Digital Game Design BAC to launch September 2019

By Ed Mason, Deputy Head (Staff), Head of Digital Learning

It seems that barely a day goes by without a public plea from business, government and educationalists for greater emphasis on coding, computing and future jobs, while others warn of the significant risks of the fourth industrial revolution to jobs, health and society.

The development of artificial intelligence, machine learning and ever greater automation, as well as increased global competition as barriers to entry diminish in an increasingly borderless online world, makes this a hugely dynamic and rapidly changing arena. A growing part of this sector is the Games industry: Newzoo Analytics estimates that there are currently 2.3 billion gamers across the world who will spend $137.9 billion this year. The UK is one of the leaders in computer game design, with significant software houses as well as 450 courses currently available at universities in the UK, ranging from specialisms in programming, concept art and interactive audio, to degrees studying the industry.

In September 2019, a new Bedales Assessed Course (BAC) in Digital Game Design is being introduced to inspire the next generation of programmers and designers. This unique course takes an interdisciplinary approach and our students will be writing and realising their own creations. It recognises that proficiency in technical skills such as a coding, debugging, and computational thinking is complemented by an understanding of the industry and development process.

Students will study six modules (The History of Games from Antiquity to VR; Thinking Like a Coder; Coding; Gaming as a Story; Digital Design, Photography and Video; the Business of Game Design) and then produce a mentored-project in Block 5 which could be individual or collaborative focusing on one of the strands previously studied. This course is suitable for any student with an enthusiasm and interest in thinking analytically and creatively.


BAC students learn stewardship skills to improve Bedales working farm

By Andrew Martin, Head of Outdoor Work

As the Block 5 students near the completion of their BAC projects I thought now would be a good time to share some of the fantastic, challenging work they’ve been up to.

This time last year students were busy discussing possible projects and forming groups based upon shared interests, rather than friendships. Encouraging students to work in such groups enables them to develop important life skills, such as teamwork, listening, tolerance and resilience. Students are judged on their journal, the outcome itself, and, most importantly, their approach and attitude towards their work. The common thread running through all the projects is that each must give something back to Outdoor Work or to the community and estate: a form of stewardship where they learn about the importance of looking after the land for the next generation.

For example, Olav, Carter and Oscar have created a meadow between the new Art & Design building and Outdoor Work (above). To do this the boys learned how to split and shape chestnut poles to make ‘post and rail’ fencing. The meadow will soon be home to our two South Down sheep, Sammy and Saoirse.

ODW chicken pen crop (Large)Other projects include the creation of another chicken pen (right) and the restoration of a polytunnel. This will allow us to cater for an additional 20 Sussex Rangers and 20 Amberlink chickens, in order to increase our free-range egg supply (we are constantly being asked for more eggs!). The shed previously known as the Pineapple House has been converted into a potting shed . To do this, Hannah, Annie and Hanna had to learn a range of skills, including brick-laying, blacksmithing, carpentry and leaded window making. Neri, Jo and Aria have been busy continuing the development of the Bakehouse; adding a considerable amount of storage as well as ensuring our new wood-fired bread-oven, built by Keir Rowe, is completely sealed and weather proof in the new Bakehouse extension.

This slideshow requires JavaScript.

Our pizza shack has been further developed with a new floor, rendered walls, and the addition of many fixtures and fittings. Flora, Max, Dylan and Cameron have managed all this whilst running it as a business every other week, making on average 45 pizzas each time. A number of chestnut and oak framed outbuildings have been built by Max, Archie, Gus and Finn, to store wood alongside all the reclaimed material that we pride ourselves on recycling. An exciting interactive map has been developed by Michael and Jamie, as well as a bespoke orienteering course around the estate. Thanks to Jamie, Olivia and Oscar there is a new terrace around the ODW office and lots more seating around the barns.

This slideshow requires JavaScript.

The continued development of the ODW Shop (below) by Helena and Keziah is particularly exciting. Not only does it look amazing, it also provides a permanent space for us to sell products from the farm and our kitchen. This is important for two reasons. Firstly, because every penny of profit goes back into the development of the farm. And secondly, it allows students to display the end product of all their work. This could be meat from our livestock, bread or baked goods from the Bakehouse, or craft products from the spinning room and forge.

We are having a mini launch/opening for the new shop during the last week of term, on 21, 22 and 23 of March. Please, please, do come and visit. Your support makes such a difference to the students, and really helps them feel that all their hard work has been worthwhile.

We look forward to seeing you then!

ODW Shop peak (Large)

A sneak preview of the new ODW Shop

Avebury and Stonehenge 2017

DSC_0011 (Large)

By Christopher Grocock, Head of Classics

Avebury, West Kennet and Stonehenge are special places, and the Ancient Civilizations BAC visited them on 26 September. It isn’t any old school trip. Eating on top of a communal grave over 5,000 years old was just a part of it. Then going inside and looking where the bones were laid out, and getting close enough to touch the actual stones dragged into position about 3,000 BC – you can’t get closer to the past than that. Coming face to face with an Outdoor Work project, which took decades to complete and did not even involve any metal tools – just animal bones and sheer sweat, helped bring home the determination and organisation that must have existed in ancient societies. Student efforts to pull a replica stone in the visitor complex at Stonehenge didn’t make the item shift an inch (or centimetre, if you prefer) and showed what muscle was needed in the original task. Unless you believe that Merlin did it . . . .

The visit gave the class a great opportunity to soak up the atmosphere that the sites exude. Stonehenge may be safely roped off, but at Avebury and West Kennett you get a real sense of the massive effort made and the awe which the stones may have inspired in those who first put them in place. Sadly we can’t fit in a quick visit to the Great Pyramid, but this annual trip has always fulfilled its aim – of putting things studied in class into a broader context – and this year was no exception. Even the weather conspired to make it a useful and fun day out!

Creative coppicing – the Bedales way


By Carter Clothier and Oscar Goldblatt, Block 4

On Wednesday, we, and seven other students got an amazing opportunity to take part in a workshop with The Creative Coppice Company. It was a really fun and productive day and we now have the skills we need to carry out our final BAC project.


Carter Clothier

For our BAC, Oscar D, Olav and I are making a post and rail fence to surround a new meadow which we will create between the Art & Design building and Outdoor Work. We started the day by learning how to split a piece of chestnut using a hammer and wedges, and we all managed to complete this with ease. We then progressed a little and learnt how to split a much longer bit of chestnut using the same method, but this time we had to split it into four. This was a little trickier and we all ended up with a lot more wasted wood than we would have liked, but nevertheless we all got the hang of it after a few hours.

WP_20170510_14_29_59_Pro cropAfter a well-earned lunch we went back to learn how to finish off the posts and rails. For the posts we had to mark out the location of the mortice and drill 12 holes into the post, this then needed cleaning up with a very sharp chisel. We created six slots for the rail to go into.  This brings me onto the most difficult bit – making the tenons, which is basically a practice of shaping the end of the rail to make it fit into the post. This is usually done with a chainsaw, but in true Bedalian fashion we had to do it the traditional way: using an axe and draw knife.  This slow and painful process consisted of chopping the corners off the quartered bits of chestnut with an axe and then shaving of vast amounts of leftover wood with the draw knife.

This took a long while to get the hang of, but we eventually got it down to about one rail every 25 minutes. By the end we completed around five or six rails. Only 98 more to go…!


Livi, Jamie and I are building a terrace / balcony around the new ODW office as part of our BAC project – the office was refurbished from a grain store by last year’s BAC students.

WP_20170509_10_53_50_Pro cropWe began working on our project by showing Dave, from The Creative Coppice Company, some of our rough sketches and ideas and then we started measuring out some of the sides. Once we had all the sides measured we then calculated that we needed six poles for our design. As a group we started to scrape the bark off the 2 .75m chestnut logs in preparation for marking-out and cutting. Getting set up and trying to ensure all measurements were in the correct orientation on a round pole is very satisfying, yet quite intensive and time-consuming.

However, we feel we picked up enough information to start our projects with confidence. The next step in our project is to dig the holes and position the poles so we can start putting the decking on. We all benefited a lot from this day and I think we would all agree that we would do it again.

Prose, poetry and coursework in the English department

By David Anson, Head of English

It is a busy season for the English Department; 6.2s have been beavering away at a very important piece of coursework and the Block 5s are working towards the final hand-in of their coursework folder. Nevertheless, we have found the time for some superb enrichment. On Tuesday 15 November we had the pleasure of welcoming two visiting writers. Our first was acclaimed children’s author Jon Robinson who joined us to be our annual writer in residence. Jon’s Nowhere trilogy is highly acclaimed and has been awarded a number of notable prizes as well as receiving a nomination for the Carnegie Medal in 2014. Jon spent the morning with our colleagues at Dunhurst helping young writers in Block 2 and then in the afternoon Jon worked with 6.1 students who are taking the creative enrichment course – this year run by Jen Moore. Jon’s one-to-ones were extremely valuable and year on year we find this attention generates the most astonishing creative writing – look out for the 2017 ‘Poet’s Stone’ and our creative writing celebration in the Spring term.

In the evening we had the treat of poet, playwright, novelist and critic Glyn Maxwell reading in the Olivier Theatre as part of the Bedales Poetry Series. Glyn has won some significant awards for his work over the years and has extensively edited the work of Derek Walcott who is a particular favorite of mine. It was really quite special to hear both his poetry and prose being read in the theatre. Glyn had supper with some of our Sixth Form English Literature students at 50 Church Road beforehand; something we try to arrange every year. Our students had a rare opportunity to ask some very candid and insightful questions of a writer at the peak of his career.

How the market prevails where the state has failed

This Wednesday I gave my first assembly at Bedales. I found myself strangely nervous at the prospect of addressing the young Bedalians, but not because I felt intimidated speaking to so many people all at once, or because I was nervous of slipping up and embarrassing myself. No, rather, I was unsettled because I was going to talk about something very close to my heart, something that would bring to the surface thoughts from my past, possibly sending me on a roller-coaster of emotions that would take me back to another time – you could say another world.

I wanted to tell young Bedalians about this other world: a hidden Britain that very few of them know of, despite it being a life that a substantial proportion of their national peers lead.  I grew up on a council estate in a deprived and impoverished ex-mining community – welcome to life in the benefits-class: an industrial splinter of the working classes, a thorn in the nation’s side, an apparent plague sweeping the nation and robbing our taxes. The media demonises it, acting as a fascist vehicle in a bid to earn ratings from the latest reality TV concept. I wanted to tell the youthdem ‘don’t believe the hype’, I wanted to tell them the truth that Britain so often ignores – our class system is one of the worst in Europe. In fact, I feel it would be more appropriately defined as a satanic-caste system (i.e. no caste mobility) where Krishna has been replaced by Lucifer and we dwell in a socio-economic hell. This is a hell I have experienced first-hand and I feel I have come to understand it as it is, rather than what the hype would lead you to believe. Sadly, it is perpetuated by both our outdated education and political systems. I wanted to make Bedalians aware of this, and furthermore, I wanted them to know that they all have the power to affect change in the world.

It may seem strange that a Doctor of Chemistry and qualified teacher who works at one of the country’s top public schools associates himself so strongly with the precariat, but as my dad said, class is defined by where you are from. My mum on the other hand, believes class is about education. Whilst I agree that both statements have their own value, I lean towards my dad’s definition. As we say in the valleys, ‘you can take the boy out of the valleys but you will never take the valleys out of the boy’. As a result of my childhood experiences, I strongly associate myself as working class; for me it’s cultural – and a large part of my identity, an identity that has led me down this career path. I am not a teacher out of a desire to teach Chemistry, rather, I went into teaching to help inspire, motivate and enable the working-class youth and show them by example that they can succeed – despite both their government and education system being against them. However, I soon realised I was fighting a losing battle trying to force 21st century students into a 19th century model of education. I left dispirited, wounded and literally swearing I would never teach again: it felt like a waste of my own education.

So how on earth did I end up here, teaching kids at one of the most prestigious schools in the country? Well I met my colleague, Liz Stacy, who along with some friends, convinced me to give teaching (albeit at Bedales) one more go.  Now it almost seems like fate; I have never enjoyed teaching so much and I feel both lucky and proud to be an active member of this community. More pertinently, I feel on-track to help the disadvantaged youth more than ever.

Ironically (and rather sadly), the private sector has provided me with opportunities that the state was just not geared-up to deal with. Bedales has not only reignited my passion for teaching and learning, it has also provided me with more efficient fuel and power to affect change. For example, you wouldn’t be reading this now if I were still working for the government in the state sector; neither would I be in the process of formulating outreach work with Hampshire’s inclusion unit, I wouldn’t have met Mike Fairclough, Bill Lucas and Sir Michael Wilshaw, I wouldn’t have been inspired by our Bedales Assessed Courses to see that there is more we can do as a society to side-step the totalitarian bureaucrats of Westminster and Whitehall.  I wouldn’t be talking about the situation to parents who have children at Eton. In fact I probably wouldn’t be a teacher at all!

So when people ask me how I can claim to be a teacher to help the disadvantaged youth, considering I work at such a privileged school, I tell them simply that I am here because this market provides more opportunity for educational reform than our out-dated democracy does. That said, I want to make it clear that I think making all schools into academies would have been a disastrous move, more to follow on that…

By Scott Charlesworth, Teacher of Chemistry
Read Scott’s Huffington Post articles


Block 4 fire-up new pizza oven

ODW boys dismantle old oven

The boys dismantle the old oven

Just before the half term break, Jay Emery from Bushman Wood Fired Ovens came to Outdoor Work to build a pizza oven with Raffy Henry and Goose Milton from Block 4. The oven forms the basis of the boys’ BAC project for ODW, where they learn about building and using a traditional clay pizza oven, growing the chillies and tomatoes for the pizza sauce, and learning how to make the right dough. Baking in a sealed wood fired oven is a unique experience, imparting unique flavour and texture to the food cooked inside.


Materials arrive

Jay spent the whole day with us, assembling a base and then layering different insulators over the basic oven shape. We finished the oven in a clay/vermiculite, and will paint it with a lime paint. We fired it up with a gentle fire (reaching around 200 degrees) last week to allow the layers to set, and will have an inaugural firing-up this Saturday evening. The oven will then reach a top temperature of around 350-400 degrees – perfect for cooking crispy flavoursome pizzas in around 90 seconds!

To honour Jay’s great day with the boys, he has a special offer for Bedales parents and friends: a family sized Bushman Wood Fired Oven with a rustic wooden stand, basic toolkit and free delivery, £2799 incl. VAT, saving £450. In addition for every oven he sells to someone quoting ‘Bedales’, he will donate £100 to ODW to help pay for the boys’ project. Email for more information.

By Feline Charpentier, Teacher of Outdoor Work