Bedalians head to Oxford

By Clare Jarmy, Head of Religious Studies and Philosophy and Head of Academic Enrichment and Oxbridge, Bedales

Every year, 6.1 students at Bedales have the opportunity to attend the Oxford University Open Day. This gives them the chance to attend lectures, see some of the colleges, and get a feel for what an Oxford education, and the application process, would be like. This year, as part of the 3i programme, students in Block 3 and 4 were invited to hop on the bus for a trip that we ran in parallel: an Oxford experience that introduced them to a top university, and to find out the differences that Oxford and Cambridge present, compared with other universities. For the youngest students, it was a chance to iron out some misconceptions ‘If I’m at this college, am I still at Oxford?’ or ‘Which college does English?’ For some, it was a chance to start setting their sights high for study after Bedales.

This slideshow requires JavaScript.

Whilst the 6.1s were traipsing from college to college in the afternoon, Block 3 and 4 got a chance to see some of Oxford’s excellent museums, including the Museum of the History of Science, and the Natural History Museum (including the shrunken heads in the Pitt Rivers). The Block 3s had a photo competition, with categories such as ‘most intriguing object’ which you can see above.

This is just one of the many opportunities that students in 3i get. 3i (after Badley’s happy phrase ‘intelligence, initiative and individuality’) is a community of engaged, interested learners at Bedales. It includes academic scholars, those nominated by staff, and those who nominate themselves. 3i runs a regular bulletin, which publicises events, competitions and trips.

An Inspector Calls…

On Wednesday, Bedales held an education conference as part of its series of ‘leading independent thinking’ events. Two years ago the subject was innovative education, whilst this one focused on leadership. These are, arguably, the two most important facets that the ‘industry’ needs to address in the early 21st century, a time when traditional educational models seem to be breaking down and the respective authorities seem unwilling, too-slow or even incapable of making the changes required – a theme that very much came out of the day.

_DSC6254

Sir Michael Wilshaw

Kick-started by a keynote address from Chief Inspector of Schools and Head of Ofsted, Sir Michael Wilshaw, the title of this year’s conference was ‘Liberating Leaders’. The day was designed for people across both age ranges (student and teacher) and did what it said on the tin! At least that’s my experience given that, writing this the next day, I now find myself feeling a breeze of liberation which has seemingly put me on a track that I was struggling to find.  This article is the first of several, in it I will provide an introduction to the day, the speakers and the initial effect on me. In later articles I will discuss the messages of each speaker, my thoughts and inspired actions.

As you may have guessed, Bedales, a school with a long history of innovation, did not stick to the educational-conference norms, with one speaker pointing out that this was the first one she had been to that involved students as well as teachers. Later in the day, the conference split into two programmes, with the students splitting off to take part in leadership workshops. They later re-joined us for the educational debate. Below is a brief account of each adult session.

DanHarlan Tweet

That knighted rebel, Sir Michael Wilshaw, started the programme of events and called for more “Mavericks” in state education. He defined ‘Mavericks’ as being extraordinary, flamboyant, colourful and slightly strange characters. Characters have long been a traditional facet of the independent sector but largely lacking in the state sector. He went on to give examples of what sort of characters these Mavericks might be, giving several real life examples from his own experience (he’s a lucky Knight to have been exposed to such a rarity).  He then went on to talk about the ‘act’ that these Mavericks need to put on, to facilitate a good education.  However, I got the sense that Mike’s idea of a good education is different to mine. For him, it seems, a good education is about tradition, imperialism, discipline to authority, GCSEs and A-levels, and this is where the Mavericks in him and me vary. Mike is, what I would class, a pseudo-maverick, a traditionalist who uses un-orthodox measures to achieve orthodox aims, whereas the Maverick in me is less of an oxymoron. I am the type of Maverick who believes current education is inadequate and that we need major changes in-line with the modern world, instead of measures that attempt to hold on to imperialistic values of a once ‘great’ Britain. Thankfully the room was largely full of delegates who had a similar vision to mine, as final questions and Twitter revealed. Moving on we heard from some other Mavericks who are doing great things in schools.

Firstly, two scholars from the States (where education is much less restricted by government) gave two extremely inspiring talks about their Maverick journeys. Barbara Oakley talked about her inspirational story in education and ‘learning to learn’, turning academic research into tangible metaphors, thus delivering exemplary content. Danielle Harlan gave some entertaining anecdotes with strong and powerful underlying messages that have helped shape her into the Maverick leader she has become. In her second year of teaching, she was able to get her Special Educational Needs (SEN) class up to either the peer-group’s grade or above, simply by redesigning the curriculum in small but measurable increments.

Bill Lucas tweetAfter lunch, complete with Bedales sausages, focaccia, chilli chutney and onion jam – all produced by the Outdoor Work department – we heard from Bill Lucas -a Maverick, pioneer and founder of the Expansive Education Network. It seems to me that Bill’s contributions to education already surpasses the Knight’s, but whilst Bill was involved in British education during Labour’s tenure, the Conservatives have sent him to the ’naughty corner’. Nowadays, or rather nowayears and despite being based at Winchester University, the Welsh Government is the only political force in the UK that seems to value him; internationally, he is dealing with the Australian Government as well as many other schools around the world, including England! Bill gave his 14 top tips for improving future education that left me dreaming of a rational world in which our political leaders understood the needs of the people.

DSC_0170

Keith Budge and Geoff Barton welcome Mike Fairclough to the stage

Next, we heard from three Maverick Headmasters, two from the state sector: Geoff Barton and Mike Fairclough, as well as Bedales’ own, Keith Budge. Geoff, who bravely called Ofsted a “Monster”, took to the stage first. It was a shame that Sir Mike had already left the building, as I feel he needed to hear Geoff’s extremely good argument about the problems of Ofsted’s model of inspection and the bullish role it has in education. But I doubt Geoff would have had much of an impact, the Government does not always respect the opinion of stakeholders such as professional educators – as Gove proved with his A-level reforms. Moving on, Mike Fairclough’s story was my favourite, he is so Maverick he’s off the scale! With his innovative school, containing a farm and a Bronze Age site, where they make arrow heads, use paddle boats, learn country management skills and have a partnership with the Health and Safety Executive (HSE) that aims to dispel media health and safety myths (how ironic that HSE takes more of a supportive role than Ofsted). But what really brought a tear to my eye was the fact that this was done on a council estate, a demographic in which education is known to fail. Finally, and being left short of time, Keith concluded the talk by discussing the recent innovation that is the Bedales Assessed Course (BAC), giving the audience an insight into the history of the BACs, what they have taught Bedales, and our future aspirations for them.

DSC_0194

Education panel

To close, there was an educational panel debate involving Keith, Geoff and four students: Flora and Charlie from Bedales and two girls from King Edward VI School. I must say I was particularly impressed by the ability of all four students to talk intelligently and respond so well and quickly to questions they had only just heard. The debate was not only a nice close to the day but also highlighted to me just how lucky I am to be able to work in an institution that creates free, open-minded and independent adults – something we do here, we are certainly doing right.

View speaker’s biographies and presentations from the conference here.

By Scott Charlesworth, Teacher of Chemistry

Professional guidance

As the academic year reaches its climax with the beginning of the examination period, the Professional Guidance department is looking ahead to the next cycle of Higher Education and Careers advice.

The 6.2 students who have applied to university this year are making their final choices from the offers received whilst concentrating on A2 exams.  On Friday the 6.1s had a lecture from the Admissions Officer from the University of Southampton about how to make an attractive and individual application via UCAS. This was followed by sessions with Vikki Alderson-Smart, Sarah Oakley and myself about setting up UCAS or Common Application accounts (for USA), and understanding the portfolio process surrounding Art College applications.  This Sunday evening (8 May), the information will be shared with 6.1 parents in the SLT at 7.30pm.

On 18 June, 6.1 and 6.2 students will be invited to the OB Fair – a hugely popular event – where OBs currently at university return to Bedales in order to share their experiences with the sixth form.  This interaction has proved very valuable to our students as it gives them an insight into undergraduate life.  Block 5 students are by no means forgotten at this time of year, and will have their own Careers Fair on 24 June where numerous professionals from a huge variety of specialisms come to discuss their own career paths and offer tips on how to get to where you want to be.

It is a very exciting time of year for us in the PG department and we hope the students enjoy the events as much as we do.

By Alison Mason, Careers and North American university liaison

New University Options With UK Liberal Arts Degrees

An important aspect of the work of the Bedales Professional Guidance Department, which I lead, is to be alert to changes and trends within higher education. For example, there has been a trend in recent years for university applicants to be admitted on lower grades than those expressed in offers which, in turn, has seen us advise students on their applications and make them aware of incentives from some universities to those applicants making them their first choice. This is part of our extensive engagement with students over the choices they make concerning their working lives beyond the school, wherever their preferences may lie.

An interesting new development has been the rising enthusiasm in UK universities for more American-style liberal arts degrees which, initially at least, see students pursue a wider range of studies than tends to be the case here.

This comes against a backdrop of increasing interest amongst Bedales students in studying in the US and Canada. They appear to value the additional flexibility that this offers them, and the fees, whilst typically expensive, have not appeared quite so steep subsequent to the increases to those in the UK. European universities are also opening up to English students, who can expect liberal arts programmes to be taught in English, and are extremely well supported by their institutions.

However, over the past few years a number of UK universities have launched modular liberal arts degrees, all of which offer students the opportunity to study a combination of major and minor subjects rather than straight single honours programmes. The most recent of these, offering extensive subject choices and significant flexibility, is from Leicester University. After the first year students can upgrade their minor interest to joint honours, or can even change to single honours should they so wish. It is the most flexible of the liberal arts degrees I’ve seen here, and I think many Bedales students – although not all – will find it attractive.

When I interview Bedales students during the 6:I year as they begin to consider their UCAS applications, some are very sure about what they want to do. Many don’t know, however, and so find it very hard to choose – a significant factor in some electing to study abroad.

Now, it seems, they may be able to find such a programme without leaving these shores. As with everything, there are potential drawbacks as well as advantages to this route. They are not for everybody, and those who are clear about their direction are likely to be better served by the single honours route. We are mindful that some of our students have not enjoyed the American model but, instead, have been frustrated to find themselves unable to study some subjects in as much detail as they would like.

For such courses to work well they require sound planning and management – some Bedales students who have gone on to pursue joint honours programmes have found the workload onerous, exacerbated by poor sequencing of requirements for written work. I suspect that students’ perception of such programmes as manageable will be the making or breaking of them in the long run.

Certainly, I will be alerting many of our students to what Leicester and others offering liberal arts degrees have to offer, and I’d like to see more universities follow this trend and make the programmes work. Industry has been vocal in its requirement for entrants with a rounded education, and there is an increasing numbers of students seeking an education hitherto available only overseas – such programmes can serve both parties well.  Of course, this does not undermine the importance of the more traditional degree programme, which remains the better bet for those wanting to specialise, or to pursue higher academic study, and we will encourage our students to think very carefully about what is right for them.

By Vikki Alderson-Smart, Higher Education Advisor

 

 

Thinking Higher (Education)

In November my family and I visited the Mechanical Engineering department at the University of Bath.

Alex Ludwig Bath University blog

Dr Jos Darling and Alex

On arrival we met Dr Jos Darling, senior lecturer in Mechanical Engineering at the University. Jos informed us about the opportunities and courses the Engineering department had to offer. After a very interesting conversation with him, we were guided around the impressive facilities and labs. From a wind tunnel the size of a class room, to a metal cutting CNC machine, they had all the equipment necessary to create a diverse range of products. I was surprised to see how many opportunities the University had to offer as well as the sophistication of their equipment. Afterwards we had a look around the campus. The University consists of a campus on top of a hill and feels much like a village, which I found to be very communal.

At the end of the Mechanical Engineering course, 97% of their graduates gain employment. With approximately 185 spaces available each year it is not exactly easy to be accepted into the University, as their typical offer is A*AA for Engineering, but the university seems like an excellent place to aspire to study science and many other subjects.

By Alex Ludwig, 6.1

Research into European universities proving promising

A recent research visit to universities in Europe revealed some very favourable options for ambitious students. A selection of prestigious universities is increasingly offering courses taught entirely in English. This not only allows British students the possibility of either spending a year abroad through the Erasmus scheme but perhaps the opportunity to complete a full Honours degree in Europe whilst also experiencing esteemed vocational links, well equipped facilities, working within another culture and much reduced or even free tuition fees compared to studying in the UK. For our students with the aspiration for an alternative, more cosmopolitan education, Europe may hold the key. Read more.

By Sarah Oakley, University Liaison Co-ordinator

*************************************************************************************************

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.

Research into European Universities proving promising

A recent research visit to universities in Holland, Belgium, Germany, Denmark and Sweden revealed some very favourable options for ambitious students. Though many undergraduate degrees are taught in the national language, a selection of prestigious universities are increasingly offering courses taught entirely in English. This not only allows British students the possibility of either spending a year abroad through the Erasmus scheme or perhaps, more excitingly, the opportunity to complete a full Honours degree in Europe whilst also experiencing  prestigious vocational links, well equipped facilities, working in another culture and much reduced or even free tuition fees compared to studying in the UK. Our observations also suggest advantages to students in teaching with favourable staff-student ratios and developing an international perspective and a CV that will stand out from others.  For those students with the aspiration for an alternative, more cosmopolitan education, Europe may hold the key. Our 6.1 students will have the opportunity to fully explore their options at the UCAS Day and ‘Beyond Bedales: Higher Education and Careers Fair’ taking place on 14 and 15 June 2013.

By Sarah Oakley, University Liaison Co-ordinator, Bedales School

*************************************************************************************************

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.