek,wewerefacedwiththesadnessofsayinggoodbyetoourhosts.Wehadsomelastlaughsandhopedtoseeeachotheragaininthefuture.Iwouldlovetoreturnandstaywiththemagain, andperhapsrevisittheschool.Ilovedtheweek;itwasbeneficialformyFrenchstudiesatschoolbutatthesametimemeetingsomanynewpeoplewhoweresowelcomingandkindandwhoreallyimmersedmeintotheFrenchculturewasincredible,”shesaid.

WhatsurprisedbothgirlsishowreadilytheybecamepartofthecommunityofDescartesandthespeedwithwhichtheyeachdevelopedasenseofbelonging.AswellasimprovingtheirFrench,theybothcredittheexperiencewithincreasingtheircomprehensionofaglobalcommunityandtheirplacewithinit.Arichsourceofhappymemories,thetriphasspurredthembothtoevaluatetheirperceptionsofotherculturesandhasinspiredthemtoseelivingandworkingoverseasasanexcitingprospectandachallengetheyonedaycouldnotonlymasterbutrevelin.

Work Experience in theLoireValley

The Muse | 04

RETHINKING ICTT

Work Experience in theLoireValley

Words by: JamesPotter, DirectorofICT

oday’schildrenhavethe worldattheirfingertips. Information,games,pictures, video,musicandbooksare readilyavailableatthetouchofascreen.Girlsarebecomingtech-savvyfromanincreasinglyyoungage.ItisnotsurprisingtoseeYear3girlsusingiPadsconfidentlyandcompetentlyintheirlessons.Here,JamesPotter,DirectorofICT,explainshowBedfordGirls’Schoolhaskeptapacewiththesechanges.

Bedford Girls’ School doesn’t teach ICT at GCSE, a move increasingly applauded by education experts. Why did we decide to take a different approach?

ICTGCSEwasnotfitforpurposeasthesyllabuswasout-dated.Therehasbeenmuchpublicitysurroundinghowschoolsshouldteachcodingandprogramminginwhichisanexcellentdiscipline,butclearlyisnotforeveryone.Whatneedstobetaughtisdigitalliteracy,whichcoversprogramming,howacomputerormobiledeviceworks,howtheinternetworksandhowanetworkfunctions.Digitalliteracyisnotaboutmerelyusingtechnologyasapassiveconsumer;it’saboutunderstandingtheconcepts,processesandmechanicsbehinditandbeingableto transferthisknowledgetodifferentand newICTsituations.

BGS girls are given the chance to explore new and different types of software and hardware, including taking apart and rebuilding PCs. How does this help them?

Ithinkthatifstudentsunderstandthebasicconceptsbehindhowcomputerhardware

works,theywillhaveabetterunderstandingofwhattodoiftheyencounterproblemswhentheyareusingICT.Itgivesthemconfidenceinusingthecomputers.Oncetheyunderstandhowtheinternalsworkthereislessmysteryaboutthe‘box’thatsitsundertheirdesk.Theycanalsoapplythisknowledgeveryeasilytothemobiledevicesthattheycarryaroundintheirpocketseveryday.

How do you assess girls in ICT without a formal examination structure?

Wemonitorthegirls’achievementsandprogressthroughskillssheets,basedonstandardisedICTskills,whicharematchedtolessonobjectivesinourschemesofworkfromYears3-9.ThesefollowthestudentfromYear3allthewaythroughtheschoolsowecantracktheskillsthattheyhaveandhaven’tcovered.Thisinformsplanningsoifthereareanyskillsgaps,wecanpickthisupquickly.

Last summer, the school was awarded an ICT Mark by NAACE. Can you explain more about the organisation and why it’s so highly regarded?

NAACE,ortheNationalAssociationofAdvisorsforComputinginEducationistheorganisationresponsibleforthevoiceofUKeducationaltechnology,hereandaroundtheworld.Theirmembershiprangesfromteachers,allthewaytopoliticaladvisors,sotheycoveraverybroadspectrum.TheirICTMarkisrecognitionthatweareoneoftheleadingschoolsinusingICTacrosstheschoolsoitwasafantasticachievement.

What do we offer in ICT that other schools don’t?

Wearewillingtoinvestinandtryoutinnovativenewhardwareandsoftware.ItisnotjustacaseofgettinglotsofkitintotheSchool;ithastohaveapracticalapplicationinTeachingandLearning.Wehavestaffandstudentswhoarewillingtorequestwhattheywantandimplementthisnewtechnologyintheirlessons,andiftheyseethebenefits,theyarekeentosharethatexperiencewithcolleaguessothattheycanuseitintheirlessons.Thegirlsarepassionatelyinterestedintechnologythatcanenrichtheirlives,andtheenvironmentwehaveatBGSallowsthemthefreedomtoexperiment.

The NAACE report was particularly complimentary about our visionary approach to ICT infrastructure and teaching. How do you ensure you’re always at the cutting edge of new technology in the classroom?

WehaveastudentledICTCouncilcalledtheTechSquadwhofeedtheirviewsintohowICTshouldbeintegratedintotheschool.WealsohaveanICTLeadersGroup,comprisingateacherfromeachdepartmentwhoattend‘handson’meetingsandthendisseminategoodICTpracticearoundtheirdepartments.WehaveaniPadTeachersGroupwhohavebeenresponsibleforlookingintomobilelearningandhowwecanintegrateiPadsintoourcurriculum.WealsohaveanICTSteeringGroup,whichhasrepresentativesfromtheteachingstaff,SLT,thegovernersandalsoan

05 | The Muse

outsideconsultant.Allofthesegroupsintegrate theJuniorandSeniorSchoolscloselyasitisimportantthatallstudents,regardlessofage,haveaccesstothesametechnology.

How do you roll out ICT strategies to ensure girls are getting the most out of the new technology?

Muchofthisstartswithteachertrainingandgivingtheteacherstheopportunitytoplaywithandtestthenewtechnology.Irunweeklydropinsessions,andanallyeartrainingprogrammesoteachersalwayshaveaccesstosupportwhentheywishtoimplementthesetechnologiesintheirlessons.Oneofthemostinteresting,excitingandsometimesfrighteningthingswedo,though,istohandcontrolovertothestudents.TheiPadsprovidetheidealopportunityforthisbecauseateachercanaskthestudentstochooseanapptodemonstrateaconceptintheirlesson.Thisgivesthestudentcontroloverhowtheywishtoworkastheycanchooseanappwhichsuitstheirstyleoflearning.Thetwenty-firstcenturylearnerunderstandsandlearnstechnologyatarapidpace,sothereislittleneedfor‘traditional’studenttrainingsessions.ThegirlsatBGSareextremelyadaptableandareveryhappytousenewtechnologyasandwhenitisimplemented.

Rethinking ICT Continued

Bedford Girls’ School is increasingly using Google Apps. Why? What are the benefits to pupils and staff?

GoogleAppshaschangedmyteachingpracticetotallyasitprovidessomeoutstandingcollaborativeandcloudtoolswhichareveryeasytouse.GoogleAppsofferstheabilitytocollaborateseamlesslytogetheronthesamedocument.Studentscannowworkonthesamedocumentinrealtimeingroups,ratherthanhavingtofollowtheoldmodeloremailingvariousversionstothemselvesorstaff.Teacherscanlookintothedocumentthatthestudentsareworkingonatanytimeandleavecommentstohelpimprovetheworkfurther.Also,asGoogleAppsiscloudbased,studentscanaccesstheirworkonanydevicethattheyhaveaninternetconnectionwith.Particularlyhandyifyouwanttogetsomerevisiondoneonthebus!

Going forward, what is your vision for ICT at BGS?

Weneedtobeaschoolthatisalwaysatthefront,pushingtheboundarieswhenitcomestousingtechnologyinandoutsideoftheclassroom.Weshouldn’tbeafraidtotakeriskswiththetechnology,aswhetherwhatwedoworksornot,wewilllearnfromtheexperience.Weneedtobeadaptableandnotgetstuckwithonemodeofworking.TypicallyschoolsareveryMicrosoftfocused,butnowourstudentshavetheopportunitytouseAppleproducts,Googleproducts,andproductsfromsmallervendors,suchastheRaspberryPi.They,ineffect,canchoosethetoolwhichworksbestforthem,ratherthanthemoretraditional‘topdown’approach.

What qualities and skills would you like to see the girls develop?

Weneedtoequipthegirlswiththeconfidenceandskillstousethenewesttechnology,andapplyittotheirlivesinaneffectiveway.Thetechnologytheywilluseintheirpostschoollifehasnotevenbeeninventedyet.Wewantthemtobeatthefrontofthequeuewhenitcomestotheadaptabilityneededtousethistechnology.

How will these help them in HE and these skills?

IamconfidentthataBGSstudent,whohastakenacomputerapartandreassembledit,whohasexperiencedavarietyofoperatingsystemsonavarietyofdevices,whohasusedandchosensoftwarethatworksforher,whohasusedICTtocollaborateinteamsituationswillhaveaheadstartonpeoplefromothereducationalinstitutionswhichmighthavenothavesharedthesamevaluesaswedowhenitcomesto usingICT.

What projects do you have on the cards right now?

ContinuingtoembedtheiPadsandGoogleAppsinteachingismyon-goingprojectatthemomentaftertherolloutofthesetechnologiesoverthelastyear.Wearealsoresearchingandwritinganacademicpapertolookatthe1to1deploymentoftabletdevices,possiblytheiPadMiniorNexus7,toseeifthiswouldberightforourvisionforBedfordGirls’School.Wearealsointhemiddleofrollingoutourradiostationbroadcastsinternationallyafterayearofinhousebroadcasting.WeareworkingwithourwebdesigncompanytoembedawidgetinourschoolwebsitewhereanyonecanclickandlisteninlivetoBGSRadio.Wecurrentlyhavefiveactiveradiogroupswhohavequicklyrealisedthatworkinginateamisthemostimportantfactorinputtingtogetherasuccessfulbroadcast.

What will a school of the future look like?

Aschoolofthefuturecertainlywon’thaveICTsuites!Asthecostofpersonalcomputingcontinuestofall,andthepowerofprocessingincreases,wewillseedevicescloselytiedtostudents,maybeevenphysically.Knowledgewillnolongerbethesolepreserveoftheteacher,orUniversityProfessorasitwillbeinstantlyaccessibleontheweb.Controlofeducationwillpassfromtheteachertoastudent-teacherpartnershipwheretechnologywillallowstudentstoworkanytime,anywhereandinthemannerthatbestsuitsthem.The oldteachingmodelof‘sageonthestage’, willbereplacedbya‘guideontheside’,wherethestudentswillhavetotalfreedominhow theylearn.

Will BGS be ready to embrace such changes when the time comes?

I’mconfidentthatourtrackrecordofbeingwillingtoexperimentinandoutsideoflessonswillputusingoodsteadtobetheschoolthatissettingthesechangesinmotion,ratherthanfollowingthepack.

“ I’m confident that our track record of being willing to experiment in and outside of lessons will put us in good stead to be the school that is setting these changes in motion, rather than following the pack.”

The Muse | 06

The Muse interviews…

t the end of a busy and exciting first term as Head of Bedford Girls’ School Junior School, we caught up with Carolyn Howe to ask about her first Headship, her vision for the school and what it’s been like becoming part of such a dynamic environment.

Appointed in the Spring Term, Carolyn had time to reflect on the nature of the post before September. We asked if joining us was how she imagined it to be. Smiling enthusiastically, she exclaims: “Yes! It’s completely how I imagined it to be! The first term has been very busy – there is always so much going on at BGS. It was my goal to spend this term getting to know the girls and staff and the routines of the school. Happily, I’ve been able to do just that.

“One of the hardest things has been to take a step back. I am quite an active, hands-on person but it is really important as a Head that you dedicate quality time to planning and projects that will make a positive mark on school life”.

As we talk, Carolyn frequently takes time out to speak to staff and girls and deal with day-to-day aspects of running a thriving Junior School. Returning to the conversation, she is un-phased by the interruptions and clearly enjoys the varied nature of her post. We ask her if a normal day is always so hectic.

“There isn’t really a normal day! I usually catch up on emails as I eat my breakfast because it’s the quietest part of the day for me. I arrive at school, check my emails and

then go to supervise the girls before school. Each morning begins with an assembly which I sometimes lead. I often also support with Year 3 Mathematics during lesson 1. A typical day includes a lot of meetings with Senior Leadership, Heads of Year, staff, girls and parents. There is also time spent with prospective parents and planning and preparation for major events. I also make time to work on strategy.

With each day such a whirlwind, it’s not surprising to hear that Carolyn makes the most of her free time.

“I have two young children which can also make our home life quite chaotic! We often have a family DVD night which I love and a ‘naughty tea’ (sandwiches eaten in front of the TV of course!) while we watch it. When I get the chance I also enjoy a good mooch around the shops!”

Warm, relaxed and attentive, it’s hard to imagine Carolyn ever getting flustered. She possesses an inner calmness that seems to project upon those around her, however busy school life becomes. It seems pertinent to ask if she always knew these skills would prove invaluable as a Head Teacher.

“I didn’t go into teaching with a plan to be a Head,” she explains. “My mother inspired me to be a Primary School teacher and she was a very forward-thinking teacher in her day. Early on in my career I was fortunate to work in schools where teachers were given a lot of responsibility. I have clear ideas about what I want to achieve and a strong desire to ensure that quality learning and pupil engagement takes place in every aspect of school life which is what drove me to becoming a Head.”

Carolyn’s passion for teaching is evident. She is entirely at home in the Junior School environment and it’s no surprise to learn that she has a long affiliation with girls’ schools.

“I went to an all-girls’ school from age 11. It gave me the confidence to believe that as I approached adulthood I could achieve absolutely anything. We were inspired to go out and make our mark on the world and to pursue interesting and exciting careers,” she explains, asking if we can walk and talk because she needs to support a lesson in a nearby classroom.

“Girls in single sex schools are more confident. We now know so much more about learning styles and how the brain actually acquires knowledge and skills and can fine tune our teaching practices according to what works for girls. We provide an environment where girls feel comfortable taking risks and challenging stereotypes. This is particularly relevant for Junior girls as learning habits are formed from a young age,” she says, smiling at the girls we pass as they make their way between classes.

“It is very frustrating that I don’t know every girl’s name yet,” she confides. “I know a lot, but not nearly enough. I think the biggest challenge for Heads today is making sure that our school reflects and embraces the world we live in. The girls are naturally curious and as teachers we have to create a little bit of magic to bring the ‘awe and wonder’ back into the classroom and I really think we do that here,” she says as we reach her destination.

Turning towards us, just before she enters the room, she says:

With that, a group of Year 3 girls begin to arrive and all greet Carolyn warmly. When all are present and met with a personal welcome, she smiles warmly before closing the door and immersing herself once more in the job she loves.

A

CarolynHoweOur new Head of Juniors

“ My vision is that we are the first choice for parents of girls in Bedford. We can achieve this by making a school that is exciting, where learning is fun and engaging and where the girls are encouraged to think and work with individual creativity.”

07|The Muse

Science: a gender issue?

The Muse | 08

ast year, almost half of all UK schools failed to send any girls on to study Physics after GCSE. In stark contrast, more than a quarter of Bedford Girls’ School Sixth Formers are taking the subject at IB or A level. With 53% of girls studying Biology in Years 12 and 13, and 34% taking Physics, it’s safe to say the school is convincingly bucking a depressing national trend. Head of Science, Vicky Lockren, explains what we’re getting right when others are getting it so wrong.

Science is an integral part of the curriculum at Bedford Girls’ School starting from Year 3 where the girls show great enthusiasm for a topic sometimes overlooked in primaries due to a lack of specialist teachers. Our Junior School is equipped with its own laboratory, and both the Senior and Junior School work closely to ensure opportunities for the girls to explore the world of science are on offer in the curriculum and co-curriculum. Our approach ensures that girls’ natural curiosity is harnessed and that they stay engaged with Science right through the school.

Recently we have collaborated on a Science Museum sleepover trip, where both Junior School and Senior School staff spent a night the museum with Year 6, exploring electricity and magnetism and watching a fascinating Imax film on how repairs were carried out on the Hubble telescope. Unusually, we teach all of the Year 6 Science lessons in the Senior School, as separate Sciences. Because of this the girls develop their confidence in the laboratory and have a raised awareness of the three main scientific disciplines from an early age. In the Senior School, all girls study separate sciences for GCSE, providing a firm foundation for studying them at either A Level or as part of the IB Diploma. Up take of sciences beyond GCSE remains strong, with Biology being the most popular A Level subject in the Sixth Form. Physics and Chemistry are also thriving with a yearly increase in numbers.

Through the study of science girls are able to develop many invaluable skills and a heightened curiosity about the world around them. They are encouraged to explore traditional scientific concepts and their practical applications and to acquire

the skills necessary to conduct research through extensive practical experience. Our wide range of co-curricular activities enables the girls to broaden this experience beyond the classroom. For example, we have a thriving Biology and Chemistry club and a team working alongside Technology developing an electric car. Our Eco-Council is promoting good environmental practice around the school, and this year we are running a Forensic Science trip to the Isle of Wight with Year 8, which has been oversubscribed. Our Years 12 and 13 students also run a Medical Society, attend a variety of lectures from leading scientists in their fields as part of the Harpur Trust Science Forum, participate in Science Olympiad Competitions, enter Science Essay writing competitions, and support the girls lower down the school by taking an active role in the co-curricular opportunities available. The senior girls are also keen to extend their academic knowledge beyond the curriculum through their involvement in the YASS project, where they complete Science modules accredited by the Open University, and the CREST Award scheme, where girls participate in extended projects, supported by scientists. Outside normal school hours, our careers team encourages and supports involvement in courses and seminars run by outside agencies such as universities and the Smallpeice Trust. Our success in this area is robust and, unlike in some co-educational schools, girls aren’t subject to subtle messages that they shouldn’t study Science because it won’t secure them a career. In contrast, our girls feel positive about careers in science and pupils, such as Nikita Bascombe, who was awarded a Gold Crest Award for her work and research at Cranfield University over the summer, are already flying high. CREST is a project-based awards scheme for the STEM subjects (Science, Technology, Engineering and Mathematics) run by the British Science Association. It links the personal passions of students to curriculum-based learning and is well-respected by all. That girls from our school are excelling like this speaks volumes.

Brian Cox may have made Physics ‘cool’ again and commentary from Richard Dawkins, Steve Jones and Robert Winston

remain as popular as ever, but there are

so few female scientists in the public eye,

naming a single one might prove difficult

for many it’s really important for an all girls’

school to address this bias and to help girls

understand that they can become pioneers

in their chosen field even in a subject where

women are beset by a lower profile than

their male counterparts.

When girls come to us, some may know

Rosalind Franklyn because she has one

of the Bedford Girls’ Houses named

after her. Its then up to us to ensure they

actually know the significance of her work

on x-ray images of DNA. Some current

names we might wish to celebrate include

Joscelyn Bell Burnell an, Astrophysicist who

discovered the first pulsar and was the first

female president of the Institute of Physics,

Athene Donald - an expert in the structure

of “soft” matter, Jane Godall, a primatologist

and environmental campaigner, who

has conducted groundbreaking work

on chimpanzees and shortened the gap

between our species, or Molly Stevens,

a Professor of Biomedical Materials and

Regenerative Medicine, Imperial College

London. Learning about such role models is

inspiring for the girls and makes them think

about the opportunities available to them.

In November, Bedford Girls’ School was

delighted to welcome Athene Donald who

has written at length about her conviction

that a single-sex education delivers a far

brighter future for female scientists. It was

inspiring to hear how her love of Physics

was honed at an all girls’ grammar school

in London. She said that she simply

didn’t realise that wanting to do physics

was an odd thing for a girl to do and she

was supported and encouraged to keep

studying Science in the Sixth Form. Later

she gained a place at Girton College, which

was then single sex but she was one of only

eight girls out of more than 100 overall in

physics. She explained how being in an all

girls’ college had helped her succeed in an

area where many girls do not. There’s every

possibility that the next Athene Donald

could be a Bedford Girls’ School girl and

that is a wonderful feeling.

L

Words by: VickyLockren, HeadofScience

09|The Muse

International InsightInternationally recognised, well-regarded by universities and employers and with no examinations in Year 12, the International Baccalaureate Diploma sounds like the ideal post 16 qualification for anyone wanting to get ahead in Higher Education and the workplace.

owever, its reputation as a

challenging and rigorous

course of study can be off

putting for some students

who continue to see it as a curriculum

suited only to the academic elite. Others

are worried at the prospect of studying

Mathematics and a language for a

further two years while those who dislike

English often want to drop it. Girls with a

keen interest in Science worry that their

university options might be better served

by specialising at A Level and students

with a passion for the arts could consider

their creative opportunities diminished. For

whatever reason, the notion that the IB is

not for everyone still persists. Keen to try

a little myth-busting we talked to Year 12

students Victoria Beardow, Emily Moule,

Johanna Rawlings, Rebecca Preston and

Hannah Ventisei about their decision to

pick IB over A Level.

In Year 11, did you ever think the IB might not be the best programme of study for you?

VB: My biggest concern was taking

Higher Mathematics because people kept

telling me how difficult it was. I want to

study Physics at University so studying it

at Higher Level was inevitable. It certainly

crossed my mind that taking Further

Mathematics at A Level might be a safer

option and secure me a better grade!

EM: I’m strong in most areas but I

really disliked English at GCSE. I did

wonder whether continuing with it was the

right thing to do and whether it would be

possible for me to achieve a high

total score while studying my least

favourite subject.

RP: For me, I was worried that the workload might just be too great. It’s one of the things you often hear about IB and the prospect of no down time was quite daunting!

JR: I’d read that IB students are all extremely academic and I was worried that I might not be clever enough. The structure of the diploma is very different from A Level and I did question how easily I would adapt to a different style of learning.

HV: I am not a science-y person. So many people say they’re thinking about IB but they’re not good at languages or they’re not good at English or they’re not good at whatever subject. Everyone who takes IB has that one kryptonite subject but that is only to be expected from a course designed for such breadth. At GCSE I hated Biology, and I contemplated giving up IB entirely in order to avoid studying it!

How did you set about addressing your worries and electing to take IB after all?

JR: I realised that I love so many subjects that dropping over half to study A Level would not be easy. I also weighed up the amount IB changes you as a person and how it lets you look at things from a new angle, with lessons like Theory of Knowledge. The structuring of the lessons is different. For example, in English you study more books, including books in translation, so you gain a broader outlook on life and in History you study more international History and compare the histories of different countries more. I sort of came to the point of view therefore that - if life is a journey and the meaning of life is enjoying that journey - then growing as a person is just as important as good grades. I just knew that IB would deliver this for me.

VB: Because of my specific worries about Higher Mathematics, I spoke to a number of girls who had previously studied at that level. They generally said that Higher Mathematics is fine for people who really enjoy the subject and coped well with it at GCSE. They also told me that it would be difficult but that by working hard and reading ahead, there was no reason that one shouldn’t do well.

RP: I felt much more positive about the IB when I knew I could take Mathematics at Studies Level. It’s now my most relaxed lesson! What really persuaded me was reading the History course. I absolutely loved the prospect of studying Russian and Chinese History. Now I’m studying it, I can only describe it as amazing.

HV: I spent a long time considering the structure of the IB and what it could offer me as a fluid two year course rather than split like AS and A Level. This became important to me when I saw just how big a leap I made in between my GCSE mocks and my real GCSE exams. I just felt that if those 6 months could make such a difference in my results then imagine how wide the gap could be at AS and A Level?

EM: Both of my parents have taught the IB and, together with the school, were able to explain the marking system to me very clearly. I have always had one eye on Oxbridge and once I’d received the reassurance that English wouldn’t make my score too low for an offer, my mind was made up.

Now you’re studying IB, how do you feel looking back on the reservations you had?

HV: I now know there’s nothing wrong with having a kryptonite subject and - in fact - Biology is now one of my favourite lessons.

H

The Muse | 10

International Insight If there’s anything I don’t understand it’s

cleared up very quickly. With the IB you’re

not bombarded by constant assessments,

you have time to learn and the course is

more guided towards what will benefit you

in your life as well as what your exam

requires. I love the opportunities the course

gives you, not just to grow intellectually, but

also to make new friends and to be part

of a community.

RP: I don’t regret taking the IB at all and I

get to study some of the most fascinating

periods of history ever. English is engaging

and interesting and, while it’s a lot of work,

I’m really enjoying Physics as well.

EM: IB was definitely the right choice

for me and I really enjoy the challenge of

independent study. The structure of the

programme really helps you to focus and

help and support are readily provided by

all the teachers. The English course is so

varied that I’m actually beginning to enjoy

it. Even when it feels like a challenge, I am

able to remind myself that it isn’t my main

subject and the number of lessons I have is

comparatively few.

JR: IB is challenging but the idea that the

workload leaves no time for anything else

is a myth. I still get to do DofE, CCF and

netball; and as for the idea that IB students

have no social life? It’s not true. IB lets you

create new friendships with people who

you’ve never had the opportunity to speak

to before. Despite my original misgivings, I’m

glad that I’m doing the IB course.

VB: It’s very easy to talk to the teachers

and all of the girls taking IB have become

quite close, so it is easy to ask for help from

them too. Everyone in the class is really

passionate about the subject, which makes

it a nicer environment for learning. The

teachers are particularly supportive because

they want you to do well. So I’m able to

cope with the difficult subjects as well as

having a range of subjects to study.

What would you say to girls who are undecided about taking the IB?

VB: I would tell others thinking about taking

higher level Maths, not to be put off by the

fact that hardly anyone gets a 7, because

there are classes where all the students who

took higher level maths got a 7, and that it

is often just as difficult to get a 7 in other

higher level subjects. If you really enjoy the

subject, and you would consider studying at

University, then go for it!

JR: If you’re worried about your aptitude

for the IB and are worried you’re not clever

enough then, remember, A Level are

challenging too. I feel like I’ve gained rather

than lost, and feel now part of a big family

of new friends, whilst still being able to chat

with my old friends.

EM: Definitely look at the IB and don’t

let one subject put you off the whole

programme. I wouldn’t have taken History

and Latin at A Level and studying them

more than makes it worthwhile. Universities

value the IB just as much as A Level and I

really think you have more fun along the way

because there are some subjects you’re

doing just for the enjoyment rather than

necessarily because you think you’ll use

them in later life.

RP: Mathematics Studies is an

excellent option for those who don’t like the

subject and prefer a relaxed atmosphere in

comparison to the stressful standard and

Higher classes. Don’t be afraid to take the

leap to the IB. You’ll have a stressful time

adjusting but it’s worth it in the end.

HV: At the end of the day I cannot say

enough good things about the IB. I am

still new at it but I have been completely

converted. It’s a myth that IB is unholy

amounts of work. I won’t lie, thus far it has

been quite taxing, but then if you don’t want

to kick your brain into gear by the time you

reach Sixth Form then you should be asking

yourself whether you want to be in higher

education at all. You should be under no

illusions. A Level is a lot of work too.

A Place of My Own Hannah Ventisei

11 | The Muse

ClaireEverittEnglish TeacherPaperback, hardback, eReader or audio book? Actually, anything other than an eReader, which I find more like a scroll.

A book that always makes me laugh The Private Eye annual (and the magazine itself). I like the on-going depiction of the government as the New Coalition Academy and the reflections on, for example, sports’ day (the Olympics). I’m afraid this isn’t very high-brow, but it does always make me laugh. Recently, though, Ian McEwan’s Enduring Love made me laugh, at the point at which protagonist Joe Rose comes up with various comparisons regarding the appearance of a man from whom he is about to buy an illegal firearm. The moment is very tense, and there has just been a serious fight between two other characters in the scene. And at the very time when a straight face is most desirable, Joe finds himself weeping, snorting, even, with laughter over childish jokes. The use of the incongruous appeals to me: the juxtaposition of the serious and tense with the irreverent and trivial - it’s the stuff of comedy.

A book to read aloud

Dickens ought to be read aloud because it’s

so dramatic. But actually, Anglo-Saxon verse

really needs to be read aloud, in the original.

I love the Germanic verbs and raw vowel

sounds. I tried a short extract from a poem

depicting the battle of Maldon on one of my

classes. It describes the successful attack,

in 991, by the Vikings against the resident

English, at a small town in Essex, and how the

“wicinga werod” (Viking army) came “ofer scir

waeter” (over the gleaming water) and took

possession of the land. The girls survived my

rendition - but I don’t think they’ve become

fluent in Anglo-Saxon as a result!

My favourite bookshop

The aptly-named Treasure Chest, in Suffolk,

by the coast. The best thing about it, as a

second-hand bookshop, is that you never

know quite what you’re going to find in it.

It has miles of shelves (literally), and alcoves

where you can sit, on the floor, and read fairly

undisturbed. It has something on just about

every subject you might want to know about

- from topiary or skydiving to resuscitating a

hamster (probably).

A desert island book R M Ballantyne’s The Coral Island might help me spot a few edible plants (such as the Breadfruit tree), but might make me worried that I could end up on the wrong side of the western Christianised tradition on my desert island, and be treated as a native. Which could be grimly life-threatening. I’m not sure. Perhaps best to take a collection of Rachmaninov preludes or Chopin’s nocturnes to hum - or, failing that, the Riverside (no pun intended) edition of the complete works of Chaucer.

A book to give Well - a book someone gave me recently is a rather large encylopaedia of British plants. I love English plant names – from the functional Hen or Flea Bane to the descriptive Cranesbill. I’ve been trying to learn more Latin names of plants, sometimes just because I like the sound of them (such as betula pendula, Silver Birch) or the etymology behind them - as in Sycamore’s acer pseudoplatanus, or ‘false Plane’: it looks like a Plane tree, but isn’t. Ironically, the Ash tree’s name (fraxinus excelsior) derives from the idea in Norse mythology of its being able to touch heaven, so great is its height. Poor fraxinus excelsior.

Contextual Lives

I’ve deliberated long and hard about a place in Bedfordshire I could truly describe as being my own. I am quite a diverse person and I love many places in the area. For example, I love the cinema (most notably for its super-salty popcorn), I love the chair I habitually sit on at meal times and I especially love my bed. However, somewhere unusual that really defines who I am, which I could compare skillfully and artfully with my own character, is what I call ‘Shingle Beach’.

One of my misgivings about Bedford is that it’s positively land-locked. It is further away from the sea than any other point in Britain and yet the water that falls from the sky sometimes feels like it could fill an ocean. I have often visited what I view as comparable paradises on the coastline of Britain, the kind of places with arcades and brass bands that underscore your day trip. How fantastic would it be to have the choice to chat with your friends on the sand, breathing in fresh, salty air rather than inhaling exhaust fumes in an overcrowded

town, browsing through a dismal shop in an effort to keep warm? I think that is one of the reasons why I am so attached to Shingle Beach: it is like my own little seaside except smaller and with fewer tourists.

Even the dogs which hurl themselves into the water with disregard for the scary swans don’t bother me; even the fact that the water in Priory Lake is a little dirty and weedy doesn’t bother me; even the cyclists and joggers who make me feel guilty about my own inactivity don’t bother me. These things don’t bother me primarily because Shingle Beach is, by definition, covered in shingles. A shingle is, according to Ventiseis, a slightly bigger pebble and thus Shingle Beach is a treasure trove of quality skimming-stones. I have whiled away many a morning at Shingle Beach skimming stones and afternoons vainly taking pictures here with my friend. At the end of the day, the reason why I would choose Shingle Beach over places I frequent much more often, such as the cinema or my bed, is because I do

love that beach. I love how small it is, I love how I can sit there and watch the waves lap for hours and I love how it seems miles away from the urbanity of Bedford town. However, overall I think that my favourite aspect of Shingle Beach is that the Ventiseis have adorned it with a theme tune and our rendition of the slightly revised Echo Beach originally by Martha and the Muffins has much more life than any seaside brass band could muster.

t’s been more than 2,400 years ago since the philosopher Socrates claimed: “I am not an Athenian or a Greek, but a citizen of the world” but the notion of global citizenship has never been more talked about or relevant. Deforestation, carbon emissions, climate change and dwindling fossil fuel reserves are just some of the issues we all need to think about and act upon if we’re going to preserve the planet for forthcoming generations. To be true global citizens, we need to live within our environmental means and it’s no surprise to learn that the Bedford Girls’ School Eco-Council is helping us to do just that. What might be less obvious are the considerable academic, social and emotional benefits the girls acquire through their involvement with the co-curricular force behind our ethical environmental strategy.

From the Junior School to the Sixth Form, it is the girls on our Eco-Council who shape, implement and guide our environmental policy through a wealth of activities, actions and projects. As well as demonstrating how acting locally really can impact globally, it has offered the girls a broad range of experiences that have enhanced their learning and developed their understanding of the international importance of subjects such as Science and Geography. Above all, it

has empowered them to play a pivotal role in realising our vision for a truly connected community through teamwork and sharing what they know with peers, parents and staff. Such collaborative learning lies at the heart of the Eco-Council and it’s a value the girls begin to live by when they enter the school in Year 3.

Tina Copp, Eco-Council Coordinator at the Junior School explains:

It gets girls thinking about the impact their actions have on their immediate environment and the wider world. They are extremely enthusiastic about getting involved with the Eco-Council and appreciate being able to have a say in the really important issues surrounding global sustainability.

“They also benefit from working together and sharing those ideas which, in turn,

really supports their comprehension of both Thinking Skills and team-working. The girls also relish seeing their plans and strategies affect real changes and achieve measurable results. During the Autumn Term, the girls made and ate pizzas with toppings they’d grown themselves and this gave them a real sense of pride in their ongoing work growing organic vegetables. They are always learning cross-transferrable skills that support their studies and will stand them in good stead as they move through the school”.

“Taking part in initiatives such as switch-off fortnight, in November, is also very empowering for the girls – not least because they are encouraged to tell their parents how big a difference it can make to the world. It helps them to think creatively about projects they can undertake to guard the planet’s welfare and how they can enlist the support of others in their aims. It’s a responsibility they take very seriously. Perhaps most importantly, it helps them to start thinking about how careers in science, engineering and conservation can be extremely rewarding and make the world a better place. Working with older girls on joint projects is also a major plus and certainly helps make the transition to the Senior School in Year 6 much easier”.

A further bonus of involvement with the Eco-Council is the opportunity it affords for the girls to learn in the field and experience the manifold virtues of the great outdoors. Invariably, research shows that outdoor education really helps improve children’s learning outcomes as well as promoting improved wellbeing and engagement with a subject. Over recent months, the Senior School Eco-Council has begun work on its Jubilee Wood, a project to plant 120 Rowan, Cherry, Birch and Oak trees on a local farm. Together with the Biology department it has also been given the gardens behind Burnaby House where it will create a space for practical work and for growing plants and produce. The girls are also undertaking outreach work in conjunction with the local council, encouraging people to grow their own fruit and vegetables. Before Christmas, as the weather became increasingly wet,

IGirls go green

The Muse | 12

“ Children are naturally

inquisitive about our planet

and our need to protect it.

It’s this quality we seek to

harness and develop. ”

the eco-club wrapped-up warm to make

compost and braved the elements to

prepare their allotment space for planting

in the spring. As Jane Hutcheon, Eco-

Council Coordinator at the Senior School

explains, getting out and amongst it is

what its all about and it’s what helps the

girls develop a sense of themselves as

globally responsible leaders with a vision

for a better world.

“Bedford Girls’ School prides itself on

delivering a holistic education to each

and every girls and the Eco-Council does

just that. As well as simply savoring the

joy of being immersed in nature, getting

outside and working in all weathers really

helps the girl develop their confidence

as practical people who can make really

positive changes. This assists them

in every area of the curriculum and

encourages them to try new things and

not be daunted by tasks and challenges

sometimes thought of as traditionally

masculine. In Science, it’s particularly

useful and a real boon to girls studying

Biology. Last summer, a group of girls

spent a day at Stibbington Field Studies

Centre in Peterborough for a special

Ecology workshop. Those who were

involved in the Eco-Council were able

to apply the knowledge and skills they’d

acquired and felt it greatly enriched what

they took away from the day”.

In 2011, the Cardington Road Senior

School site was awarded Green Flag

status by Eco Schools England, the

fastest growing sustainable schools’

project in the world. As the first senior

school in Bedfordshire to reach the

coveted benchmark, the Eco-Council has

worked hard and innovatively to retain its

reputation as a local leader in

environmental issues.

Through sharing this expertise with others,

they have also learnt that by making

considered choices and affecting direct

change they can influence their parents,

their peers, their school and - ultimately -

the collective future of us all.

Over recent years, Bedford Girls’ School has worked closely with the local community, the council, parents and - most importantly - the girls to develop its own bespoke travel plan

SUPPORTING OUR ECO-COUNCIL

Girls go green Continued

13 | The Muse

We have listened to our neighbours on the Cardington Road and have explored the consequences of carbon emissions on our local environment and the wider world. Our Travel Plan has enabled us to begin to address concerns about increased traffic and parking shortages from the local community and to introduce more environmentally responsible measures in line with the Eco-Council’s strategic plans.

We have been heartened by the warm response our plans have received. Increased parking provided for parents and Sixth Formers has been welcomed, our free afterschool care has been widely adopted, helping to stagger the number of vehicles leaving the site, and the smoother flow of traffic and greater consideration of parents on Cardington Road have been much appreciated by our local residents.

However, as the Eco-Council is keen to remind us, we can always do more to reduce our carbon footprint and play our role in safeguarding the environment. In order to support their aims, and to fulfill our own responsibilities as global citizens, we are continuing to ask parents to consider how they can reduce the environmental impact of their journey to and from school. Please take the time to reflect on your journey to school and evaluate whether any of these options are for you:

Walking to and from school: Swapping the car for the pavement, even just once a week, can make a huge difference to the environment and our health.

Cycling: Fast, efficient and a passport to freedom, travelling by bike is environmentally sound and extremely liberating. Next term, we are offering places on the Bikeability safety scheme.

Car Share: Bedford Girls’ School is part of a joint Harpur Trust car share initiative whereby parents with children at any of the Trust schools can match journeys online and make arrangements (exclusively with other approved parents) to split the cost, stress and environmental impact of the school run. Car sharing is also ideal for weekend and after-school sporting fixtures.

Buses and Trains: Cardington Road is well served by buses and is within walking distance of two train stations. Buses serving the school are run by private operators but are often restricted to use by Harpur Trust pupils.

A full version of our Travel Plan can be found on the school website, alongside details of buses and trains serving the school, footpaths and cycle ways and more information about registering for our Car Share Scheme.

layingonmuddypitchesis nowathingofthepastand thegameisplayedsolelyon artificialgrass.Improvedcarbonfibrehockeysticksmeantheballtravelsmuchfaster,increasingthepaceandexcitementofthesport.Therearenowrollingsubstitutionsandnooffsiderule,plusyou’reabletoself-passfromfreehits.TheconsistentsurfaceoftheAstroturfoffersscopeforamuchhigher-levelofskill,makingitgreattowatchandmuchmorerewardingtoplay.Altogether,hockeyisnowanexhilarating,intelligentgamewithadeservedreputationforcoolness.ThankstoincreasedcoverageinthemediaandfarmoretelevisedTeamGBandEnglandgames,girlsareawareofthisandeagertogetinvolved.

Everygirlintheschoolplayshockeyaspartofthecurriculumanditsfairnessandinclusivityasanequitableandconsistentsportmakeitfullyaccessible.WithfivemembersofPEstaffwhohaveplayedatahighlevelintheEnglishNationalLeague,aswellasanexperiencedexternalcoach,we’reabletoensureeveryonereceivestherightlevelofcoachingattheappropriatestageoftheirdevelopment.Thismeansthat,fromYear3upwards,thegirlsfeelconfidentintheirabilitiesandareabletodeveloptheir

skillsandmakecontinualimprovementswhateverleveltheystartat.Italsomeanstheyareabletoaccessexpertcoachingandtuitionbeforeandafterschoolandbenefitfromspecialisttraining,suchasgoalkeepersessions,aspartoftheco-curriculum.Furthermore,asanallgirls’schoolwehavetheadvantageofbeingabletoofferhockeythroughouttheyearwhereas,incoeducationalschools,coachingissplitandwithgirlsjustplayingintheautumnandboysinthespring.

Competitionisalsoavitalpartofourhockeyprovisionand,again,ourstrengthincoachingnumbersandexpertiseenablesustoensurethegirlsareplayingagainstopponentsattherightlevelforthem.WeareoneofaveryfewschoolstofieldCandDteamsforallagegroups,offeringtheexperienceofcompetitivehockeytoeveryoneirrespectiveofability.Sometimesthis meanswehaveasmanyas20teams playingonasingledayanditcanbealogisticalchallenge.However,thebenefit tothegirlsisunassailable.

Thisyear,forthefirsttime,ourseniorteamshavebeenplayingintheprestigiousIndependentSchoolsMidlandLeagueandplayingagainsttheregion’spremiersquads.

Inothercompetitions,inthelasttermalone,twoBGSteamshavewontheirrespectiveagegroupsintheBedfordshireCountyTournamentandathirdwererunners-upintheircategoryforthesameevent.Inindoorhockey,whichhasareputationasaharderandmoreskilfulgame,we’vebeencrownedBedfordshirechampionsforboththeUnder16andUnder18agegroups,withbothteamsqualifyingfortheEastRegionalIndoorFinals.ManyofourgirlsalsorepresentBedfordshireatJuniorDevelopmentandJuniorAcademyLevelandintheSpringTermwewillbeintroducingHighPerformancegroupsdesignedtobring moreofoureliteplayersthroughtointernationallevel.

Hockeydemandsspeed,stamina,amasteryofintricatehand-eyecoordinationandteamworkbutisamazinglyfunforallabilities.WhetherplayingintheAorDteam,orsimplyenjoyinghockeyaspartofthecurriculum,thegirlslearnthattosucceedasateamrequireshardwork,determination,discipline,cooperationandintelligence.Aswellasalifelongloveofphysicalactivityandpersonalconfidence,theycantaketheseskillsintofuturelifemakingthemmoresuccessfulandwell-roundedindividuals.”

During the past year, participation in Hockey has grown exponentially and official figures from Sport England show it to

be the fifth fastest growing sport in the UK. While some of its increased popularity can be attributed to the London 2012

effect, much of hockey’s appeal lies in the evolution of a game where pace, passion and power have banished cold, wet

afternoons of not-so-jolly hockey sticks permanently to the sidelines. Hockey Coach, Martin Mason-McCleod explains how

technological advances and expert coaching have ensured the sport is also thriving at Bedford Girls’ School.

P

Sports Report

Hockey

The Muse | 14

Words by: MartinMason-McCleod, HockeyCoach

ELIZABETH LOFTUS

lizabeth Loftus, Distinguished Professor of Social Ecology, Psychology and Social Behaviour; Criminology, Law, and Society; Cognitive Sciences and Fellow of the Centre for the Neurobiology of Learning and Memory - has devoted her life to studying whether we can trust even our most certain memories. Her answer is that we cannot.

Loftus’ ground-breaking work on memory over the past 40 years has made her a figure of international renown, despite the fact that at the beginning of her career in the 1970s, Psychology was very much a male-dominated profession.

Loftus originally intended to be a teacher of Mathematics, but whilst studying at UCLA she discovered Psychology and eventually graduated with a joint degree. Unable to quell her fascination with the way people work, she went on to achieve a PhD in Psychology from Stanford University; the only woman in the 1970 cohort. Whilst likely a sad loss to the teaching profession, her impact upon the practices of the legal system cannot be understated.

After publishing a seminal article in 1974, about a murder trial she had seen and the

role eyewitness testimony ought to play in such a case, lawyers and even judges began to write to her requesting training. For Loftus’ research had uncovered an incredible fact: that our memories can’t be trusted not only because we forget information, but also because we unconsciously embellish it. Loftus repeatedly found that simply phrasing questions to witnesses in a certain way could cause them to incorporate new information into their supposedly pre-formed and rigidly set memories. Unsurprisingly, Loftus herself became a highly sought-after expert witness, who was called on to put apparently damaging evidence in context. She has, to date,

been asked to testify in over 250 cases, and consulted on many more, including the trials of O.J. Simpson, the police officers accused of beating Rodney King, Ted Bundy and even the Bosnian war crimes trials held in The Hague.

Loftus’ work became even more important in the 1990s when a host of child abuse scandals shook both America and the UK. With the ‘help’ of their therapists, people were uncovering ‘repressed’ memories of traumas that had happened to them in childhood. Many people were charged with crimes on the basis of such ‘recovered’ memories; George Franklin was convicted of a 20 year old murder of a young girl, on the basis of the

testimony of his own daughter, who had

been a child herself at the time. Loftus,

aware of how easy it could be to amend

memories, started researching if they

could also be created. In her famous ‘lost

in the mall’ studies, she found this was

the case. Again, she was called to the

stand, testifying to the nature of ‘created

memories’ and the discrepancies found in

Franklin’s daughter’s testimony, showing

her memory could not be real. Loftus’ work

resulted in stricter requirements for the use

of recovered memories in trials as well as

a greater requirement for corroborating

evidence, without ever discrediting those

who had genuinely suffered from abuse.

Elizabeth Loftus is one of the great

academic, female pioneers; her scientific

work has changed lives and ensured

that justice can be done. I asked her if

she had any words of advice for others

who want to make their own way in the

world – her answer reflects her truest love:

Psychology.

“I learned that Science is not just a huge

bowl of facts to remember. Science is a

way of thinking. One writer put it aptly,

when he said: Science is based on a

fundamental insight - that the degree to

which an idea seems true has nothing to

do with whether it is true, and the way to

distinguish factual ideas from false ones is

to test them by experiment. We who have

studied Psychology have an important

gift. That is the gift of knowing how to ask

the right questions about any claim that

someone might try to foist upon us. We

don’t just ask, “What is the evidence?”

We demand more: What kind of study

was done? Was there a control group?

What kinds of statistical tests were used

to analyse the data? Has the study been

replicated? We’re not satisfied until we get

a fuller answer and can think more deeply

about “What EXACTLY is the evidence?”

Living Legend

E

by Paula Harrold

“ The most horrifying idea is that what we believe

with all our hearts is not necessarily the truth ”

E. Loftus 1996