Wednesday saw the inaugural Block 5 vs. 6.2 football match take place, with two contrasting match preparation techniques clearly in evidence. The Block 5s arrived early in a ‘fresh out of the packet’ kit and warmed up well as a team. The 6.2s took a different approach, choosing to conserve energy pre-game before being shepherded into position by player-manager Sam Wheeler.
This approach from the 6.2s paid dividends in the early part of the game as Guido Sforni slammed the ball home from a goal mouth melee. The game ebbed and flowed from this point but an over-enthusiastic challenge in the box from 6.2 Charlie Abbott left little choice for League 1 referee Greg Read to point to the spot. Jac Wheeler duly stepped up and calmly slotted the ball home.
Block 5 started to gain increasing control of the game and Jac Wheeler weaved out an opportunity to create a 1 vs. 1 against the keeper before coolly sliding a pass to Huw Wheeler to take the easy finish.
With the score 2-1 to the Block 5 team with 20 minutes left and with the threat of Ivan Ogilvie-Grant and Ed Marshall Smith up front, the 6.2s were never out of the game, but a sustained period of attack from the Block 5 team eventually created a rebound opportunity which fell to Josh Baty who drilled the ball home to leave the result in little doubt. Some fine keeping from 6.2 goalkeeper Theo Paul ensured the game stayed at 3-1.
Overall a competitive and enjoyable game. There are already calls for a re-match from the 6.2s so watch this space!
The River Teifi is the longest river in Wales; 73 miles in length from its source in the vast and barren Cambrian Mountains to the wide, slow flowing scenic estuary as it meets the sea just west of Cardigan. The stunning and unique locations it flows through inspired me to make a film, A Journey Along the River Teifi, as it seemed like a challenge to try and convey its beauty onto film. I co-wrote and co-produced the film with my father, Old Bedalian Gyles Morris, as we had started to make a river documentary a couple of years ago. That project didn’t go the way we wanted it to, so we re-approached the film with a new set of ideas. Instead of just making it with the idea of people and history, I wanted to make sure we followed some of the natural occurrences on the river as well as balancing the ‘people’ element of the film, which provided the perfect storyline to follow.
I thoroughly enjoyed the whole process of making this film, visiting the beautiful locations and trying to portray the beauty of the River Teifi and those who live in and around it, as well as the editing and choosing different music to highlight different emotions one might feel when watching a particular sequence of imagery.
A day which stood out for me in particular was filming water buffalos. The initial reaction for that is: “What?! There are Water Buffalos in Wales?!” and indeed there are. Cattle cannot graze on marshy ground partly because they don’t want to but also they can suffer from red water fever, so to keep the Teifi Marshes intact, water buffalos are brought in for a couple of months in the summer from a nearby farm. When filming big animals, you always have to be careful. We had achieved the drone shots successfully, but I wanted to make sure we also got some close up/intimate shots of the animals. The field they were in stretched a couple of acres and we could only see two buffalo out of the three who were in the field. As we tiptoed around the corner of this mound, in the middle of the field – 400 metres away – two females we looking at us down their noses. But where was the third male? Suddenly a metre or two in front of the females, the male erupted out of the foliage. We knew instantly that our presence was not wanted! Slowly they began to walk towards us, I stopped filmed for 30 seconds and then quickly rushed back and repeated the same as before. Finally, I got the shots I needed, but what an incredible experience. Looking deep into its eyes, it felt like I could be somewhere in Africa filming this amazing animal.
The most challenging aspect of the film was the sound recording and balancing it to the imagery. A lot of inspiration came from the major BBC shows of Blue Planet 2, Planet Earth 2 or Seven Worlds, One Planet.
The hardest thing about making this film was noticing the effects we are having on the river. Increasing intensification of agriculture has resulted in three major slurry spillages and poisonings in the last five years. We searched for the dead fish because I felt it was important for the story to be told and put the reality of the river into perspective. As we turned a corner, a cloud of flies engulfed the air around us and when they cleared, the true devastation was revealed. Around 60-70 fish were on the stones next to the river with around 10 which were visible on the surface. This was only a small river, the incidents on the river Teifi have killed over 1,000 fish. That was the most difficult aspect to film because it was heart breaking to see this had happened.
This film was such a joy to make and I’m looking forward to see what I can do for my next project.
Watch Jake’s film, A Journey Along the River Teifi on YouTube here.
On Tuesday, 6.2 English Literature students went on a trip to Dorset to visit some of the key sites in Thomas Hardy’s life, to complement their study of Hardy’s 1841 novel, Tess of the d’Urbervilles, as well as some of his poetry.
The group visited Hardy’s Cottage in Higher Bockhampton, where Hardy was born, grew up and wrote his early novels, before going onto Stinsford Church, where Hardy’s heart is buried with his first wife, Emma Lavinia, and walking across the River Frome, across which Angel Clare had carried Tess in Tess of the d’Urbervilles.
The group also visited Max Gate, the atmospheric Victorian home which was famously designed by the author and remained his home until his death in 1928, before hearing from two English Literature PhD students, Laura Cox and Sophie Welsh, about Hardy’s work. Here, some students share their perspectives from the trip.
Oscar Clark: Sinking into Hardy’s armchair by the fireplace he designed, tiled by ceramics he found, surrounded on three sides by the privacy of a screen that has stood since he sat there and looking at a mirror upcycled by the man himself, I listened to Neill, the National Trust volunteer guiding us through our visit to Max Gate. A scholar on all aspects of Hardy, Neill showed us the humourous, sensitive and at times difficult man, as well as the nuances and foibles of his personality being reflected in the features of the home he designed.
Isabella Doyle: My favourite moment from the trip was seeing Hardy’s Cottage, where he grew up. I learned much information from the guide who showed us around Hardy’s former home. She explained how Hardy’s mother had strongly advised her five children not to marry, and Hardly was the only one who went against her advice – twice.
Last Tuesday, the Psychology department welcomed Andrew Lewis and Allan Walker, a convicted murderer and fraudster, to talk about their experiences with the UK’s criminal justice system and life with a criminal record as part of our Psychology Crime and Deviance Conference. They were accompanied by a forensic psychologist who has worked with psychopaths. Her role plays a part in the process of assessing whether prisoners will be able to function adequately if integrated back into society, without posing a threat to the public.
The criminal justice system was outlined to us, and we were given a scenario to discuss whether we thought the man involved was guilty of murder. It came as a surprise to us that the murder we were discussing as a group was in fact the lecturer’s trial – it was at that point that he revealed he was a murderer. The majority of students believed that in the scenario described, Andrew was innocent of murder, guilty primarily of grevious bodily harm (GBH) in an act of self-defence.
By Livi Grout-Smith, Oscar Clark and Amber Pearson, 6.2
Last Wednesday morning, we were lucky enough to be visited by Natalia Koliada (Director) and Sophie Robins (Head of Communications) from the world renowned theatre company Belarus Free Theatre (BFT).
Created in Belarus in 2005 as an underground theatre company and having to perform in secret locations so as to protect themselves from prosecution from the Russian and Belarusian governments, BFT’s directors, Nikolai Khalezinm and Natalia Koliada, were forced to move to London to escape further persecution and have since directed their actors in rehearsal via Skype calls between London and Minsk. Having chosen the company as the inspiration for our final 6.2 devised piece, we had never thought we would ever get to meet one of them, let alone have lunch with them, as we did during their visit.
A Level English Literature students were transported back in time on Monday when they took part in a practical exercise designed to reinforce their understanding of one of the course’s key texts – The Eve of St Agnes by John Keats – following the success of last year’s experience day centred around the same poem.
The Eve of St Agnes, which is set in the Middle Ages, was inspired by the legend that unmarried women could see their future husband in their dreams if they performed certain rituals on 20 January, the evening before the feast of St Agnes.
It follows the young maiden Madeline as she escapes a loud and festive family party to go to her bedroom and perform the rituals, hoping to see her lover Porphyro in her dreams, despite being from opposite sides of two rival families.
Madeline does see Porphyro that evening, but her dreams morph into reality as her lover – having snuck into her room while she was at the party – emerges from his hiding place in the closet and attempts to rouse her by laying out a feast and playing the lute.
To bring them closer to Keats’ poem, 6.2 English students were asked to work in groups across two classes to produce tableaux representative of the poem. They sought the help of the school’s costume department to find appropriate attire and recreated the scenes in various locations – including the Lupton Hall, the sand quarry and All Saints Church in Steep, with some venturing as far as Midhurst.
On 24 January, 6.2 Physics students were fortunate enough to travel to the largest laboratory for particle research to date – the Conseil Européen Pour La Recherche Nucléaire (CERN) in Geneva. It provides physicists with the ability to accelerate particles to approximately 1.08 billion kilometres per hour, while then observing the results of their collisions.
The first day saw us visiting the Red Cross Museum, an exhibition dedicated to the international humanitarian organisation that brings relief to people in the event of war or natural disaster. In the evening, we visited the History of Science Museum in Lake Side Park. On display were over 800 instruments, mainly used by Swiss scientists, dating back to the 17th century.
On the Eve of St Agnes – 20 January – 6.2 English Literature students were invited to Head of English David Anson’s house to listen to a reading of John Keats’ poem of the same name, which was inspired by the traditions and superstitions surrounding the date. St Agnes’ Day falls on 21 January.
Traditionally, girls wishing to learn who their partner would be, performed rituals on the Eve of St Agnes, hoping that their future lover would be revealed to them in a dream. Keats took this idea and created his poem, a fantastical tale which merges dreams and reality, ending with two lovers disappearing into the night. It links the ideas of the Gothic with Pagan rituals and witchcraft which surround St Agnes.
On the evening itself, we made our way down Church Road on a suitably frosty, starlit night, in keeping with the “bitter chill” described at the beginning of the poem. Greeted with a warming fire, we gathered round a feast, much like the one which Porphyro lays out in The Eve of St Agnes, to listen to the poem. There were “jellies soother than the creamy curd”, “lucent syrops”, “manna and dates”, served “on golden dishes and in baskets bright / Of wreathed silver”. Eating these delicacies while listening to the reading of the poem, we were transported into Keat’s imagined and magical world.
By Andrew Martin, Head of Outdoor Work, and Feline Charpentier, Teacher of Outdoor Work
From September 2020, students in 6.1 will be able to choose a new Outdoor Work (ODW) course as one of their sixth form options. ‘Living with the Land’ is a two-year course which will equip students with the practical skills to live lightly off the land, enabling them to look at the wider context for the issues surrounding the environment and our impact upon it. Living with the land around us means having a greater awareness of our environment, living with the seasons, trying to reduce our footprint and applying our new-found knowledge to other aspects of our lives and the community.
It is a natural progression from all aspects covered in the ODW BAC, however it goes into far greater depth and includes significant self-directed work, including a portfolio and a ‘major’ project in the final year. There is currently no clear pathway for a student wishing to take a more practical course at sixth form in environmental subjects. The closest comparable courses are Countryside Management, Food Skills, Sustainability or the planned Natural History GCSE. No courses combine traditional building, cooking and craft skills with aspects of ecology, sustainability and community.
At the beginning of November, 20 students from Block 5, 6.1 and 6.2 volunteered to sit the Senior Maths Challenge.
Around 80,000 from across the UK took part in the competition; 15 Bedalians were awarded Gold, Silver and Bronze certificates, with Aidan Hall, Maggie Luo and Annabelle Snell all winning Gold. They also qualified for the next round, the Senior Kangaroo, which places them amongst the top 10% of all the mathletes that took part in the competition.