Looking Ahead - Autumn Term 2022

LOOKING AHEAD

Ambition | Independence | Responsibility

Welcome to the first Looking Ahead for this academic year! And what a year it has been so far: packed with a plethora of different experiences, which have ranged from embarking on new subjects and courses for the Year 12, to grappling with UCAS applications for Year 13. We have been delighted to see new faces amongst the pupils, who have fitted seamlessly into the fabric of the school and community. The Sixth Form Centre has been vibrant with happy conversations, and lots of singing and dancing at break and lunchtimes too!

On a personal note, I would like to thank Mrs. Young for her hard work and utter dedication in the first half of term, as she guided so caringly both pupils and myself into the academic year. Since becoming Acting

Head of Sixth Form, I have been thrilled to be able to work with so many pupils, and am proud of their positive approach to life in the Sixth Form!

The Autumn term is long full of academic and personal challenges, and as Christmas now approaches, we are able to pause for a moment and reflect on how far we have come and what is yet to happen.

Well done to everyone for their hard work and perseverance, and wishing you all a Merry Christmas and a very Happy New Year.

Best wishes,

Dr Bowdrey

bowdrm@malvernstjames.co.uk

Book Club

Michaela, Year 13

This term in Senior Book Club, we have been reading and discussing the books nominated for the Booker Prize, which is a literary prize awarded each year for the best novel written in English and published in the United Kingdom or Ireland. As a group we have chosen Small Things Like These, by Claire Keegan, set in an Irish town in 1985 to look into more deeply. The author investigates the silent, self-interested complicity of a whole community, and questions the looked-over injustices of a close-knit community. We also participated in a game set up by Dr Jones in which we had to guess what a collection of books all had in common. These were books such as I Know Why the Caged Bird Sings by Maya Angelou and The Hunger Games by Suzanne Collins. Despite many attempts and interesting guesses such as war or uprisings, we eventually came to the conclusion that they were all banned books. Book club is a great opportunity to share and discuss ideas on a chosen book.

Pupils in Year 11 upwards are able to attend the community book club, which includes members of the extended MSJ community, included parents and members of the OGA. It is an amazing way to expand your reading repertoire and take part in wide ranging discussions. In the last meeting, the book we discussed was the psychological thriller Greenwich Park by Katherine Faulkner, and last year the community explored themes in the popular Where the Crawdads Sing, by Delia Owens.

Food & Nutrition Trip to Stocks Farm

Jemima, Year 13

We learned how the hops for beer are grown and harvested, and then how the beer is brewed. Firstly, the owner of the farm Ali Capper welcomed us and took us to see her beautiful apple orchards, which were being harvested at the time. We were told about how the apples have to be at least 60% red and have a diameter of 55-80mm in order to be suitable for sale. We then had the opportunity to try various different types of apples, including a new variety called Sunburst, which were absolutely delicious!

The Hop Shed was next on our itinerary, where we saw beer being brewed from the hops which were grown and harvested earlier in the season from their farm. The process was fascinating, and the whole trip gave a very useful and interesting insight as to how farms produce crops for sale in supermarkets, complementing the Diploma and GCSE syllabus perfectly.

On 28 September, the GCSE and Sixth Form Food and Nutrition pupils went to Stocks Farm in Herefordshire to learn about how apples are grown, harvested, and sold in supermarkets across the UK.

Academic Scholars

Harriet, Year 13

As Academic Prefects, Michaela and I are in charge of running sessions every week for a group of scholars. Over the past term we have run a variety of sessions, including article analysis with the Year 9 and 10s, rapid research followed by a presentation with the Year 7 and 8s as well as a scholar wide session involving quizzes and conversations on one’s interest with likeminded scholars. We have also had the pleasure of re-organising the buddy system and matching up pupils. This has given us the opportunity to get to know the scholars as individuals, as well as a team. We have become acclimatised to regularly talking to groups, as well as gaining experience in handling unique characters. On top of this all, we have had the opportunity to organise an assembly displaying the work of the academic scholars. This has required fast action organisation of many moving parts, all to culminate in a successful assembly in the end.

Pudding Club

Phoebe, Year 13

On Friday 11 November, Lucy November, who is an Old Girl, came in to give a talk. She is the founder of a great charity called 2YoungLives, and their mission is to help teenagers who fall pregnant, particularly in Sierra Leone. This all started for Lucy after a visit to Sierra Leone where she conducted a survey and found out that the Maternal Mortality Rate (MMR) was 1360 deaths per 100,000

births; in the UK it is 7 deaths per 100,000 births. The most shocking discovery for Lucy was that for teenage girls in Sierra Leone, the MMR is 1 death in 10 births. Therefore, she felt responsible to try to change this.

After researching why teenage girls are vulnerable to getting pregnant, and why they have such a high MMR, the charity implemented a mentoring

scheme. Older women in the community each looked after 3 teenage girls, ensuring they went to appointments and were taught about how to look after the baby. Lucy concluded by saying what a success this scheme has been, and we finished with some excellent questions from the floor about what could be done to help and what the next steps are for the charity.

Somerville Suppers

YEAR 12

The Somerville supper is an evening of discussion to broaden our knowledge, share research and enjoy a delicious meal. On Thursday 10th November, our Year 12 Somerville supper was held. We were given a quote by Martin Luther king beforehand, stating:

YEAR 13

Members of the Year 13 Academic Scholars and other selected individuals were invited to attend the Somerville supper. This year, our question was on the scope for growth in a profession of our choice and the areas that may be endangered in our future. We had interesting discussions, looking into the use of AI in Languages and how History may be misrepresented due to a surplus of processed information on the internet, going further into the ethics of language digital aid and the continuous problem of fake news. We also talked about the stigma in speech therapy and the over advertisement of medical technology, dabbling into pigeon’s sentiency. We even dipped our toes into the world of sustainable farming legislation and the limitation of technology in a legal setting. This has been, and continues to be, a useful forum to air our thoughts, findings, and interests in an academic setting, widening our perspectives and allowing the reassessment of opinions.

figures such as Rosa Parks and The Suffragettes as well as Martin Luther King himself.

Immediately, this highlighted the topic of selfishness, feeding into the question, Can someone be an ethical billionaire, and if so, how? This lead us to discussing another question, “Can you be 100% ethical?” a theme that was touched on again in the evening. Our next topic was ethical consumerism, primarily discussing big brands such as Shein and Primark, compared to smaller, local brands which are supposedly more sustainable and worker friendly but therefore more expensive. A very interesting point was then raised about the use of money in our modern world and how currency has changed our perception of life itself. By breaking down the quote further, we began to explore the meaning of living and life and what this means individually for us. We also discovered the use of gendered language in the quote, “he” and “his” rather than inclusive alternatives such as “we” and “ours”, for example. This encouraged a conversation about discrimination, racism and women’s rights, exploring activists and other key

The quote by Martin Luther King also inspired us to think about how racism has evolved over the years. Pupils of colour discussed the impacts of racism and how it has implicitly and explicitly manifested itself in various ways of our lives. We discussed what life looks like from a person of colour’s point of view, drawing comparisons between living a privileged and non-privileged life, as well as how the life of a person of colour has been affected by systemic racism. This discussion is of great importance, as it sheds the spotlight on many key issues and this discussion of racial divide has raised the awareness of those individuals who may not be affected by such a thing. It was very touching to see how the points of racial inequality were met with such compassion and desire for improvement, I think that this discussion, in particular, was indeed successful as students around the table were able to take the “broader concerns of all humanity” in their stride!

Overall, the evening’s discussion was thoroughly fascinating and definitely challenged our academic abilities.

“An individual has not started living until he can rise above the narrow confines of his individualistic concerns to the broader concerns of all humanity.”

Harriet, Year 13

Myrtle and Vaani, Year 12

Sixth Form Experience Day

Aita, Year 12

My Sixth Form experience so far has taught me independence and has given me an insight to what life outside school is going to be like. Having study periods where nobody is watching or forcing me to revise has taught me that I am now responsible for myself, and it is up to me to decide how to make the most of my time. I have also developed a different kind of relationship with my teachers that I didn’t have before as I now feel as though I am being treated as a young adult who is being guided through the next two years of 6th form. Furthermore, I have learnt the importance of time management as when I plan my day effectively it increases my performance. On Sixth Form

Experience day where the current Year 11 had a taste of life in Year 12, I sat on the panel alongside fellow Year 12 pupils to respond to queries. My main advice was to choose subjects you enjoy doing as you do them every and yet again the power of time management. It was a lovely experience getting to answer the questions of the pupils coming into

Sixth Form as I remembered also having the same questions as them and not knowing what Sixth Form would be like. It was also a learning experience for me as I gained advice on how to keep onto of my work by the Year 13s who sat the panel too! Overall Sixth Form has been an amazing experience so far with the support of members of staff and my fellow peers.

Biology Field Trip to Nettlecombe

For our Year 13 Biology trip, we had the opportunity to visit a Field Studies Council centre in Nettlecombe and carry out fieldwork in the grassland ecosystem. During our stay there, we learned how to practically apply the sampling techniques that we learned in school to the real world. We spent three days in both classroom lessons and outdoor fieldwork.

The teaching at the centre was highly interactive and the in-class lessons were most engaging, however it was the outdoor activities that were the true gems of the experience. We used a wide range of sampling techniques to study the environments, including small mammal trapping for voles, shrews and mice. These traps let us survey the small mammal population in the woods, while preventing any harm or distress to the animal. We also took to the fields to use different types of transects and quadrats to sample plants, and using a handy key, many of us soon found ourselves proficient at identifying everything from different dandelion species to ribwort plantain. We also visited a stream where we recorded the environmental conditions, such as temperature and rate of flow, and sampled the freshwater organisms that lived there. Both the fieldwork and lessons taught us not only about sampling and the organisms that inhabited the local environment, but also helped us to understand how human activity affects the environment. Mowing, grazing, trampling, and coppicing all have their respective effects on the environment, which can sometimes be beneficial to some species while simultaneously being detrimental to others. We took all the data collected while out in the field

and processed the results using statistical tests, such as Spearman’s rank and Simpson’s index, back at the centre, working long after dinner!

During our final day there, we utilised our knowledge and experiences we had gathered at the centre to create our own research project that formed part of the practical component for our Biology course. The teachers worked with us to formulate our own research questions, and we set off in teams to investigate whether our hypotheses were right. My team explored whether the species diversity is greater at the top of a hill or at the bottom, due to the difference in soil moisture along the slope.

One of my fondest memories of the trip was laying on top of a grassy hill at night with friends and watching the starry sky together. Being a dark sky zone, FSC Nettlecombe had little light pollution, which allowed us to see the milky way and numerous constellations. The staff at the centre also educated us on the environmental impacts of climate change and the importance of protecting the UK’s grassland ecosystems. The centre itself was run in an eco-friendly way that reduced carbon emissions and lessened environmental impacts, and we were all encouraged on the last day to write about one change we could make in our daily lives that could help reduce our carbon footprint.

Being at FSC Nettlecombe has encouraged me to be more serious about my environmental consciousness, while also helping me complete the required practical for A Level Biology.

Jade, Year 13

Settling in to Boarding

Boarding at MSJ has been wonderful. When I first came I thought I was going to be alone for the first half term but that wasn’t the case at all. The other pupils that board were welcoming from the very first day allowing me to seamlessly come out of my shell. In my second week, we went on a boarding trip to the Malvern Hills and saw the town, from a different perspective, and this allowed me to come out of my comfort zone and explore more of the area.

Friday nights are what I look forward to every weekend because the school makes delicious snacks for us, and I get to wind down and relax from all the schoolwork I have been doing all week. I board in Greenslade and the amount of room we are giving to express ourselves is lovely! I’m allowed to decorate my room so that it fits me, which enabled me to be more comfortable in my own space. The amount of activities we have over the weekend allows me to bond more with my friends too. Being a new pupil, I didn’t really feel like I belonged at first but boarding made me feel otherwise and they were so open to getting to know me. There were so many people that helped me even when I was struggling and trying to navigate myself around. Settling into boarding at Greenslade has been so smooth and I’ve been enjoying my time hugely!

Muna, Year 12

Music Trip to see Wicked

Michelle, Year 13

On 5 October, Drama and Music GCSE and A-level pupils travelled to London to watch ‘Wicked’ performed by the West End cast. The show was absolutely mesmerising, both the cast and the orchestra were phenomenal, we all enjoyed it very much. Stephen Schwartz and his musicals are big topics in the GCSE and A-level music syllabus, so not only did we learn about Schwartz’s musical style in the classroom, we also appreciated the many other aspects of musicals, including staging, choreography, costumes and the interaction between the performers and the orchestra. I especially enjoyed the atmosphere at the theatre and enthusiasm of the audience, there was even a standing ovation for the cast and the orchestra, which was very well deserved. On the journey back, all of us were singing the songs from Wicked, some even looking up the scores to play on the piano. It is definitely safe to say we all loved the show.

in MSJ Sixth Form Christmas Crafts

In a bid to reduce the use of plastic, pupils have been encouraged to make their own Christmas decorations, from sustainable and recyclable materials. They rediscovered the joy of making something yourself, and reconnecting with others as they shared the results to much admiration!

A Project Fit for The Queen

Following the passing of Her Majesty Queen Elizabeth II, we (A-level Product Design students Myrtle and Etholle) created a memorial piece to honour her reign, influenced by the first postage stamp commissioned after her coronation. The project was heavily based around the first module of the subject specification, looking at polymers and the processes which compliment them, such as sublimation, laser cutting and the use of acrylics and adhesives.

During the design process, we first thought about Queen Elizabeth in the public eye, and her significance, including famous portraits, jubilee artwork and the postage stamp. After deciding on the design of her first iconic postage stamp, we set to work.

We learnt how to use more of the machinery available in the DT department, broadening my knowledge of processes available

and how to make a product to the highest standard. By experimenting with sublimation and the heat press we have developed our skills so that we can use these on fabrics to accompany our designs in further DT or art projects. We went through many stages of design and testing, for example the original frame was in a solid plain purple colour but after some deliberation we decided the sparkly purple was a better option as it was more fitting to the Queen and what we thought of her. Also, we re-coloured the image of the Queen to make it into purple tones to match the original stamp. We then furthered this by sublimating it onto pearl acrylic because it gave the effect or being worn and vintage which contrasted to the bright purple frame.

The final piece is fitting for HM the Queen, and we were delighted to see it proudly on display for all to enjoy.

Geography Field trips

During the Autumn Term, the A Level geographers have been immersed in practical work, going on fieldtrips to the Jurassic Coast in Dorset, Frith Wood near Ledbury and the Glamorgan Heritage Coast in South Wales. The first two field trips for enabled Year 12 pupils to develop data-collection skills, analytical skills, and navigation skills by helping the Year 13 geographers with their data collection for their non-examined assessment (NEA). This was a bit of a shock to the system, so early in the term and following restrictions due to COVID when fieldwork was not possible but set expectations for the course and introduced some pupils to the British landscape. We collected data on Swanage beach with folk music in the background, courtesy of a large gathering of morris dancers-all slightly surreal! The Year 13 pupils were able to collect much more data as a result of a larger group and cemented their own understanding by passing on knowledge to their peers. Wrestling with equipment that wasn’t as reliable as first anticipated, impenetrable gorse bushes along transects and parched woodland soils meant that data collection techniques were modified. How do you measure the girth of a coppiced tree trunk to calculate it’s carbon content? Why didn’t the dunes look like those in a textbook? Does the nature of the sand really vary down the beach at Swanage? Year 13 Geographers can now tell you the answers! Some of Year 13 used the Chemistry labs to analyse their soil samples and there was significant transfer of knowledge and skills across these subjects as well as Biology.

The next field trip was to Dunraven Bay on the Glamorgan Heritage Coast. It was the first field trip where Year 12 pupils needed to apply their newly acquired knowledge of geology. Armed with hard hats to study the cliffs up close they learnt how to draw field sketches and to describe how geological structure and lithology interact with erosion processes at the coast. It was helpful to get a sense of scale in terms of the height of the cliffs, the size of features such as wave cut notches and shore platforms and the millions of years represented in their formation. Equally helpful was getting used to using a multitude of geographical terms by spotting features in the field. The group also stopped at Ogmore-by-Sea where there were some surprisingly large sand dunes near the river’s mouth, allowing them to recall how a sand dune system was formed. They even managed to sneak in a cheeky visit to the ice cream van, an essential part of British seaside culture! Overall, they have learnt a lot and had lots of fun!

Nicole, Year 12 and Mrs Fowles

Personal Development Programme

On Wednesday, we participated in a series of life skills workshops consisting of street dance, pilates and mindfulness. Street dance was run by Miss Amelia, who prechoreographed a routine for us to learn, including a section for us to freestyle and incorporate our own ideas into the dance. Pilates was led by Fiona Zelley, who instructed us on the movements and encouraged a clearer headspace. Finally, mindfulness was led by Mrs Young outside in the quad, the fresh air and good weather was a particularly nice bonus. The session consisted largely of different mediation methods, ways to empty the mind and how to practice gratefulness. Overall, these workshops reminded us of the importance of taking the time to separate ourselves from school life and focus on both our physical and mental wellbeing, something which can be pretty easy to forget with the stresses of workloads and deadlines. Developing these skills was uplifting and made for a very enjoyable afternoon!

On Thursday, the Sixth Form participated in a Life Coaching workshop run by Amy from ‘Think It Out.’ We were immersed in a conversationalist environment with our peers, sharing our ideas and working together to fill out a sheet based on our overall experience of the day. The sheet covered topics from the importance of asking open questions and the power of active listening to the impact of interpreting body language. We learnt that all of these factors are important in Leadership and coaching as they play significant roles in the way a person is affected when engaging in a conversation with them. At the end of the day we implemented the new skills we had gained through coaching each other whilst applying what we had learnt from Amy. Overall, the experience was very beneficial as we may now use it in our everyday lives, and beyond school into university and the workplace.

In September, the whole School took part in a personal development programme. The Sixth Form divided into three interlinking strands: Lily,

At the end of a busy day of leadership activities, we headed out to the Quad to compete in a general knowledge quiz, in teams of our respective forms. The quiz proved to be not only interesting and exciting, but also extremely competitive, (especially the teachers team!) with rounds such as ‘draw the teacher’ which resulted in some interesting portraits! The afternoon gave everyone the chance to unwind and have fun while also providing an excellent opportunity to work with and get to know others within our forms who we hadn’t met before or didn’t know very well. Following that, we were treated to a magnificent BBQ prepared, very kindly, by the Catering department. This was a delicious, and perfect ending to a full, but also very valuable day in which we were able to improve our existing skills while also relaxing and having fun with our friends and peers.

Team Building Away Day

Olivia, Year 12

The Team building Away Day, saw the whole Sixth Form go to the Lucton Rugby Club where there were 4 different inflatable obstacle courses to try. These were kindly given and instructed by the staff at Oakerwood. The first one was an actual obstacle course where you could compete against your friends. We were put into groups so that both the years were mixed up, meaning all pupils could get to know each other and help during the different courses. I thought that it didn’t matter which inflatable you were on, people would constantly

cheer and laugh, which made the whole experience very enjoyable.

After the morning session, we went to the Oakerwood site where we were in the same groups, except we had to do team building exercises, aiding with communication. We all had to listen to each other and work cooperatively to achieve the main goal and putting into practise what we had learnt the day before in the leadership workshop. We all had a great time and it brought us all closer and I would definitely recommend it to everyone.