Encouraging Engineering

I remember as a teenager growing up in the North of England proudly studying the Industrial Revolution which had developed my local landscape. I was fascinated by the amazing engineering feats of the Victorians: the Box Tunnel in Bath designed by Isambard Kingdom Brunel, which legend has it was designed so you could see the sun shining all the way through only on his birthday; the Iron Bridge in Staffordshire (that I once requested to go on a detour to see when attending a party); and the sewer and Tube systems in London, which revolutionised our capital city. 

Growing up with a step-father who is an engineer has meant that many family holidays have also been given over to the appreciation of more modern engineering feats such as the Seven Mile Bridge in Florida. So as you can imagine when I heard Carl Ennis of Siemens, a fellow northerner even more passionate about the history of British engineering, talk about the importance of getting more women into STEM industries to secure its future at the GSA Conference in Manchester, I was all ears.

He believes that in the light of COP26 and the world‘s commitment to Net Zero, Britain can seize this opportunity to lead the way in a second Industrial Revolution, this time a much greener one! However, the lack of female engineers is saddening. Despite many strides forward, the engineering industry is still not anywhere near gender equal, with only 24% of people working in STEM careers being female. He praised the work girls’ schools are doing in encouraging their students into engineering. However, he went on to say “Girls who have been encouraged, supported and nurtured through school are sent into a world of work that, in some instances, is the binary opposite of what they’d hoped for. In STEM subjects, this can mean male overalls, male safety shoes, male goggles and male workstations.” 

Siemens has been working with the GSA for a number of years to address these issues and if we really are to lead the way with a new generation of engineering innovators, there must be female voices at the table. We encourage our students to engage in STEM and particularly look at issues around sustainability: one project looks at making and analysing ionic liquids which will have important green applications as solvents and catalysts; another involves understanding Earth observation, using satellite images to track glacier calving and iceberg formation; and Year 9 Physics are currently looking at reducing heat energy losses from homes and renewable energy sources for electricity production. 

At the conference, I also heard from Phoebe Hanson from Force of Nature (a non profit organisation fighting climate change), who talked emotively about the eco-anxiety many of our young people are suffering. She highlighted that 79% of young people feel hopelessness about the climate crisis and 4 out of 10 children don’t want to have children as they don’t know what the world they will bring them into will be like. This is a terrible situation to be in. We need to help our young people to see that there are options for them to make a difference. We want our students to pursue their passions in STEM, to use the confidence they gain here at BGS to take their creative ideas and ability to problem solve out into the world, to make a difference to the future of humankind. 

As David Attenborough said: “We often talk of saving the planet, but the truth is that we must do these things to save ourselves. With or without us, the wild will return.” I understand the helplessness young people feel in the face of the climate crisis, but I hope our students will be able to feel positive about the impact they can make by using their intellect and  passion for science to reimagine the future of our world. 

Creative Solutions

With our strong results and high university acceptances rates, it is clear that our forward looking approach to education is already providing well for our students. Nevertheless, our strategy must continue evolving so we stay at the forefront of educational philosophy. 

We have now firmly entered the “Information Age” with the production of information growing exponentially. We know that in the modern workplace, it is essential that everyone has excellent technological skills. BGS students are all “digital natives”, but it is their digital fluency coupled with their ability to be creative that will set them apart from their peers. Back in 2006, an IBM paper entitled The Toxic Terabyte, predicted that knowledge would double every 12 hours in the near future. With such a huge amount of information available it is crucial we nurture our students’ imaginations. We don’t want our students to only learn what is necessary to pass examinations. We want them to be curious, to come up with new ideas and to question what has gone before; we really aspire for our students to be the creative-thinkers and the change-makers of the future, and that starts with their journey here.  

Many of our students will work in jobs that have yet to be conceived, and have multiple careers in their lifetimes. They will need the agility to work globally, understanding different cultures, languages, political systems, economies and business etiquettes. It is an exciting time to be part of the education system, but it is incumbent upon us as school leaders, through our curriculum development, to make sure that our students are equipped to succeed in these nascent job opportunities across the globe. 

At BGS, we have always believed that central to success is the promotion of creativity in education; we value it so greatly that being Imaginative is one of our key values. The writer Tham Khai Meng agrees and recently stated in the Guardian: “Creativity is the most powerful competitive advantage a business can have. Companies need to fizz with new ideas and fresh thinking. But there’s a problem – there just aren’t enough fizzy people around.” Our students are given a myriad of opportunities to develop their originality and expressiveness through all aspects of the curriculum; whether that is in the drama and dance studio, art room, a maths lesson or in the science labs, using their imagination and thinking creatively to look beyond the content builds connections, extends their knowledge, embed concepts and helps them find innovative solutions.   

The thinker and writer Edward de Bono wrote: “There is no doubt that creativity is the most important human resource of all. Without creativity, there would be no progress, and we would be forever repeating the same patterns.” The world is facing monumental issues from COVID, to climate change, to the Black Lives Matter Movement and the continued issues around gender inequality. If we are to change our future for the better, new ways of creative thinking are definitely in order and I have no doubt that BGS students will be part of finding the solutions. 

Be Kind

Our world today is an exciting place to be with technological advances and a myriad of opportunities in our globalised society. However, at times it does seem like it is missing one small element that makes a huge difference to those around us: kindness. Sadly, we often hear on the news of the many ways people are not being kind to one another: hostile posts to key figures in the public eye (more commonly women); a politically divided country; and the sexual harassment of young people in unprecedented numbers to name but a few.

It was the anthropologist, Margaret Mead who when asked what the first sign of civilisation in humans was, referred to a 15,000 year old fractured femur bone. She argued that the evidence that this bone had healed (which can take up to 6 weeks) demonstrated that others had looked after the human who injured themselves. In the natural world, a broken bone is most likely to lead to death as you cannot run from danger or find sustenance. This first evidence of humans caring for other humans is where civilised society began, not in the art they created nor their tools for hunting. 

Our society is a far more complex affair than that of early man, but our capacity to be kind to one another and to look after those that need care is surely the essence of our humanity. The pandemic in some ways helped us remember what is important to us; supporting our communities and connecting with our families. Our admiration for those in the caring professions both in the NHS and care homes was at a pinnacle. However, as life has gotten busier once more, we might have lost sight of the importance of  some of these values. 

I was so proud of our community during the pandemic; we really did nurture each other through this difficult time. And it has been a real joy seeing us all come together again this academic year. Nevertheless, I do not want us to forget how supportive we were of each other. We must continue to be kind and lift each other up, celebrating other’s successes and being there for each other when things don’t go as planned. It is central to our ethos and a guiding principle at BGS. 

A favourite saying of my grandfather was: “if you have nothing nice to say, say nothing at all.” I think he would be horrified by some of the things written online today. I believe his statement is a good one to live by. However, we should also take it one step further and be ready to stand up for what we believe is right. If we see unkindness in person or online (in the myriad of forms it can take from racism and homophobia to misogyny or even the simply mean personal comments), we want our students to have the confidence and empathy not to be a bystander. 

It is World Kindness Day on Saturday which was set up to promote kindness around the world and help bind us together more closely; certainly an aim we can all aspire to as an antidote to all the conflict of our VUCA world. We will continue to place kindness at the forefront of our messaging to our students, through our actions, our lessons, our assemblies and our commitment to service. As Maya Angelou once said: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel” and we must draw upon this inspiration. By teaching our students to be empathetic, to consider their actions carefully and to help support them if they make a mistake, we will continue to be that strong, supportive community. 

I have loved getting to know your daughters over these past 18 months and they have shown a wonderful community spirit welcoming me into BGS, impressing me with their ideas and commitment to making the world a better place. I am confident that together we will be able to live up to the Dalai Lama’s saying: “Be kind whenever possible. It is always possible.”

Celebrating our IB World School Status

Reflections from Mrs Crawford-Smith (IB PYP Coordinator)

This week, Mrs Crawford-Smith guest writes on the Headmistress blog about gaining our IB World School Status in the Junior School and the journey to achieve this outstanding status.

At BGS, we are always striving to be a forward-thinking and innovative school, and in becoming officially authorised as an International Baccalaureate Primary Years Programme (IB PYP) school, we have achieved just that. We are one of an elite group of schools in the UK that offer the IB PYP.

The IB PYP is a world-renowned approach to learning which offers a transdisciplinary, inquiry-based and student-centred education. At its core, it is a future focused education that develops young students as caring, active participants in a lifelong journey of learning and enables students to learn between, across and beyond traditional subject boundaries.

The ethos at the heart of the PYP matches our own. Since we opened our doors 10 years ago, our goals have always been forward-thinking; our aim to be at the forefront of education. We push boundaries and push ourselves to become the most effective practitioners that we can be.

When we started our journey a decade ago, we were teaching traditional subjects and we soon saw that we needed to help the students to see the connections between the facts and skills that they were learning. As a team, we developed our own Enhanced Curriculum. Units were developed that linked the subjects together, allowing the students to make connections across their learning. This was the perfect stepping stone for us to take on the next challenge – to evolve our Enhanced Curriculum into an inquiry-led approach. A child-led approach. We wanted to give our students ownership of their learning. Give them choice in what they inquire into, and in how they explore their learning.

New units of inquiry were written that give them this voice, choice and ownership. Starting from a central idea, the class explores lines of inquiry together whilst focusing on specific concepts to guide their learning. They all pose questions linked to the concept and share these with each other, allowing them to shape the next steps of the unit and explore aspects that interest them.

The impact has been profound, both on staff and students. The role of the teachers has changed. As the units are shaped by the class’s interests, we are never sure of the exact direction it will take. Whereas before we would spend our preparation time gathering or making resources that gave the students facts and information, now we spend our time exploring questions and considering how we can help the students to find the answers for themselves. Pupil engagement and interest is far greater when they are involved in shaping their learning journey. They are exploring aspects of the concepts and central ideas that excite them with the guidance of their teacher, their facilitator. Classrooms buzz and levels of ownership, self-confidence and agency are always evident. It is exceptionally rewarding.      

Over the past two years as a team of educators, we have spent time refining our skills to facilitate the PYP approach. The curve ball of the pandemic may have made it more challenging, but this added to the need for us to be agile, creative and innovative in teaching methods. Our time as a candidate school culminated in an Authorisation visit which took place before half term. We received a glowing report and letter of acceptance from the International Baccalaureate which has really helped us to see how far we’ve come on our journey as a school. Among the many commendations, we were congratulated for, ‘facilitating and understanding and commitment to constructivism and inquiry-based learning,’ for having ‘outstanding facilities to support student learning,’ and for ‘facilitating a learning environment that allows students to become responsible for their own learning.’

I am so proud of how the pupils and our community have embraced the changes. It is an exciting new chapter to be a teacher in the Junior School at BGS; we are committed to model being life-long learners, to ensure that our students are independent, confident and innovative individuals.

Addressing the imbalance

I had the great privilege of attending the inaugural African Caribbean Education Network (ACEN) Anti-Racism Conference at Dulwich College last week; it was an inspiring and invigorating experience. I think what particularly impressed me about the conference is that ACEN was set up by a group of black mothers who wanted to ensure their children’s education in the independent sector met their needs, understood who they were and allowed them to flourish; it is a wonderful example of what women can achieve when they work together for the greater good. Seeing so many teachers and other educational professionals together working towards a common goal was galvanising and the positivity in the room was tangible.

The paralympian, Claire Harvey, posited that the system in the UK was not actually broken, but that it had in fact been deliberately made the way it is over hundreds of years. This is why change might not always be as quick as we would like it to be, but we must not lose hope as we fight for a more just and inclusive world. She argued that we must not see inclusion as being limited, so that if one group benefits, another loses out. We can amplify the common experience by being inclusive to all. We were encouraged to be not “non-racist”, but “anti-racist”, so that we regularly clarify our values and call out when they are not met. Aisha Sanusi from the ACEN urged schools not to be colour blind in their approach, but to see our students’ race and think about their lived experiences in our  day-to-day care for them and in our curriculum.  

As a history teacher, I was enthralled by Professor David Olusoga’s passionate rallying cry to teach British history in its entirety. He reminded us that history can be ugly and discomforting, but that we shouldn’t shy away from this and only see history as something which makes us feel good about ourselves. Whilst many schools are trying to redress the balance, including here at BGS, many ethnic minority stories are still being marginalised and the current history curricula at GCSE and A-Level continue to have very few modules that include their experiences. This means that for some ethnic minority students they don’t see history as being for them and the imbalance is perpetuated. Yet the history of Britain is inextricably linked with the British Empire and we must recognise that our history is shared. He finished by saying that history could either be used as a weapon to drive us further apart or used to bring us more unity, and I for one certainly hope it is the latter. 

It is important that as teachers we show cultural humility: we can acknowledge that everyone is a mixture of culture and experiences; we must preserve the dignity of each student in the classroom; we should always remain professionally curious about others; and we must remain committed to having a culturally sustaining pedagogy. We are launching our curriculum review this year, which will in part encompass a close look at how far our students can see themselves represented within our teaching in all of our subjects across the School. It is a profoundly important task and we are relishing the opportunity to undertake a deep rooted and meaningful review. 

We pride ourselves on being a warm and welcoming community, but we are on our journey and are committed to being brave; we acknowledge that we have a lot to learn, discuss and change in our ambition to become more inclusive and diverse. Our students and staff are  fantastic in guiding us, but we also want to work with our parent body and external experts to continue this exciting phase of growth and development. Our Diversity and Inclusion calendar of events will be published soon and we have already celebrated The Big Hair Assembly and Black History Month starts on Friday 1st October. We see these as opportunities to open up discussions and to allow our students to celebrate the cultures they are so rightfully very proud of promoting a greater understanding for all. Events across the year will celebrate the myriad of different cultures and religions we have in the school along with LBGTQ+ events and a focus on disabilities. As we celebrate 10 years of BGS, we will be hosting our inaugural Culture Festival in the Summer Term, encouraging all of us to come together and recognise how the diversity of our community makes us collectively stronger. 

Purple Ribbon Week

This week, our Service Team members, Lucie Bridgman (Service Prefect) and Meranie Kairu (Service Captain) guest write on the Headmistress blog about the meaning and significance of the purple ribbon.

Last week, the Service Team held our first fundraising event of the year for Bedford Women’s Centre. During the week, we embarked on a mission to sell as many purple ribbons as possible to spread awareness of the charity and their main cause, domestic abuse. With the support of our senior school students and teachers we raised a total of £120.94! This marks the beginning of many future events we hope to carry out this academic year to give more to this noble cause.

Across the world, the purple ribbon has been used to draw attention to the issue of domestic violence. The colour purple also represents BGS students and Bedford Women’s Centre, and is a prominent symbol of strength, independence, and transformation. Bedford Women’s Centre has embodied these values by supporting women in Bedford since 1982: they do this by helping them to transform their situations through liberating themselves from harmful and abusive relationships. This is done through their freedom programme, weekly workshops on healthy relationships, yoga and other fun activities designed to improve the health and wellbeing of women. The charity also provides a créche service which allows women to access these services without having to struggle with finding childcare. It also offers a safe space for the children who may have had unsettling experiences in their home environments as a result of the issues occuring in their homes. One of the main consequences of ongoing domestic violence is isolation from family and friends. To combat this, Bedford Women’s Centre facilitates groups for women to help them ease back into society and return to employment, so they have the opportunity to be financially independent and support themselves and their families.

Through a conversation with Charlotte, a spokesperson for the charity, we learned that 1 in 3 women will or have already experienced physical or sexual violence by an intimate partner or non-partner within their lifetime. This applies to women of all different social and economic backgrounds. According to the World Health Organisation, this shocking statistic has hardly shifted in any positive direction in the last 10 years. The prevalence of domestic abuse against women highlights the importance of raising awareness for our cause. Therefore we must provide support for each other by communicating that it is never acceptable and understanding that the fault does not lie with the victim, but with the perpetrator of the harm. We want to create a world with empowered women in happy relationships with their partners, with each other and everyone else in their communities. Through our partnership with Bedford Women’s Centre, we hope to come one step closer to achieving this.

 “Devastatingly pervasive: 1 in 3 women globally experience violence.” 9 Mar. 2021, https://www.who.int/news/item/09-03-2021-devastatingly-pervasive-1-in-3-women-globally-experience-violence. Accessed 22 Sept. 2021.

Continuing our Apple Distinguished journey

This week, Mr Potter (Director of Digital Strategy) guest writes on the Headmistress blog about BGS being awarded a third successive Apple Distinguished Award.

BGS has continued to drive innovation and creativity by being awarded the Apple Distinguished Schools status for the third time, joining a small handful of schools worldwide who are three-time recipients.   

The Apple Distinguished Schools programme has been designed to highlight and recognise outstanding technology use in schools across the world with the vision that these schools collaborate and spread good practice to other schools. The programme is very exclusive and only schools that show innovation in classroom practice, leadership and a positive impact with technology are invited to apply. For BGS, this provides a unique and extensive network of like-minded schools where we can regularly share ideas as we look to our next stage of our strategic developments. 

Innovation and technology at BGS is so embedded in the learning and teaching that students and teachers no longer look at using the iPad or Google Apps as anything different to picking up a pen or pencil. They are using the skills of collaboration and creativity enhanced by the technology without a second thought; whilst the use of technology is enabling students to extend their learning skills in ways which would not be possible without it.

Our teachers and students are always willing to engage in something new. They are willing to pick new technology up and try things out with the express intent of using it to improve their educational experience. This was so evident during the periods of lockdown; not only were the teachers able to meet with students face-to-face through the google suite but they had the knowledge and tools to make those interactions really engaging and innovative to keep students enthused in their learning and building new skills.  

It was rewarding that this was recognised by Apple in their feedback to the school:

“A school at the forefront of embedding technology skills discreetly but continually throughout the girls’ education. They are forward thinking and ambitious to embrace the skills required for future careers in technology.’

This supported the findings of the schools ISI report  in 2020 which also noted: “Pupils’ competence in using ICT to support their learning is outstanding.” 

As we look to the next stage of the strategic plan, we are in a strong position to keep moving forward to ensure that our students are fully prepared to participate in a digital world with confidence. 

To understand more on the Apple Distinguished Schools Program here.

BGS ADS award 1

BGS ADS award 2

BGS ADS award 3

South Asian Influence on other Cultures

In the lead up to South Asian Heritage Month, the South Asian Society are celebrating and telling their own stories about the history of and diversity of South Asian culture. This week, Lucie Bridgman (Lower Sixth), guest writes on the Headmistress blog about how South Asian culture has had an influential impact on her life. We hope you enjoy reading her blog.

By Lucie Bridgman (Lower Sixth)

As one of the non-South Asian members of the South Asian Society, it is easy to forget how important South Asia is to other cultures. But South Asian culture has had a very big impact on my life, as it has influenced three very different countries that are very important to me.

One of these countries is The Philippines, where many of my close friends are from. The Philippines was under Indian sphere of cultural influence starting around 290 BC until around the 15th century, when Hindu/Buddhist influence was absorbed by local politics. Kingdoms in the Southeast coast of India had established trade, cultural and political relations with Southeast Asian kingdoms including Burma, Thailand, Indonesia, Malay Peninsula, Champa, Cambodia and the Philippines. Southern Indian traders, adventurers, teachers and priests continued to be the dominating influence in Southeast Asia until about 1500 CE. While the Philippines has also been influenced by China and their Spanish invaders, the South Asian influence cannot be overlooked.

My family are from Guyana and you wouldn’t think a South American country could be so heavily influenced by South Asia. Indo-Guyanese are the largest ethnic group in Guyana. According to the official census, about 40% of the population in 2012 was from India or of Indian heritage. They are the descendants of indentured laborers and settlers who emigrated beginning in 1838 from India during the time of the British Raj. Most of the Indian settlers who arrived were from North India, specifically regions of the Hindi Belt, however a significant minority came from around Madras in South India. Others arrived as merchants, landowners and farmers pushed out by famine. Guyana celebrates Indian Arrival Day on 5th May with mehndi tattoos to bring us good luck. Hindu festivals are also celebrated as public holidays like Christian festivals.

South Asia has had a great many dietary influences upon Britain. Recipe books dating from the 15th century show that English cookery made extensive use of spices brought back from though trade routes to Asia and the Middle East. These spices and other commodities from the late formed British Empire played an important part in changing the eating habits and culture of wealthy Britons. Nowadays the most favoured takeaway, after Chinese, is Indian takeaway and this fascination with curry led to the creation of the chicken tikka masala by South Asians who had settled in Britain.

Influential South Asian Women

This week, Aleena Azam (Year 7), guest writes on the Headmistress blog about her influential South Asian Women.

Matisha Joshi (Lead Ambassador of the South Asian Society at BGS)

In the lead up and during South Asian Heritage Month, we want to shine the spotlight on some important female figures within South Asia, who have defied stereotypes to make the lives of thousands of people across the world better. The last few years, we have seen South Asians come into power, especially in some of the major governments across the world. The actions of these individuals constantly inspire us to strive to be the best that we can be, as well as being role models to those that come after us. We hope you enjoy reading Aleena’s article about influential South Asian Women below.

Written by Aleena Azam (Year 7) (Member of the South Asian Society)

There are many influential South Asian women both in history and in today’s society. One of the most inspirational women is Malala Yousafzai who is a women’s rights activist. She was born in Pakistan where the Taliban took control of her valley. She announced on TV that it was unfair how the Taliban were closing schools for girls because they didn’t want women to be powerful. A few days later Malala got onto the bus for school and two Taliban stopped the bus asking where she was and she was fired by guns, hitting her head. She was then rushed to hospital however Malala stayed strong and powerful and fought until the end. She is the youngest person to recieve a Nobel Peace prize. She inspires me because she didn’t give up and shows other women to continue being bold and brave no matter what others tell them. 

Another influential woman is Kamala Harris. She is the first Indian/American Vice President of the United States of America. She is a lawyer and politician who was the first Indian American to serve as a U.S. Senator. Her father was from Jamaica and her mother was from India, they were both immigrants. Harris also gained a reputation of being extremely tough as she prosecuted cases of gang violence and other major crimes. There was also a time where Rep. Tulsi Gabbard challenged Sen. Kamala Harris’ record while serving as attorney general of California. Harris responded to Gabbard’s claims and said she was proud of making a decision to not make fancy speeches and to use her position to reform a system that is badly in need of reform. She inspires many people to not let being an ethnic minority or woman stop you from following your dreams. 

Sirimavo Bandaranaike was prime minister three times and was the leader of the Sri Lanka Freedom Party. She was the first female to be elected head of government in the world; this happened in 1960! She wanted the government to follow socialist policies. She also encouraged Buddhism and carried out a law that made Sinhalese the only official language of the country. In 1994, her daughter Chandrika Bandaranaike became president and appointed her mother prime minister after her mother was banned from the political office in 1980. Bandranaike resigned in August 2000, the same year she passed away from a heart attack in Colombo, Sri Lanka. Her story still lives on and her and her daughter continue to inspire others to keep trying and making the world a better place for us all. 

These women are not the only influential South Asian people as there are many others who are helping change the world in their own special ways. I hope you enjoyed this article about inspirational South Asian women.

Anti-Racism Week

This week, Natasha Dahir (Upper Sixth), guest writes on the Headmistress blog about the African and Caribbean and South Asian Societies anti-racism campaign.

The African and Caribbean and South Asian Societies have kickstarted this term with an important message. That is: be anti-racist. Our anti-racism campaign aims to raise awareness of racism in society and educate all of us about how we can prevent and respond to incidents in our school community and beyond. Furthermore, this week has been dedicated to progressing the conversations surrounding racism and prejudice towards marginalised communities. This is an extremely valuable experience for us all, to understand the role we play in providing a safe and all-inclusive space for each other.

We began with a Stephen Lawrence Day assembly on the Thursday 22nd of April. In 1993, eighteen-year-old Stephen Lawrence was attacked and murdered on his way home, solely because he was black. The assembly not only helped raise awareness about this infamous racially motivated attack, but also shed light on how the investigation was mishandled by the police, who were blatantly racist. Lawrence’s murder opened the nation’s eyes to the extent to which systemic racism can affect our lives and the decisions we make. It has encouraged more people to actively work against racism through charities such as Blueprint For All, founded after his death. 

Additionally, the South Asian Society produced a video celebrating the plethora of Asian cultures and their differences. Their descriptions of the parts of their cultures that make them most proud brought a celebratory tone to the week and shows us that anti-racism can also manifest itself in embracing our cultures and identities. 


The work of the late American Civil Rights Activist Claiborne Paul ‘C.P.’ Ellis is really admirable. Originally Ellis was a well-respected KKK member for 12 years. A change in him, which he described as almost being born again, made him decide to spend the next 30 years of his life fighting against racism and for the rights of black people alongside other activists. Despite receiving threats from people he once cared for, he said: “I made up my mind that what I was doin’ was right, and I was gonna do it regardless of what anybody else said”. The Netflix film The Best of Enemies summarises his ten-day journey from Klansman to Activist. I was moved by the volume of emotion this drama film was able to achieve. The message I learnt from this and would like to pass onto you all, is that change doesn’t come without resistance, but if it is for the right thing, then it will definitely be worth it.