FROM CRADLE TO CAREER

After multiple lockdowns and school closures, how could we make this a summer for children to remember? For too long, playing outside, spending time with friends and trying new experiences has been restricted - simple pleasures we take for granted. 

However, as the excitement surrounding the England football team reached fever pitch, Bonas MacFarlane decided to create their own bit of magic and reimagine childhood through the creation of Camp Bonas.

Our objective was to Rewild the Mind, taking children away from their computers and immersing them in a rural setting where they could forget about the pandemic and enjoy running through open fields, playing games and socialising without fear of being pinged.

The setting was the Quantock Hills, Somerset - the first location in England to be declared an area of outstanding beauty. The farm is owned and run by Colonel Micheal Kingscote who has recently updated the accommodation which provides dorms sleeping up to six children in each room. One camper described it as 'like living in a palace!’

On Monday 12th July, thirty campers and six mentors travelled down via train and were immediately thrown into a series of activities to challenge their teamwork and communication skills. With many of the pupils coming from a variety of different schools it was impressive to see friendships forming so quickly. 

Throughout the week our campers were challenged with a range of activities to help develop their leadership and resilience, as well as improve their creativity and confidence.

The ethos of the camp is to encourage pupils to put their knowledge into practice, to learn outside their comfort zone and offer them an experience away from home; these are key attributes that secondary schools are looking for when they interview prospective pupils. 

Throughout the week our campers learnt how to find a flame and work towards building a fire. They went on nature walks to sample what plants could be eaten along the hedgerow. They built shelters, used their pen knives and took to the trees to climb through the forest. 

Using our team of talented mentors, classes were arranged in creative writing, singing and acting. Early evenings were spent writing in their journals and playing outdoors before dinner. 

Highlights included building rafts, sitting around the campfire in the evening eating marshmallows and putting on performances to earn dorm points for the final day of prize giving - all of these activities were wonderful and amusing in equal measure. 

As the happy campers returned home to tell their parents of the wonderful adventures they had experienced, we have already started planning Camp Bonas 2022.

#community #confidence #creativity #summercamp #campbonas #rewildthemind

‘Camp Bonas more than exceeded our expectations, which was especially important given the disrupted year at school. I have never seen Charlie so excited and enthusiastic about his experiences at camp.’

‘An absolute Win Win! It was my son’s first residential camp outside school. His first one week long camp. He came home absolutely buzzing with excitement and with many exciting tales from his week away. The team’s enthusiasm and passion clearly showed throughout. They were amazing with the communication and organising every bit. We are definitely back next year. If your child loves nature, climbing, wilderness, bush craft, rafting, and so much more… I can’t recommend Camp Bonas enough. They truly live up to their motto “Rewild the Mind”.’

‘Thank you for this amazing journey. The girls are super happy and excited.’  

When I wrote my last blog entry in early 2020 reflecting on 10 years of Bonas MacFarlane Art ‘Covid 19’ was a rough sketch, an ill-defined rumour, rather than a way of life. Over the past 18 months the education system has been shaken to its core, with schools and universities, students and staff alike facing unheralded challenges. 

Blended learning, hours of online classes, cancelled or rescheduled exams, huge delays to application outcomes, and less university places being available due to Covid related deferrals have lead to widespread stress, confusion and uncertainty amongst students and their parents. When I wrote of our service being “a process that constantly keeps us on our toes” I had no idea of the scale of the storm that lay ahead. We have proven to be well-prepared for the ongoing challenges of ‘the new normal’ and I am proud to say that the Bonas Macfarlane Art team has helped many of our clients not only weather the storm, but to excel in their studies and gain outstanding results.  

In the 2021 application window, 12 of our current clients made applications to foundation and / or degree courses, with a total of 62 individual course applications being made. These included prestigious institutions in the UK, the US and Europe. All 12 of these clients achieved good offers, the majority for their first choice course.

These offers include:

Cambridge University, UCL, St Andrews and The Courthauld for BA History of Art

The Architectural Association (AA) London for their foundation course

Central Saint Martins (CSM / UAL) for BA Graphic Communication Design

CalArts and the Pratt Institute, in the US for BA Photography

Central Saint Martins for BA Fashion Print

London College of Fashion (LCF) for BA Fashion Womenswear

Parsons for BA Fashion

IFM in Paris for BA Fashion

Central Saint Martins for their foundation diploma (diagnostic and specialist modes)

Kingston University for their foundation course

School of Visual Arts (SVA) in the US for BA Fine Art

Recent feedback we have received includes: 

“Once again, thank you so much for your support Darren. I can’t believe we only started this process less than a year ago, concerned that X just wasn’t getting the support and guidance from his college. Your method has been clear and rigorous from the outset. Of course X has stepped up to the mark, of which we are immensely proud, but your calm and robust stewardship got him through, not just to this offer but to offers from all four of his applications - remarkable.”

“We have some good news to share with you. X graduated UAL with a 1st Class Honours degree award. From the beginning, you have contributed a lot to X’s success. We wanted to thank you for all your support you gave to X. We are very proud of her.”

“I want to let you know how much we appreciate your help, guidance and mentorship with both girls. We were very lucky to meet you at such an important time in their educational progression.”

“I know X is messaging you directly but just to let you know that he’s loving every minute of these sessions, I’ve rarely seen him as driven and enthusiastic. He raved about his session yesterday. He’s had the most amazing day, buying materials, cutting patterns, building samples. Was quite emotional in the car on way home, feels he’s finally progressing.“

“The course leader interviewed me. She gave me an offer on the spot! She said they will email me as soon as possible. She said this was the best work she ever interviewed and she said I’d be very successful in my future career. She said I was confident with my work and how I spoke of it. She thanked me personally for choosing them and would love if I joined their uni.”

It remains to be seen how permanent the changes to education brought about by the pandemic will be. There have been notable developments amongst our clients this year, for example a wider interest in US courses as well as UK based ones. This is a key theme of our upcoming art and design education fair, FORMA, which will launch in October this year during Frieze Art Fair week. Whatever happens we are confident that we can help our clients continue to maintain a calm, steady course, guided by our values of hard work and commitment to one’s studies, and lead by inspiration, research and a process that connects deeply to the students personality, aspirations and abilities. Artists and designers have always loved a good challenge, and I continue to be inspired by the next generation of creatives who will take on whatever the world throws at them.

Words by Darren Marshall, Head of Art and Bonas MacFarlane.

Until things change in the UK, there will be a growing brain drain from the private schools to the US, especially in the arts and humanities subjects.

Charles Bonas comments on Sian Griffiths articles in The Sunday Times (link below via paywall)

For more information on our University Application Services to UK Russell Group, Oxbridge and US College and Ivy League, please get in touch with Charles Bonas & James Higgins our University Director (james@bonasmacfarlane.co.uk) or call the London office on +44 207 223 2794.

Extracurricular activities are important for a wide range of reasons; from building friendships and gaining confidence, to developing a wide range of skills. They can demonstrate who you are outside of academics to your future school, university or desired workplace. The chosen activities will provide you with an opportunity to showcase your community spirit, teamwork and communication skills (your ‘soft skills’).

However, although soft skills are important and what takes place in the classroom can not be the sole focus of child’s education, academic performance must nonetheless remain the primary focus. Whilst schools and universities are placing increased importance of soft skills and how these can be measured, academic work and results still play a fundamental part in a child’s education. If entrance to a top university is desired, then top academic results are required.

If pupils do not have a good balance between school and extracurricular activities, then it can be incredibly stressful and will likely have a detrimental impact on both elements. It is therefore of utmost importance that children strike the right balance between their academic work and activities outside of the classroom.

Choose your extra curricular activities carefully:

Whether at prep school, senior school or university you will not have time to do everything on offer, so consider carefully what you choose. It is far more enjoyable and rewarding to really get involved in a few carefully selected activities than take on too many and only scratch the surface of what they can entail.

You might want to think about what you enjoy but perhaps also think tactically about what may help you later down the line with university or even job applications (e.g. team sports, charity work or student council). The overriding factor should be your enjoyment of the activity though and how it enriches your life, education and formative years.   

The time you have for extra curricular activities:

Before you join the debating team, commit to DofE, sign up to play another musical instrument or try out for the rugby team this year, look at the time you have available. After school, during school in lunch breaks or weekends are the common times for extracurricular activities. Weekends can be most beneficial if you are a boarder with no family commitments and the facilities are available to you. Also don't forget the school holidays.

Planning out your extra curricular activities:

You could treat the planning of your extra curricular activities like your school treats your academic lessons by making a timetable. You will need to think whether there are clashes, if it leaves you with any time off and also rather importantly – will you be relying on someone else to facilitate these various activities. If it is the holidays or evenings and you need to get to your fencing class, will there always be someone free to take you?

Consider the periods when you will need to readdress the balance:

There will be times you need to readdress the balance; in the lead up to your exams or entry assessments for futures schools. To use the holidays as an example; you may not be able to practice the drums every day over Christmas when the family is over or you may not have the facilities at home to work on your woodwork.

This should be considered when choosing your extra curricular activities - will it be possible to take time off from the chosen activity during the important academic periods.

Discuss your plan with others:

You may know what extra curricular activities excite you and what you are passionate about, but remember you can also talk to your teachers/housemaster/tutor/parents and ask their advice. In particular, your tutor will be able to highlight where you may be stretching yourself too thin or what areas you could push yourself in a little more. They could also give advice on the academic areas you may need to focus on instead.

GEORGINA LESMOIR-GORDON 
School Placement Manager, Bonas MacFarlane Education

Date: Tuesday, 22 June 1000 - 1900
Location: The Hurlingham Club, Ranelagh Gardens, London, SW6 3PR
More information: schoolsshow.co.uk

At the Summer Fair, London parents will discover schooling that will help their children develop as exhilaratingly happy and inspired learners.

The Fair brings together over 45 exhibiting schools - from London and across the Kingdom. Sampling this cross-section of British independent schooling provides an efficient overview of the sector. And many of our visitors since the first ground breaking Independent Schools Show in 2007 have discovered, through our unique approach to exhibiting, the actual schools their children have gone on to attend.

This approach goes deeper than informing about entrance procedures, school values, facilities and results. The fairs allow parents to have those vital, in depth, face to face discussions with senior admissions staff or headteachers, that are hard to fit around whistle-stop group school tours at Open Days.

That’s why we go to great lengths to secure the right locations for our fairs. A beautifully discreet, ‘third space’ environment really does promote relaxed yet full and frank disclosure - on both sides. However prestigious, will a school accommodate the way each pupil, as a highly distinctive individual, is inspired, learns, plays and builds confidence? More often than not, it will. But independent education affords parents the luxury of choice for their children. The way we give them access to schools makes sure they exploit that choice - through private, personal discovery.    

Post-lockdown, many London families are reconsidering whether a city or country school would best suit their child. This fair for independent schools is organised into two distinct sections: one for families looking for London day schools; the other for boarding and relocation to day schools / flexi-boarding  outside the capital.

The most beguiling choices are often between options where a commonality of excellence and culture expresses itself in a different geographical context.

• London enjoys several ancient schools that are leaders among the broadest based academic schools in the English speaking world; and the city hosts countless other superb, more recent and groundbreaking establishments besides, of wildly different sizes, where pupils access rich cultural diversity and sporting excellence - on and off campus.
• Meanwhile, within easy reach of the metropolis (and even within it) are a multitude of other historically important, outstandingly academic and mixed ability schools, with acres of green space, superb facilities and extended days, offering all the holistic benefits of residential based or day schooling - from art, drama and music to outward bound and sporting activities.

Even a move to a full boarding school is increasingly accompanied by a move to a new home. Knight Frank, one of the Fair’s sponsors, will be on hand to help parents place their school selection in the vital context of where and in what kind of property they wish to live.

The Summer Fair is the culmination of a nine week programme of Parents Forums. These events feature leading independent schools, together with education, property and financial experts. We take parents on virtual school visits to meet leading heads; we interview top educationalists; we talk to the shrewdest school fee planners; we explore scholarships and bursaries; and we provide market intelligence about the London and re-location property markets.

Three Parent Forums will be recorded live from the Brewin Dolphin sponsored theatre at the Fair. Chaired by Ed Vaizey, these talks will also be available online.

Online talks are free for parents to watch.
Family Tickets for the Fair cost £25.

The Independent Schools Show Summer Fair is sponsored by:
Knight Frank
Brewin Dolphin
Bonas MacFarlane Education

Media Partners:
Country & Town House Magazine
Tatler Magazine

Education partners:
Independent Schools Council
The Good Schools Guide

Charity partner:
Choose Love

Staying Safe At The Summer Fair

With easing of Covid-19 restrictions and growing demand from London parents eager to find the right school solutions, the show will follow safe guidelines and restrictions to ensure everyone’s safety and make it an enjoyable visit.

The Fair is split into four time slots so visitors can pick when they plan to attend and we are limiting numbers to ensure there is no overcrowding.

1000 - 1200
1230 - 1430
1500 - 1700
1730 - 1930

On arrival, temperatures will be read and full track and trace regulations will be followed.

What schools say about the Independent Schools Show:

“The show was truly brilliant. To have all that spread of expertise, passion, vigour and rigour under one rather spectacular roof is inspirational and uplifting.”

What parents say:

“More recently the family have started looking at country preps, which we liked a lot. We are now unsure whether to stay in London or to move out to Hampshire / Oxfordshire area. We are coming to the Fair for some guidance and to clarify our thoughts.”

What David Wellesley Wesley, the Show’s Founder, says:

“After 12 months of lockdown I am looking for ways to give my children more space and better access to the countryside. At the same time I fully appreciate the benefits of growing up in London. Like all parents attending the fair, we will be using the event to help us decide what will be best for our two children.”

Get your tickets here: https://schoolsshow.co.uk/vip-tickets

Use 'iss50' Promo Code for 50% off general price tickets

Oxbridge languages admissions tests.

Whether you are applying to study modern languages at the University of Oxford or Cambridge, you will need to sit an admissions assessment regardless. The main differences between the two institutions are the structure of the two written tests and when exactly they are sat in the Oxbridge application process. Below we seek to clarify any confusion you may have and include top tips for preparation. Vámonos...

What is the Oxford MLAT test and how to prepare?

The MLAT (Modern Languages Admissions Test) is a written exam used by the University of Oxford as part of their admissions test for any prospective students wishing to read Modern Languages or a combination of Modern Languages and Linguistics, Classics, English, History, Philosophy or European and Middle Eastern Languages.

What does the test involve?

Any applicants wishing to study French, Spanish, German, Italian, Russian, Portuguese, Czech or Modern Greek who do so at A Level or equivalent already will sit an individual exam for that language, which lasts 30 minutes. For any applicants looking to study an additional language ab initio or Russian single honours, they will also have to do a 30 minute generalised LAT (Languages Aptitude Test).

Although the content of the MLAT varies year on year, the core objectives remain the same:

• Language-specific papers for applicants who study the subject already aim to test knowledge of basic language structures rather than vocabulary specifically. They may also include gap-fill exercises and translation from the target language into English and/or vice versa.
• The LAT seeks to gauge individual ability in analysing how languages work so that the university can assess applicants’ aptitude for learning a new language from scratch. This task involves a made-up language that bears no relation to any particular language the student may have studied before.

The assessment will be sat at school, college or an examination centre in November before the interview stage, as a means of sorting out those who already have outstanding personal statements and references and are on-track to achieve stellar exam grades. Oxford also uses the test to consider candidates from around the world who do not sit the same exam qualifications as UK students but who have taken the same entrance assessment.

Candidates are not ranked according to their MLAT results as such, but rather their results are taken into account alongside all other evidence they have submitted as part of their application. Furthermore, there is no mark threshold students have to reach in order to be put through to the final round.

How to prepare?

• GRAMMAR: students should revise grammar structures in the target language(s) used at A Level or equivalent and be familiar with any ‘exceptions to the rule’, which are likely to be tested during the MLAT to catch applicants out. Analysing grammar structures in depth will also benefit students sitting the LAT as approaching the artificial language from a grammatical point of view will help them dissect what function each word has within the phrase. 

• VOCABULARY: as much as the MLAT is not a vocabulary test, markers will expect students to be familiar with vocabulary of a register and subject used at A Level or equivalent as well as common words in the target language.

• TRANSLATION: practising translation between the target language(s) and English will also prove beneficial. Students should be careful when undertaking the MLAT translation task(s) to translate every part of the phrase, but not to translate the entire sentence word for word (literal translation).

• PAST PAPERS: sitting past papers is the best way to familiarise yourself with the written exam, these can be found on the University of Oxford website here.

• FURTHER STUDY: students can also be encouraged to read newspapers and literature in the target language, as well as listening to the radio and podcasts, in order to help familiarise them with linguistic patterns and to pick up new vocabulary. Even watching foreign TV with the language subtitles on can help accustom them to the target language structures.

What is the Cambridge Modern Languages assessment test and how to prepare?

The MMLAA (Modern and Medieval Languages Admissions Assessment) is a written exam used by the University of Cambridge as part of the admissions process for any prospective students wishing to read Modern Languages or Modern Languages as part of a dual honours degree.

What does the test involve?

The Cambridge languages assessment is based on a short text in English and involves both a discursive response in the chosen target language, which lasts 40 minutes, as well as a discursive response in English, which lasts 20 minutes. There are twice as many marks for the former discursive response as there are for the latter, and the tests typically draw upon both summary and comprehension tasks. If you have applied to study two languages which you already take at A Level or equivalent, you can choose which language to respond in for the first part of the assessment.

Unlike the Oxford MLAT, the Cambridge MMLAA does not include any gap-fill exercises, verb conjugation tests or translation tasks. Rather, it aims to see how well applicants can express themselves in (one of) their chosen language(s). That being said, grammatical accuracy should still be of a high standard. Marks are awarded to students who attempt complexity and range in their written work: those who attempt more advanced linguistic structures and vocabulary but get them slightly wrong are more likely to impress than those who play it safe with entirely correct but repetitive, short sentences.

Applicants will sit the test on the same day and at the same college as their interview at Cambridge. Like Oxford, the results of the assessment are not viewed in isolation but taken into consideration alongside all elements of the student’s application to the university.

How to prepare?

• GRAMMAR: students should be familiar with complex grammar structures used at A Level or equivalent. Being ready to deploy these alongside simpler phrases in their written work will show great adeptness at transitioning seamlessly between shorter, punchier sentences for effect and longer structures to show off.

• VOCABULARY: similarly to the above grammar recommendation, the assessment markers will expect you to be familiar with common words in the target language and those used at A Level or equivalent; the use of sophisticated but concise vocabulary is a sure-fire way to stand out from your peers within the 250 word count limit.

• PAST PAPERS: familiarising yourself with the assessment format is one of the best ways to prepare yourself for the exam, specimen papers can be found on the University of Cambridge website here.

• FURTHER STUDY: applicants should read widely in the target language. Anything from classical literature to news bulletins are sure to expose students to a variety of nuanced language registers and specific vocabulary their A Level courses or equivalent may not cover.

Bonne chance à tous!

Article by Ingrid Clover at Bonas MacFarlane
Call Ingrid with further questions on +44 (0) 20 3744 5535

Charles Bonas contributed to this article in The Telegraph Magazine 01.05.2021, extract below.

‘There is no such thing as a “best school”,’ Bonas says. He thinks that ‘most independent schools, despite charging fees, still offer more value than most state schools in terms of intangibles like heritage, aesthetics, confidence building, esprit de corps, and tangibles – green space, teacher-to-pupil ratios and essential facilities.’ But he recognises too that ‘some children may have absolutely no interest in that and excel at large, hugely diverse state schools and take justifiable pride in working their way up. I predict that it will become more usual for one sibling to take this route while another goes to an independent day school, perhaps for the final two or five years, while a further sibling goes to a small country boarding school for seven years. All these outcomes will result in confident, independent learners, positive in their differences.’

Full article here at Telegraph.co.uk

https://www.telegraph.co.uk/education-and-careers/0/private-schools-really-worth-money/

This article looks at how to select the best university in the UK for your child. We focus on rankings and their utility as well as the importance of the Russell Group. 

Rankings

When most parents and student think about how to pick the best university in the UK, they inevitably look for rankings in the hope that there is a quick and easy answer to the question that this article looks to address. As with most major decisions, however, the challenge must be addressed in a more personal way. 

How to use University Rankings

There are some positives to be gained from looking at rankings. They can act as a good starting point to help you feel like you have some grounding in the search for the university that will best suit your child. 

The three rankings that I would recommend beginning with are The Complete University Guide, The Times Higher Education Rankings and The Top Universities Rankings. 

The way that I would use the rankings would be to line them up next to each other and compare how they rank the various institutions. If you can see that Bath University ranked in the top 5 in all three rankings then this is a strong sign. If Manchester came in at 5th, 15th and 25th then there may be some question marks over this university if you are comparing it to another that is liked which was more consistent.

Keep in mind…

Be aware that rankings are only ever a snapshot in time for the year that they are assessing. Also keep in mind that each ranking is measuring something slightly different - so take a look at the workings of each ranking and how it weights certain features before attaching the overall score to the university. Then in the above imaginary scenario of Manchester, consider if the factors in ranking one, where Manchester was ranked 5th are more or less important to your child. 

The main thing to keep in mind is that rankings are ever-changing. This is a problem for future employers when they think about your child’s university. Liverpool Hope may have been incredible for the 3 year period that your child was studying there between 2021-2024, coming in top of all three rankings for that period but but in 2027 when it has reverted to type and your child is going for his or her second job out of university at Jaguar Land Rover and competing against a graduate of UCL, which consistently came in the top 10 throughout that time period but perhaps, more importantly, is also a Russell Group University, your child may have an unintentional barrier to reaching the interview stage if said company uses institution as a flawed, but often-employed touchpoint, for sifting applications. 

Russell Group Universities…

The Russell Group is a self-selected association of twenty-four public research universities in the United Kingdom. It was established in 1994 to represent its members' interests, principally to government and parliament. The Russell Group, wrongly or rightly, is usually seen as the Gold Standard of UK university education. It comprises the most historic institutions with formidable reputations, including: Oxford, Cambridge, Imperial, LSE and Durham, to name a few. 

Unlike rankings, the reputation of these universities are unlikely to shift and vary from year to year. Of course, any institution may come to lose its reputation over a longer period but these universities will be known in wider circles and historically, as having been a strong and reputable university. When one takes into consideration that those people in charge of hiring and firing at most major organisations are inevitably slightly older, it is clear that they will be very aware of the reputation that universities have had over the long term. 

… Plus a few

Of course, self-selection, usually leads to a few strong candidates missing out, either because they weren’t invited to the party, didn’t think the party looked enticing enough or wouldn’t have been considered elite enough at the time that the party started. Some, at this point, may draw unfortunate comparisons with the Premier League elite’s horribly executed attempt to separate themselves in a similar self-selecting and self-serving fashion. 

The University of Bath and St Andrews are two historic educational powerhouses that are not part of the Russell Group whose standing is as strong as ever and would be recognised by all employers as equals alongside the other Russell Group institutions. A few other notable mentions should go to SOAS and City, to Lancaster and to Loughborough, who have all carved strong reputations for themselves in recent years, though they would not be seen on quite the same level as Bath, St Andrews and the Russell Group, but sitting just below. 

Most importantly

Whilst this gives you a starting point how to think about rankings vs the Russell Group, the key thing to understand is that university is about fit. There is no point pushing a student predicted 2 Cs and a D to apply to a Russell Group university: 

1. they won’t get in 
2. if they did, they would likely have a torrid time (see Malcolm Gladwell’s chapter on education and relative deprivation in David and Goliath - summarised here - although not the most detailed summary I’ve seen!) 

Grades and fit is just one part of the equation. 

Ultimately, in applying to a UK university, the most important thing by far, is finding the right course - unlike across the pond in the States, where fit is all about the institution. See this article which I wrote earlier in the year, which addresses how to tackle the crucial exercise of course choice selection.  

James Higgins, Bonas MacFarlane | Director of University Admissions james@bonasmacfarlane.co.uk

M: +44 (0)7545 590491
T: +44 (0)20 7223 2794