Future RAM Scholar, Luca, on Pre-U recitals

Gemma Klein Photography

By Luca Caruso, 6.2 

On Tuesday 21st March, I travelled up to London to complete what would be the first of three recitals for the performance section of Music Pre-U.

Throughout my two years in The Royal Academy of Music’s Junior Jazz program, I had the pleasure of meeting many musicians whom I now play with regularly, and as a result of these encounters I am fortunate enough to feel confident in calling for their services in musical situations like these. Two of the four musicians who joined me are already undergraduates at the RAM, whilst the other two are still attending the Junior Academy course.

Although this was a performance which was recorded on camera, there was also the opportunity for a live audience to attend. Most of these recitals take place in the Lupton Hall at School, and therefore it is a given that we, as a music class of 8, always go and support one another. Since my performance was held at The Royal Academy of Music, I deemed it appropriate to bring the rest of the class with me!

Their presence, along with my family’s, made the whole mood and atmosphere lighter and less formal. To tell the truth, this performance didn’t feel like an exam. It felt to be a thirty-minute set in which I could play the music I love with a quintet of fantastic musicians, with some of my close friends in attendance.


In February it was announced that  many of our senior musicians had been awarded places at some of the country’s leading conservatoires.

Luca was awarded the drums scholarship at the Royal Academy of Music, Caleb Curtis cello (Royal Academy of Music), George Butler  voice(Royal Northern College of Music), Antonia Richards voice (Trinity College), and Hope Cramsie guitar (Royal College of Music).

Below: George, Caleb, Antonia, Hope and Luca
George, Caleb, Antonia, Hope and Luca


Google Expeditions: from classroom to…

Google expeditions
By Paul Turner, Head of Geography

Virtual reality is purported to be the next “big thing” in education. Recently, Bedales was extremely lucky to be one of a handful of schools to have the Google Expedition Pioneer Programme visit for a whole day of Google Cardboard VR fun.

Across 18 sessions, 351 students from both Bedales and Dunhurst explored the world, the body and space. The day was an opportunity for staff and students to reflect on their normal classroom practice and question their potential use of VR.

The younger Dunhurst students were especially wowed by the experience. See a short video of the experience here:

…and a timelapse of how it might be integrated into future lessons here:

In praise of… praising

Final feast of the year

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

One of the main perks of being Head of Academic Enrichment is getting to come along to feasts held by Keith and Moony (see good manners, above) for those students who are working really hard, making excellent progress and showing determination in their work.

They’re really positive events, made even the more special by the fact Moony makes the brownies herself (when the dog doesn’t eat them…). Many schools are good at rewarding academic achievement, but Bedales is really good at praising determination, dedication and academic interest.

It seems to me much more valuable to praise the qualities we want, rather than simply good products. Qualities such as determination and resilience are essential for future learning and careers. In fact, many suggest that ‘grit’ – perseverance – is a better predictor for achievement than IQ  – if we can praise good dispositions, and reinforce those, that seems to be an excellent thing. Moreover, praising the effort over the product avoids students getting fixated on replicating work of exactly the same kind – if my work has been praised, I’ll keep doing that. If my qualities have been praised, I’ll keep working in that way.

This feeds into a growth mindset way of talking to students about academic ability – all learners (including oldies like me!) have progress to make and things to improve. We want to praise students who take this challenge whole-heartedly.

End of term news from ODW


On Sunday 12 June, Rob the shearer came to Bedales to give our 45 Jacob sheep their annual haircut. This gave us over 50kg of fleece which we have been busy sorting and combining with last year’s in order to send off and have spun into yarn to make blankets and shawls ready for Christmas.

Including this year’s lambs, we currently have over 80 sheep – some of which we would be happy to sell should any parents be interested (please email fcharpentier@bedales.org.uk).

On the pig front, Cher had her first litter of seven little piglets on Tuesday 21 June; mother and babies are doing well – she’s a natural! We are currently fattening four of the February litter ready for butchering in September. If any parents would like to discuss ordering a whole or half pig for a special event in the autumn, please get in touch.

Thanks to the BPA, our first incubation project has gone well: producing 7 chickens from 8 eggs, five are cockerels. On behalf of everybody at ODW, thank you for your support in buying our produce this year. Year-on-year we and the students hope to become more self-sufficient, learning new skills and giving back to the school as a whole.


Thoughts from an outgoing 6.2

Becky Grubbjpg

Over the past few weeks, 6.2 flat has grown increasingly quiet as more of us depart having finished the last of our exams. It has not been unusual to see those leaving become emotional when it hits them: when their bags are packed and they leave their friends still swamped in folders and practice papers. Having finished the last of my exams on Tuesday, l don’t believe it has quite hit me yet.

As an initial reflection on the past year and my time here as a whole, I can’t imagine another place I would have rather conducted and concluded my school education. It strikes me as a rarity to find a place that can offer the freedom this school does. The freedom and space to think, to exercise and to spend time with the people you have grown to love and care for- especially during the exam season – is often taken for granted.

I believe it is this freedom which truly motivates and sustains us. At this time, conversation does tend to turn to the future and the dreaded question: “and what will you be doing next year?”, but there is also a fond reflection on the past and “what more would you have done?” Discussing the latter with fellow 6.2s, we settled on one main thing we would have done if we relived our Bedales education. We decided we would have written a diary starting at Block 3, if not sooner, not just for comic-value but as a reminder and record of all our experiences. I think of this, what it would look like and how full it would be; I think Bedales encourages people to leave with a weighty volume, a full and well-used diary.

While the many empty pages ahead will always be daunting, I am immensely grateful for the freedom I have had so far to fill the pages with numerous and various experiences and to have shared them with such a supportive and special bunch of people.

Prize Work

Bedales Memorial Library Interior

How do you reward outstanding achievement if you don’t want to encourage competition between students? Bedales did away with comparative class lists very early on, because we believe that encouraging students to do their best is better than encouraging them simply to do better than others. This is a typical Bedalian dilemma, but one for which Badley had an elegant solution.

‘Prize Work’ was “…not for competition but as reward for anything that was shown up of special merit…for many years the annual show of ‘prize-work’ was one of the most characteristic features of the School” (J.H. Badley, Memories and Reflections, p.124). In order to recognise some of the outstanding independent academic work our students undertake, we are reviving the tradition of Prize Work this year. All students are invited to enter a piece of independent work they have done over the summer. It can be in any academic subject, and could be any kind of thing, for example…

  • a sketchbook of technical diagrams of birds or leaves
  • a program or an App
  • a project to research an area of interest, and write an essay
  • a translation of a short story or poem

It must be their own, and it must not be school work, as this has been assessed already. It can, however, build on school work with additional research and editing. It is a great thing to do if a university application is imminent, and a great way for students to stretch themselves whatever Block they are in. I would like to encourage you to take part!

Submission details here.

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

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