Curriculum – the last 25 years

In his last term after 17 years as Headmaster of Bedales, Keith Budge is writing a series of six reflections on the school. The theme of this fifth blog is ‘Curriculum – the last 25 years’.

Being an early riser, I choose what to do first thing. This morning I chose to walk for 20 minutes around the Bedales estate, noting a shriek of magpies mobbing a cat and querying an overgrown hedge – nothing as evocative as my occasional dawn walks in winter when the owls are competing for air space or in May when I hear the plaintive greetings of orphan lambs or even the snufflings of bleary-eyed piglets.

Choice enlivens us.  The curriculum is what schools choose to study – it is our daily bread.  As outlined in my previous piece, Bedales under Badley chose to study a different curriculum to the established Victorian public schools and chose to study it differently.

Arriving here in 2001, I found that the name carrier, the Senior School, Bedales, was teaching much the same curriculum as other schools, albeit often in an unusually vital and engaging way.  The school remained shackled to the dying animal that was the national curriculum, with its dreary GCSEs. At that point, even the Labour government was dissing GCSES. I started having thought-provoking conversations with long term supporters of the school: “why does this extraordinary school not exercise greater choice over what it teaches? Why are you not using your freedom?”

It was my good fortune to inherit some visionary colleagues who had done important work in this area with Southampton University’s Department of Education. Two were especially significant – Graham Banks (Head of English) and Philip Young (Director of Studies). With Southampton, they exploring the potential for the school to diverge from the GCSE curriculum in the 1990s, but the then Head, Alison Willcocks had decided not to press ahead.

I chose differently. Constructing a new curriculum has much in common with creating a new building: identify the need; write the brief; seek planning permission; gather your project team; assess the risks; and then build.

PRE dialogue

It was quickly evident that the territory where the greatest need coincided with the best potential to innovate was the so-called Middle Years curriculum – the GCSE years 10 and 11, Blocks 4 and 5. Governors were on side quickly. Universities were surveyed and came back positively twice, both in response to the embryonic idea and then when the concept had been fleshed out. The message was very clear: give us five or six GCSEs in the core subjects (English, Maths, two or three Sciences and a modern foreign language) and then use your freedom with the remaining four or five subject slots.

029_DSC4211 (Large)

I knew that our parents would warm to it when, as part of the consultation, Philip Young and I called a meeting of Block 1 (Year 7) parents from Bedales Prep School, Dunhurst.  These after all were the parents of the children who would most likely be affected, being the first year who would take the BACs. I displayed on the screen the wording of our (then recently minted) primary academic aim: to develop inquisitive thinkers with a love of learning who cherish independent thought. I interposed a big question mark and then on the other side of the screen wrote “ GCSEs”. The  room filled with laughter – the two things had nothing in common. We had to change the curriculum – and so we did, starting the courses in 2006. You can read more about its latest incarnation here.

By Keith Budge, Headmaster, Bedales Schools

Classy Dawns

Out early with singular black dog into the most spectacular crisp morniKEITH BUDGE 8.3.16ng and dawn light.   The corny term, roseate glow, does actually (and I suppose literally) apply as I see for the first time the five clean cut gable ends of the new Art & Design building sharply defined against the backdrop of a most stunning dawn sky, layered in strips of red and grey, behind them – the big gable neighbouring Steephurst first then the four smaller ones beside.

Ambling past the theatre there is a clunky splash as eight Canada geese shuffle off their bank roost and onto the lake.  Walking along by Emma’s Walk, I applaud the fine work the pigs have done in clearing up the scrubby land beneath the trees and – again, pig-induced good stuff by our Outdoor Work department – the classy, arts and crafts sty that sits alongside the Black Barn, where, in another snug sty, Angelica is standing admiring her eight piglets who are in a big snuggle in the corner.

Up on the Mem Pitch the first sun is on the Hangers and the singular black dog is playing her only game of collecting tennis balls. Whilst some dogs are said to mourn the loss of a long-time companion, she doesn’t seem to have noticed: ball and food and all is well.  Her bygone companion Ailsa managed at least 13 out of the 15 Ullswater trips that have happened in my time – a sound attendance record and, as they say, a good innings.

Walking back, that stunning red sky has gone and I think back to another great dawn – Ullswater 2014 – when those of us lucky enough to be camping high up above the lake woke to a blanket of cloud beneath, as seen here with dogs providing foreground.

The pig wake up call

DSC_0165 (Large) DSC_0042

Discussing with a colleague the important topic of how to rouse an adolescent pig from its slumbers as I walk past the sty of our Oxford Sandy and Black piglets in the morning, he alerts me to the P.G. Wodehouse story Pig-Hoo-o-o-o-ey!, in the Blandings Castle collection. So here is the answer, given to Lord Emsworth by James Belford who is coaching him to the perfect pig cry, the “master-word” in the main dining room of the Senior Conservative Club:

“The first syllable should be short and staccato, the second long and rising into a falsetto, high but true.”



“Pig-hoo-o-o-ey!” yodelled Lord Emsworth, flinging his head back and giving tongue in a high, penetrating tenor which caused ninety-three Senior Conservatives, lunching in the vicinity, to congeal into living statues of alarm and disapproval.

“More body to the ‘hoo,’ advised James Belford.


So now you know…


Bedales School is one of the UK’s top independent private co-education boarding schools. Bedales comprises three schools situated in Steep, near Petersfield, Hampshire: Dunannie (ages 3–8), Dunhurst (ages 8–13) and Bedales itself (ages 13–18). Established in 1893 Bedales School puts emphasis on the Arts, Sciences, voluntary service, pastoral care, and listening to students’ views. Bedales is acclaimed for its drama, theatre, art and music. The Headmaster is Keith Budge.