TIMES BETTERBohunt Education Trust Termly Events Review

ISSUE 8 – SPRING 2021 – STUDENT VOICE-LED ISSUE! EDUCATION TRUST

STEYNING GRAMMAR SCHOOL JOINS BOHUNT Co-Headteacher at Steyning Grammar School, Nat Nicol, said: “We EDUCATION TRUST are committed to ensuring that every one of our students at SGS has the opportunity to reach academic excellence, and to experience On 1 December 2020, Steyning Grammar School (SGS) joined activities that will shape them as young people, setting them on their BET. The transfer followed an extensive review, consultation path to adulthood. and legal process, which saw support from parents, students, staff, and the local community. BET has provided strong interim The educational philosophy championed by BET is completely aligned support to the School since the start of November. with SGS’, and we look forward to sharing resources, opportunities, and best practice expertise. By joining BET, SGS will provide an even SGS will retain its unique identity and is proud to preserve its faith greater range of first-class opportunities for our amazing students, ethos as a Church of England academy. The School will continue to be while retaining the special identity and unique personality of our led by co-Headteachers Nat Nicol and Noel Kennedy, with support wonderful school.” from interim Executive Headteacher Mark Marande – who is Principal at the Ofsted-rated Outstanding The Petersfield School (TPS) in Trevor Cristin, Director of Education, Diocese of Chichester, said: Hampshire. “The Chichester Diocesan Board of Education is very happy to see the fruition of the work with our partners in this complex and ongoing SGS will benefit from BET’s full support, including accessing its range of process. I have every confidence that the future of Steyning Grammar resources and expertise. Teachers and leaders at the School will have School as part of Bohunt Education Trust is very bright.” the opportunity to share best practice with others across the Trust, and students will also benefit from further enrichment and outdoor Paul Wagstaff, Director of Education and Skills at WSCC, said: education opportunities. SGS’ Sixth Form will be relocated to a new “We have supported Steyning Grammar School through the process of site at The Towers and Year 7 & 8 students from Church Street will be converting to an academy within the Bohunt Education Trust, and are moving to the Shooting Field site. Work continues in preparation for pleased to see this process complete today, following the installation of these moves, supported by BET. The facilities which will become a transition interim Executive Board from the beginning of November available will enhance educational offerings for students. to support the School’s move to BET.” There are no plans to change the length of the school day, the logo Neil Strowger, Trust Leader, said: “We are delighted to be officially or the uniform, and BET will continue to work closely with the senior welcoming SGS to BET, after working closely with the School over the leadership team, the Steyning Grammar School Foundation (SGSF) last few months. SGS is well established in the local community and and the governing board. we are pleased that this move has received such positive support. We With the addition of SGS, BET now runs eight successful secondary look forward to continuing to work together as the school enters this schools: The Costello School in Basingstoke, Bohunt Horsham, Bohunt new and exciting chapter as part of our trust.” School and Sixth Form in Liphook, Priory School in Portsmouth, We hope you enjoy this issue of BETTER Times. Please note that The Petersfield School, Steyning Grammar School, Bohunt School all copy was produced ahead of the Government’s 4 January school Wokingham and Bohunt School Worthing. BET also continues to closure announcement. provide school improvement support to City Academy Norwich. IN THIS ISSUE...

SGS JOINS BET | FIRST FOR FOOD FUNDRAISER | GROUNDBREAKING FOR BOHUNT HORSHAM | BET LEADER PIECES | NEWS, VIEWS, CREATIVE WRITING AND TRIVIA FROM OUR AMAZING STUDENTS | SCHOOL HIGHLIGHTS | BET YOU DIDN’T KNOW INTERVIEWS | AND MORE… EDUCATION TRUST MESSAGE FROM THE CHAIR The start of last term was very strange, with the intensive effort by the Trust Central Team, plus others from COVID-19 pandemic dictating measures in schools such our existing schools, and involved not just SGS governors but as physical distancing and class bubbles, etc. Vaccination trustees from the SGS Foundation (owners of the land upon has, of course, now begun, and we all hope that the which the School stands), the Diocese of Chichester (SGS is a entire population of the UK will have received their Church of England school), West Sussex County Council, the immunisations by next summer. Continued vigilance Department of Education, and what seemed like a legion of remains paramount, but I know that all staff and students lawyers. Neil Strowger deserves congratulation for his patience will be careful – their lives, and the lives of those around and persistence in steering this difficult project to conclusion. them may depend on it! We all look forward to getting SGS brings a new dimension to BET, as a well-established (since back to normality in due course. 1648!) state secondary school of ~2,200 pupils, with both a Again, a HUGE THANK YOU to our staff. Many will not have large sixth form of about 450 students and boarding provision had any holiday since Easter, yet their resilience is an example for around 250 pupils. To assist in the smooth integration into to all, and I know that this has not been achieved easily. Leaders BET, Mark Marande (Principal of TPS), as Interim Executive across the Trust dedicated an enormous effort over the Head of SGS, will spend about 2 days/week at SGS until next summer to ensuring our schools were reconfigured to facilitate summer. Mark, of course, is supported by his Leadership team, safe teaching and learning, whilst all staff have adapted to new who continue with the smooth running of TPS. I am delighted ways of learning where everyone is masked, keeping in bubbles, with this new member of BET, which brings our pupil numbers washing hands frequently, etc. Well done to all. to over 10,000, and is geographically close to our Worthing and The pandemic has restricted severely the numbers of visitors Horsham schools. We look forward to learning from SGS and to our school sites. Consequently, Virtual Open Nights were exchanging expertise to our mutual benefit. instituted, and have proved very popular with potential students Finally, I wish you a very Happy New Year, as we look forward and their parents. ‘Footfall’ (i.e., website visits) was possibly to Better Times soon! higher than for previous physical events! With proper planning, we were also able to continue with Duke DR RAY MORTON of Edinburgh and Bushcraft events, which our students continue to enjoy and from which they benefit enormously. Across the Trust it has been particularly pleasing to see how many students have taken incoming pupils under their wings, smoothing their

way into their strange new environment of Big School. I want to offer a warm welcome to the staff and students of Steyning Grammar School (SGS), which joined BET on 1 Chair of the Trust Board December 2020. This was the culmination of many months of

2 BETTER TIMES EDUCATION TRUST MESSAGE FROM THE TRUST LEADER Welcome back - to a new calendar year, after a tumultuous to science teachers everywhere), “If you double the number nine months. I choose this word carefully, as I believe its of experiments you do each year, you’re going to double your etymology - from the Latin tumultuosus, meaning full of inventiveness.” bustle or confusion, disorderly, turbulent - to perfectly Pandemic or not, BET remains an extraordinary place to work. encapsulate the most extraordinary year of our time. We have led in 2020 where government policy has followed. 2020 was full of the typical bustle of a hectic start to a new year We were pioneers in the provision of IT equipment and access albeit with the emerging, yet still distant, portent of COVID-19 in to our most disadvantaged children. We have passed two site the East. We were busy with life rather than taking the auspices. HSE inspections and welcomed two Ofsted visits. We have Bustle turned to confusion a few short months later with the raised nearly £10,000 to feed the vulnerable in our communities. advent of the first, of what would become three, lockdowns. At We have produced research to inform national debate. We are the time of writing, we are again caught in the throes of disorder actively campaigning for reform to assessment nationally as a and confusion as the government seeks to provide a road map founding member of the ‘Rethinking Assessment’ movement. to our safe return to classrooms. Schools are to become mass No matter the uncertainty and vicissitude 2021 will bring - aside testing centres, supported remotely by the Army - yes, reader, death and taxes – we go forward with unshakeable confidence, the Army no less! Time for a new paragraph perhaps, before faith in, and commitment to, the children and communities we this descends into cheap, political point scoring… serve. I hope that you all have found peace and time together with your Happy New Year! families and are slowly invigorating for what will again be a year like no other. Our work must and will go on; it is too important not to. It is certain that we will return to blended learning with attendance in school limited to the exam year groups of 11 and NEIL STROWGER 13, together with key worker children and the vulnerable. We have adroitly managed the unique challenges of being at once in the classroom and online. I recognise that this ‘mixed economy’ is more demanding than being exclusively in the classroom or exclusively virtual. If, like me, you did not have the prescience to invest heavily Trust Leader of BET in Amazon shares at this point last year then you will shortly be joining me back in our schools and classrooms in the real and/or virtual world. I may not have commended investment in Amazon stock to you, but I do draw upon Bezos’ refrain (known

ISSUE 8 3 FIRST FOR FOOD: BET’S ALL-TRUST FUNDRAISER FOR LOCAL FOOD BANKS RAISES NEARLY £10,000 DURING DECEMBER, BOHUNT EDUCATION TRUST’S (BET) FIRST TRUST-WIDE FUNDRAISING EVENT, FIRST FOR FOOD, RAISED £8,417 TO SUPPORT LOCAL FOOD BANKS NEAR EACH OF ITS FAMILY OF SCHOOLS.

BET’s ‘game-changing’ ethos, which is built on empowering and private sectors, demonstrating the power of the Trust’s its students to act for a better world, led to the Trust local partnerships, and the fostering of community spirit during raising awareness of challenges such as food poverty - an these testing times. The Trust also launched an online First for issue which has become increasingly prevalent amongst Food Go Fund Me page, which has so far raised over £1,450. All families since the start of the coronavirus outbreak. proceeds will be donated directly to The Trussell Trust, which All eight BET schools across the South of England, plus City will not only see more food banks across the country benefit Academy in Norwich – for which BET provides school but will also support longer-term work to alleviate the root improvement support - took part in sponsored non-uniform causes of poverty in the UK. days, with some selling charity wrist bands. Neil Strowger, Trust Leader, said: “At BET, our game-changing Students, staff, families and the wider school communities ethos is built on empowering students to act for a better world. donated generously, making BET’s first trust-wide fundraising We are extremely proud of the funds that have been raised for a great success and helping to make a game-changing, positive First for Food, which shows how a single act of coming together difference to individuals and families most in need, across the can make a huge difference to those who need it the most. We immediate communities they support. look forward to 2021, supporting our young people to engage further in social action and citizenship, and be the change they Many other local schools in BET’s communities joined the wish to see across their communities - and beyond.” effort, including primary and secondary settings and the state

4 BETTER TIMES GROUND-BREAKING CEREMONY FOR BOHUNT HORSHAM

A GROUND-BREAKING additional outdoor space and accommodation on land adjacent to the current temporary accommodation. In negotiating the CEREMONY WILL BE ORGANISED extension, the excellent quality of education currently offered SHORTLY TO CELEBRATE AN by Bohunt Horsham and the high standards of security and IMPORTANT MILESTONE FOR safeguarding provided will not be compromised. THE NEW BOHUNT HORSHAM SCHOOL SITE.

Having been oversubscribed for places in September 2020, BET’s newest school, Bohunt Horsham is thriving. The School provides exceptionally high-quality education to its students with an impressive breadth and depth of curriculum and is offering 240 co-educational year 7 places in September 2021, which may include students from outside Horsham as well as across the town. Whilst there is a slight delay in delivery of the new school site due to COVID and conservation issues, these matters are now resolved, work onsite is now underway and it is expected that a move into a brand new, purpose-built school will happen in December 2021. Georgette Ayling, Headteacher of Bohunt Horsham, said, “I am thrilled to be watching developments on our new site continue now at pace; the support of our fantastic school community during this uncertain time has been overwhelming. Students have been immersed in our wide range of cultural, industry, arts, sporting and higher and further education since we opened our doors and I look forward to the coming year.” For the autumn term of 2021, Bohunt Horsham has secured

ISSUE 8 5 BET AND ARUNDEL CASTLE CRICKET FOUNDATION LAUNCH OUTDOOR RESEARCH PROGRAMME TO AID STUDENT SUCCESS

A NEW RESEARCH PROGRAMME LAUNCHED BY THE ARUNDEL CASTLE CRICKET FOUNDATION (ACCF) AND BOHUNT EDUCATION TRUST (BET) AIMS TO INFORM HOW CRICKET AND THE OUTDOORS CAN SUPPORT STUDENTS STRUGGLING WITH DISADVANTAGE, ANXIETY, ENGAGEMENT AND/OR BEHAVIOUR AT SECONDARY SCHOOL.

Funding for the project has kindly been provided by every child has an equal chance in school. ACCF and by a grant from Ned’s Fund, which exists to The new project will support BET’s ongoing work into the support vocational activities for young people who find benefits of outdoor education and will ensure that curriculum themselves, lacking purpose in life. policies are informed by the best possible research. Whilst studies have suggested that sport and outdoor education Neil Strowger, Trust Leader at BET said: “Outdoor activities and such as bushcraft have benefits to young people, the ambitious education can be life-changing experiences for many children. programme will look in detail at the types of intervention that Some with very little confidence have gone on to be head work best for different profiles of student. The programme boys and girls; others with little self-belief or who may have aims to allow targeted interventions to be developed so that disengaged with school entirely have achieved excellent exam students have greater chance to thrive at secondary school and results and reached positive destinations. beyond. At BET, we welcome opportunities for collaboration and game- The timing of this programme is of further relevance given changing research. This programme breaks new ground by the increased risk to young people’s mental health posed by informing and giving us the chance to ensure that connections COVID-19, emphasising the need for alternative, creative between student profiles and different types of outdoor activity programmes such as this to support young people both during intervention can be properly considered.” and post this challenging period. Tim Shutt, Director of the Arundel Castle Cricket Foundation It is hoped that in 2021, more than 230 students from the BET said: “Our education-rich surrounds are ideally suited to family of eight schools will be involved in a series of visits to providing life-changing learning experiences to young people ACCF’s incredible grounds, to take part in activities including: who may be facing some form of disadvantage or simply cricket coaching, bushcraft courses, health-based activities, and struggling with school. The need for interventions such as this, visits to Arundel Castle and its gardens. as we sit within a global pandemic, is as great as it has ever been. The activities will allow students to develop skills in resilience We are delighted to be forming this educational partnership and self-confidence, which school staff will translate back into with BET, whose ethos is very much aligned to ours. The Trust’s the classroom. Evaluation of the results will be completed passion for transforming the lives of young people needing by ImpactEd, a professional research organisation, so that all support is hugely inspiring. schools within and beyond BET can learn how best to ensure

6 BETTER TIMES BETTER TIMES ARE COMING: EMMA WILLIAMS, BET SAFEGUARDING AND WELLBEING LEAD

WE MAY ALL BE FACING THE SAME STORM, BUT WE ARE NOT ALL IN THE SAME BOAT. ACROSS OUR FLOTILLA OF STUDENTS, SOME MAY BE INSTAGRAMMING ON THE SUNDECK WHILST OTHERS BATTLE THE WAVES IN A DINGHY.

Our students face inequalities: in their access to a bedroom, To provide for our students, we must first care for ourselves, a space to work, internet access, a functioning laptop, the approaches we take with our students extend to those with peace, support, food…to name just a few. Disadvantage our colleagues. There have been countless examples of this must consider social, as well as financial circumstances. during our experiences throughout COVID-19; from humour Many students have flourished in their time away from joining Zoom meetings to staff quizzes, from a simple, but oh school. Indeed, some research suggests wellbeing for so meaningful, “Hi, how are you?” to hot chocolate and donuts significant numbers of students improved through school during CPD sessions. closures. We must seek to understand this. For others - Wellbeing does not require big gestures but is underpinned by students and teams - school is a haven: a place where the relationships. Cherish the relationships you have in your teams, frequencies of life can tune into learning and tune out of schools and across the BET family. The New Year brings so much the ‘other stuff’. For some of our children, 2020 was a opportunity and a newer normal is just on the horizon. Before grim year, evidenced through declines in mental health we know it, the wind will be filling our sails and wellbeing; increases in students claiming free school meals and in domestic violence. Despite this, our students have demonstrated resilience, adaptability, strength and compassion. Indeed, measure for measure, attendance figures for all groups of our students have held incredibly well, being above national averages across the board. Every day we greet students alight with a new understanding of the imperative of education, and the value teachers bring to their lives. This has not happened in a vacuum, but has been nurtured through relentless guidance and care, and unconditional positive regard across teams in every school. We have done so much to support students to not only cope, but to flourish. Our game- changers of the future are in your safe hands. Harvard University’s The Human Flourishing Program has developed a measurement approach to human flourishing, based around five central domains: happiness and life satisfaction, mental and physical health, meaning and purpose, character and virtue, and close social relationships. Each of these is nearly universally desired, and each constitutes an end in and of itself. Every day I reflect on how privileged we are to significantly influence, impact and guide our young people’s futures. I also reflect on how lucky our students are to have this team - persistent care; diligent care; patient care.

ISSUE 8 7 “COW… ANOTHER COW.” “ACTUALLY, I THINK THAT WAS THE SAME ONE.” BY PHIL AVERY, BET DIRECTOR OF EDUCATION

• 0% of students who agreed with the following statement in a survey were in the bottom quartile with regards to progress: ‘As soon as I know I have a test I plan out regular sessions until the night before the test’ • Only 13% of students who discussed schoolwork with their parents/guardians three or more times each week were in the lowest quartile with regards to progress (this compares to 61% of students who didn’t discuss schoolwork with their parents/guardians each week). The answers to these questions are relatively easy to find out. The second bullet could prompt me to text parents with questions to ask their children. The first bullet point might lead me to put together a programme for my students during re- teach weeks: • Y7: All students complete a course exploring why, how and when to ‘revise’.

Which would you have more faith in? • Y8: Students are guided through a pre-planned revision process ahead of their BET assessments. • A: The weather forecast ten days out • Y9: Students are encouraged to repeat the process in • B: Your prediction of the final grade of a Y11 or Y13 student school time, but more independently. Assessments show in your own class which students have cracked revision and which need more If your answer to the above question was, ‘hmm, tricky, I think support. they are about the same’ then you would be right. (Separate) • Y10: Students regularly check in with me regarding their studies from 2019 showed that: revision. They can request or be referred for more direct • Ten-day weather forecasts were right about 50% of the time help if needed. • Teachers’ A Level predictions were right about 45% of the • Y11: A repeat of Y10. I cut back on my ‘revision’ lessons and time put more time into highly targeted interventions, subject I’m not sure I like being only as good as a ten day out weather clinics and, importantly, revamping the curriculum where the forecast. Maybe we at BET are better than the quoted study? data shows I/we didn’t teach it very well. Sadly, no: a study in a BET school on their 2019 results showed The good news is, we’ve already started on this. Our BET teachers’ Y11 spring predictions were right only 37% of the time. research programme with ImpactEd has featured several ‘leading Perhaps I shouldn’t be too upset, as humans are far less reliable/ indicators’ that give us an insight into our students and their lives consistent than physics (the fine structure constant throughout like never before. For example, across BET we know that: the universe notwithstanding), the MET Office supercomputer • Only one school in the Trust saw a significant increase in completes 14 trillion calculations per second, which is probably persistence during lockdown more than SIMS and the study showed that teachers were • 21% of our students don’t have good learning routines at within one grade 90% of the time. Also, the marking consistency home of exams has been shown to go nearly as low as 50% (English Literature) and so the error might not be mine. • 15% of our students don’t have a quiet place to study at home. Could I do better though, by asking different questions? Quite possibly. Research suggests ‘leading indicators’ could clarify We also know how anxious they were feeling, whether they students’ chances of academic success: understood the online instructions, whether they exercised regularly, whether they were interested in the work, if they

8 BETTER TIMES were finishing things and more. This data is available, by student, • We seek meaningful data that helps us change things for is going to be updated in November and can be correlated our students and possibly even wider: our Trust formed with our BET assessments to work out which interventions a significant part of the ImpactEd study on COVID, which are needed for which students and how our teaching over was fed into high levels of the DfE and probably helped time needs to adapt to encourage behaviours that will set our shape national policy; we are continuing to push for a students up for successful, healthy lives (and good exam grades). broader approach to education that provides all with the This approach to data has already made a difference: opportunity for success through our involvement with Rethinking Assessment; and have research projects to do • The shown IT gap within BET meant that within days of with the outdoors, technology, literacy and COVID running. lockdown starting we had implemented our own donation scheme that yielded £10,500 in donations and over 100 Furthermore, there is support available to anyone in the Trust devices. This meant all our students had access to IT during who wants to run their own research programmes. What ideas lockdown. Our challenge now is to make sure that the do you have to stir up a storm in education? device and the amount of access is as appropriate as it can Below is a superb piece of artwork by one of our students (Lily, be, hence Steyning Grammar School and The Petersfield Y10, TPS), who was responding to a challenge to express what School are launching 1-2-1 iPad schemes soon. lockdown meant to her creatively. The larger the head the more • Students at virtually every school in the Trust reported recent the thought. Her most recent thoughts seem to be of increasing wellbeing as lockdown went on. This mirrors the health, life and light. It would be wonderful if our questioning (of national picture. Unlike the national picture though, our Pupil ourselves and our students) and what we are striving for (health Premium students in virtually every school also reported and vitality) ended in the same place. increasing wellbeing. So why the reference to the film Twister in the title of this article? Jo Thornton, a meteorologist and storm chaser in the film, is motivated to better predict tornadoes, owing to one killing her father when she was five years old. She seeks to do that by working with a team of innovative mavericks who work out new ways of getting better information than anybody else, which allows them to model tornadoes better than anyone else. They innovate, they dare to be different, they ask great questions, and they seek meaningful data that helps them fulfil their mission. I think the parallels with what BET is trying to do are significant: • We have a vision for education that is about more than just exam grades: game-changers • We are willing to innovate to strive for that vision: 1-2-1 schemes, immersion language teaching, the teaching of Mandarin, our own DofE app, outdoor classrooms etc.

ISSUE 8 9 SPOTLIGHT ON… EMILY EVANS, LEAD PRACTITIONER FOR VIRTUAL SCHOOL

VIRTUAL

I became Lead Practitioner for the Virtual School in inspiration for my own teaching. It is such a privilege to January 2020. At first, I did think the role title belonged in experience another subject, I have to stop myself from getting the pages of a Dystopian Science Fiction novel, however too involved in the learning myself. I see my role as providing a I discovered the role combines two elements of teaching perspective through the lens of literacy; the biggest challenge is that are close to my heart: literacy and strategic support to keep the skills closely aligned to the subject specialism and for disadvantaged students across the Trust. My passion the requirements of the exam boards without becoming an add and expertise around staff development and training on or losing authenticity (no one needs a maths news report). has also been a core part of the role. I also knew my I recently visited Priory School, working with the history Educational research background from my MA and department to look at ways in which to support students with Chartered Teacher Qualification would come in useful low literacy be successful with such a heavy literacy load. I when designing interventions and training for the Trust. thoroughly enjoyed watching such skilled history practitioners I knew I would be covering miles in my car so invested in many (along with sharing Tunnock Teacakes, my visit snack of choice) audio books (I would recommend “The Pigeon Tunnel” by John across the age range and then created some literacy resources Le Carre) to help propel me to Trust schools. I am convinced the to support revision. These were then shared across the Trust road moves every time I drive to Liphook. A typical day doesn’t and I felt a real sense of satisfaction that my approach could really exist. I can be talking through the best practice for Lexia impact the classroom on such a wide scale. This felt like a real one day, keeping up to date with the latest EEF reports and triumph. thinking about how it would translate in the classroom the next, Working closely with Gary Green, Head of Virtual School, and followed by a day of recording and re-recording Loom videos his team of practitioners, I have also loved creating a bank of on authentic talk or observing practitioners and advising on how training resources for all schools. Gary and I have become good best to structure extended writing. Being a Lead Practitioner at giving and receiving constructive criticism around our sessions for the Virtual School seemed particularly ironic when schools which has meant quite a few re-writes but also a sense of closed, and my role became truly ‘virtual’: I have enjoyed getting creating something of a high quality and purpose. I have strong back into schools and feeling more connected to the classroom principles that all CPD should be relevant to classroom practice again. and I hope these principles are reflected in all the work I do for My favourite part of the job is working with teachers from other this role. subject specialisms as I find walking into different classrooms

10 BETTER TIMES BET YOU DIDN’T KNOW… LANI, HEAD GIRL, YEAR 8, CITY ACADEMY NORWICH (CAN)

Give one example of something you enjoy, respect or have What subjects do you enjoy most at CAN, and why? achieved at CAN? I love PE, because I’m super active and like to keep healthy, I I enjoy being Head Girl, on the School Council and House attend a lot of physical activity clubs outside of school, as well as Captain. I have achieved making new friends, as I barely knew in school. In PE we can choose the activities we want to do. anyone when I joined. Science: we use lots of equipment and the classroom is big, What are your strengths? bright and airy. I always look forward to science. I’m determined, loyal, strong, observant, have a good memory What are your plans when you leave CAN? and am also mindful of others and their feelings. I am friendly Teaching music and dance, or PE – something musical and/or and kind. physical. What are your weaknesses? What does being a school leader mean to you? I can be impatient if I have to keep repeating myself. I can be Encouraging and helping others; helping with school decisions; messy at times, and indecisive when asked to make decisions arranging events; showing determination and being strong in your quickly as I need time to think. decisions. What or who inspires you? My family, dancers I watch on You Tube who inspire me as I may want to be a dancer one day. Your favourite line from a book or film? ‘‘Friends don’t lie’ from Stranger Things. What’s your favourite food? Full roast dinner, especially Christmas dinner! Three words that describe you? Honest, bubbly, cheerfully-active.

ISSUE 8 11 BET YOU DIDN’T KNOW… HARLEY, HEAD BOY, YEAR 9, CITY ACADEMY NORWICH (CAN)

Give one example of something you enjoy, respect or have What subjects do you enjoy most at CAN, and why? achieved at CAN? Music – because you can learn a variety of different instruments, Enjoy: I have enjoyed doing the pantomimes at Christmas, and it’s engaging and challenging in every lesson. putting on performances for families to come and watch. I really Drama: because you can freely be yourself and feel safe to act in enjoyed performing in Robin Hood. front of your year group. What are your strengths? What are your plans when you leave CAN? Being able to ignore distractions and to always give my full effort To find a music and drama college to pursue my love of music into everything I do. and performance. What are your weaknesses? What does being a school leader mean to you? PE. I can represent the voice of students – especially those who What or who inspires you? aren’t confident talking in a big group or to school leaders. I An ex-CAN student, Emily, who drew my eyes towards the listen to everyone and put their views across to senior leaders, things I could achieve. She was always true about everything. making sure their ideas are heard. To make the school a better Also, Miss Clarke – a teacher who has always supported me to place for future students. achieve my goals. Your favourite line from a book or film? “No one has more resilience or matches my tactical practical brilliance (from Hamilton). What’s your favourite food? McDonalds Chicken Nuggets. Three words that describe you? Hardworking, kind, positive.

12 BETTER TIMES STUDENT SPOTLIGHT: UNDERCOVER AUTHOR, CAN

As a school based in Norwich, we are fortunate to be in Winners are chosen by author Alexander Gordon Smith from a city which is not only a UNESCO City of Literature, each school taking part and they receive an illustration, drawn but home to the National Centre for Writing, and – our by students at the UEA, interpreting their story. neighbours - the University of Anglia, well known for its The winner from City Academy Norwich was Lee for his story prestigious creative writing course and notable alumni ‘Escape’. such as Sir Kazuo Ishiguro (Nobel Prize for Literature 2017), John Boyne (The Boy in the Striped Pyjamas) and Mr Collin, Headteacher at CAN, said: “Undercover Authors Anne Enright (The Gathering). is a fantastic partnership which encourages young people to explore their creative writing talents. We are thrilled to, yet With such a rich creative heritage, there are great opportunities again, have a number of our young authors included in this years’ for our students at CAN on our doorstep. published anthology”. One of these is Undercover Authors, now in its second year. It’s a creative writing competition and short story project run Read the story in full on the next page in partnership with East Anglian Collaborative Outreach, Take Your Place and higher education providers in East Anglia. It sets out to raise the passion and ambition of Year 9 students, who take part in a series of author presentations, masterclasses and creative writing workshops and have their work published in an anthology printed by the UEA.

ISSUE 8 13 STUDENT SPOTLIGHT: UNDERCOVER AUTHOR, CAN

ESCAPE shoot, but I called it an exit. I started to head towards it but then, in the corner of my eye, I saw something – something There I was – surrounded by cold, concrete wall with my that would haunt nightmares. A giant seven-foot creature which only light source a dim-lit candle. Every now and again a had layers of fat covering its skeleton. I wanted to scream but figure would walk past. I didn’t know what they were, but forced myself not to. Its face was covered in marks of red flesh I didn’t want to stay around to find out; I had to escape. which had, over time, become infected. It started to walk over I started to search around my cell for any sort of escape to the counter, picked up a huge butcher’s knife and starting route. I looked and looked and then I found it. On the chopping. The knife banging on the counter was enough to give ceiling was a rusty, worn vent cover. I quickly jumped up me a headache but that was the least of my worries. I noticed onto my bed and started pulling at it. I pulled and pulled something dangling over the edge of the counter. I didn’t know then, suddenly – CRASH! The sound of footsteps quickly what it was at first, but my brain quickly came to the horrible filled the corridor. I grabbed the vent and myself and got realization – it was a child’s leg! under the covers. I heard the footsteps getting closer and My mind started to rush but only one though came into focus – I closer, tip, tap, tip, tap. The footsteps stopped and were needed to escape. replaced by heavy breathing which was just outside my cell. I could feel its eyes looking at every single detail of my cell. The only thing I could do was pray it didn’t notice the hole in the ceiling. It felt like an eternity, but it finally left. I let out a gasp of relief. I knew it wouldn’t be long until it came back. I stood up on my bed and started to climb into the vent. The vent was small and cramped but luckily, it was big enough for a small child like me. I crawled for what seemed like an hour but then I found it – an open vent cover. I rushed over to it and looked through to see if it was safe to jump down. The only thing I could see was a tiled floor and dirty pans. Must be a kitchen I thought to myself. The thought of food alone quickly pushed me through the small hole. I surveyed my surroundings – no danger. As soon as I realized that, I started to search for food. I looked in every pot, pan and cupboard until my search was stopped by the sound of a door being swung open and footsteps coming in my direction. I started to panic. I quickly shoved myself into an open cupboard and quietly closed the door. Soon enough the footsteps got louder and louder until, silence. The only sound which filled my ears was the sound of my breath. But soon enough the silence was disrupted by the sound of pots and pans clashing together, but the only thing I could of was, how can I escape? I opened the cupboard just enough so I could peek through. I saw nothing. But the sound still filled the room. I could not just sit here and starve, so I quietly got out of the cupboard and crouched down as low as I could. As soon as I looked up, I noticed something in the corner of the room; a garbage

14 BETTER TIMES FORMER CAN STUDENT INTERVIEW ALISHA

when I started photography people would always say “you should be on the other side of the camera.” I didn’t believe any of it. However, a little self-belief came my way when I was at a festival in 2015 and an agency scout from London approached me. Someone that’s in the modelling industry saw potential in me to be a model? That was crazy to me! A lot of battling in my mind, I just went for it. I got my friend to do some natural shots in my bedroom. I sent over the photos and waited for a reply. That was HUGE for me. The most important thing to me was that I took that action and I believed in myself, something that I had never done. Shortly after, I had photographer ask if I could model for her. With this little self-belief I had, I said yes! That’s how it started really, from there I built a portfolio of images, made great contacts and signed with my first London agency shortly after. Fast forward to today, modelling isn’t something I do full time. I still live in Norwich so I’m not on the doorstep of London where most of Memories of City Academy Norwich opportunities are. But that doesn’t stop me. I work a part/full time At school, I was a different person. I was very shy, never outspoken, job alongside and always have. It’s a hustle. I’ve done jobs I really I had no self-confidence. I knew I wanted to do well but didn’t quite hated, really didn’t want to do, just to get by but still concentrating on believe I could. I’ve always been creative, so I loved dance, art and building a career in modelling. I’m now really focusing on influencing photography. I had my heart set on becoming a dancer. But I didn’t and my YouTube channel alongside modelling too! I’m determined believe in myself enough. I discovered a passion for photography in my to work hard and do what I need to do to build the life I’ve been last year and wanted to pursue that as a career. dreaming of and the most important thing is that I now believe in myself and I tell myself, I CAN do it! What did you do when you left CAN? I applied for college, to dance. The audition terrified me. It was the How did you feel when your photos appeared in Vogue and hardest thing I had done. Despite struggling, I was offered a place Tatler? on the course. I remember coming out of the audition room, as Happy! Seeing my face in there was surreal. I’ve modelled several soon as I was alone, I burst into tears and said to myself “I can’t times for Veronika Guardi and the opportunity alone was amazing do this”. I believed my own lies so much that I didn’t go and pursue but to then have our work published in Vogue and Tatler was college. It was then I reached out to my former photography teacher amazing! To shoot for Vogue one day would be incredible. I’m still not at CAN, Miss Mallett, who gave me work experience helping KS4 quite used to seeing my face published. I’ve seen people literally sitting students. This helped cement my love of photography. A job came up down reading a book with my face on, I don’t think it’s something I’ll for a photography assistant at a studio and my friends told me to go ever get used to. for it, but I never applied. That self-doubt was still there, so I never got that opportunity, because again, I didn’t believe in myself. Thinking back over the years since you were at CAN, what Despite that, I did start my own Facebook business and started advice would you give to current students? photographing families, friends - I even got asked to photograph To believe in yourself. I wasted so much time, so many opportunities the school proms (which was scary!). I had many people reach out because I didn’t. Don’t waste that, don’t waste yourself! Recognise and was highly recommended. However, I wasn’t making a living your potential, even if nobody else does. The only person that’s going and I soon discovered the only way to make money from it would to get you places is you. So, no matter what it is, if you want those be to photograph weddings. Mrs Mooney (another teacher who is good grades, believe you are going to get them. If you want that job important to me) gave me an amazing opportunity to shadow a when you leave education, believe that you are going to get it. No wedding photographer on the job and although this was awesome matter what it is, just believe it is yours and the opportunities are (Jack Whitehall was there!) the self-doubt crept in and I told myself “I endless. I wish I had started believing in myself sooner. Also, be kind can’t do this”. So, it wasn’t long after that I stopped my photography to yourself, when you start thinking positively about yourself, you feel altogether. good about yourself and that energy projects - onto your family, your friends, everyone around you. That’s what we want, positive vibes! When/How did you start modelling? Lastly, use the teachers and people around you. They believe in you I started modelling when I was 18. It’s quite ironic: almost my whole and could help you later with contacts, opportunities! Having great teenage life I had comments that I should pursue modelling. Even relationships with people can be helpful.

ISSUE 8 15 BET YOU DIDN’T KNOW… CHARLIE BATTISSON, GEOGRAPHY TEACHER AND YEAR 9 TUTOR; D OF E LEAD AT THE COSTELLO SCHOOL

I asked Charlie as she is always so happy and helpful and really What’s your favourite song lyric or line from a film? does demonstrate the word Enjoy from the inside and out! Hey, don’t write yourself off yet, It’s only in your head, you feel What gets you out of bed in the morning? left out, or looked down on. Just try your best, try everything you A barking dog or a small child but I get up early to do some self- can, and don’t you worry what they tell themselves when you’re development. Reading, positive affirmations, meditation and my away. ‘The Middle’ by Jimmy Eat World. gratitude journal are how I like to start my day and the thought What’s the best thing about working at BET? of being the best version of me. The team spirit among all the staff is second to none and the How would you describe your job to a child? sense of community we have is brilliant. I help young people learn new things about the world around us. If you were an animal, what would you be? What is your biggest ‘game-changing’ achievement, personal I would be a butterfly so I could float around beautiful gardens or professional? and meadows all day. In 2010 I climbed Mount Kilimanjaro which was physically and What two things would you take to a desert island? mentally the hardest thing I have ever done. My team and I A good book and a hammock! raised just over £8,000 for Epilepsy Action, a charity which is Tell us a joke. close to my heart. Why did the Romanian stop reading? What three words would you use to describe your job? To give the Bucharest. Rewarding, Fulfilling, Exciting – every day brings something new! Where you do you see yourself in five years’ time? Teaching a new cohort of wonderful students.

16 BETTER TIMES PUZZLES! BY THE COSTELLO SCHOOL CAN YOU COMPLETE THESE BRAINTEASERS, BY RALPH, MADDIE, RUBY AND GRACE, ALL IN YEAR 9 AT THE COSTELLO SCHOOL? ANSWERS AT THE BACK!

ISSUE 8 17 BOHUNT HORSHAM - ISOLATION AND REUNION: BY GEORGETTE AYLING, HEADTEACHER “I WANDERED LONELY AS A CLOUD THAT FLOATS ON HIGH O’ER VALES AND HILLS, WHEN ALL AT ONCE I SAW A CROWD, A HOST, OF GOLDEN DAFFODILS.”

WILLIAM WORDSWORTH

We ended the summer term, as we would have done under ‘normal’ circumstances, with a celebration. Each faculty celebrated winners, which happens each term, under three categories: the student who had made the best progress, the student who was consistently brilliant all term and the student who had become better in terms of progress or conduct within that faculty. Best, brilliant, better - three types of achievement to celebrate in all three-faculty areas. These weren’t normal circumstances though; the summer term of 2020 was one in which education was conducted remotely for all but the children of keyworkers and our most vulnerable learners. It seemed absolutely fitting therefore, that the third ever recipient of the Bohunt Horsham Headteacher’s Award was Hayden. Since joining us in September 2019, Hayden’s progress has been outstanding; some students find a classroom environment, the process of listening to an expert whilst 29 of your peers surround you demonstrate their own varying degrees of focus easy. Some find all that distraction and the weight of all the expectations that you find in a classroom a real challenge. Hayden is one of those that must work extra hard in lessons to be able to focus on what’s important and what he needs to do. Not only did he show exceptional determination throughout terms one and two but, when the world closed and provided vital feedback that Hayden needed to keep his love of our world with it, Hayden chose not to give up. learning alive, Hayden’s parents too played an enormous role in keeping Hayden focused and motivated, keeping him on track Throughout, as a school, we celebrated our engagement in and supporting him every step of the way. remote learning. While nationally, the number of students learning outside school dropped and dropped, every week ours The real hero though, is Hayden. Hayden chose to make remained steadfast at over 90%. What’s more, of those 10% something incredible out of something awful and, when our who, at any one time weren’t online and engaged in lessons gates opened again in September 2020, he was one of the first from home, the vast majority were doing something equally to bounce (literally) into school with a smile on his face and a important and often something that their families knew was determination to succeed that we can all learn from. vital to get them through the tough times we were all facing. Hayden, I can’t imagine anyone will ever deserve this prize more Some were off on nature walks within family bubbles, some than you; I can’t wait to see what you do next. were participating in virtual get-togethers with loved ones, and some were lost in a world of fiction in their favourite book, film or game. Hayden though, never missed a lesson. Not just that, he never missed a virtual assembly or a virtual school trip. His progress soared and he thrived. My amazing team of dedicated teachers is a factor in that success, of course; they planned and delivered lessons, supportive Zoom calls and

18 BETTER TIMES STUDENT SPOTLIGHT: WHY WE ENJOY DEBATE CLUB AT BOHUNT HORSHAM. BY MATTIE, YEAR 8, BOHUNT HORSHAM

keen to introduce people who we think may also enjoy it. Ms Richardson has already started talking about debating trips and we hope this can happen soon. As young people, in a weird world at the moment, debating gives us the space to have our say. We have been discussing the US election a LOT. I think it has made us more engaged and enthusiastic about politics, as we see how much it affects our world. Many of us who enjoy Debate Club have strong opinions about how debating is important, such as Tilly, who said, “Debating is very important to me because it will help me achieve the job that I want”. Amira stated, “I feel like debating is important because we get to express our opinions on topics, but we also get to see things from other perspectives too”. Issy says, “When you debate, you feel like you’re having an impact on the world around you”. Our passion for debating has brought us closer together, and many of us have made new friends because of it. We regularly Bohunt Horsham provides a range of many different clubs talk about Debate Club outside (and inside) of lessons during including Debating Club, which I happen to attend. We the week and we can propose topics to debate at the club. We meet every Friday after school in the English room, and all love attending and feel like it plays a big part in our life not just we have formal (and sometimes informal) debates. in school, but outside the classroom too. It offers us the chance to de-stress after a long school week and we can be ourselves We usually start by discussing the topic that we’ll be debating. without worrying about being judged. We have covered interesting topics such as animal testing, voting age and veganism and we discuss both the opposition and the proposition’s arguments. We then get into teams and begin to research. We spend a lot of time researching because we think it’s very important that you have solid points and evidence. We then watch the teams debate. We always have a laugh, but when the debates start - it gets serious. We all have a passion for debating (and arguing), and we believe that it’s a very good way to de-stress on a Friday after an eventful school week, especially during the BET assessments! We can relax knowing that we have a lovely place to go to, see our friends and to do something we love. This has been even more special during lockdown when we can’t see our friends outside school. During this uncertain time, we have had to be careful about social distancing, so we have limited the number of students allowed to attend clubs. We hope that after lockdown we can continue to run this club with many more students, as we are

ISSUE 8 19 GAME-CHANGING BOHUNT SCHOOL ALUMNI STUDENT OPENS ‘SIMPLY VINTAGE’ Alumni Jack, a student at Bohunt School in Liphook from 2011 - 2016, has recently opened a new vintage clothing store in Grayshott, Hampshire. Expansion and success of his business since leaving school four years ago have allowed Jack to lease a village store. His shop, ‘Simply Vintage’ opened in October 2020, selling vintage and modern fashion pieces directly to the public, a continuation of his online clothing store Studio21Vintage. Jack explains why his time at Bohunt made him an example of a ‘game-changer’ who leaves school to take their place in the world. Can you tell me a little more about ‘Simply Vintage’ and your What did you study at school? other businesses? I studied History, Media Studies, GCSE PE, and French. I was Simply Vintage is a vintage clothing business which features all mainly interested in PE or a career in sport, as I really enjoyed types of clothing from Victorian Frocks and WW1 Jackets all playing football – however, after I left Bohunt I went to Alton the way up to Y2K Jeans and 90s Sportswear. I like to think College as there wasn’t a Sixth Form then. I studied Maths, that anyone can walk into my shop and be able to buy anything Graphics and Economics. I realised I was interested in opening my from an older man buying his first Barbour coat to a 12-year-old own business, so after six months, I decided to open my first small who just wants a Nike hoodie. This has led me to sell on many shop in Guildford in 2017. I took a leap of faith! platforms such as ASOS marketplace, eBay and Depop, and I also sell older more interesting pieces at Portobello Market every Friday. How did you arrive at the idea for your business? I used to go into charity shops and look for items to sell online. It What is one piece of advice you would give to a school leaver is common now but back in 2014 no one really did that, so I used today or someone who wanted to start their own business? to find some decent stuff. I used to enjoy the buying side of it Never doubt yourself and never give up. If you work hard enough and my friends used to come round and look at the clothes in my at making something what you want it to be, you will make your garage and buy little bits here and there. That’s how it all started own luck. When I first started off, some weeks I would only sell really. I suppose I was a bit of an entrepreneur! two or three things online and it never seemed worth it but if you What made you choose to start this type of business? keep at it, it will pay off in the end. To be honest I haven’t ever had a big interest in fashion, but I What mindset or set of goals learned at school have helped have always found vintage clothing cool and used to obsess over make you successful? old photos of cool clothes. So, for example, when I find items of One mindset that I think has made me succeed is to be clothing that are interesting, like an Adidas sweatshirt my dad determined, so I suppose you can say I’m completely obsessed with likes wearing, it is quite interesting that other people can see that my job. Luckily, I absolutely love my job, so I never feel like it’s hard the item is nice as well. I suppose this is something that business work! I think it’s also good to be open-minded: in the vintage game owners start to learn; what is going to sell well? Speculation! you will never know everything! Where do you see yourself in five years’ time? I would like to expand to have around two or three shops all around the South of England and start to build a bigger business. The vintage industry is always growing, and I think this is due to the influence and importance of sustainable fashion.

20 BETTER TIMES A DAY IN THE LIFE OF 2020 BOHUNT JAKE, A YEAR 11 STUDENT AT BOHUNT SCHOOL, HAS WRITTEN A POEM TO CAPTURE THE REFLECTIONS STUDENTS MAY BE FEELING AFTER COMING BACK TO SCHOOL POST-LOCKDOWN.

School was daunting in year seven It’s the small things you don’t realise: It was scary – I’ll admit, Like the time your mate said, ‘thank you’, Everyone was so different - Because friendship is not everlasting: But I suppose that’s the joy of it. If only that was not true.

It’s the small things you don’t realise: And on came year ten – All those ups and downs, I think everyone began to feel older! I wished I cherished those memories Exams just around the corner - When the best times were around. All the pressure of our lives resting on shoulders.

And then came year eight… It’s the small things you don’t realise: It all seemed to go so fast, Not everything was what it seemed to be, I remember always thinking: We should enjoy ourselves now or we’ll regret it: My life’s coming together at last! And that, I guarantee.

It’s the small things you don’t realise: Finally, in year eleven, Reminiscing with your friends - I felt twelve, mere days ago! You only get one childhood, so And it becomes now that we consider Let’s enjoy it until it ends. What to our friends and teachers we owe.

So then followed year nine, It’s the small things about school Our choices had finally been made, That I give all my credit to: We realised: this is the fate of our future, My friends, my aspirations, my future, Where daunting thoughts begin to fade. And for that, I say ‘thank you’.

ISSUE 8 21 STUDENT SPOTLIGHT: BOHUNT SIXTH FORM – POETRY CORNER BY VICKY KENDALL AND ZOE LEARY

Zoe Leary was selected by judges as one of the 85 commended poets in the Foyle Young Poets of the Year Award 2020. Zoe was selected from over 6,000 entrants and over 15,000 poems this year Alice as a Mother from across the world, an amazing and impressive achievement. Last year my daughter said she wanted to The Foyle Young Poets of the Year Award is for poets aged 11- live in the garden, so I let her 17. Since it began 22 years ago the Award has kick-started the career of some of today’s most exciting new voices. It is the largest competition of its kind and is free to enter. Each year 100 winners brush her hair on branches, tie her limbs upright with reeds (85 Commendations and 15 Overall Winners) are selected by a and go abseiling down a rabbit hole where she fell team of high-profile judges. The top 15 and 85 commended poets into bluebells which replaced her eyes, wandered into sunlight receive a range of book prizes, membership to The Poetry Society crying petals, washed her face in the rapids, and continuing support from The Poetry Society. swam through the long grass who nipped at her feet until she grew wings and became a storm cloud heavy and bursting into the scent of mud, wild garlic and a note of purple veined rosemary blooming into the voice of a maimed bird, who flew back home to sing me the story of how

she bit into the lip of a foxglove and survived.

22 BETTER TIMES Vicky: This is a poem I wrote for my Re-creative NEA project for English Literature. The poem was written as a response to the Virginia Woolf novel, Orlando, under the lens of Feminist Gender Theory. The story of Orlando follows a young poet, Orlando, whose life covers over 300 years (1588–1928) while only aging thirty-six years. However, the most important part is that over the duration of the novel Orlando also changes gender from a man to a woman, uplifting themes of gender conflict, feminism, and patriarchy. By the end of the novel Orlando meets her husband, a Man who has also undergone gender transformations, and the two of them have a son. I imagine that as she holds her son, Orlando reflects on her life, her gender and her work through her favourite means, poetry.

By the oak, you seem so Nell small, so fragile, as if the tiniest jolt could break you apart in my arms. I thought I would feel a pressure, But you were not born fragile, you were not born small. I’d seen it all around me, My son, my child, my Like a kick, Everlasting boyish dream- Think of men or don’t think at all. Write about men or don’t write at all. The towering forests of my future twisted me, Love men or don’t love at all. Touched me, tweaked me, Live with a man or don’t live at all into the shape of an empty man. Full of desires, Was I wrong to think myself lucky? longing for any flowering toy My small world had burst open, To spend the night with. And my male stomach, Crafted only for nourishment, And I was proud... Now had a purpose.

My aches of love upheaved rapids of uncaring sonnets, I was able to stand tall, Tumbling turmoils of names I knew not. Despite the weight of the world on my back. Their sunkissed faces swirling into one ugly mist. I was able to focus, What makes the man if not his list of names? Despite the eyes around me What makes the man if not his lost opportunities? Watching. What makes the man if not his small minded arrogance? I asked myself “What makes a woman?” What changed? Was it my chest size I guess I hadn’t thought of that before- Or my hips Or my clothes A Or was it my world? Stiff upper body Curving, The question I had asked was wrong, Some hips It’s not what makes the man or the woman Shaping, It’s what makes me, me. I thought I was a clay doll And what makes me, Orlando. Being sculpted for sale The bell tolls on Sunday, 11th October, 2020 I thought I would become someone else’s flowering toy Another forgotten name

ISSUE 8 23 STUDENT SPOTLIGHT: THEATRE ‘TRIPS’ LIVE ON AT BOHUNT SIXTH FORM IT IS MORE THAN NINE MONTHS SINCE THE GOVERNMENT DECLARED ‘PUBLIC VENUES SUCH AS THEATRES SHOULD NO LONGER BE VISITED.” ADDRESSED TO A NATION OF THEATRE GOERS, IT DID NOT QUITE ADDRESS HOW WE COULD CONTINUE TO INSPIRE AND ENTHUSE OUR DRAMA A-LEVEL STUDENTS, WITHOUT THE PROMISE AND INSPIRATION OF LIVE THEATRE.

Graciously, and in large numbers, theatres began opening The National Theatre’s production of Twelfth Night, directed by their digital doors, inviting audiences to experience Simon Godwin, modernised a timeless play. Using vivid colours recorded theatre at home. Rapidly, a new virtual and LED lights, the production became contemporary in nature, community of ‘at home’ theatre audiences formed. regardless of its Shakespearean tongue. Another creative set ‘Community’, something Drama so often creates and is design was the minimalistic set of The Encounter by Complicite. at the heart of our schools, was what we quickly needed Here, as opposed to viewing a mass of action, the performance within Drama A-Level under lockdown. took us on an auditory journey; we delved into the adventure Therefore, we set up a new weekly, online ‘Theatre Review and misfortune of Laurel McIntyre by hearing what he heard Club’ for Year 12 and 13 Drama students. They were issued through headphones. This creative use of sound (something I with a digital play to watch, which they would then fervently had never encountered before) blew me away and led to an discuss in our online club. Our viewings consisted of the likes interesting weekly review! of the National Theatre’s Jane Eyre, A Streetcar Named Desire It was these discussions particularly that I benefited from the with Gillian Anderson, the refugee thriller The Container and most. Although I enjoyed this unconventional piece of theatre, even a Glyndebourne Opera. Before Zoom, is there such a some of my peers struggled with the auditory overload, clearly life, we could only discuss using typed comments. Post Easter, showing the effect this type of theatre can have on audiences. Zoom discussions were in full flow, where reaction buttons This discussion enabled me to develop further understanding quickly became the norm for students excited to review and for the theatre I enjoyed, the practitioner I am to become and debate. With one student compiling a weekly poll as to who the techniques I wanted to try in my future devised work. she thought would have enjoyed or disliked the performance, Theatre holds key importance for society in general and I am so in tune was she with her peer’s developing theatrical tastes. delighted we were not without it. It acts as a space for audiences For students and staff alike, this enabled theatre and community to suspend or transcend reality and, in some cases, it becomes to continue to thrive at Bohunt Sixth Form. As we headed a vector for change. Thus, I sincerely hope that affordable back to school, such virtual trips have continued too. Only theatre for the masses continues beyond the confines of the this time, students recline in the comfort of our studio, Covid-19 pandemic and that, one day, audiences may once with beanbags, blackout electric curtains and the chance to again feel the exhilaration of the raw experience of live theatre. instantaneously discuss theatre. Theatre ‘trips’ live on here -Joe Standing, Y13, Bohunt Sixth Form and so too does the inspiration of our bravest theatre makers.

-Deborah Lampard, Head of Drama, Bohunt Sixth Form Images Twelfth copyright: Night at The National Theatre In early March 2020, we had the incredible opportunity to see Nora: A Doll’s House at London’s Young Vic Theatre, however the air in London foreshadowed changing conditions. We spoke the whole train journey home about the play; we were moved, stirred and inspired. Fast-forward to the end of March and this type of creative encounter was struck off the calendar. The chance to experience raw, live theatre... gone. In Drama A-Level, so much inspiration is gathered from live theatre and with the prospect of none of this, I was concerned. Rapidly however, our teachers proposed a ‘Theatre Review Club’, which on reflection was a real lockdown lifeline. Having the opportunity to watch varied, recorded live theatre, to contemplate, reflect and then discuss over zoom allowed me to consider and understand what aspects of theatre I enjoyed, and which I felt were less engaging.

24 BETTER TIMES SCHOOL HIGHLIGHT: PRIORY SCHOOL STEM TEAM SECOND IN NATIONAL FINALS!

Following Priory’s ‘Energy Gym’ team success in the idea’.” Both Priory teams executed their presentations brilliantly 2019 national finals of the ‘Solutions of the Planet’ STEM on the day and in the end Year 8 team “Beau-tiFill” emerging as competition, Priory team ‘Beau-tiFill’ secured second the overall winners, retaining the Portsmouth title Priory! place in the 2020 national finals. The national finals were planned to take place at Solutions for the Planet is a social enterprise with the vision of Westminster Palace in the Autumn term, but sadly the events of creating “a world where sustainable practices are commonplace; 2020 made this impossible and meant the event had to be held every young person is equipped with enterprise skills that via Zoom. Having completed more challenges over the summer, benefit people and planet; and social creativity, innovation and including creating a website, branding, PR strategy and business diversity is built into every business and workplace.” They really plan, the Beau-tiFill team went up against 12 other short-listed are looking for ‘Big Ideas’ to tackle big challenges. Solutions for teams in November. the Planet firmly believes that big ideas can come from anyone, During the final, the girls presented their ideas with flair and anywhere and with this in mind they have set out to involve passion, and answered multiple challenging questions from the school children from across the country to get involved, identify judging panel and other special guests including Rt Hon Hilary an environmental or sustainability issue and create a solution – Been and our local MP RT Hon Stephen Morgan who showed no matter how big! his support for the Priory team on Twitter and spoke on the Keen to engage the game changer spirit of Priory students, back day of his pride at Priory’s involvement. BIC’s UK marketing in February Mrs England-Wood, Priory’s STEM Coordinator, Manager commented on the Beau-tiFill teams presentation skills organised a ‘Big Ideas’ day for Yr 7, 8 & 9 students. They and was extremely keen to use their strap line ‘All of the quality worked in small teams to collaborate on environmental issues – none of the waste’! At the end of a long day of presentations and problems they believe are important to address. Having and panel discussion, Freya and Maddie took second place! identified the issues, they then set about coming up with Headteacher Stewart Vaughan met the girls the day after the solutions. After presenting their ideas in front of their peers and competition to congratulate them and give them special head a panel of industry experts from companies including Tarmac, teacher’s awards. Of the competition and the team’s success Mears, Northern Gas Networks, Kongsberg Automotive, and he said, BIC, 3 teams of Priory students were selected for the regional stage to compete against 34 teams from other schools across “This epitomises so much of what we are trying to achieve at the whole of the South of England. Priory, promoting brilliant girls in STEM careers and creating young people who have the confidence to be real game- Having gained multiple commendations from the judges for changers in life. We are so proud of them.” their presentation skills and ideas, two Priory teams were then shortlisted to go through to the regional finals: The competition began earlier this year with approximately 3900 students taking part nationally from 30 schools across Year 7 - T.Eco - Seren, Williow and Phoebe. To use Portsmouth England and Scotland. All the Priory students involved this year island tidal energy to power the island, in a non-polluting, eco- enjoyed the amazing opportunity to really think big and put friendly way. Ultimately to make Portsmouth self-sufficient in their game changing attitudes to work by identifying a vast range energy usage. of environmental issues and devising innovative way to tackle Year 8 - Beau-tifill - Freya, Madeleine and Gracie, who decided them. Next year we will be hoping to retain the Portsmouth to tackle the amount of waste that comes from cosmetics and title for the third year in a row. personal hygiene products. Well done to team Beau-tiFill, we look forward to seeing your Both teams worked solidly on their ideas throughout the idea develop further in the future. lockdown period, completing five challenges along with developing their idea, all whilst keeping up with their home learning! Ms England-Wood said “I had the Pleasure of watching the Q&A session with the regional judges on Tuesday and I can say it was a truly Proud to be Priory moment. These young STEM women of the future blew the judges away! They were commended on their work ethic, teamwork, commitment to their innovative ‘Big

ISSUE 8 25 STUDENT SPOTLIGHT: STUDENT ADVICE FOR NEW YEAR 7s AT PRIORY SCHOOL THE BEGINNING OF SECONDARY SCHOOL IS A HUGE CHANGE, BUT JUST REMEMBER, EVERYONE ELSE HAS GONE THROUGH IT OR IS GOING THROUGH IT AND IT’S JUST A MATTER OF TIME BEFORE YOU FIND A FRIENDSHIP GROUP YOU’RE HAPPY IN AND TEACHERS YOU’RE COMFORTABLE TO TALK WITH.

Year 7 is a great leap forward in your school career. Many is plenty of time to hang out with them at break times. Now changes are going to take place in the way you go about you need to keep in mind that friends from Junior school your day. For instance, in junior school, you would have may not be the ones you leave at the end of year 11. But this is ok because there will be many more people and new been used to staying in the same classroom all day. friendships will form. However, once you reach secondary school you’ll have to move around • You should try out some of the great clubs and the site for each lesson. This will help you with your independence and extracurricular activities on offer at your school to make time management. Should you ever get lost or feel overwhelmed, just new friends and have new experiences, you will probably ask for help as everyone is there to help. You will find signs dotted find a great new hobby or sport to enjoy. around the school site to help you identify which subjects are in each area, so if you do not recognise the building name, you can go to the COVID 19 and how it might affect your transition… building with the corresponding subject. COVID 19 has changed how we function as a school, but thankfully Fairly quickly you will adapt to your new surroundings, and you will not as a community. Whilst the new one-way system and regular hand start to remember the locations of classrooms and names of teachers sanitizing may be annoying or confusing, remember it is with your best as well as other students. Another important thing is to make sure you interests at heart. Hopefully, things will be back to normal by the time have a spare timetable or a photo of it just in case you lose it - which a new Year 7 group joins schools in 2021. However, if any of the new happens to almost everyone; you can also reprint it to remember your ways of doing things are still in place in September 2021, really this classes. won’t feel as strange as it will quickly become your new normal and you may well have been doing these things in junior school (such as Even though secondary school may be daunting with new classes, new regular hand sanitising and staying in bubbles). With our new one-way teachers and new friends, there are many ways that you can make life system classes are generally simpler to get to and you don’t run into easier for yourself. Things like bringing the right equipment, waking other year groups, which will hopefully make your adjustment even up early enough, and learning when and where your classes are for easier! Most importantly, in this difficult time remember to look for the the day ahead. Also, don’t be afraid to ask for help! There are many positive, look out for each other and stay safe! teachers and students willing to help. You can speak to an adult, such as your tutor, progress leader or even to one of the student leadership By: Lucy, Lizzie, Romina, Charlie, Barney and Lewis – all Year 10. team if you get lost or have any questions. 5 Top Tips for making your first day that much better… 1. PREPARATION- pack all the things you need in your rucksack the night before. 2. Don’t be afraid to ask for help! - everyone has been in the same position as you. 3. Get involved - most schools have many new and exciting extra- curricular activities to try out. 4. Don’t stress- there will always be someone around the school site to talk to if you are feeling worried about something, whether that’s teachers or even just your friends. 5. Get a good night’s sleep- this will help you stay more focused and concentrated during school especially in the first few days… There’s a lot to take in! We did a survey for one of our year 7 tutor groups in Priory, to find out how they are fitting in at Priory so far. Some of the things we found out were interesting to say the least: • 1 in 5 new year 7s were apprehensive in starting at a new school with new people. • The major issue that came up was a fear of getting lost at school. I’m sure that anyone from our student body will be more than happy to give you directions to your next lesson. Another fear was the pressure of friendship groups. • You may not be in the same class as your friends but there

26 BETTER TIMES SPOTLIGHT ON… THE PETERSFIELD SCHOOL (TPS) STAFF FUN

What is the staff lockdown competition? to relax after work, so they can be their best when they are at We are running weekly ‘lockdown’ competitions that are designed school. to get people doing something other than work at home and things What has been the reaction so far? that mean people can have a bit of a laugh. First week was an Really good, people had a real laugh with the SLT competitions artistic representation of the SLT team (an example of the winning and the SLT took it in great spirits. People have been talking a image is attached) for a bottle of bubbly, this week it is logging lot about the exercise challenge and wanting to win the Dominos minutes of exercise to win a Dominos voucher. voucher. a couple of people said they were leaving work a bit What motivated you to come up with it? earlier so they could get their minutes of exercise in! In HoFs we were discussing how the second lockdown will be Any highlights? challenging for staff due to the poor weather. We were worried Mark being portrayed as Harry Potter, Mr Bean and Batman ! about people just working all the time because there is nothing else to do and getting quite down. We also acknowledge that the What plans do you have for the future with it? social side of school was impacted due to COVID-19 restrictions We have two more competitions coming up (no spoilers allowed and we wanted to encourage some camaraderie between staff. though) to see us through to the end of lockdown and will hopefully What do you hope to achieve? try to keep some of the fun going when lockdown ends. We hope to bring a bit of fun and positivity for staff and get them

ISSUE 8 27 STUDENT SPOTLIGHT: EXTRA-CURRICULAR OPPORTUNITIES AT TPS BY MAJA, YEAR 10, TPS

that the Bronze Duke of Edinburgh award can be undertaken by year 9 and 10 students. 235 people signed up which is a school record. Mrs Proudlock said: “We were unsure how COVID-19 would affect sign ups this year but it’s great to have so many students on board” Instead of an overnight expedition, two-day walks will take place, participators have been encouraged to choose activities which comply with the new restrictions such as doing litter picking as part of their daily exercise. Ollie in year 9 has been working closely with Mrs Edden to get Radio Club back up and running. This has now also moved online via Teams with a focus on creating podcasts on topical issues that can be discussed during tutor time. Actual recording in the radio station will need to take place on a rotation due to the year group bubbles, but students are able to share ideas and content virtually. TPS is fantastic at providing entertaining and enriching KS3 Extra is provided to the Lower School pupils, it is a bespoke extra-curricular opportunities for students. menu of extra-curricular activities which aim to aid the transition between year 6 and secondary school, this also helps them to Sadly, because of COVID-19 many planned trips such as the make new friends. Mr Whitehouse organises these clubs, he surfing residential to Moliets, France and overseas Geography believes, “The best pieces of advice we offer Year 6 pupils is to trips (e.g., to Sicily or Iceland) have had to be cancelled. Luckily, get involved in the wider school community by taking part in a there are plenty of clubs that all year groups can participate in, club.” Clubs such as trampolining, and gymnastics prove to be these include: sports, performing arts, music and many more. increasingly popular, with around 90 participators. “Trampolining Due to the restrictions of coronavirus, clubs have had to find a is very fun and enjoyable. It means that I get to be active after way to still take place with the added challenges of year group school and develop lots of new tricks.”-Lily. bubbles and the importance of sanitation. As a result, break or lunch clubs have had to stop, furthermore many have had to It is amazing to see so many pupils attending a wide range of find separate days for different years. Eco club has responded extra-curricular clubs, since it is so important to remember to to this by running it online via Teams. Mrs Beacher says that this balance hard work with enjoyment. is a massive bonus since “Sometimes in the past, it was difficult to get things organised as we would only meet once a week, but now students are all able to talk to each other all the time.” Another example of a club doing likewise is the string ensemble, which has managed to continue running by adhering to social distancing and wearing masks. This year, ultimate frisbee has been introduced to TPS for years 7 and 8. Run by Mr Fraser and Miss Mason, the non-contact, self-refereed sport is usually found at university, it is a cross between netball and American football-however it is played with a frisbee. Mr Fraser decided to introduce it to TPS since it is a relatively COVID-19-safe sport and many people really enjoy playing it. Erin attends the club, she feels that: “It is very fun, and it is a sport most people have never done before, so it is very good to try something new and exciting.” Mrs Glue and Mrs Proudlock have worked very hard to ensure

28 BETTER TIMES SCHOOL HIGHLIGHT: STEYNING GRAMMAR SCHOOL SIXTH FORM FUNDRAISING

Over the past few months, Steyning Sixth Form has hosted several fundraising events. On 9 October, the School organised an activity to fundraise for Macmillan Cancer Research in which we raised over £200. We decided to have students and staff print their hands in green paint across the walls of the Russell Centre to create a legacy before the Sixth Form leaves for the Towers next year. We also raised £500 on Pink Day. Members of the Sixth Form College all dressed up in pink for the day and brought in £1 to donate towards Breast Cancer awareness month. As a college we are extremely proud of the charity work we have done for our community and hope to continue to contribute more. Usually at Christmas we would be getting ready for our legendary ‘Jailbreak’, unfortunately due to the coronavirus restrictions this couldn’t take place. As an alternative we hosted ‘SGS frosty fair’ on Friday the 11th of December. We are raising as much as we can for NSPCC as it’s such an important cause for children in need. The fair consisted of stands in the Sixth Form common room with a variety of fundraising activities, ranging from a raffle and crafts to a Wii Mario Kart tournament. Students from our KS3 and 4 campuses were asked to donate a food item which will be distributed to families most in need over the Christmas period. We also hosted a quiz event in the evening which was attended by all staff and students across the three campuses. As well as the Christmas themed rounds, our Sixth Form jazz band and music students performed a variety of songs. In addition, we held a ‘Christmas Jumper Day’ on the same day. Everyone wore either Christmas jumpers or Christmas costumes and donated £1 to ‘Save the Children’. Everybody had a great time and we raised £2114!

ISSUE 8 29 STUDENT SPOTLIGHT: LIFE AS A STUDENT AT BOHUNT WOKINGHAM IN 2020 BY NIAMAH, YEAR 10, BOHUNT WOKINGHAM

This year has been heavily defined by the pandemic arising us onto our path as productive members of society had been a from the COVID-19 virus, leading to global societal and reassuring constant in our lives. School was something that we economic disruption, lockdowns galore, and the largest could rely on to always be there, bringing fulfilment and giving economic disaster since the Great Depression. us direction. But before close of March this year, school ceased For we children especially, this year has been one hell of a crazy to exist for us in any physical form, taking with it our sense of ride. As early as March of this year, we were thrust overnight normality and the familiarity it bred for us to relish in our youth. from being taught in physical classrooms at school to undergoing But all is not lost. This academic year, having returned to Bohunt virtual learning exclusively. The transition was abrupt and rough grounds, we are once more struck with the unconstrained joy of sailing for both students and teachers, bringing disruption to seeing our friends, reconnecting with fellow peers and teachers studies; stress and anxiety; and an urgent need for the upgrading in real-life and not through a screen or *gasp* through email. of technical skills. We have finally been able to escape the unlikely prisons of our We are living in uncertain times. How the world will look in a homes after months of confinement. It is something that we will few months’ time is yet unknown to even the very scientists remember for the remainder of our lives. working to fight this medical adversary. One can only imagine 2020 has yet been a transformative year, one leading to the long-term impact of such a wide-scale and all-encompassing fundamental changes in the fabric of society. With many adversity and the changes that it will bring upon us all. Years challenges already overcome so far, we stand and stare at may pass before we fully comprehend the devastation that this the new school year, anticipating the next hurdle and priming pandemic has brought. ourselves for whatever else may come toward us. I only hope School has been altered in numerous ways. Going to school and we stand adequately prepared. seeing our friends and the teachers who help to build and guide

30 BETTER TIMES SPOTLIGHT ON… DIGITAL LEARNING AT BOHUNT WOKINGHAM BY NICK THOMAS, DIGITAL LEARNING LEAD, BOHUNT WOKINGHAM

It has been an exciting and busy first half term. As we know from history challenging times tend to see an advancement in technology and the current crisis is no different. We saw an explosion of new education software and digital teaching methods used during lockdown and we have been busy trying to harness, filter and tame the most effective to use in our new blended learning environments. We have seen lessons involving website design in geography, creating custom google expeditions in computing, food tech vlogs, mandarin social media influencers, guest musicians adding rifts to garage band and even some bitmoji classrooms. It is not only the staff who have had their technological process expanded, the students have also been expressing themselves digital. Ed Routley, one of our Student Digital Leaders created this video to demonstrate the apps and software we use on a regular basis. Ethan Toal, another Digital Leader, adapted our school map to help year 7s navigate their way to lessons. In science lessons we have seen students creating revision websites and documentaries to make Sir David Attenborough jealous. The big news, however, is the launch of GCSEPod to all our GCSE students. The blended learning platform has been a huge hit already (both with students and staff) and after just a day of launching has already had over 92% of our students engaging, with 1800 pods watched. As a school we are looking forward to the Christmas Plodding competition!

ISSUE 8 31 BOHUNT WOKINGHAM’S FIRST CPA DIGITAL NEWSLETTER MR GARWELL (SUBJECT LEADER FOR ART & PHOTOGRAPHY) CREATED A FANTASTIC NEWSLETTER TO SHOWCASE THE AMAZING WORK THAT TAKES PLACE IN THE CREATIVE PERFORMING ARTS FACULTY.

The idea is that it will form part of a virtual and interactive newsletter dedicated to showcasing the successes and wonderful work that goes on at Bohunt Wokingham. Our students are incredibly enthusiastic and creative - they continue to impress and amaze us!

32 BETTER TIMES SCHOOL HIGHLIGHT: BOHUNT SCHOOL WORTHING OUTDOOR EDUCATION

At Bohunt School Worthing, the whole school is buzzing with excitement for our recently launched Game-changer programme and our newly created Outdoor Education area. As part of these great new initiatives, we have In addition, I also learnt self-discipline as I had to motivate myself recently completed the D of E Bronze and Silver Day to get my 3 sections done, during the global pandemic. Overall, Walks on the South Downs, as well as leading Bushcraft I think it’s improved my social skills and self-motivation and was sessions with groups of students in our very own Outdoor also really good fun. Learning Area. Tishan, Y10: During my DofE experience, I have learnt many The students have been super motivated by these experiences, new things. It has helped me learn new skills and developed with the following comments: new abilities. For example, I now know how to edit and produce Bushcraft students said: Louie, Y8: I’ve really enjoyed all the good videos. My DofE experience has also improved my lifestyle, Bushcraft sessions we have done in our Outdoor Learning as I am now more active due to the physical section in which I Area. We started off by doing a tree identification session and played extra football. The expedition has also taught me skills managed to identify 6 different trees growing on the school site. like map reading and using a compass correctly. My experience This session also involved an orienteering task which was great has also given me new opportunities like cleaning the beach. It fun! The next two weeks were all about fire lighting and the has also been really challenging and fun to do as for each activity different ways you can do it, like using cotton wool dipped in I had a goal I wanted to achieve. petroleum jelly, using dried bark and a battery with steel wool. We have even more exciting times ahead! We will be launching We had to go round the whole school site trying to find good the new D of E Ambassadors Programme aimed at our new fire lighting materials that were in the bushes and hedges. We Silver cohort, as well as signing up our fresh group of Bronze also learnt about the sizes of materials needed for a fire, starting students. The Bushcraft programme will be delivered to more with pencil lead thin material, moving to thumb thickness and groups and we plan to incorporate our Outdoor Area into then arm thickness. Our last two sessions have involved learning mainstream curriculum opportunities. Finally, we are looking to to use knives safely, and we have crafted tent pegs and then get the John Muir Award up and running, with the aim for all our begun making a spoon. I’ve really enjoyed concentrating for the year 7 and 8 students signed up in the Spring Term, ready to whole time on doing a careful job. Our last two weeks involve explore the outdoors! Great times on the horizon! putting up shelters and trying out different designs to see what works best. It’s been a really great experience! Charlotte, Y7: I absolutely love Bushcraft in school! It’s fun and I love being outdoors. I’ve learnt loads about different trees, and I can now start a fire with just some dry grass and a fire striker. It’s really helped me settle into my new school. Josh, Y7: Bushcraft is the best! I had a great time trying to find dry things to light my fire, and then it was a real challenge to try and get my fire started. It’s nice being outside and get out of the classes for a bit. Amy, Y8: It’s been a tough challenge trying to find things to light a fire. I really struggled to get my fire going, but I know what went wrong and I will try to get things better next time. I can’t wait for the next Bushcraft session! Some of our DofE students said: Henry, Y10: The DofE was great fun and I also think that I learnt a lot along the way. During the volunteering I picked litter on the beach and enjoyed helping to clean up our environment. During the expedition I improved my map reading skills and made good friends with people I might not have spoken to before the walk.

ISSUE 8 33 BET YOU DIDN’T KNOW… BRIONY PALMER AND LOUIE ROWE

After spending five years at Bohunt Worthing, what made you want to stay? The atmosphere around the school is so open and welcoming. I really enjoyed doing media work as a student at BSW, so when the opportunity arose to stay, and carry on doing the work I love, it was a no-brainer! Briony Palmer is Assistant Headteacher at Bohunt Worthing. In August 2020 Louie Rowe left Bohunt Worthing after five years as a student and co-creator of Bohunt Productions, a student run LOUIE TO BRIONY: production company. Alongside college, Louie has returned to Worthing in a new role as their Media and Marketing Assistant. Why was my role created and why did you appoint me? B: My name is Briony Palmer, I’m Assistant Headteacher at Bohunt I think we have been extremely lucky that over the last five years, Worthing and History teacher of Louie Rowe from 2017-2020. Bohunt Worthing has been the place which has seen you take on so L: I’m Louie Rowe, newly appointed Media and Marketing Assistant many exciting opportunities with the chance to provide something at Bohunt School Worthing and student for five years, from 2015, to creatively fulfilling. You co-created Bohunt Productions, and while 2020. it would be disappointing you would be leaving us as a student, it was important we find an opportunity to celebrate and mark all the BRIONY TO LOUIE incredible accomplishments you have achieved. The appointment of Media and Marketing assistant seems like a natural progression. How did you find the transition from student to employee ? How does it feel to work with someone you spent three The fact that I was still in helping with things during the lockdown sort of muddied the waters and made the transition more of a gradual years teaching? process. I’m still not used to calling the teachers by their first names! Well, having taught you History for the last three years I can honestly say it’s a lot easier to manage you now you are an employee. There What does your job require you to do? have been so many times when you stepped up as a student to play a I create lots of resources for Bohunt School Worthing. Since joining as lead role in our digital production, it’s a comfort to know now that you a member of staff, I have created our transitional resources for Yr.6s. can continue to support us. What experiences do you have from being a student that are What’s been your favourite moment since joining Bohunt particularly memorable? School Worthing? The Ski Trip was one of my personal highlights as a student at There’ve been so many of my favourite Bohunt moments - our Bohunt. I really enjoyed the process of being a complete novice on 100 Day school drone photograph, many school trips from Italy to the first day (I’d never skied before!), and then becoming (somewhat) France; spending an entire week on the nursery slopes in Sestriere, confident by the last day. The Berlin trip also stands out as an but for me my favourite moment must be sitting our first ever GCSE amazing experience where we got to experience just what it was like examinations in 2019. This was a real sense of accomplishment and to be in a Nazi concentration camp. I’m really interested in history! marked a significant milestone in our school journey. What’s the best part of your job? What’s the best part of your job? I think the best part of my job is probably getting students involved I get to spend my time working with exceptional people, students and with our various media projects and hearing the positive feedback staff. I’m at my happiest when I’m teaching History. from prospective students and parents is both rewarding for them, and us. What opportunities have you had being part of Bohunt Trust? What opportunities have you had being part of Bohunt Speaking to so many like-minded colleagues across all the different Education Trust? Trust schools; sharing the collaborative vision in wanting to create The support of the trust has allowed us to create some amazing students who are not afraid to take on challenges. products, like our Virtual Open Evening site (openevening. bohuntworthing.com), that wouldn’t have been possible, without the If you could do any other job, what would it be? help of Bohunt Horsham. Quality assurance for Krispy Kremes.

34 BETTER TIMES SPOTLIGHT ON… THE BOHUNT EXPERIENCE, BOHUNT SCHOOL WORTHING Last month, Bohunt School Worthing opened its ‘virtual’ Immersive and Interactive doors for prospective Year 6 students and families for their Every subject department filmed their own ‘Bohunt Experience’ Virtual Open Evening. videos all of which were available on Youtube. During the evening, The evenings saw the launch of their Virtual Open Evening site, prospective students and parents took part in the immersive and centred around their ‘Bohunt Experience’ TV Show. The pre- interactive element by asking questions. recorded show and hosted, filmed and produced by Bohunt For BETTER Times, we were able to talk to the central stars Worthing students. The segment included interviews with staff, of the night, the students, on their role as part of the ‘Bohunt virtual tours, top facts about Bohunt Worthing and snippets of Experience’ https://www.openevening.bohuntworthing.com what to expect on the ‘virtual night’.

BOHUNT EXPERIENCE INTERVIEW: ADAM, Y11 Director and Producer of the Bohunt Experience. Give three words to summarise ‘the Bohunt Experience’. A: Entertaining, informative and wondrous. What was your role in the Bohunt Experience? I helped to film the main show and edited the whole show as well as the very….intense trailer, teasers and promotional materials. Can you explain the production of the production of the Bohunt Experience? We started with a plan on what we wanted in the show which was then developed into our final script and production plan. We then ANNA, YEAR 7 started filming the show and the extra interviews and segments within the show, after filming I got all the footage and different assets Our Year 7 Welcome Speech. for it and started work on a first edit which we then went back and filmed extra studio parts for and then developed into our second edit Give three words to summarise life since joining Bohunt in which was then given feedback on and developed into our final edit. September? Friendly, inspiring, supportive. What was the high point of the filming of the Bohunt Experience? What was your role in the Virtual Open Evening? I really enjoyed filming the main show in the studio, but the funniest I gave a speech with Freddie for parents and students who are bit to film was the year 7 interview as they had some quite funny interested in joining the school. outtakes about taking over the school using ERAs and having a How did your talk give parents a taste of life at Bohunt passion and love for staircases. Worthing? It gave the parents some perspectives of children who attend the school. We also gave them our first impression of the school as we INTERVIEW WITH LUCA AND ÍDE, YEAR 10 hadn’t been there very long. Co-Hosts for the Bohunt Experience If we watched the outtakes, what would we see? A: You’d hear us saying some funny and memorable things that had Give three words to summarise happened in our first few weeks of school. I: ‘the Bohunt Experience’ informative, fun and enjoyable. L:Immersive, interesting. What was it like working with Luca/ Íde ? I: His energy and enthusiasm encouraged me to be better and have fun. L: Íde is a great person, she’s confident and a great person to work with she works well with others. Can you explain the production of the production of the Bohunt Experience ? I: I had it filmed in a drama studio with a lot of talented people and it was filmed with a very intimidating camera. L: We had time to create a whole script and we filmed over 2 days. Editing was done by Adam Scott and he did a great job. What was the high point of the filming of the Bohunt Experience? I: pushing myself out of my comfort zone about showing my face on camera and personality without my amazing improv skills. L: The whole of the experience was fun and enjoyable.

ISSUE 8 35 SCHOOL HIGHLIGHT: BRONZE AND SILVER DOFE EXPEDITIONS, BOHUNT SCHOOL WORTHING BY DANNY COCHLIN, HEAD OF OUTDOORS AND AST, BOHUNT SCHOOL WORTHING

The sun rose on the final day of the Bronze and Silver Qualifying walk, with 40 highly motivated Bohunt Worthing students raring to go. They had already traversed 35 kilometres of rocky terrain over the previous two days, having explored the ancient sites of Cissbury Ring and Chanctonbury Ring. On this last day they were tasked with the mission of looking at the Eastern edges of Cissbury Ring and find any clues to one of Britain’s great Iron Age Forts. We’ve been incredibly fortunate to have the opportunity to complete the Duke of Edinburgh Award Day Walks considering the recent events, and all the students have been incredibly impressive in their attitude and efforts to complete this aspect of their Award. Many have changed their activities for their other sections over the lockdown period so that they could hit the target completion dates they had set themselves weeks Jamie - I had an amazing time on my Bronze Day Walks! We before. We now have a strong cohort of students very close to spent time as a group, working out map reading and compass completing their Awards, and many super keen to sign up for work, and had to make some challenging decisions as a team. more! It’s really taught me the importance of listening to everyone and Some of the students’ perspectives- then making a good decision based on all the facts. The weather was great, and we managed to find our way around Cissbury Nikola - On our DofE walk we learnt all sorts of vital skills that Ring without getting lost. It was helpful that so many teachers will really help us in the future, despite not being able to camp. were at the checkpoints, and they really motivated us as we Among other things we were taught map reading, compass skills walked round! Can’t wait for Silver! and camp cooking. We spent the weekend walking around the Daisy - I had a brilliant time on my DofE expedition. I learnt so South Downs trying to navigate our way between checkpoints, many things along the way and was glad to be able to put my map which was interesting and fun! I’m already looking forward to reading skills into practice. I enjoyed the teamwork aspect of the my Silver! expedition and found my group to be very supportive. I am Ben - I’m so glad I took part in DofE this year. I think the proud to say I’ve made many friends through this experience. I expedition was the best part of this experience, as we got now feel a newfound sense of independence and feel as though to go out in the downs and enjoy a weekend all together, out I have gained a variety of new skills. I am extremely excited to in the glorious sun! This weekend was a character-building take part in the Silver DofE! opportunity but also team building. It really put your survival For all of this to happen though, you need a dedicated team instinct to the test. Once again, I really enjoyed this experience of staff and we are very fortunate to have a highly motivated and will be taking part in Silver. and willing group of individuals who have been instrumental in making all of this happen. From helping deliver training sessions, after school clubs, leading groups on training walks, check pointing groups on the qualifiers or making very welcomed cups of tea, we have now built a team that can build on our successes over the past three years and move the Award forward in our school. The aim now is to get more students signed up than ever before, with the potential to go to more challenging locations for day walks and, once restrictions are lifted, for Silver expeditions.

36 BETTER TIMES HOW TO BE A GAME-CHANGER… IN YOUR COMMUNITY INTRODUCING OUR NEW, REGULAR FEATURE ‘HOW TO BE A GAME- CHANGER IN…’, WHICH WILL LINK THE BET ‘GAME-CHANGER’ CURRICULUM WITH EXAMPLES OF STUDENT ACTION, VIA OUR AMAZING STUDENTS’ VOICES. THIS ISSUE FOCUSES ON HOW TO MAKE A REAL, LASTING DIFFERENCE WITHIN THE COMMUNITY – AND BEYOND. Being a BET ‘game-changer’ means being empowered In January, I began volunteering at my local charity shop; Helen to make a positive difference to others in the school, and Douglas House Charity for Children, for my Bronze DofE community and beyond. Since January 2020, DofE award. I had never actually volunteered anywhere else before, students across BET have contributed over an incredible so was very excited to try something new. My duties involved; 9,308 hours of volunteering within their communities, clothes sorting and hanging, pricing/labelling items, re-stocking, which has a social value of £40,489.80. These are some of scanning books/CDs etc. My manager really supported and their experiences and the difference they made: encouraged me during the learning phase and volunteering Throughout this year I have been volunteering at Hospital Radio has now become one of my favourite hobbies and is always at the Royal Berkshire Hospital as part of my Bronze DofE something I look forward to doing every week. COVID and award. This involved researching content and putting together lockdown brought its own set of challenges, with all non- playlists for the children’s shows. Some of the children in hospital essential shops shutdown for three months. Despite this, I was are sick and away from home and their families for many weeks. determined to continue volunteering so I started litter picking I hope my work I brought a smile to their faces and it made me along our street and resumed the charity shop volunteering feel good knowing I was, in some small way helping others. once the lockdown was lifted. I have learnt that volunteering isn’t necessarily about doing huge things for charity - it’s just Ben, Year 10 (Bohunt Wokingham) about helping society by doing little things that count, without In the summer as I watched the Black Lives Matter movement expecting any rewards. unfold and grow in significance, I went up to London to protest When I started volunteering at the charity shop I did it because I outside Parliament. I believe this is the most important cause of wanted to contribute to my community and really have an impact my generation and I have family members who are part of this on areas that I’m passionate about, helping underprivileged community. Witnessing the challenges they have faced I wanted children. This volunteering experience has given me immense to show my support and solidarity. Over this time, I signed confidence and made me an independent, positive individual. I petitions for more black authors to be part of the GCSE English will continue volunteering in the future and I highly recommend Literature spec and campaigned for fair treatment within our this to anyone who wants to make a difference - you will meet community. I feel passionately about this because it is 2020 and new people, experience new things and change someone’s life... we need to challenge injustice and inequality within our society. Anika, Year 10 (Bohunt Wokingham) I am the next generation, and it is over to us to take up the fight and pick up where other generations have left off. Whilst I am not part of that community myself, it is a cause that everyone needs to be involved in for change to happen, and this means continuing to stand up against injustice in my community as well. Cheyenne, Year 11 (Bohunt School, Liphook) My volunteering began in the first lockdown; where I completed the 6-month online work experience course; Medic Mentor. This opportunity enabled me to gain work experience to help in my applications for Sixth Form and then a degree in Medicine at University. Throughout this course I worked with doctors over Zoom in different departments, such as intensive care and antenatal units. I have learnt so much and would not have been able to do this if it wasn’t for lockdown due to the course being so far away, I have really enjoyed this. DofE has benefitted me so much with my future aspirations and helping me achieve my goals. Emilia, Year 11 (Bohunt Wokingham)

ISSUE 8 37 WHAT IT MEANS TO BE PART OF THE BET FAMILY – NEW INFOGRAPHIC POSTERS THIS TERM WILL SEE NEW BRANDING IN RECEPTION AREAS ACROSS THE BET FAMILY OF SCHOOLS. TAILORED POSTERS, DESIGNED TO INFORM STUDENTS, STAFF, PARENTS AND VISITORS ABOUT WHAT IT MEANS TO BE PART OF THE BET, WILL BE COMING SOON TO A BET SCHOOL NEAR YOU! THE BET FAMILY We are a close-knit, high performing, growing family of schools across the South of England and beyond.

BET comprises eight schools and a sixth form:

I The Costello School I Bohunt School Horsham- opened in 2019 & will be the Trust’s fi rst all-through school I Bohunt School, Liphook Plus Bohunt Sixth Form I The Petersfi eld School I Priory School I Steyning Grammar School - one of only 34 state boarding schools in the country I Bohunt School Wokingham I Bohunt School Worthing

subjects invested BET’s vision is that the highest BET’s fi rst sixth form produced the BET sets the highest expectations studied as in shared expectations, an ethos of ‘enjoy, respect, highest A Level results in the area for for itself and students, refl ected part of BET’s educational achieve’, unparalleled opportunity its fi rst two years running, with student in schools’ results and Ofsted 44 curriculum £650k specialists and highly eff ective teaching combine destinations to top universities including progress. to develop students who are ‘game- Oxford. BET schools are a key part of the students approx. teaching changers’. BET’s successful programme of outdoor Government’s Mandarin Excellence educated & support & cared for staff employed BET’s approach to teaching and learning education includes the Duke of Edinburgh Programme. Immersion teaching 10,000 1200 is innovative and immersive – a rich award scheme, bushcraft camps and and 1:2:1 iPad provision mean students blend of the latest education thinking, expeditions to Mongolia, Greenland and enjoy learning, with opportunities such A*/A at students signed technology and practice. the Himalayas. as scholarships to study abroad and the A Level up to Duke of BET aims to give all students, regardless BET champions cross-Trust and cultural challenge, diff erentiation and removal (2020) Edinburgh Award of barriers of using technology for 50% 856 of background, an outstanding education collaboration, with international links learning. and develop skills in the classroom and and opportunities for less advantaged hours of saved annually beyond to help them fl ourish during their students with the independent education BET also provides school improvement volunteering in centralised school career and into later life. sector. support to City Academy Norwich. 9308 through DofE £625k services Enjoy I Respect I Achieve " @Bohunt_Trust ! @BohuntTrust $ @bohunt_trust I www.bohunttrust.co.uk

BOHUNT_FINAL.indd 4 07/12/2020 13:12

BETTER BETTER FUTURE ISSUES OF BETTER TIMES BETTER Bohunt Education Trust TermlyTIMES Events Review Bohunt Education Trust TermlyTIMES Events Review Bohunt Education Trust TermlyTIMES Events Review ISSUE 6 – SUMMER 2020 – ISSUE 5 – SPRING 2020 –

THE GAME-CHANGER ISSUE! THE RESPECT ISSUE 7 – AUTUMN 2020 – ISSUE THE ACHIEVE ISSUE! EDUCATION TRUST EDUCATION TRUST We want to ensure you enjoy BETTER Times and find it a useful EDUCATION TRUST and engaging platform. If you have any suggestions for future content, please email Polly Sharpe, BET Director of GIRL POWER: BET STUDENTS MAKE UP 50% OF ATTENDEES AT [email protected] BOHUNT EDUCATION TRUST CELEBRATES STUDENTS’ GCSE BOHUNT SCHOOLS PROUDLY SUPPORT MARITIME ROADSHOW FOR GIRLS! Communications, at: ACHIEVEMENTS NATIONAL CORONAVIRUS RESPONSE Last October, students from three BET schools attended On Thursday 20 August, students across Bohunt Education Schools across Bohunt Education Trust (BET) proudly the annual Maritime Roadshow for Girls, run by the 1851 Trust (BET) collected their GCSE examination results supported the national response to combat the COVID-19 Trust at the home of Britain’s America’s Cup Team, Team challenges provided by the Royal Navy STEM ambassadors such before embarking on the next stage of their education. Ray Morton, Chair of Trustees said, crisis by providing personal protective equipment (PPE) The initiatives taking place across BET schools complement the INEOS, in Old Portsmouth. Of the 180 girls, half were as coding the spherical rolling robots to land on aircraft carriers, In what has been an extraordinary year, with students unable to “Students, staff, governors and the whole Bohunt Education to frontline NHS workers and getting food and resources game-changing initiative launched by the Trust at the end of from BET (Priory School, TPS and Bohunt School in and identifying how STEM skills are used in the armed forces sit examinations, yet demonstrating enormous dedication and Trust community have pulled together with awe-inspiring to those who need it most. March, calling on local communities to donate unused computer Liphook). across a variety of jobs. devices to help students from less advantaged families gain hard work, successes across BET schools included: efforts during the last few months. I am immensely proud of Staff at Bohunt School in Liphook and The Costello School Students took part in a rotation of inspiring activities, such as The trip was an overwhelming success. An increasing number access to home learning. • Bohunt School in Liphook, whose student Mary Skuodas their response to such a challenging set of circumstances - one helped ensure that the most vulnerable children had access growth mind-set workshops, which demonstrated the power of of women are pursuing careers in STEM industries and achieved ten grade 9s and one (top) grade A in Additional which has been of courage, resilience and positivity.” to food through food drops and deliveries, and Bohunt School The scheme, which has so far received numerous donations positive thinking. Networking was also a strong feature of the opportunities such as the Maritime Roadshow for Girls help to Maths Neil Strowger, Trust Leader said, “We are delighted to be Worthing staff delivered iPads to elderly people in isolated from individuals and local businesses, is helping children to get event, with several ambassadors from local businesses talking break down misconceptions that girls may have about the sector. • Bohunt School in Worthing, whose student Tom Sellens celebrating the hard work of our students across the Trust care homes to help them stay engaged and connected. Bohunt online so that they can continue to access education. to students about leadership skills and how to improve their Student comments included: “I’ve learned my only limitation is achieved ten grade 9s today as they collect their examination results – results which Horsham opened its car park to Horsham Hospital and one Neil Strowger, Trust Leader of Bohunt Education Trust said: strengths. It was also a superb opportunity for girls to talk to myself,” and “I really enjoyed the day – it showed me there are • The Petersfield School (TPS), whose students Lucy Powell will help them to embark on the next stage of their education. of TPS’ science teachers, who is lab qualified, volunteered his women who work in STEM (Science, Technology, Engineering so many career choices within STEM.” and Charlie Offen secured a jaw-dropping eleven grade 9s “Our schools are deeply rooted within their local communities. We are inordinately proud of our 2020 cohort and wish them expertise for vital work being undertaken at the local hospital. and Maths) careers and discover how they forged their career each We see it as our duty to do what we can to protect our NHS We look forward to taking more brilliant BET girls to the next the very best with their next steps, whether that be studying paths. • The Costello School in Basingstoke, whose student Sam Press interest was high, given the game-changing provision of at this time and so it is apposite for us to do our bit to help roadshow in March. with us at Bohunt Sixth Form – which achieved a record 50% Holland achieved nine grade 9s PPE and community support across all of our schools, with BBC the heroes on the frontline, as well as those who are more In the afternoon, students moved down to the Tech Deck to A*/A for A level entries this year – colleges or embarking on Since the start of lockdown, BET schools have worked tirelessly Radio 4, ITV Meridian and local press covering schools’ efforts. vulnerable.” try hands-on exhibits, such as writing code to steer boats and apprenticeships.” to provide the very best in education and care to students, making sails to test in the wind tunnel. They also tried temporary including an appeal to ensure all the Trust’s young people have See pages 14 and 15 for a fantastic double page celebration of access to home learning devices, a food bank, and the provision results across the Trust! of PPE to the staff and local NHS providers. IN THIS ISSUE... IN THIS ISSUE... IN THIS ISSUE... GAME-CHANGER EVENT BET AWARDS LAUNCH | PPE PROVISION TO LOCAL COMMUNITIES | SWEDISH VISITORS | BET AWARDS COVERAGE | HOW WE COPED WITH CORONAVIRUS | SIXTH FORM SLEEP OUT | MOCK ELECTION RESULTS STUDENTS WELCOMED BACK AFTER LOCKDOWN | DEVICE DONATION CAMPAIGN SEND CO-ORDINATOR AND GOVERNANCE |SPOTLIGHTS DUKE OF EDINBURGH INSIGHTS| NATIONAL EVENT AND INTERNATIONAL | FARADAY CHALLENGE STEYNING TAKES NEXT STEPS TO JOINING BET VE DAY CELEBRATIONS | ‘BET YOU DIDN’T KNOW’ INTERVIEWS| | BET HEADS IN THE MEDIA | BOHUNT SIXTH FORM’S A LEVEL RESULTS | ‘BET YOU DIDN’T KNOW’ INTERVIEWS| STUDENT LEADERS TEACHER OF THE YEAR AWARDS | HR SUPPORT | NHS FUNDRAISING | AND MORE… | VERA AND BOB | GAME-CHANGER ACTIVITIES | AND MORE… | ‘LOCKDOWN LOWDOWN’ INTERVIEWS | SUSSEX | AND MORE…

38 BETTER TIMES ANSWERS TO PUZZLES FROM PAGE 17.

ISSUE 8 39 EDUCATION TRUST

www.bohunttrust.com Longmoor Road Liphook Hampshire GU30 7NY t: 01428 724324 e: [email protected] @Bohunt_Trust @bohunt_trust

Enjoy. Respect. Achieve.