This week saw the third and final Bedales Parents’ Association (BPA) gathering of the school year with a talk entitled ‘Bedales Outside the Classroom: Delivering the Head, Hand and Heart Experience’ (watch a recording of the talk here).
Lead by Deputy Head (Operational and Co-Curricular) Phil Tattersall-King, we were also joined by Spencer Leach (Director of Sport), Doug McIlwraith (Director of Music) and Jess Warren (Head of Psychology and Enrichment), along with two current Bedales students, Kam Nelson-Clayton (Block 5) and Jess Asamoa (6.1).
We looked at what’s on offer across the unique and far-reaching Bedales landscape outside of the classroom curriculum, and why these activities form such a vital part of the holistic Bedales experience for students and their families. We also delved into the need to strike the right balance between the compulsory and optional provision of music, sport, theatre and the myriad other opportunities available during a student’s time at Bedales.
The BPA are grateful to the team for giving us their time and energy and we’re so looking forward to holding more events like this one in the coming school year. Some online gatherings for those who can’t make it into school will remain, but we’re thrilled to start planning to gather together in person once again too!
One of the best takeaways from this week’s talk for me was the prospect of so many exciting events already lined up on the imminent school calendar that showcase the richness of our school’s co-curricular programme, with orchestral concerts, plays and dance recitals, the Rock Show and of course Parents’ Day all coming up before the end of this Summer Term. We look forward to seeing you around the campus and enjoying all that makes Bedales such a special place to be, together.
Quoting the German General Moltke rather than John Badley in a ‘beginning of the new school year’ blog might seem unusual, but given the exhaustive planning that has gone into re-opening the Bedales schools this week, an acknowledgement of the importance of planning and strategy seems appropriate. ‘No plan of operations extends with certainty beyond the first encounter with the enemy’s main strength’ is often represented in snappier form as ‘no plan survives contact with the enemy’. Having stepped unbidden into the role of senior mask monitor I share Moltke’s view. Day 1 of this much anticipated and much heralded term demonstrated the clash between plans and reality. Badley’s ‘work of each for weal of all’ has been prominently presented at all our beginning of term gatherings to underline how individual actions and decisions can have community wide resonance and consequence. With studied patience I say to an unmasked student squeezing their way through a crowded door, ‘Where’s your mask?’. To which they reply, ‘I don’t have one. I thought the school were supplying them’. Or rather, ‘Work of you for weal of me.’ I reach for my handy stash of disposable medical face masks and hope it might last beyond the end of the lesson.
The essence of the Bedales School rules are enshrined on a board in the corridor around the Quad that all Bedalians shuffle past on their way into the dining room. Badley’s stricture that whatever causes ‘Needless exposure of oneself or others to danger or infection’ has suddenly received extra historic resonance. Those rules pre-date 1942 and the development of penicillin by 40 years. Infection in 1893 could mean death, and the 1918 Spanish ‘Flu pandemic would not have left the Bedales community unscathed. There isn’t any direct reference to Bedales’ students losing their lives due to Spanish ‘Flu, but the fear of the spread of infection, as all seasonal winter ‘flu epidemics can spread, would have been very profound. ‘Coughs and sneezes spread diseases’ would have been as relevant and true then as it is now. So everyone in the Bedales School community: students, teaching staff and support staff across all three schools, some 1,300 souls all in all, have to safeguard and protect each other, from the immune to the vulnerable (who won’t necessarily know who they are).
Students, parents and teachers have had so much to endure since the end of March. The panicked decision to close schools and cancel exams, the A level results’ fiasco, and the uncertainty about when and how schools could re-open, were all caused by a dysfunctional government found wanting. At least now within our own school campus, re-imagined as a self-governed city state, we have the opportunity to return to that sacred exchange of teaching and learning that seeks to link ‘head, hand and heart.’