School Blog

If you ask my A level Geography classes to outline the cause of Globalisation, I am confident they would be able to describe a range of different factors, all of which would be convincingly linked to the start of the process that we know as globalisation. Diligent students would perhaps first offer you a definition of globalisation along the lines of, ‘The movement of people, goods, capital and information between countries with few to no barriers.’ They would discuss the rise of the internet and fibre optic cables, connecting us to remote parts of the planet in mere seconds. Some might talk animatedly about the developments in commercial air travel, connecting us physically for work or for pleasure, allowing us to traverse the globe and see the wonders that it has to hold. Others might delve a little further back to the 1950’s and the birth of containerisation, enabling transport of anything and everything from tropical fruits to the latest electronics. Those who are really showing off may go back further still and touch on geographies of exploration and the colonial era of the 16th century. They would explain the role that western European explorers played in finding new lands and making contact with new communities of people. And to be honest, I’d be pleased with this as the content for any good A level answer!

Beyond that however, there is substantial evidence to suggest that ancient maritime practices in the Pacific, may have dated as far back as 3000BC. The Austronesians traversed the Pacific and much of the Indian ocean right up until 1200AD, taking with them their heritage, their culture and their knowledge of the sea and their natural surroundings. This then must be a very good example of early globalisation. But I am left wondering if the start of globalisation is even simpler than this. A more human approach perhaps, and some might accuse me of being overly romantic here, but maybe the first examples of globalisation were simply those points where someone bothered to learn to communicate with someone outside of their familiar surroundings. An attempt to learn a new language or signal to one another to reach some form of mutual understanding. 

This year, encouraged by my Dad, who is himself a natural linguist, I have started to re-learn German, a language I first learnt when I was in year 8 but, regrettably, discarded when I reached GCSE. My father has always been good at languages. He studied them at university as part of a Theology degree, learning Latin and Ancient Greek. From there, he has taught himself German, and enough French to get by, occasionally dabbling in either Italian or Spanish depending on the Kneen family holiday destination each year. It brings him genuine satisfaction to be able to successfully converse with someone in another language and I have always considered him to be a lifelong learner.

So, inspired by this, a few weeks ago I downloaded Duolingo (other language apps are available!) and made a fresh start on the German language. I must admit that I am really only at the very start of this journey, and the introductory phrases are more about getting to know the sounds and patterns that form within the language, than being able to communicate freely in conversation. At least, I hope this is the case as I am not entirely sure when I will need the phrase, “Mein Elefant ist sehr schön”, (my elephant is very beautiful!). I am loving it so far though, and there is something rather addictive about challenging yourself to learn and retain more and more. If you can get past the initial hilarity of some of the phrases, my current favourite being, “Meine Eule spielst immer Schach”, (my owl always plays chess!), then you start to make progress rather quickly. In dedicating just 10 or 15 minutes per day, I have already accrued a range of new words and phrases and, to coin a phrase from Dr Lee, I am definitely ‘10% prouder’ than I was before I started. 

I have always told myself, rather unhelpfully, that I don’t have an ear for languages. This is mostly an excuse to cover my own disappointment in myself that I don’t speak another language well, and also offers something vague to say to students when they ask me if I speak another language. In reality, this is one of those things that we tell ourselves sometimes, when we are looking for a reason why we have not succeeded in something. I have conversations with pupils every day, about the need for them to be resilient, to persevere with their learning and to try new things or at least have a go at things that previously they have found to be a challenge. The irony of these conversations is not lost on me and so my resolution for this year is to persevere and demonstrate my own resilience in learning.

Languages have an important link to globalisation because globalisation promotes cultural exchange and understanding. Learning a language allows individuals to immerse themselves in different cultures, understand diverse perspectives, and appreciate the richness of global heritage. This cross-cultural understanding is crucial in a globalised world where people from different backgrounds interact. Diverse perspectives and backgrounds are valued, and learning languages enables individuals to engage with people from different linguistic and cultural backgrounds, fostering a sense of inclusivity and promoting diversity. Learning a language is also a key aspect of being a global citizen. It involves not only understanding other languages but also appreciating diverse cultures and having a sense of responsibility towards global issues. Language learning contributes to the development of a global mindset and fosters better global relationships. Globalisation has led to increased international trade and business interactions. Companies operate on a global scale, and employees who can speak multiple languages are valuable assets. Learning languages relevant to international business can enhance career opportunities and improve collaboration in a globalised workplace.

So perhaps, in this ever globalising world that we live in, now is the perfect time to learn a language, and certainly a significant reason why we value language learning so highly at Northampton High School. But there is another side to this coin, and another reason that globalisation may inspire us to learn new languages.

One of the downsides to globalisation as a process, is that it can cause something called cultural erosion. Essentially, this is the stripping away of one culture to make way for another culture to sit in its place. There are many examples of this, and again my A level students will have a range of anecdotal points to make here (or if they don’t I assume they are all now scurrying off to their textbooks to remind themselves!). My Dad’s own cultural heritage is Welsh, and about a year ago he decided, in a bid to do his bit to promote a language that is spoken by very few, to learn the language for himself. To give this some context, in 2021, only around 17.8% of Welsh nationals actually spoke Welsh. Globally the number equates to just over 538,000 people in total. In comparison to English, with 1.4 billion people speaking the language globally (that’s nearly 18% of the global population), the number of Welsh speakers is very few indeed. 

In addition to the modern foreign languages that are on offer in school, I am always thrilled to hear about students who have chosen to formally study languages that are spoken at home by family members. Over the years, students here have taken GCSE’s in Mandarin, Urdu, Gujarati, Punjabi, Persian and Arabic to name just a few. The effort and determination demonstrated by those students to independently persevere with a language is really something to be proud of and we would always encourage students to maintain those strong connections to their own cultural heritage through language.

So, what will your next step in languages be this year? Pupils at the High School have access to a range of online resources to boost their opportunities for practising their languages. Quizlet and Language Gym are used extensively and our GCSE and A level students also have access to Kerboodle Active Learn. There are lots of other apps out there as well. Duolingo, is the one I have chosen and it does have a free version that you can try out, to see if you get on with it. This might be a great extra to have in your back pocket and could really boost your performance in your chosen languages. Dare I say it, it may even give you a refreshing break from scrolling through TikTok!

Parents, you are not off the hook here. What will your next steps in languages be? Perhaps you already speak multiple languages yourself. Do you have room for one more? What about the languages your daughter is learning at school? Challenge her to see who can learn the most vocabulary in a set amount of time, or who can create the most bizarre but grammatically correct sentences! The most important thing is to try and have fun with it. Enjoy learning and engage with it for as long as you are able. And whatever it is we choose to learn, in a world where globalisation means that the speed of information sharing is exponential, can any of us really afford not to be lifelong learners?

Miss Kneen
Deputy Head Pastoral

 

When I wrote my last blog before Christmas, it was to introduce some changes to our reports; moving towards developmental language in the way we reflect on pupil achievements and progress. Since then I have had a number of engaging conversations with parents about the rationale for this change, which relates to a philosophy of learning without limits and continual improvement that is well embedded in policy and practice at the High School. If you can bear with me, I hope I can shed some light on what I consider to be a fascinating area of educational theory.

Educationalists have long been aware that the pursuit of grades risks overshadowing the essence of learning for itself. However, by emphasising the development of skills, prioritising a culture of continuous improvement and drawing on insights from educational specialists such as Professor John Hattie, I believe we can foster genuine understanding and lifelong learning among our pupils.

John Hattie is rightly renowned for his groundbreaking meta studies, based on countless other research programmes, where he details over 250 areas of influence by order of their positive or negative impact (or effect size) on pupil learning and achievement. These include areas like ‘prior knowledge’, ‘classroom discussion’, ‘homework’ etc. In his research, Hattie has consistently emphasised the need to shift the focus from grades to feedback for improvement. His work highlights that effective teaching and learning are not just about achieving high marks; instead, they involve cultivating a deep understanding of the subject matter and the ability to apply knowledge in various contexts.

The highest effect size (ES) on achievement according to this list of influences, at 1.44, is for ‘student expectations of their own performance’, or ‘self-reported grades’, as Hattie originally called it (2012). This is a high effect size indeed: Hattie refers to an ES of 0.4 as being the ‘hinge point’ when positive change really starts to happen. For comparison, ‘feedback’ has an ES of 0.75. So what exactly does ‘student expectations’ mean as a concept within Hattie’s taxonomy and how does this link to feedback more generally?

In reality, ‘student expectations of their own performance’ can be defined as a ‘branch’ of feedback, and refers specifically to the feedback that students give their teachers about what they, as students, think they are going to learn or discover from the work they are about to do. It could involve expectations about the levels they might achieve, or conceptions of understanding they will have after the learning/testing has taken place.

The concept involves dialogue between teachers and students about students’ expectations and then requires the teacher to encourage learners to set suitably high standards to enable them to exceed these expectations, and to follow it up with further discussions after each assessment. The reason it is so effective is that, having performed at levels beyond their own expectations, students gain confidence in their cognitive or learning ability, rather than simply enhancing their subject knowledge.

One crucial aspect of this shift is to underscore the development of skills rather than fixating on a graded outcome, i.e. students should be encouraged to see each assignment, test, or project as an opportunity to review and enhance their skills and understanding, rather than merely a means to an end. Emphasising skills development fosters a mindset that values the learning journey, allowing students to appreciate the inherent value of acquiring knowledge beyond the confines of grades.

So, we believe that continuous improvement should be at the heart of the educational experience. Hattie’s research underscores the significance of viewing assessments first and foremost as tools for improvement. Teachers can implement constructive feedback, guiding pupils on areas that require attention and encouraging them to view challenges as stepping stones toward improvement.

But what makes grades so very unhelpful in achieving the above? We see a crucial concept from Hattie’s research as being the idea of ‘learning without limits.’ This principle challenges the false notion that academic ability is fixed and encourages teachers to develop an environment where pupils believe in their capacity for growth. When young people recognise that their effort and dedication can lead to improvement, they become more invested in the learning process. However, unfortunately, the evidence suggests that when students see a grade, they stop focusing on the feedback teachers are giving for improvement.

According to educational psychologist Alfie Kohn, ​‘Never grade a student while they are still learning’, as there is an assumption that the learning has been completed once a grade is achieved. Another educational psychologist, Ruth Butler, looked into the efficacy of different feedback approaches. This was via a comparison of grade-only marking, comment-only marking, and comment and grade marking. The findings were that the pupils who had comment-only marking achieved a 30% improvement in their scores across the research period. Offering both comments and grades led to the same outcomes as just giving a grade, highlighting the danger that grades can negate the benefits of feedback.

In conclusion, encouraging pupils to think effectively about what and how they learn requires teachers to focus on growth and not grades. To transcend the boundaries set by grades, we must create a culture that values independent effort, curiosity, and perseverance. Collaborative learning experiences, where students engage in meaningful discussions and share diverse perspectives, contribute to an environment that nurtures a love for learning itself. And when pupils feel supported and encouraged to take educational risks, they are more likely to focus on the learning process rather than fixating on grades. 

At Northampton High, by modelling our assessment and reporting processes on a developmental philosophy of continual improvement, we hope to demonstrate our belief in the pupils and allow them to believe in themselves.

 

Hattie, J. (2012) Visible Learning for Teachers, Routledge https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/

Kohn, A. (1994) The Truth about Self-Esteem, Phi Delta Kappan, 76, 272-283

Butler, R. (1988) Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation of interest and performance. British Journal of Educational Psychology, 58(1), 1–14.

 

Mr Rickman
Deputy Head Academic

“All the world’s a stage on which we present ourselves constantly, in an ever shifting range of roles and personas. Drama is the rehearsal room for the presentation of ourselves” -Shakespeare’s Canon programme.

Creative minds, the ability to adapt oneself to a variety of situations and the skill of public speaking are what drives society forwards. A subject which unites these skills is Drama. Despite Drama being offered in many schools for a number of years, it still does not have the same status as other subjects. This article will challenge the stereotype that Drama is simply performing a play. In fact, through this article, the reader will see that it offers more skills than conventional subjects.

To begin, Drama allows people to develop their creativity which is vital for the development of a student’s learning. Creativity allows students to express themselves and enables them to invent ideas. The opportunity for students to explore their learning by ‘constructing’ ideas in the world around them, lays the foundations for good mental wellbeing and an ability to think critically. The New Zealand Curriculum describes Drama as: “A creative environment that asks students to use their imaginations to invent worlds and portray characters either through improvisation or through a thought-out, rehearsed production.” (National Monitoring Study of Student Achievement) This, over time, would prove advantageous to the overall education of a student as, through the medium of Drama, they are pushed to use their intellect and explore ingenuity.

Secondly, Drama allows us to adapt ourselves to any situation. This was researched by Kevin Brown, Associate Professor of Theatre, University of Missouri. Brown states that: “Theatre is a cultural space where society examines itself in a mirror…It helps us understand how our minds and the minds of others work.” (Kevin Brown The Top Ten Reasons Why Theatre is Still Important in the Twenty-First Century). This evidences the  idea of empathy – the ability to place yourself in another person’s shoes. In a society where mental health is an increasing topic of conversation, Drama allows students to play a part in raising awareness of it, as it explores situations from different perspectives. A Drama technique known as ‘method acting’ allows the actor to replicate the feelings and emotions of another character to better understand them.

Linking to the idea of adapting oneself is the study of ‘kinesics’. The term ‘kinesics’ was coined by Dr. Albert Mehrabian. Mehrabian was interested in studying the ways in which we use our bodies to communicate, both intentionally and unintentionally. In his research, he found that non-verbal movements, such as facial expressions, gestures, posture, and eye contact, played a significant role in how we interact with one another. This research shows how important our actions are when presenting ourselves. Therefore, Drama is already teaching the fundamentals of how to ‘survive’ in all aspects of society, for example in a professional setting, such as a job interview.

Finally, Drama explores the art of effective communication. In the study, “Arts Education in Secondary Schools: Effects and Effectiveness,” it was said by both students and teachers that: “The skill of knowing when to speak, and in what manner, was useful in many different situations, such as public speaking, group discussions, and job interviews.” Communication skills allow for a growth in confidence which benefits the student massively in all areas of their life. This idea challenges the fact that people who succeed in Drama are always confident; rather, it is quite the opposite as acting is the ability to be someone you are not, which allows for the best success. In a school setting, teaching these expressive skills allows for a collaborative atmosphere as students grow the confidence to express their own opinions and build on the ideas of others.

In conclusion, Drama, although not a conventional subject, provides the skills in life to present yourself in a professional manner and adds the ability to critically think in group settings. Personally, Drama has enabled me to thrive in confidence and allows me to develop a better understanding of the community around me. This has helped me to empathise and communicate with people from a range of backgrounds and experiences. Not only is Drama a means of entertainment for society but it also provides the fundamentals of a working society. Let’s raise the profile of drama!

Caitlin A
Year 12 Drama Ambassador

At the heart of every educational institution lies a commitment not only to academic excellence but also to nurturing well-rounded individuals equipped to navigate life’s challenges. This commitment finds its embodiment in the often underappreciated yet profoundly impactful subject: Personal, Social, Health, and Economic Education (PSHE). Today (Friday), our school celebrated its inaugural annual PSHE day, delving into an array of crucial topics vital for the holistic development of our students.

In assembly on Monday, I acknowledged to the students that PSHE is not always their favourite subject and that events such as this one, are often met with a chorus of groans and some olympic grade eye rolling! We are aware that students often find PSHE lessons difficult. Not because the content is too much for them to access, but because the nature of a good PSHE lesson opens the floor for discussion on some challenging and, often, uncomfortable topics. I invite you to imagine yourself now in a room full of your peers, discussing issues on sex and relationships, consent, self harm, discrimination against those with protected characteristics or pornography to name just a few. Now think back to how you would have experienced that as a teenager. Our societal expectations and tolerances for such topics are often still to view them as taboo, restricting the ability of young people to discuss them freely and openly, and therefore the role of PSHE in school is vital.

Exploring these themes in a safe and non judgmental environment is crucial for children and teenagers. So much of the information they receive on these topics is thrust at them from a variety of online sources, many of which are largely inaccurate, to put it mildly, and some of which can be fundamentally harmful to their understanding of the realities of adult life. PSHE offers them the chance to experiment with concepts and allow themselves the thinking time to consider their own thoughts and feelings towards them without pressuring them to reach a solid conclusion. PSHE debunks myths about life that they may have been exposed to via social media or “playground gossip”. And PSHE supplies them with the tools they need, like reasoning, debate and empathy, to navigate the increasingly tricky waters of the outside world.

Some of the topics we have covered in this week’s PSHE day, are topics that we feel are important to our students for their ongoing social development and to better equip them to manage personal challenges that they may experience at some point in their future. Whilst we wish smooth sailing in life for all of our students, we must acknowledge that this is not always the case. Inviting experts into school to discuss some of the grittier areas of the curriculum ensures that our students have an opportunity to consolidate prior learning in the most valuable way. The following themes have formed significant elements of the day:

• One of the primary pillars of PSHE revolves around mental health and self-care. Discussions around self-harm and managing one’s wellbeing are indispensable in today’s world. Our students engaged in conversations that not only fostered understanding but also provided coping mechanisms and support networks for those in need.
• In an age where digital realms dominate, addressing harmful online content, including the exposure to pornography, is imperative. Empowering our youth to navigate the internet safely and responsibly is part of our duty as educators. The PSHE day was a platform to illuminate the potential dangers and promote strategies for responsible online behaviour.
• Understanding consent is paramount in fostering healthy relationships. The sessions on this topic were aimed at instilling respect, boundaries, and the importance of mutual agreement in all interactions. Addressing issues related to sexual violence within this context, further empowered our older students to recognise and combat such behaviors.
• Financial literacy stands as a fundament of adult life. Equipping our students with the knowledge and skills to manage their finances ensures they step into the world beyond school as prepared and confident individuals. These discussions on finance during the PSHE day opened doors to understanding budgeting, investments, and responsible financial decision-making.

Central to the success of these discussions are the skilled professionals who guide and shape these sessions. Lucienne Shakir, Deana Puccio Ferraro and Satveer Nijjar are experts in their fields, adept at tailoring their discussions to be not just informative but also accessible and age-appropriate. Their contributions were invaluable in making the day a resounding success. I must also thank Mr Pietropaoli, our dedicated PSHE Coordinator, who has carefully crafted the arrangements for this day to take place. Without his hard work, this day would certainly not have been so successful. In his letter to parents earlier this half term, Mr Pietropaoli commented,

“The PSHE curriculum plays a vital role in the holistic development of children and teenagers. It goes beyond traditional academic subjects to address the crucial life skills, values and knowledge of which our students need to thrive in today’s complex world. A varied PSHE curriculum encompasses topics such as mental and physical health, relationships, financial literacy, personal safety and much more. Research has consistently shown that a robust PSHE program can have a profound impact on the well-being and future success of our students.”

His commitment and passion to the ongoing development and success of PSHE as a subject is commendable and we eagerly await further progress in this area of school life.

Moreover, the active involvement of parents as contributors added a unique dimension to the discussions. Their insights and experiences added depth and relatability to the topics covered, reinforcing the collaborative effort between home and school in nurturing well-informed and responsible individuals. As we reflect on the success of this inaugural PSHE day, we eagerly anticipate planning future events. We extend our gratitude to all contributors and especially to the parent contributors whose participation added an extra layer of value to the day. Looking ahead, we invite individuals passionate about PSHE topics to join us as volunteers for upcoming events. Your valuable contributions could shape the minds of our future generation. As a parent, if you have expert knowledge on a topic that would be useful for our students, please do reach out to us and we will be delighted to discuss options for your involvement within our PSHE programme.

In conclusion, PSHE is not just another subject in the curriculum; it’s a cornerstone in the foundation of our students’ lives. By addressing these vital topics, we empower young minds with the information and tools they need to navigate the complexities of the wider world confidently and responsibly. I am incredibly proud of our students and the incredible young adults they go on to become, and I know that our commitment to PSHE continues to help make their success in life possible.

Miss Kneen
Deputy Head Pastoral

Your daughter only has one opportunity to benefit from an excellent education and getting the foundations right is fundamental to facilitating her future success. A parent’s school choice is pivotal to their child’s happiness and, whilst getting it ‘right’ can feel like a heavy burden, here at Northampton High School we are confident in making this decision as easy as possible for you. Making the right choice and allowing your daughter to benefit from an education that is ‘Made for Girls’ is likely to be the best gift you can give to her as parents.

As the leading all-through girls-only school in Northamptonshire, everything we do is purposefully tailored to support girls in their educational journey and in their future endeavours. We are proud members of the Girls’ Day Schools Trust (GDST) and as such benefit from the strength of a 25-school network that is united by a girls-first philosophy and a mission to ensure girls learn without limits and strive for gender equality.

Whilst increased societal focus on the gender gap has led to some improvements, we know that girls’ lived experiences are different to those of boys, and that this must be reflected in certain areas of girls’ education and learning design.¹ This is why Dr Kevin Stannard, GDST’s Director of Innovation & Learning, states, “In a more equal world we still need single-sex schools because, while society and coeducational schools are more gender-blind, they are still far from gender-equal.” ²  We believe your daughter deserves to be seen, heard and guided, without gender stereotypes and expectations, right from her very first moments in Reception.

We know girls benefit from lessons that promote collaboration and that they are deeply inspired by strong, positive role models who, through the delivery of a curated curriculum, give them space to explore and flourish.³ Girls need a learning environment that is focused, emotionally safe and provides a space in which they can speak, be heard, challenged and supported. Northampton High Junior School is built with these fundamentals at its core.

Our pupils develop a genuine self confidence that they then have the skills to execute in a positive manner. As the Girls’ Futures Report shared, “There is plenty of evidence that the ‘confidence gap’ can be closed, but it takes effort. It takes design.” This is why “GDST schools are girls’ schools by design: founded on the belief that success is best achieved by educating girls separately in distinctive, girl-friendly environments.”

Every girl. Every day. Our small class sizes mean we know our girls as individuals and ensure each learning and pastoral need is met, allowing students to flourish on a journey owned and directed by themselves. Our job, as expert staff in girls only education, is to guide this journey along a pathway that is sprinkled with high quality experiences. At Northampton High Junior School, students’ days are bursting with opportunities, from Forest School sessions in our own onsite forest, swimming lessons in our 25m pool, science lessons in our laboratory, Art and DT lessons in our art studios, a broad co-curricular offer, termly trips and a well-planned, challenging curriculum; all delivered by teachers who are experts in girls-only education. Our Junior School formula is developed using a strong evidence base and its results speak for themselves when you meet our pupils. 

If you are keen to explore what your daughter can gain from joining our Junior School community, we would be pleased to invite you to see us in action. We firmly believe that choosing a school that is ‘Made for Girls’ is a gift for which your daughter will be eternally grateful, and we would love to welcome her into our Reception.

¹ Girls Day School Trust, The Girls’ Futures Report 

² Dr Kevin Stannard, Why (and how) girls thrive in girls-only schools

³ The GDST Difference

In the rapidly evolving landscape of the 21st Century, careers education is no longer solely about finding the right job; it has become a dynamic process aimed at equipping students with a versatile skill set that transcends the boundaries of specific professions. To do it well requires a holistic approach that not only provides relevant information and guidance, but also fosters essential skills to ensure adaptability in the face of a job market increasingly impacted by artificial intelligence (AI). This is why careers education appears under the Learn section in the Northampton High School approach wheel, as a keystone of our academic provision, cutting across all areas of learning.

It is a pleasure to introduce our new Careers Coordinator, Wendy Forsyth, who will be known to many of you as a member of the Maths faculty. Mrs Forsyth comes from an engineering background and runs the popular ‘problem-solving maths’ elective in the Sixth Form. This course focuses on the kinds of skills needed in mathematics to develop solutions to some of the most important issues facing the world today. She is also a tutor in the Sixth Form and has worked closely with students and other staff members to help them choose the best courses at university to enable them to achieve their ambitions for the future.

Mrs Forsyth writes:

Having been a Sixth Form tutor for many years, I have always enjoyed helping students explore their next steps. I am therefore very excited to be taking on the role of Careers Coordinator across the school. 

Careers education is about so much more than simply deciding what job you want to do. As a school we understand the need to prepare our students to succeed and to be ready to lead in an ever-changing world. A recent survey by the British Council said that two thirds of Primary School children will enter careers which do not currently exist. The rapid developments in the realm of AI will further change the nature of employment. 

Academic knowledge is still very important, but equally it is essential that young people are aware of their transferable skills and seek opportunities to develop them. With this in mind, we prefer to think more broadly and we call our suite of activities and guidance opportunities ‘Inspiring Futures’. The Inspiring Futures programme is wide ranging, incorporating PSHE lessons, external speakers, enterprise days and specific advice and guidance events. If you’d like to know more about this, do feel free to contact me by emailing w.forsyth@nhs.gdst.net. 

So, we firmly believe that careers education should encompass a broader perspective, emphasising the importance of acquiring transferable skills that can be applied across various domains. But what does this mean in practice? Rather than focusing solely on the technical aspects of a particular job, we feel that students need to develop critical thinking, creativity, communication, and problem-solving skills. These abilities form the foundation of adaptability, enabling individuals to navigate through unpredictable career trajectories and embrace emerging opportunities.

Incorporating real-world experiences into the curriculum is another crucial aspect of effective careers education. Every subject area in school offers resources and invaluable insights into different industries, helping pupils make informed decisions about their career paths. Through the GDST Innovate and Lead programmes in the Sixth Form, students can also access diverse work environments, which not only aids in identifying personal preferences but also cultivates an understanding of the future job market.

Furthermore, the role of technology in careers education cannot be overstated. With increasing automation and AI formats in the workplace, the skills demanded by the job market are undergoing a paradigm shift. Integrating technology-related coursework and fostering digital literacy via our Digacy programme in school are essential components in preparing students for the jobs of tomorrow. This not only ensures that pupils are equipped to embrace technological advancements but also promotes a mindset of continuous learning, a critical attribute in an era where the pace of change is unprecedented.

To ensure that pupils have the best information and guidance, as schools, we must collaborate closely with industry experts, keeping our resources updated to reflect the latest trends and demands. Career support should extend beyond merely suggesting professions based on current market trends; we also need to focus on cultivating students’ self-awareness, helping them understand their strengths, values, and interests, laying the groundwork for a fulfilling and adaptable career. We do this through our ePortfolio programme based on our ‘360-degree Me’ concept that encourages students to reflect on what has made them who they are today and to consider who they would like to be in the future. 

As Mrs Forsyth has mentioned, predicting specific jobs can be challenging due to the rapid pace of technological innovation. However, we can anticipate a growing demand for roles that bridge the gap between human capabilities and advanced technologies. Jobs in fields such as artificial intelligence ethics, digital health management, sustainable energy consultancy and virtual reality experience design are likely to emerge as prominent career options.

In conclusion, careers education is undergoing a transformative shift from a narrow focus on job placement to a more holistic approach that prioritises adaptable skill development. By providing students with a diverse skill set, real-world experiences, and a technology-infused curriculum, we believe we can empower them to thrive in an ever-changing job market. The key lies not only in preparing students for specific professions but in nurturing a mindset that embraces change, fosters continuous learning, and positions individuals to navigate the uncertainties of the future with confidence.

Mr Rickman
Deputy Head Pastoral

At Northampton High we believe holiday time should equal family time. This is why we do not set prep (homework) over any of our school holidays. While there are some good reasons why Years 11 and 13 might deviate from this important rule, we think that even they should spend at least half their school holidays relaxing with the important people in their lives. 

Reading for pleasure is not prep, however, and holidays are a great time to develop and strengthen this habit. As you may have seen in my article in Headlines at the start of term, we are starting formal reading weeks, under the banner of our Reach programme, in the weeks immediately before each school break. The aim is that pupils will continue to flick through their books into the holidays themselves, and beyond, of course!

There are enormous benefits to young people when they allow themselves to rest and relax, leading to improvements in mental health and academic performance. Reading too has immense value in shaping well-rounded, informed individuals. By combining reading and relaxing in holidays and the weeks before them we are keen to tap into the positive possibilities of both.

Reading weeks before half-term breaks will be based on non-fiction books and articles, while the weeks in advance of the main term holidays will focus on fiction. For non-fiction reading weeks, teachers will make recommendations based on their subject areas and pupils should aim to pick out around 3 or 4 to investigate. For the fiction reading weeks, the English faculty and the Library will join forces and recommend age-specific texts to fire up the imagination.

Of course, there is something of an ulterior motive behind our reading weeks. Non-fiction texts provide pupils with factual knowledge, fostering critical thinking and research skills. They learn to discern reliable sources, evaluate evidence, and form informed opinions. This equips them to engage with the world intelligently and make well-informed decisions. Likewise, fiction serves a vital role in nurturing empathy and creativity. It exposes pupils to diverse perspectives, cultures, and emotions, helping them understand the complexities of human experiences. They develop strong analytical and interpretive skills and learn to appreciate the nuances of language and storytelling, which enhances their own writing abilities.

We very much hope that our new reading weeks will encourage a love of reading, transcending the confines of academic requirements and providing an avenue for personal growth and enrichment. Reading both fiction and non-fiction works contributes to a holistic education, preparing students for academic success and offering them a deeper understanding of the world. Furthermore, we believe reading can play a pivotal role in moulding intellectually curious, empathetic, and culturally aware individuals, ready to tackle the challenges of an ever-evolving global society.

If you would like to find out more about the Reach reading weeks programme, please feel free to contact Miss Anna Kilby, Reach Coordinator, or me.

Henry Rickman
Deputy Head Academic

You walk into a room of strangers. How do you feel? Do you stride in, smile generously and introduce yourself, or do you have to summon up courage, take a deep breath and do your best?

You are asked to stand at the front of a theatre and speak to a large audience of adults and multiple rows of your peers, perhaps in your professional role or at a large social gathering. Do you leap at the challenge, eager, positive and prepared, or do you hesitate, shudder and make your excuses?

How about standing under hot spotlights, with video cameras focusing on you, watched by a room full of people? Feeling uncomfortable yet? These scenarios would make many an adult turn on their heel and head for the hills, but not so for our students.

Over the past 10 days, our students – the youngest only 2 years old and the oldest 18 – have stood in front of video cameras, delivered their lines, played their roles, with a smile and an inner confidence that is humbling for the most confident of adults. They have been poised at the lectern at the front of the theatre, facing over one hundred students and over double that number of adults and their families – all of whom are strangers – and they have delivered personal, carefully crafted speeches, all their own work, with eloquence and aplomb. They have introduced themselves to visiting families, talked to children, their aunts, uncles and grandparents, and have expertly guided them around their school – navigating large groups of people, speaking to their teachers, describing their experience of the school, which for some has only been for one short month, with pride, honesty and enthusiasm.

This is what I have experienced of our students in my role in just recent days: a film shoot for our new brand film (we can’t wait to show you), pupils delivering talks to large groups of people in our welcome speeches and touring guests at our open morning last Saturday. These displays of confidence – quiet, unassuming and modest confidence – are witnessed every day in our school, from the student-led assembly, to the presentation to the class, from a tackle on the hockey pitch to speaking up and asking for help.

Confidence is part of The High School Approach – the ‘wheel’ – which outlines the intellectual characteristics we seek to develop at the High School. This confidence is part of our everyday ethos and community culture. We at Northampton High, in all our interactions in and outside the classroom, teach each girl the value of developing and living by her own definition of success.

Research conducted by the American Association of University Women found that girls in single-sex schools or classrooms reported higher levels of self-confidence and greater participation in class discussions than girls in coeducational settings. The Girls Futures Report* (based on UK research of a nationally representative sample of 1,358 girls in 2022) found GDST-schooled girls to be more confident, more self-assured, more empowered, better able to pursue their ambitions and feel unhindered by their gender.

Working with a specialist research agency, YouthSight, the GDST surveyed over 5000 young people between the ages of 9 and 18 including a nationally representative sample of girls from non-GDST schools, girls from GDST schools and boys at the ages of 9, 14 and 18. They also carried out in-depth interviews and focus groups with young people and consulted experts in educational psychology, careers and equality.

Compared to their peers in non-GDST (and mainly mixed-sex) schools, GDST girls report that they feel more confident, less restricted by gender stereotypes, happier to take on leadership positions and more comfortable taking risks, than girls elsewhere. Trends in confidence, positivity and ambition in students at GDST schools are also closer to those of a representative sample of boys in the UK than other girls across the country: from knowing what job they want, to feeling prepared for the future.

The report found that across age groups, 66% of GDST girls agree they are comfortable taking risks compared to 52% of non-GDST girls. Girls in GDST junior schools have strong self-confidence: only 5% of GDST girls feel negatively about the future compared to 20% of boys and 35% of non-GDST girls aged 9. And only 6% of GDST girls aged 9 say they avoid some activities because of their gender, compared to 37% of 9 year old girls and 31% of boys in the national samples.

Though confidence does dip in the middle secondary years, GDST girls have built a reservoir of resilience, and self-belief grows through the sixth form, in contrast to their peers – largely in mixed schools – whose confidence continues to fall. The research shows that it is wrong to assume that, because girls do not mix with boys in a school environment, that they will struggle to do so in the wider world. In fact, girls are given the freedom and facilities to gain a deeply seated confidence in girls-only schools. They are not held back by gender stereotypes or the pressures of conformity that are felt in mixed-sex classrooms. The confidence gained in a girls-only environment – through trying out leadership roles, working collaboratively and innovating with the freedom to fail – is taken into the wider world and applied to social interactions.

It is not only the GDST research that expounds the importance of confidence, particularly for girls, to succeed. Authors of The Confidence Code: The Science and Art of Self-Assurance – What Women Should Know,** Katty Kay and Claire Shipman, have supported adult women to understand how to build their own confidence, but they frequently heard from women who wanted to know how they could help their younger and teen daughters. Kay and Shipman worked with a polling firm to learn more about the issue and were shocked to discover that girls’ confidence drops by 30% between the ages of 8 and 14. “Right until age 8, there’s really no difference [between girls and boys] in confidence levels,” Shipman says. “We were surprised at how quickly, how deep that drop is.”

There is much research out there on confidence and girls. One thing is for sure, we couldn’t be prouder of our students. They believe in themselves and we believe in them; it is a self-fulfilling prophecy. Helping girls develop the self-assurance required for independent thought, our next generation of women will be equipped with the resilience to challenge, reshape and enrich our communities, the flexibility to navigate new paths, and the self-confidence to feel unashamedly empowered and fulfilled – the confidence our girls across the school demonstrate day after day – in the classroom, in leadership roles, in clubs and societies, in their discussions and relationships – will facilitate their success however they define it and in whichever direction they choose.

*The GDST Girls Futures Report 2022 by Dr Kevin Stannard
**https://www.amightygirl.com/
https://www.northamptonhigh.co.uk/wp-content/uploads/2023/03/GDST-Difference-Booklet.pdf 2023

Mrs Wilmot
Director of Marketing & Admissions

It’s not often you find yourself at an event with a doctor turned investment banker, a former spy chief, the brains behind Made in Chelsea, and – among others – not one, but two princesses. When it does, it’s a day to remember.

The High School’s Student Senior Leadership Team had been invited to attend a conference organised by the International Coalition of Girls’ Schools, entitled “Inspiring Future Female Leaders”. Our minibus set off early in the morning heading towards the winding lanes of rural Kent via the glamour of Newport Pagnell Services and the M25. Perhaps characteristic of our Year 13 students – aside from occasional conversations about Taylor Swift and other apparently popular figures – the journey became an impromptu personal-statement-editing and flashcard-wielding revision session. I was struck subsequently that the girls had preempted one of the common threads of the later conference: that you have to put in work and effort to be successful in your chosen field, that you have to be proactive in grabbing opportunities that come your way and that, in the words of Georgina Seccombe, Team GB’s Chef de Mission, “no-one’s going to do it for you”.

If individual effort and dynamism were two of the keywords that connected various speakers’ contributions, another was collaboration. We arrived just in time to hear the Head of Benenden College, Samantha Price, describe collaboration as a specific strength of female leaders, a view that was echoed by Dr Amy Jadesimi and others. Again, in the minibus on our way back to school, it was the girls themselves who showed that they understood this not in theory but in practice, working together to organise SSLT drop-in sessions to help younger students and developing plans to share with Years 12 and 13 to improve the Sixth Form Common Room. I would like to think that this ready focus on positive collaboration has been instilled in part through the High School’s expertise in girls’ education.

Dr Jadesimi, who is now Chief Executive of Lagos Deep Offshore Logistics Base, also made a thought-provoking link between women as leaders and global sustainability. Arguing that sustainability is part of “the way women think”, she outlined how women are “critical” to future social and economic development and that sustainability “won’t come without gender equality”. She cited research that indicates that gender equality adds 3% to a country’s GDP, with other studies suggesting potentially even higher economic gains. The High School’s lively and successful Femsock and EcoTeam societies perhaps indicate how much these concepts are indeed integral to the ways young women, in particular, are thinking.

What about the barriers to leadership that women faced and continue to face, especially in the workplace? While the focus of the conference was on sharing practical approaches to developing as leaders and on inspiring young women to pursue leadership opportunities, speakers were candid about some of the challenges and outright discrimination they had faced. Baroness Manningham-Buller, former Director General of MI5 and – more importantly perhaps – a former student at Northampton High, shocked the audience with descriptions of the institutional sexism that she encountered, especially in the early days of her career. But, in common with other speakers, she emphasised the ways in which strong mentors and a network of allies, as well as a focus on one’s own goals, can enable individual women to begin to challenge such entrenched barriers. I suspect her sense of humour helped her too, as she shared some wonderful stories about her career in MI5 (I would love to recount them here, but we were all sworn to secrecy).

A challenge that was recognised by HRH Princess Basma bint Talal of Jordan among others was the ways in which there is a tension between working life and family life that impacts women disproportionately. Baroness Manningham-Buller’s advice – “don’t be unkind to yourself” – chimed with Samantha Price’s opening statement to “prepare to get things wrong”. As they already know, there aren’t going to be solutions to all the challenges our young people face before they get started in the world.

We were also privileged to hear from three other speakers: Dame Didi Wong, Amber Atherton and HRH The Princess Royal. We came away from the day with a strong sense of some key themes, as described. Above all, though, I felt that, given the calibre of the young women at the event, the future is absolutely not as bleak as we are sometimes led to believe.

Mr Viesel
Director of Sixth Form