Block 3 experiment with comparative poetry

By Julia Bevan, Teacher of English

My Block 3 students have been practising writing poems using extended metaphors.

In class, we read The Beach by William Hart-Smith, Winter Morning by Roger McGough and In a Station of the Metro by Ezra Pound to inspire us, observing that none of the poems used full rhyme or a particular rhythm; instead, they’re constructed using one long sentence.

Students then worked together in small teams groups, looking at a range of images – a skiing scene, traffic on a motorway, a mountain top and a red London bus – and coming up with a number of metaphors and similes to describe aspects of the picture (mountain tops as “Stegosaurus spines” in the skiing scene, for example).

Next, they were asked to turn their collective notes into a descriptive sentence that uses at least one metaphor, then turn that into a poem.

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‘Fascinating’ 6.2 Music bridging course

By Annia Grey, 6.2

Having studied the German late Romantic and Modernist movements outside of our exam curriculum, we have left the 6.2 bridging course feeling enriched by this introduction to some extremely poignant and beautiful works.

As Doug commented when talking about Strauss’ final trio and duet in Der Rosenkavalier, it has been a true ‘palette cleanse’ studying these composers, especially following the rather heavy curricular garlic bread of Wagner’s Ring Cycle.

We were collectively moved by the gorgeous quintet in his Die Meistersinger and were left feeling surprised that Wagner could produce something so lyrical, cantabile and moving, having been exposed to his denser works as part of our Pre-U course. This was a highlight for me, Johnny and Bella.

For those whose interests lie more in more instrumental works, a favourite arose in the shape of Mahler’s 8th Symphony and Stravinski’s Firebird for Sampson, Jamie and Mary. The gradual build-up of the instrumentation in the Firebird made for an epic finale for a ballet.

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Historic Digital Rock Show closes unique term


By Neil Hornsby, Head of Contemporary Music

The Bedales Rock Show went digital yesterday as the 18th edition of this great Bedales event was streamed around the world on YouTube.

Whilst this Digital Rock Show was unlike any other, it still bore the same hallmarks that have made the show such a part of the fabric of Bedales in recent years – incredible songwriting, amazingly talented students and a LOT of painstaking hard work!

As well as all of the spectacular performances, a special mention must go to the amazing production team featuring the brilliant editing skills of Sam Coleman, August Janklow and Joe Wilson, along with the ridiculously professional mixing skills of Jake Scot and George Vaux.

The 17-song show was pulled together from more than 500 individual audio and video recordings sent in from students in three continents, and due to the time difference, was worked on literally 24 hours a day for the final four weeks of term.

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Block 4 Ancient Civilizations students make more than the best of lockdown!

by Christopher Grocock, Teacher of Classics


The summer term’s task for Ancient Civilisations students in Block 4 is to devise and produce a piece of project-based work – something which we have always regarded as a pioneering and progressive approach to exploring the ancient world(s) and one which gives students a free hand to show what they can do. This year our students have chosen some remarkably innovating and diverse topics never investigated before, and the assessment panel which had the privilege of seeing their interim work in on-line presentations last week was suitably impressed by their self-evident interest, enthusiasm, and pride in their work. Topics this year have been as diverse as midwifery in ancient Greece and Rome, tattoos, human sacrifice across the world in ancient times, Persian kings’ propaganda, doctors and medicine, and ancient astrology. The ‘personal research and project’ approach has fitted in very well with the current lockdown situation, and it has wonderful to see the ways in which our students have risen to the challenge – even with communication problems (one student is in northern Italy and one is in Switzerland.)

So much for the teacher’s ‘official’ view What did the students think? Olivia Cooper said ‘I wanted to find out how medicine started because it has come such a long way, and to find out how much the understanding of medicine was affected by religious views in ancient societies.’ Lula Goldring’s motive for choosing ancient Persia was sheer curiosity: ‘I never knew about it but I wanted to find out about it – I find discovering new things interesting.’ Theo Heining-Farmiloe chose to study tattoos ‘because it hadn’t been looked at and I wanted to explore it.’ Inigo Portman was inspired by ‘a family trip to Mexico when I was about 11 or 12. It sparked an interest in the Aztecs.’

How did the students find it? Lula said ‘I had lots of freedom to make choices. It was hard at the beginning because it was all new, but s I learned more it all came together. Not confusing the Persia kings called Darius was a challenge too!’ Inigo and Theo both agreed that doing the presentations of their work in the development stage to a panel of three assessors was the most fun part of the course. ‘I enjoyed researching the Carthaginians, too, because they were completely new to me. The editing process was the most difficult.’ Olivia said ‘I really enjoyed the process of discovery and being able to organize my own research at my own pace. But you have to take responsibility for getting it done. The biggest challenge was figuring out what to include and what to leave out.’ Theo summed the whole exercise up nicely – ‘the interesting part is looking at something which hasn’t been looked at very much, and I wanted to explore it. But writing the essay is the most challenging part!’

As their teacher I have been very impressed by all the work done – and the tenacity that the whole class has shown in doing this – and I’m not sure who has enjoyed seeing these projects take shape, the students, their teacher, or the two assessors who saw presentations of a really fine standard. Lockdown or not, some great things are being achieved!

(Picture: the founding father of medicine, Hippocrates – not Chris G, his beard isn’t so curly)

A pig’s life…on the Bedales farm

by Kirsten Houser, Assistant Farm Manager, Bedales

Pig June 2020

On 5 April our Oxford Sandy and Black sow ‘Little Pig’ gave birth to 13 piglets, immediately jostling and squealing to be fed around the clock. Piglets are born with a set of needle sharp teeth, slightly protruding from the sides of their mouths – which they use to defend their chosen teat (they pick one and they stick to it). In commercial pig rearing settings, piglets will have these teeth clipped or ground down to prevent them from injuring each other, which is something that we don’t do here on the Bedales farm, for obvious welfare reasons. We leave mum and babies to get on with things as nature intended. Likely because of the size of the litter, competition for teats was even higher than normal and after a week or so we noticed two of the piglets had some scratches to their faces and were beginning to look weaker and smaller than their siblings. Sadly we lost one of the two, it died at 10 days old, and it looked as though, without some help the second piglet would soon die too. The decision to bottle feed a baby animal is never an easy one – once humans step in that animal loses out on the perfectly tailored nutrition, warmth, and security that its parent provides, not to mention the playtime and social lessons of being part of a litter. Still, there are always exceptions, and having done some research I knew that the only thing this little piglet needed was some milk in her tummy and somewhere warm to sleep. The scratches on her face were causing her eyelids to become swollen, so she couldn’t find her way to mum’s teats for a feed. She was basically getting weaker and weaker, and not able to hold her head up anymore. At this point I decided to take her home.

My partner Lisa and I managed to make up some emergency piglet milk – full fat cows milk, egg yolks and honey, and we set about trying to get Bridget (as we named her) to drink. Bridget’s first feed was only 2 ml, but it was enough to get her through the next couple of hours. She was tiny, wobbly and weak, but we settled her onto a heat mat, made her a jumper from a sock and surrendered ourselves to two-hourly feeds, even through the night. I’m pleased to say that within a week, Bridget started to show signs of improvement and a feisty character emerged. She became firm friends with our collie, Fennel, and let us know when she was hungry with a bossy squeal and much determined nudging. Meanwhile, her brothers and sisters were moving from the pig sty into the Bedales woods and were almost twice her size. We worried she might never catch up.
Weeks passed, lockdown continued and the piglet in our living room grew out of the sock
jumpers and into a puppy crate under the table. She started playing with the dog and following us into the garden, running around and oinking enthusiastically. Pigs are very intelligent creatures, and Bridget learned to sit on command (with food encouragement) and even trotted beautifully to heel! I took her with me to feed the other Bedales animals and we met lots of the on-site community on our walks. It became clear, sadly, that Bridget would soon outgrow my small flat, and that a move outside was on the cards. Having been roughly the size of a guinea pig, Bridget was now the size of a small spaniel, and had worked out how to open the fridge door – oh dear.

Bridget’s siblings were all sold on to lovely new homes (some of whom are Bedales and
Dunhurst families) at the age of 8 weeks. We have our two sows here already, as well as two piglets kept on, so I began to research a new home for Bridget, somewhere she would be provided with the tubby rubs, cherry tomatoes and toast crusts to which she had become accustomed.

Manor Farm near Southampton is a council-run working historic farm open to the public who are able to see up-close their various native and rare breed livestock, in the Victorian farmyard. After a visit to the school to meet Bridget (who behaved very well) the staff at Manor Farm were sure that her clear star-quality (I might be biased) and friendliness with people would make her a great pig to take on. A week or so later, this Tuesday just passed, we loaded Bridget up and drove her over on a bright sunny afternoon to her new home. The farm there (like us) is still closed because of Coronavirus, but they hope to have Bridget well settled in by the time their visitors return this Summer. She will soon be joined by a pair of Tamworth piglets, who will be
closer to her in size than her own siblings, we hope she will enjoy some pig company. When she’s old enough she’ll have her own piglets to look after, and best of all – we’ll be able to visit whenever we like. Lockdown, even on the beautiful Bedales site, has been a confusing and anxious time for everybody, but taking care of this little pig has bought lightness and laughter into our lives, a reminder of the power that animals have to help us stay grounded through difficult times. Thank you Bridget.


Virtual visit to Sadler’s Wells for Chalayan’s ‘Gravity Fatigue’


By Lucy Albuquerque, Block 5

We recently took a virtual school trip to go and see Hussein Chalayan’s Gravity Fatigue at Sadler’s Wells Theatre. Gravity Fatigue is a mixture of a dance and fashion show all in one, and this is what makes this show so unique.

As Chalayan is a fashion designer, not a choreographer himself, he worked with Damien Jalet to create the show. Chalayan wanted to show the connection between clothes and movement, and how they work together in space. He uses other ways as well as movement to portray the message to the audience; for example, he explores different floorwork and how the dancers engage with their costumes.

Throughout the show, the lighting stood out to me, as it was used to show a change of dancer or the emotion that Chalayan was trying to embody. Lighting was also used to highlight the direction that dancers moved in – for instance, when a circular spotlight lit up, the dancers turned in a circle as if in a trance, reflecting the shape of the lighting.

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Outdoor Work update – Summer 2020

By Andrew Martin, Head of Outdoor Work

The Summer term is usually the busiest and most rewarding; students can literally see the fruits of their labour all around them. But at the moment, certain areas of Outdoor Work (ODW) remind me of a post-apocalyptic movie. People have gone, tools have been left, a shoven leaning against a wall is slowly being choked by bindweed as it makes its way up the shaft. Yet despite the eerie silence and our missing workforce, plants still grow and animals still need tending…

Every year we time the lambing of our Jacob sheep to start at the beginning of the Summer term. This year at the black barn, we got 26 lambs from 15 ewes. Across the yard, our two sows, Bessie and Little Pig, were busy giving birth to 22 piglets between them. The barnyard was buzzing with new life and a welcome distraction for passers-by on their daily lockdown walk.

We currently have around 90 sheep on the farm. They are all at different stages of life and require a lot of hands-on work. Social distancing and farming don’t really go well together and it is at times like this that the term ‘Bedales bubble’ has been very appropriate. Without the help of students, regular jobs like weighing, treating, foot trimming, shearing and moving sheep have been a challenge. But my ‘ODW bubble’ of Kirsten, Marcella, Oscar Kingsley-Pallant, Josh Baty and my family has worked wonders!

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Old Bedalian Mila Fernandez inspires students in virtual Dance workshop


By Charlotte Land, 6.1

On 4 June, A Level Dance students were fortunate enough to take part in an online workshop run by Old Bedalian Mila Fernandez. Mila studies dance at Trinity Laban Conservatoire of Music & Dance in London, The workshop focused on imagery and improvisation, merging the two concepts together to form a piece of dance.

We began the workshop by imagining a beach and its waves and, while working on our breathing, started moving around the space before adding arm gestures. We then proceeded to change the dynamics by making the movement more complex, using differing levels and the whole body. The second part of the workshop also included the use of imagery, but this time it was a piece of clothing. We began by moving only our backs, playing around with how expressive you can be using only your torso. We envisioned our garments and started to create movement for their different parts: colour, texture, how it felt to wear it, etc. It was an interesting approach we haven’t tried before, and it pushed us out of our comfort zones. One 6.1 student felt they had learned how to let loose and allow their body to flow without having to think about what was coming next.

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Bedales, biodiversity and lockdown


By Cheryl Osborne, Teacher of Biology

Lockdown will be one of those defining moments. We will all remember where we were and what we were doing. For me, it will be the transition from standing in front of a class of children in my lab, to sitting staring at a computer screen on my sofa – an alien world and one that I am not enjoying! However, it hasn’t all been bad. The stillness and quiet has let nature be heard and during lockdown both Mary Shotter, our Biology technician, and I have immersed ourselves in it.

Mary has taken a biodiversity study of the Bedales site, and I have been taking photos of the wildflowers during my daily walks in the vicinity of Bedales. From these walks, I have put together some wildflower quizzes that have been available on the B-More Teams channel. I have really learnt a lot doing this and seen flowers that I hadn’t noticed before. My husband and I have been lucky, living close to school and the Ashford Hangers. The unnerving quiet of a deserted A3, which we walked over daily in those early days, allowed the birds and the rustling of the trees to be heard and heightened our awareness of nature all around.

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Block 3 explore ecosystems for Ecology project

Ecology 1

By Cheryl Osborne, Teacher of Biology

In the five weeks before half term, Block 3 students were engaged in a project for Biology, researching an ecosystem. They chose their own ecosystems, which ranged from rainforests to cold deserts, coral reefs to wetlands. They were asked to identify three habitats within their ecosystem, to look at the biotic and abiotic factors affecting each habitat, and then finally to look at the adaptations of three organisms within each habitat.

The project enabled students to be independent in their learning and to be creative. They learnt research skills and the need to reference the websites that they used. Those who looked at the marking criteria carefully performed really well. The projects were presented as PowerPoints, word documents, posters and even a website (which can be accessed here).

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