Sixth Sense

SIXTH SENSE

2019/20

INSIDE: Next steps, nailed How to smash UCAS

Alumnae stories 70,000 alumnae have your back

Around the GDST Team GDST Prizes and scholarships Winning student work

afraid. e b 't n o D . s g in h t Just try new and soar. s e n o z t r fo m o c r u Step out of yo Michelle Obama

Welcome Dear Student Welcome to the sixth form. And welcome, too, to the start of the best two years of your education with the GDST. Sixth form is your chance to delve deeply into your favourite subjects and learn alongside fellow sixth formers who share your enthusiasm and passions. It’s your chance to explore new opportunities beyond the classroom, and your chance to lead and inspire others in turn.

When you join a GDST sixth form, you join a family of students beyond your own school. Individuals, like you, who are united by a common bond: our unique GDST family.

I firmly believe that a GDST sixth form offers outstanding opportunities that you won’t get anywhere else.

Cheryl Giovannoni CEO, GDST

Students in GDST sixth forms take on leadership roles within their school communities. You become role models for younger pupils. You also have opportunities to meet other GDST sixth formers at Inspire events, sports rallies and the Oxbridge Conference.

No other sixth form will set you up better for university, further study and the world of work. Our unique CareerStart programme provides vital life skills to help you succeed. We have relationships with a handful of select employers who host insight days, as well as connections with many other interesting organisations who will help you understand the range and complexity of their businesses as you work out your next steps.

You will also have access to the 70,000 members of the GDST alumnae network, and thanks to the app Rungway, you can now get in touch with them directly from your phone; bringing their experience and expertise a whole lot closer to you.

We will be there for you, offering you whatever support you need as you take the next steps on your exciting journey. I wish you every success as you embark upon you final years of school, confident that you will go on to contribute to making the world a better place for us all.

With my best wishes, Cheryl Giovannoni

When you join a GDST sixth form, you join a family of students beyond your own school.

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SIXTH SENSE 2019/20

Next steps, nailed 06

How to smash UCAS

10

Let’s talk EPQ: what the Extended

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Project Qualification can do for you etting a head start: building a CV, G and a network

Alumnae stories 14

70,000 alumnae have your back

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Beyond school

Around the GDST 20

Team GDST

22

Prizes and scholarships

24

Winning student work

Features: 28

Why news matters

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Apprenticeships: a winning combination

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True or false

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A pigment of your imagination

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2019 Head Students

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How to smash UCAS

Carole Hall is Head of Careers at Sheffield Girls’ School and Trust Consultant for Progression to Higher Education.

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ou may not be aware of this but, due to a demographic dip, students your age are in short supply at the moment.

This means that there has never been a better time to aim high.

However, the number of students dropping out of university has just risen for the third consecutive year. This makes it all the more important that you research all the options thoroughly so you can make carefully considered course choices that match your interests and abilities at institutions where you will thrive. It is also crucial that you use your time in sixth form to build your academic and personal skills. You will then have an excellent chance of making a successful application to the universities of your choice.

Making Choices During Year 12 your Head of Sixth Form and Head of Careers will make sure you are given all the information, advice and guidance you need to start exploring options for the next step. It’s really important that you take advantage of everything you are offered - you never

It’s really important that you take advantage of everything you are offered - you never know where that nugget of information that is the key to unlocking your future will come from.

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know where that nugget of information that is the key to unlocking your future will come from. As a student at a GDST school you also have access to the GDST Alumnae Network which comprises over 70,000 former students who are very willing to share their university and career experiences with you. With so many former pupils offering to help, you can seek advice on anything from applying to Oxbridge to becoming an entrepreneur.

A great way to do this is via the Rungway app (read about it on page 14).

When to Apply All the help and support you get in Year 12 will allow you to make informed and realistic decisions about where and what you want to study. You will be in an excellent position to complete your online application to universities through UCAS early in Year 13.

If you are keen to learn more about this now, everything you need to know can be found on the UCAS website. This includes a search tool that shows you where you can study particular courses, and links through to university websites which are always the most up-to-date source of information about the university itself, course content and entry requirements.

There are some deadlines next year that you need to be aware of: ■■ 15th October is the deadline for applying to Oxford or Cambridge (you are not allowed to apply to both); and for medicine; dentistry or veterinary science.

■■ 15th January is the deadline for the vast majority of other courses.

A gap year may be the best way forward for undecided students but it is definitely worth remembering that there will also be courses available through UCAS Extra and thousands of excellent courses available through Clearing once you receive your A Level results.

If you are very sure about the course you want to study and have visited and chosen your preferred universities, my advice would be to apply early. This will give universities the chance to consider your application before the main rush and they may well make you an immediate offer. For some courses, I have known students who applied by October half term and received all five offers during the holidays.

If you receive an ‘Unconditional Offer’ from a university you love you should definitely celebrate but it’s extremely important that you don’t take your foot off the gas. Your A Level results will be on your CV forever and are a sign of your commitment to working hard and doing the best you can in everything you undertake. Moreover, many graduate employers require specific A Level grades as well as a good degree.

Top Tip: I sometimes see students who are certain about some of the courses they want to apply to, often their aspirational choices, but find it hard to select courses that would be a good back-up plan. A strategy I advise

is to send off an application with your favourite courses on before October half term and then, following further research, add in additional choices later.

Completing your UCAS Application Your school will help you register on UCAS Apply. Most of the application asks for factual information about you and the exams you are taking/have already completed. The bit that takes all the work is the personal statement.

This is your chance to market yourself to the universities you have chosen in no more than 4,000 characters (including spaces). This is less than one side of A4 so it’s an exercise in being clear, concise and relevant to your chosen subject.

When you have completed the form and paid the £25 administration fee, the school will add a reference and forward your application to UCAS. Some of you may have admissions tests and interviews to prepare for but others can SIXTH SENSE

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It is worth taking the time to write an excellent personal statement which you can also use as the basis for applications to internships and graduate jobs. get back to focusing on their studies while they wait for decisions to register on UCAS Track. If you haven’t applied to courses that require interviews and have made your application before 15th January, you should get all your responses back by the end of March.

How Important is your Personal Statement?

Some universities pay a great deal of attention to personal statements; others don’t look at them at all and base their offers entirely on GCSE results and predicted A Level grades. Amongst your five choices, there will be at least one that sees the personal statement as a crucial part of the application.

Statements tend to be scrutinised much more closely for particularly competitive courses, vocational courses or on A Level results day if you narrowly miss 8

your offer grades. It is worth taking the time to write an excellent personal statement which you can also use as the basis for applications to internships and graduate jobs.

You can choose to structure your personal statement however you like, but most students start with their main motivation for wanting to study the course and then back this up with reasons why they will make an excellent student. These reasons should include what you have learned from A Levels; wider reading/exploration linked to the subject you are applying to; relevant work experience (for vocational courses this will take up much more of the statement) and extra-curricular activities that have developed relevant skills and personal qualities. You may want to end with a brief paragraph about your particular academic/career goals.

Admissions tutors have a difficult job. For popular courses many more students apply than there are places.

Make it easier for them by showcasing your ability and enthusiasm and put yourself across as someone who will be ‘interesting to teach’.

Making Final Decisions UCAS Track will tell you the deadline for responding to offers. You need to choose two, one Firm (your first choice) and one Insurance (your back-up plan) by early May. This gives you plenty of time to examine the courses you have been offered in more detail by scrutinising university websites, taking advice from school staff, contacting GDST alumnae and attending offer holder days.

Your time at university will be life changing so it is crucial that you undertake very thorough research before making your final choices. Your Insurance choice should be a university that you would be very happy to go to that has made you a lower offer than your Firm choice. Sometimes there are difficult decisions to be made so you should definitely seek advice.

Work Consistently You are probably already fed up with people telling you that A Levels are much harder than GCSEs, but A Levels are much harder than GCSEs. To get the best grades you are capable of you will need to focus from Day One. You will have many more excellent degree courses available to you if your school feels confident to predict high A Level grades on your UCAS application.

Always attending lessons, checking back through work to make sure you understand it, asking if you don’t, doing homework on time and revising properly for all tests/mock exams will help you to achieve your full potential.

Get Involved in Extra-Curricular Activities Everyone applying to the same universities as you will have been predicted the required A Level grades, so it is the other things you do that will help you stand out from the crowd. Hobbies, interests and positions of responsibility are all important. Choose a few activities that help you to develop important skills such as leadership and teamwork. Volunteering/work placements are crucial for vocational courses but you need to balance these with the time you need to study effectively. Keeping a reflective diary will help you to relate your wider activities to the degree you are applying for in your personal statement and at interview.

Undertake Super-Curricular Activities These are the things you do to demonstrate that your interest in your chosen subject goes significantly beyond your A Level studies.

These activities are seen as essential by top universities, including Oxford and Cambridge.

You should aim to do several of the following: wider reading (the Very Short Introduction to... series is a great starting point); free online courses (e.g. FutureLearn); taster lectures/ masterclasses at your local universities or the universities you want to apply to (check their websites for details); academic competitions; read a quality newspaper or periodical; listen to Radio 4 podcasts. Taking the Extended Project Qualification (EPQ) is an ideal way to show that you are able to undertake detailed research on a subject you feel passionate about. Many universities are now making a reduced grade offer to students who get a high grade for their EPQ and your research can also provide you with a talking point at interview.

Know Yourself Choosing the right courses involves a great deal of selfawareness. What do you love studying?

What is your learning style? Do you want to spend time abroad or in industry?

Would you be happy studying a long way from home? Would you prefer a Degree Apprenticeship where you are training for a specific career and your employer is paying your university fees?

You are planning for your future so, while it is important to seek advice from careers advisers, teachers, family and friends, ultimately you need to make decisions that are right for you.

Research Your Options You may have already decided what you want to do after A Levels or have no idea at all. There are thousands of courses to choose from at well over a hundred institutions. Researching properly takes time. It is important to check specific GCSE and A Level subject and grade requirements for courses that interest you so you don’t risk getting a straight rejection. It is crucial to visit the universities you are seriously considering. Open days are mainly from May to October. Check dates on www. opendays.com. Weekend dates tend to fill up at popular universities so book these well in advance so you don’t miss too much school. If you can’t visit before applying, scrutinise the university’s website for virtual tours and podcasts made by current students.

Spread the Risk Anyone can have a bad day in exams so visit universities that would make a good back-up plan if you don’t quite achieve the grades you are aiming for. Research universities that might make you an Unconditional Offer or would make you a reduced offer if you get a high grade for your EPQ. Be Flexible If things don’t go to plan, take advice and be prepared to consider alternative routes. There will be excellent places available in Clearing at universities that are really keen to have you.

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Let’s talk EPQ:

w hat the Extended Project Qualification can do for you

Mark Fuller teaches History at Sheffield Girls’ School and is Trust Consultant Teacher for Sixth Form.

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ooking to gain a qualification that offers flexibility and choice? With the Extended Project Qualification (EPQ) you choose the topic, what you study, the sources you want to look at and how you present your findings. It helps develop the kinds of skills that will be of real importance whatever you go on to study at university.

What is the Extended Project Qualification and what does it involve?

The EPQ was introduced about ten years ago. Its aim was to link A levels with the skills you need at university, to create a qualification where students can study independently and produce their own research investigation.

There are two main routes for the EPQ. One involves carrying out a research project of 5,000 words on a topic of your choice.

The only restriction is that it must not overlap too closely with your other A level studies.

Most universities are great supporters of the qualification. They see the EPQ as an opportunity for A level students to develop the skills they need for their undergraduate studies.

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The other is to create an artefact, which can be anything ranging from a short story, a fashion item, a film, an art work, robots or websites, together with a 1,500-word report detailing the process of putting the artefact together.

As well as the final report, you will also give a short presentation about your project. Everyone at some time in the future will have to give a presentation to an audience, whether at university or in future careers, and this is a great skill to practice and perfect.

It also requires you to complete a production log - an ongoing record of the process of putting the project together, which gives you the chance to explain the reasons why you made any changes to the project. Each student is allocated a supervisor who will act as a sounding board allowing you to share your ideas and offer advice.

Alongside your research is a taught skills course, run by your school, to equip you with the sorts of skills you need to complete the EPQ.

So what do I gain from it?

The EPQ is worth half an A level (28 UCAS points) and can be used directly for university application.

Increasingly, universities like Leeds, Sheffield, Bath and Royal Holloway, are lowering their conditional offers for applicants who have achieved a B or above in their EPQ. Some students have also found the EPQ really useful if they don’t quite get the grades they need and have to go into Clearing.

Case study: Tia is a Year 13 student at Sheffield Girls’ School, and conducted her EPQ last year: “Conducting an EPQ as part of my Year 12 studies was the only natural choice for me. Not only is it a great opportunity to develop research, referencing and time-management skills outside the scope of your A level curriculum, but it also provides the chance to tailor the project to absolutely any topic that you are passionate about.

Science and the human body have always fascinated me, especially the topic of monoclonal antibodies which we cover in A level Biology. This prompted me to further investigate the topic and make it the focus of my EPQ. Following my further research, I found that monoclonal antibodies are being used for a ground-breaking clinical trial which looks at how a special type of stem cell can be used to treat Multiple Sclerosis. Consequently, I chose to write a 5000-word dissertation which considered the

Most universities are great supporters of the qualification. They see the EPQ as an opportunity for A level students to develop the skills they need for their undergraduate studies such as independent study, critical research skills, time management, academic referencing, presentation skills, running experiments and extended writing.

It also gives you the opportunity to develop real expertise in your particular research area, which can be incredibly useful at university interviews.

These sorts of skills can also be called on for other A level subjects and can have a significant impact on your performance during the course of your studies.

Given that most students choose to do three A level subjects, the EPQ allows you to broaden your academic interests at A level or pursue artistic or musical interests from earlier stages in your school life.

But most importantly, the EPQ gives you the chance to study something that you feel really passionate about.

extent to which these stem cells can be used to manage Multiple Sclerosis, and whether they show promise in treating other autoimmune conditions.

Not only has my EPQ broadened my knowledge, it has also revealed a desire to potentially specialise in neurology or immunology in my future career as a doctor. It also helped me develop confidence and professionalism in liaising with leading doctors on the trial.”

Carrying out an independent project on something I was actually motivated to do was really interesting and rewarding.

It also helped to secure my offer at Durham University with lower entry requirements.

Eloise, Norwich High School

Further Reading: Southampton University runs a free online course via FutureLearn which is an introduction to the EPQ and is a really useful guide: www.futurelearn.com/ courses/research-project Bath University also provides a FutureLearn introductory course: www.futurelearn.com/courses/ epq-success AQA publish several helpful introductions to the EPQ: www.aqa.org.uk/subjects/projects/ project-qualifications/EPQ-7993/ why-choose

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Getting a head start:

building a CV and a network

Karen Kimura is the GDST’s Learning and Development Manager.

She leads the CareerStart programme and organises Employer Insight days and student events. Follow her @GDSTSkills

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he next two years will undoubtedly be extremely busy!

You will of course be expanding your academic knowledge, but you will also build your knowledge about future options. In the same way as you research and evaluate topics within your studies, you will also research and evaluate potential career paths.

You will have plenty of support with both aspects of your sixth form life. From a careers perspective, the GDST CareerStart Programme is available to you and offers workshops in areas such as interview skills, networking and presenting. You will also have the chance to attend many professional events – such as careers fairs and employer-hosted days. Last year, the GDST organised Insight Days with organisations such as Facebook, Barclays, PwC, and architects Broadway Malyan. It’s a chance for you to consider what a career in that company or sector might be like, without having committed or ruled any options out.

Networking can be a first opportunity to get your foot in the door of an organisation that interests you

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The idea of networking, or having to ‘work the room’ can be a terrifying prospect for both young and old. On the surface, it can seem that these kind of events only work for super-confident types. If this isn’t you, then it might seem like a nightmare to be thrust into a room and told to talk to strangers. But I would like to let you into a secret; the people who get the most out of these events are often those who are interested, rather than interesting. Asking lots of questions is key!

Of course, first impressions matter.

Can you introduce yourself clearly and succinctly? Do you have a good handshake? We quickly form an opinion of others based on body language, dress code and demeanour. Standing confidently, making eye contact and of course smiling will ensure others have a positive first impression of you.

In return for your interest and curiosity, you will have chance to hear about a sector or a specific company and to find out information that isn’t easily accessible online or in recruitment brochures.

However, it can be difficult to know which questions to ask when you don’t know what you don’t know. A good place to start would be with open questions such as ‘what do you like about your role?’

According to research by High Flyers Research, 31% of this year’s graduate jobs will go to applicants who have already had work experience with the organisation to which they apply. Networking can be a first opportunity to get your foot in the door of an organisation that interests you, to give you the chance to be one of this group who secure sought-after positions with leading companies.

Careers research also requires you to keep an open mind. I often hear students say things like “I don’t do maths so I don’t want to work in an investment bank.” But what about roles in HR, marketing, IT, events? When we start to research career

options we are heavily influenced by the people around us. According to research by GTI Media, more than half (54%) of students say that their parents tried to exert influence over their choice of course or career. In this case, help them to help you. Make sure everyone has up to date information in order to make good choices.

This open-minded approach might mean signing up for events with organisations you don’t know very much about. Recently, one GDST student attended an event with construction and property consultancy Gardiner & Theobald simply to keep her friend company. She found to her surprise that she was well suited to project management, secured a work experience placement and is now studying the subject at university. And what’s the worst that can happen? You ask questions, look around and think ‘this isn’t for me’. That doesn’t seem so bad. In just one day you have been able to find out you aren’t suitable for a career path you might have followed for much longer.

Through attending careers-related events, you will understand more of what you value – and boost your CV. For example, many employers tell us they are looking for problem solving skills. Can you demonstrate this through your Duke of Edinburgh expedition?

Alternatively, can you show excellent communication skills through your voluntary work as a ‘Big Sister’, supporting younger students? Sixth form is the perfect time to gather examples and anecdotes for your CV. Of course, some people might argue that the CV’s days are numbered. They might be right. More and more employers are using alternative methods to source their next employee. Therefore, it is essential that students set up a profile on professional networking sites such as LinkedIn. One aspect of LinkedIn mirrors a traditional CV – gathering examples of your experience such as volunteering, or work experience. A second key element is building your network. People who will help you to fulfil your career goals – and vice versa. It is important to keep in touch with people who you meet along the way.

One simple rule applies to creating either a traditional CV or a LinkedIn profile. Please make sure you include GDST as part of your school name. Our alumnae tell us that when they are recruiting it makes them happy to see a fellow GDST girl. Not everyone will know the locations of all 25 schools in our family, so make it easy for them. There are 70,000 active members of our network, and you never know, one of them might one day be looking at your profile!

So what are you waiting for? Show your #GDSTspirit to have the confidence to attend as many careers events as possible, talk to people you haven’t met before, and put yourself in an excellent position to find a career – or careers - you will love.

Top tips: careers events ■■ ■■ ■■ ■■

Sign up to careers fairs at your school or other local GDST schools Ask at school about GDST Insight Days Search Eventbrite for events connected to your areas of interest Find out about talks happening in local museums and universities.

If in London, search ‘The Nudge’ for talks on topics including astronomy, Egyptian Hieroglyphics and Brutalist Architecture

Top tips: work experience ■■

Ask everyone you know if they know anyone in your chosen field, and then get an introduction

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Use specialist websites such as ‘Student Ladder’, ‘Get my first job’ or ‘Not Going to Uni’

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Be brave enough to send speculative CV and cover letters to companies you are interested in; take the time to explain why you are interested and evidence you have researched the company

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Follow up any correspondence with a call - everyone is busy so don’t presume it is a no if you don’t hear back immediately SIXTH SENSE

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The GDST Alumnae Network

70,000 alumnae have your back

Now that you’re in the sixth form, you’re Stay connected. And you can keep up with what’s happening through automatically a member of the GDST Alumnae our twice yearly E-Zine and our social Network. That’s a community of 70,000 media channels, and check in with what women to inspire you, and become your our alumnae are doing through our annual magazine, GDST Girl for Life. personal and professional contacts for life.

From today, you can join GDST Rungway, our online chat forum which connects you with alumnae who can answer your questions about life beyond school. Imagine having over a thousand people you can ask, who have already done the things that you’re wondering about…

Get a glimpse into the workplace. You can also join our Insight Days – find out about them at school - to see what the working world is like, and spend a day with companies like Rolls Royce, Siemens, PwC and Facebook.

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After school, even more doors start to open, and you can find a mentor by getting involved in our alumnae mentoring programme – a scheme which has now had more than 800 alumnae go through it, and which grows in size every year. There are also a growing number of networking groups that you can join: from our professional City and Law groups, to GDST Entrepreneurs, GDST in the USA and now, GDST Scotland.

Develop yourself. We’ve also broadened our events programme, with new events coming on-stream all the time. From the moment you’re about to enter the world of work, the GDST Alumnae Network is there to support you. Through

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So here are the key points about the GDST alumnae network. We talk about GDST Girl for Life and that’s how we think about the network – it’s there for you for life. From the moment you arrive in the sixth form, through the rest of your studies, your working life, and forever. You can tap into it by registering through the GDST’s website, joining our LinkedIn group, following us on Twitter and Facebook, or simply by emailing us at info@gdstalumnae.net.

We hope you will!

our Next Steps programme, you can learn how to navigate the world of work and recruitment, successfully manage your career (and life!) as you become more experienced, and build your selfconfidence as you go.

You’ll have lots of opportunities to stay in touch directly with your school, with reunions and get-togethers happening all the time. Where the GDST network comes in is for those moments when you want to reach into a bigger beyond - a bigger knowledge pool, with more contacts.

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Alumnae profiles

Beyond school 14 alumnae describe their different journeys after sixth form. If you would like to get in touch with alumnae do email Clare Dickins at info@gdstalumnae.net.

She and the alumnae network team will be happy to help.

Gabriella Howell

Clare Batterton

School: Howell’s School, Llandaff

School: The Belvedere Academy

A level Subjects: History, English, Government & Politics, AS Biology After school: I studied History at Royal Holloway with a focus on modern conflict in Asia and Africa.

Unsure of what I wanted to do after my degree, I took internships throughout my time at university to ‘test out’ industries. I interned at Trinity Mirror in Cardiff (which used to own the western mail and other publications), The European Parliament in Brussels and a charity. Following my undergraduate degree, I started my masters at King’s College London in War Studies, which was utterly fascinating. I combined this with working for a think tank focusing on the Middle East, undertaking a coding course and applying for a variety of graduate schemes. I was then approached by the civil service as part of the recruitment initiative for Brexit negotiations. I joined the Department for Business, Energy and Industrial Strategy focusing on nuclear and the Euratom negotiations. This was interesting work and unlike any environment I had previously been in.

Now: I left the civil service after completing our area of negotiations. I now run two companies, one dealing with UK property and the other is a 350-year-old plantation house in the Caribbean which I have converted into a boutique hotel. Two very different companies but both with big hopes for the future.

Find out more: www.thegreathouseantigua.com Pearl of wisdom: Even if you’re on the right track, you’ll get run over if you just sit there.

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A level Subjects: Music, Geography, Maths After school: I studied Music at the University of Liverpool, followed by a Masters in Music at the University of Oxford. After that, I had some odd jobs in a music festival and theatre company in Oxford before moving to London to build my career in film and TV. The main challenge was time and money as, to get a foot in the door, you often have to work as a runner for long hours and little pay.

Whilst working for a post-production house, I found somebody on LinkedIn with my dream job. After messaging him, we met up and that was how it started. I shadowed him for over a year working as his assistant on TV shows such as Sky Atlantic’s Riviera and BBC’s Keeping Faith, before going off on my own in 2017.

Over the past two years I have edited music for shows such as Sky’s Curfew and HBO’s His Dark Materials. Those first few months working freelance were scary; it was important to keep myself busy by emailing as many industry contacts as possible, with Netflix and Amazon Prime by my side for slow afternoons!

Now: I work as a freelance Music Editor and Composer for Film and TV currently finishing up on the Netflix show, Top Boy with composer Brian Eno (google him for interesting career ideas!).

Find out more: www.imdb.me/clarebatterton Pearl of wisdom: Proceed as if success is inevitable.

Amanda Bassey School: Northampton High School A level Subjects: Chemistry, Latin, Psychology After school: I studied psychology at the University of Lincoln after getting in on Adjustment (achieving higher A Levels than expected). I then did a Masters in Clinical Psychology and Foundations in Health Services at Goldsmiths University, whilst working as a part-time Voluntary Assistant Psychologist.

Now: I’m a final year Trainee Forensic Psychologist, completing my Doctorate at the University of Nottingham. I work in a Medium Secure Psychiatric Hospital and cover four wards including a Deaf ward, so I’m learning British Sign Language.

Alongside this, I’m a co-director of a residential home for young people in care and I mentor on the GDST programme.

Pearl of wisdom: If at first you fail, don’t give up, persevere.

There is always a way to reach your goal, even if it isn’t the way you hoped.

Emily Whitelock

Georgia Wise School: The Royal High School, Bath A level subjects: Maths, French, Psychology, Economics After school: I started with a Gap Year, having absolutely NO idea what I wanted to do. After volunteering in Africa and doing a Ski season, I took my first professional dive course. Over the next five years I continued in the Scuba industry, travelling and experiencing new and incredible things and became a Master Scuba Diver Trainer.

Now: I now live in Malta, working as a scuba instructor full time and loving it. I also make and sell macrame jewellery to help save a little as I go along, and am writing out a speciality course for PADI (Professional Association of Diving Instructors).

Pearl of wisdom: Do what makes you happy, especially if it involves travelling or learning new things, and push yourself wherever possible.

Sohayla Esmaili

School: Sheffield Girls’ School

School: Portsmouth High School

A level Subjects: English Literature, French, German, Geography

A level subjects: Biology, Chemistry, Maths, AS Geography

After school: I studied Languages at Cambridge which involved a year working in an international law firm in Paris. After this I studied the GDL (graduate diploma in law) and LPC (legal practice course) around some travelling and a paralegal placement. I then started a training contract at an international firm and qualified as a solicitor in 2015.

Now: I work for a City firm which specialises in pensions law. I really enjoy my job because the work is challenging and varied and requires a mix of knowledge and skills.

Pearl of wisdom: “Always keep your door open”. A teacher at SHS said this in relation to living in university halls, but it still applies now. You never know what might come your way if you keep an open door and an open mind!

After school: I studied Biomedical Sciences and continued after graduation as a trainee Biomedical Scientist. However, I wanted to further my knowledge in the medical field and earned a place at Peninsula Dental School in 2008. On completion I worked in the NHS as a Foundation Dentist but during my final year at university I had secured a place at Royal Military Academy Sandhurst to become a Dental Officer within the British Army.

Now: I have achieved the rank of Major and now work in a Phase 1 establishment treating the new recruits joining the British Army.

Pearl of wisdom: It is never too late to change your mind, re-evaluate and adjust if required. You are never too old to set another goal or change your life for the better.

SIXTH SENSE

17

Eleanor Hyland-Stanbrook

Jess Lindley

School: Brighton Girls

School: Sheffield Girls’ School

A level subjects: English Literature, Theatre Studies, Art After school: I did an Art Foundation at Central Saint Martins, London, where I ended up on the Graphic Design & Illustration pathway and then was accepted onto the BA course at the same college.

I then studied in the US at the School of Visual Arts, New York, before freelancing for various agencies big and small.

Now: I’ve been in my current role as Senior Designer at Energy Design Studio for four years now, and I’m just about to launch my own studio based in North London — watch this space!

Pearl of wisdom: Don’t over plan, and try to say yes to as many opportunities as possible (no matter how scary they seem!).

Find out more: eleanorhylandstanbrook.com, or feel free to contact me via instagram @eleanorhs.

Zarah Saumtally

After school: I studied French and Russian at Cambridge University, which included a rather challenging year working as an English teacher in a French nursery school. During my time in Cambridge, I also got involved in rowing, choir and organising the end of year ball!

Now: I’m studying for a Masters in Comparative Education at UCL and about to start a full-time job in Local Government. I’m also the founder and co-director of Codeword Pineapple, which I started with one of my best friends from university. This aims to provide people who have invisible disabilities with a way to make their conditions visible in the workplace or studying environment.

Pearl of wisdom: If someone tells you that you aren’t capable of doing something, enjoy the opportunity to prove them wrong!

Sophia Donovan

School: Croydon High School

School: The Belvedere Academy

A level subjects: Maths, Spanish, Biology, Chemistry

A level subjects: Biology, Chemistry, Psychology

After school: I studied Medicine at St George’s Medical School and did six years, which included a BSc. I am very grateful to CHS for giving me the confidence to successfully complete med school.

Now: I am working in Guys & St Thomas and Frimley Park Hospital and will continue my sports alongside work.

Pearl of wisdom: Whilst at school, I tried to throw myself into most extra-curricular activities - from medic club to cheese club, or netball to hockey. Continue to enjoy the extra-curricular activities whilst you can, and try to maximise opportunities that come your way. Believe in what you want to do, with hard work & determination, there’s no doubt you’ll get there. There may be some obstacles along the way, but if I can do it, anyone can!

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A level subjects: French, Russian, History, Politics

After school: I studied Biomedical Science at the University of Liverpool then did a placement in the Genetics Laboratory at Liverpool Women’s Hospital. I was part of a project that inspired me to have a career in NHS genetics. After my Masters I worked as a genetic technologist for a year and was then able to get a place on the NHS Scientist Training Programme to become a Clinical Scientist in Genetics.

Now: I have just finished my first year on the three-year programme, which involves a mixture of University Masters teaching and work-based training in an NHS laboratory. There are plenty of different scientific specialisms on the programme that you can look into: www.nshcs.hee.nhs.uk/joinprogramme/nhs-scientist-training-programme Pearl of wisdom: You should always be able to say that you have tried your best.

Chloe Lorraine Dalton School: Sheffield Girls’ School A Level subjects: Psychology, Art, Biology After school: I did a foundation degree in Art and Design and then studied Psychology at The University of Warwick. After graduation, I supported individuals with Autism, which led me to consider teaching. I found Teach First and trained in Sheffield as a primary school teacher.

Now: I am teaching Year 1 in the same school where I trained. I have been there for four years and have completed a Masters in Educational Leadership with support from the school. I have been given so many opportunities over these years and have gained experience by mentoring trainee teachers. I have also been working on the curriculum and will continue this role.

Pearl of wisdom: Take every opportunity you can. You never know when or if it might come around again.

Sameena Mawji

Caitlin Westgate School: Bromley High School A level subjects: English, Fine Art, History, Photography After school: After Art Foundation at Central Saint Martins I studied study Graphic Design at degree level in Falmouth. Whilst there, I launched a feminist publishing platform called Sorry to Interrupt, which explores how graphic design can spark conversations around gender equality. I met with people in the social change sector, including D&AD, Graphics Women UK and The Feminist Library. This led to freelance design opportunities and ultimately my current career.

Now: I am a freelance graphic designer and run my own design business. I develop side projects through Sorry to Interrupt, including running community badge workshops, designing feminist campaigns aimed at TfL and self-publishing essays by women.

Pearl of wisdom: Trust your gut instinct and pursue that which you are passionate about.

Find out more: www.caitlinwestgate.com

Katy Smart

School: Croydon High School

School: The Royal High School, Bath

A level subjects: Maths, Biology, Chemistry

A level subjects: Psychology, Maths, Geography

After school: I studied Dentistry at the University of Birmingham. However, I was unable to complete the course as I fell ill during my final year. Whilst ill, my love for art and growing interest in ethical fashion led me to set up Ethical Stories Ethical Me; a sustainable fashion store that curates handcrafted accessories. We work with artisans in India, Kenya, Cambodia and Mexico, and have gained exposure in Forbes and Stylist Magazine.

Now: I run Ethical Stories Ethical Me and have launched my earring brand, Sami. This supports traditional Indian craftsmanship and donates a portion of proceeds to a children’s charity in India. My day-to-day role includes design, digital marketing and pop-up events.

Pearl of wisdom: Never give up and never stop learning new skills.

After school: I studied Psychology at university and then went travelling for a year, before doing a Masters in Clinical Aspects of Psychology. Following this, I trained as a Psychological Well-being Practitioner and worked as an Assistant Psychologist in CAMHS (Child and Adolescent Mental Health Services).

Now: I’m in my first year of training to be a clinical psychologist through the doctoral programme at Southampton University.

Pearl of wisdom: Don’t give up! Although the path to becoming a clinical psychologist isn’t the easiest or most straightforward, it is so worth it; particularly if you make sure you enjoy the jobs you do whilst on that path.

Find out more: www.ethicalstoriesethicalme.com SIXTH SENSE

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Team GDST Now you are part of a GDST school sixth form, you get the best of two worlds: learning with your friends in small classes, plus the chance to meet students from other GDST schools.

Getting sixth form off to an Inspiring start September sees three ‘GDST Inspire’ conferences which bring together all Year 12 students from GDST schools across the country: ■■ Inspire East: Cambridge University, Churchill College (Northampton, Norwich, Blackheath, Bromley) ■■ Inspire West: Exeter University, Falmouth campus (Royal High, Howell’s) ■■ Inspire South: Royal Institution, London (Brighton, Croydon, Portsmouth, Streatham & Clapham, Sutton, Sydenham) Here you will take part in workshops, meet alumnae, hear from the best in the way of inspirational speakers and leave the day feeling energised and connected to your wider GDST family.

Learning together There are lots of opportunities to come together at a subject level with students from other GDST schools and many schools work in partnership with one another on particular projects. Examples include essay prizes, study days and workshops, online courses (SPOCs), conferences, magazines, language festivals, joint field trips and expeditions.

Oxford and Wimbledon launched their OWLS project (Oxford and Wimbledon Leading Scholarship) in 2017, as a collaborative initiative between the sixth form scholarship and exhibition 20

holders from the two schools. Students meet for an academic retreat and really value the opportunity to work alongside like-minded students, publishing their work in the OWLS Journal.

Students said: “We’ve joined a bit of a sisterhood this year… I’ve loved it.”

“My favourite thing? Meeting the girls from the other school. There’s been a strong focus on female role models in all sorts of ways.”

GDST Oxbridge Conference Every July, Year 12 students considering applying to Oxford or Cambridge join a residential weekend at an Oxbridge college (next year it will be Clare College, Cambridge). Here you will find out more about the selection process and get an experience of teaching and learning at the two universities.

Sessions on how to prepare for the application are mixed with in-depth subject seminars, and the weekend gives you a really valuable insight into university life.

Inspiring Females Four years ago, Norwich High School launched “Inspiring Females: Imagine IF…”, designed to encourage students to aim high and fulfil their aspirations. The programme, which is planned by students and open to local schools, invites women from all areas and walks of life to speak about the

two ingredients for success: dreams and plans.

‘IF’ has spread across the GDST and in June 2019, all GDST schools took part in an Inspiring Females Summit which was held at Chelsea Football Club.

GDST Student Council Nominated students from each of our schools come together twice a year to tell us about what more the GDST can do for you. We hear about what’s going well, what you might like to do differently, and seek your advice and feedback about new initiatives. It’s another opportunity to get to know your peers from other GDST schools and, as it’s held at Trust Office, you can do so whilst enjoying stunning views of London from the roof garden!

GDST Sport Sport plays an integral part in the education of sixth form students through the GDST and you will have the opportunity to compete and socialise through sport.

The following annual competitions allow you to compete against other GDST schools: ■■ Under 18 Hockey ■■ Under 18 Netball ■■ Open Swimming ■■ Open Gymnastics ■■ Cross Country ■■ Athletics ■■ Tennis

We also hold a ‘Day of Dance’ event at Pineapple Studios, giving you the opportunity to experience classes led by professional dancers and perform in front of your peers.

Aside from representing your school, sixth form students may be nominated for trials for one of the GDST Select teams. We have Select teams in Hockey, Netball and Cricket which allow our best performers from across the GDST family of schools to compete together against high level opposition.

Last year our GDST Select Cricket XI played an invitational match against the Marylebone Cricket Club. Next summer the fixture will be a Twenty20 format, breaking boundaries by wearing coloured kit and playing with a pink ball. Our GDST Select Netball VII took part in a touring weekend to Leeds achieving some excellent results. Next year our netball and hockey teams will tour together to Loughborough University for some high level fixtures.

Forthcoming fixtures 12 September

Northern Rally (Regional Festival of Sport)

@ Birkenhead High School

By 11 October

Senior hockey regional round

@ Regional venues

15 October

Senior hockey finals

@ Northampton High School

7 November

Senior swimming

@ Croydon High School

15 November

GDST Select Hockey and Netball Training

@ Northampton High School

TBC November

GDST Select Cricket trials

@ Northampton High School

9 December

Day of Dance

@ Pineapple Studios

TBC February

GDST Select Hockey and Netball Tour to Loughborough

@TBC

12 March

Senior netball, Senior gymnastics, Cross country

@ Bromley High School

TBC April

GDST Select Cricket vs Ladies MCC

@ Hampstead Cricket Club

8 June

Athletics, Dance

@ University of Bath

24 June

Tennis

@ Northwood College

TBC June

GDST Select Cricket triangular tournament

@TBC SIXTH SENSE

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GDST Prizes and Scholarships Sixth formers from across the GDST are eligible to enter for a range of awards, in the form of competition prizes, scholarships and travel grants. Do talk to your Head of Sixth Form to find out more.

This year, the theme for the GDST Creative Writing Prize was ‘fearlessness’, and the entries were judged by Harriet Goodwin, an alumna of Bromley High School. Harriet is the author of several novels for 8-12 year-olds, including The Boy Who Fell Down Exit 43. Winners in each age category receive an Amazon gift voucher.

The Laurie Magnus Poetry Prize was this year judged by poet and Sydenham High School alumna, Claudia Daventry.

The Somerville and Gurney Awards are given for exceptional essay-writing ability on a range of subjects. Students sit a two-and-a-quarter hour general essay exam paper. The first prize is £500, the second £300 and the third £200.

Honourable mentions are also recognised.

Application details are sent to schools in March and the winners are announced in September of each year.

The Pearson and Silver Awards are offered to pupils in GDST schools to help towards the cost of attending meetings, courses or carrying out projects with a classical content. Criteria for the award include academic excellence in classical subjects, commitment to study a classical subject at university, contribution to school life, financial need, and determination to overcome practical difficulties in studying classics at school, where these are encountered.

The GDST Minerva Prize is awarded for all-round achievement. The first prize is worth £500. Application details are sent to schools in January and the winners are announced in May of each year.

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If you are planning to take a gap year or planning to travel in the summer before your university course begins, you are invited to apply for a GDST Travel Scholarship. Application details are sent to schools in October and the winners are announced in February.

The Johnston Memorial Scholarship reflects a commitment to ensuring that the Trust’s schools remain accessible to students from a range of circumstances. The winning student is awarded up to £3,000 over two years. The award winner is also offered the opportunity to complete a week’s work experience with the Legal department at the GDST Trust Office.

The Lorna Cocking Scholarship is awarded annually and is intended to help provide financial support for students during the next stage of their education. The scholarship is tenable for three years and has an annual value of £1,000. Application details are sent to schools in January and the winners are announced in May of each year.

The Frederica Lord University Scholarship is tenable for three years, has an annual value of £1,000 and is intended to support the holder in pursuing a recognised course of academic study (at one of the universities as specified by the founder), and in making the most of university life and contributing to it. The terms of the scholarship ensure that the full benefit of the higher education experience remains accessible to Trust students from a range of circumstances. Application details are sent to schools in January and the winners are announced in May of each year.

…and the winner is: Prizes and Scholarships awarded in 2019

GDST Creative Writing Prize

GDST Travel Scholarship

Madeline Williams

Niamh Kemp

Bromley High School

Shrewsbury High School

Gigi Howard

Northampton High School

Leyna Roy

Northampton High School

Laurie Magnus Poetry Prize Helena Aeberli

Jemma Tait Georgina Nichols

Northwood College for Girls Norwich High School for Girls

Agatha Stephenson-Meech Sheffield Girls’ School

Putney High School

Hao Zhang

Somerville and Gurney Award

Shrewsbury High School

Alisha O’Brien-Coker South Hampstead High School Florence Brown Streatham & Clapham High School

Eva Norton

Jemma Frame Streatham & Clapham High School

Brighton Girls

Liesl Blackman

Pearson and Silver Award

Johnston Memorial Scholarship

Flora Norton

Norwich High School for Girls

Diana Adebimpe

Isabel Meadows-Gibb Norwich High School for Girls

Sutton High School

Ella Campbell

Notting Hill & Ealing High School

Ella McNeill

Notting Hill & Ealing High School

Elizabeth Anderson

Oxford High School

Fiona Macrae

Oxford High School

Anna Coutts

Putney High School

Zoe Geall

Putney High School

Isobel Wood

Sheffield Girls’ School

Lorna Cocking Scholarship Darciea Arulnesan Wimbledon High School

Frederica Lord University Scholarship

Camille Bouverot South Hampstead High School

Nahid Inayat

Sophie Baptista

Croydon High School

South Hampstead High School

Wimbledon High School

GDST Minerva Prize Rachel Kellagher Portsmouth High School

SIXTH SENSE

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Winning student work GDST Creative Writing Prize, 2019 Madeline Williams, Shrewsbury High School

Descent

T

umbling, his mind dizzy and foaming through the constellations that expanded before his eyes, counting off the ancient kingdoms in his head Andromeda, Lyra, Orion... Lunacy froze his mind, berated and defeated, spreading like a ground frost, mighty as that acerbic power of the universe that he once admired. The bleak navy unfathomable space, like sleep or the borders of imagination, interrupted only by tangerine and fuscia ethereal explosions of guiding starlight. How beautiful it would be to fall through the heavens to his death? Fools craved immortality, pleaded and begged for it, little did they realise its curse - the ability to endure an eternity of suffering and disgrace.

The air whirred past his head, through his downy wings at the increasing cadence of a lamenting aria. It would be as he feared, he was going to join those creatures that lurked below, long forgotten except in the darkest dreams, who followed in pursuit of Satan the first to fall, the author of strife. As an angel, a Virtue in pursuit of enlightenment to offer the celestial majesty. Once heralded for his wisdom, he had been too outspoken on the sufferings that served as punishment to all the creatures in the universe, a ruler that reigned through fear like a tyrant emperor not a god.

Now condemned for his blasphemy, he would join the first angels who fell eternities ago.

Was he to be a slave of Azazel, or a servant of Satan in his own right? Each pitiful breath, in and out, an attempt to calm himself for the penance waiting.

Fools craved immortality, pleaded and begged for it, little did they realise its curse - the ability to endure an eternity of suffering and disgrace.

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Weightless, he crashed like a breath of wind.

Electric pale thunderbolts and frozen rain blessed his waxy scales. Close to the ground, he inhaled the dirt beneath him, and in his temporary blindness he recognised the unique petrichor and in the darkness it bought him comfort. He felt the soggy moss seep between the cracks and chasms in his narrow feet and toes which felt like lead.

His frail eyes brightened as he absorbed his surroundings: an exposed clifftop heath where the stark marigold broom clung tightly to the earth despite the ardent breeze whipped off the sea, which rushes through the creeks in its blossom. A plant spineless and softer than gorse, of which it so resembled, and yet with hardy determination to endure till the next spring.

Of course, he recognised this land; Earth abound with humans, so beguiling to himself and the other creatures that occupy the upper realms of the universe. Humans with their uncanny ability to inflict such anguish on each other. Rising his head, the golden beams of sun fell upon his eyelids, stepping toward the cliff edge to gaze out upon it, pursuing the sun, like a pilgrim, as it carved its path across the horizon. Ahead the land fell away, and the sea was flat and vast but appeared only a narrow slither compared with the pastel amber autumn sky.

A lone tree stood parchment thin, bent double, a frail body resisting the breeze. How easy it would be to loosen its roots grip in the thin soil and to float away? How much relief to the straining knots of wood, if it just let go and tore into oblivion? The frozen cracks in the saturated ground, echoed the shame which tore his own heart, the fear of further retribution that lurked deep within. Even he was uncertain such feelings existed within him except in those silent moments when the sound of breaking waves evades him, and it all erupts once more. The blue-black waves smash themselves against the deep grey

Laurie Magnus Poetry Prize, 2019 boulders that mark the bottom of the cliff edge, in a white explosion of foaming spray and vanity, a waste of fleeting life.

The crest of a wave rose up out of the depths tempting his clouded and weary eyes, to join them below the water. One after another they rise, fall and die, leaving black chasms where in the darkness his nightmares lurked - the truth of human existence unfolding within them. He’d observed a thousand tyrants; the millions who had their lungs scorched or offal ripped out, till revenge is satisfied and all are fallen and punished.

The sighs of unrequited limerence, the deaths of warriors in some ancient and distant land, the despairing who cut their breath short when they can’t go on. Every individual pain reached out blind callous tendrils seeking his blessing, each leaving him in a greater state of lassitude than before, cutting great scarlet orifices in his pale shimmering skin.

Humans hadn’t observed angels and their master, yet their belief remained stalwart, their songs praising heaven. Despite all human pains and sufferings, they remained with unquestioning belief and smiled not in spite but in love for their torturer for he was their creator. How easily they let themselves drift into death, so long as paradise waited, the promise of a hereafter left them unafraid, a small mercy to those left behind. For everything there is a season, and a time. Yet the sun remained, it burnt and blinded, and yet it bought life and hope - the coming of a new day. The golden light bathed his skin and soothed his scars like healing balm. Even as the sun abandoned him to the pain and terrors as it was usurped by the night, it left a final glint of orange light before it bowed its head over the horizon, a promise of its return the following day. What was coming would come, as reliable as the sun’s return, quelling his fear.

In every private lamenting plea woebegone, beleaguered, craving his nepenthe - each carving his feet like shards of glass, ensanguining the whisper green grass.

Humanity - the master eccedentesiasts. Yet like Icarus, he was infatuated by the sun, so he endured the mortal suffering of the earth dwellers, simply to exist in its sheen.

Helena Aeberli, Putney High School

Hyde Park Boating Lake There is something of the boating lake in life.

You know the one — in the small of the spine of the Serpentine tucked between the shoulder blades of London.

Something about the blackness of the water the way it is deep enough to drown in, but not much deeper.

Something about the glint of the sun as she travels the sky; her face watery beneath you, as if seen through tears.

Her heat on your back and the way she cries go on, and stop. And cannot make her mind up which she means.

How you get half-way across the boating lake before your shins begin to ache or how the sweat which beads in the crook of your elbow reminds you of the dapple of the ducks and the way they shake their feathers in the wind.

How Hyde Park is a busy place and London a city which hums but somehow, right now, you are the only one who is alive.

And how, when the end of the day comes and the sun slips her tired fingers around the horizon and pulls herself away into the soothing blue, then, in her fading light, the hush of her taffeta skirts, the brush of her greying-gold hair, then you will have no name.

There will be no divine calling, no reckoning, no revelation at the edge of the river, where the water meets the stone.

Only a voice from above you, calling.

Come in, number twelve, come in.

Come in. number twelve, your time is up.

SIXTH SENSE

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Winning student work Somerville and Gurney Award, 2019 Eva Norton, Brighton Girls

Is

a thing ?

O

n the 11th of September, 2001, two things happened. At around 12 in the morning, my Mum told my Dad that she was pregnant with me. It was a happy day. At around seven in the evening, a plane crashed into the World Trade Centre, and, quite suddenly and out of nowhere, history took a turn. I am a 9/11 baby, born around eight months after the destruction of the World Trade Centre and the start of the War on Terror. I grew up in a climate of fear, and so did many millions of others - not quite old enough to remember the day, but of the right age to remember the atmosphere that followed. This is what supposedly marks our generation.

Unlike the Millennials (perpetually reviled for their purported avocado obsession), we have not quite had the time to blossom into a distinct block, with concrete traits and easily mockable qualities. If one had to classify our Generation, there might be several points to look to. First, the feeling of disconnect with the leaders of our own schools, parties and countries. Next, the rise of new technologies and, more specifically, the rise of social media. These are two of the things that make our Generation supposedly distinct, and in this essay I will examine these markers in order to answer the question: Is Gen Z a thing?

To begin with, one of the most remarkable things about Generation Z that we have seen blossom in the past couple of months: the visible feeling of disenfranchisement with our politics and governments, encapsulated by the school strikes for the climate. This

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movement, kicked off by Greta Thunberg, a member of Generation Z herself, has seen multitudes of students worldwide strike for the climate. This is an attempt to sound the alarm about an issue that has been left aside, in the eyes of many who I know, for our generation to deal with. As we enter the 12 years in which we need to curb our greenhouse gas emissions and send a message to our leaders, there is a pervasive sense that we have been let down by adults who can’t even seem to muster a sense of urgency about the future of our planet . This is one of the times that we see people rise, and for us it feels fresh, new, exciting - a departure from the stale lives of our parents and grandparents. A new movement, an opportunity to really change things.

However, this is not unique to us.

Discontent with politics and our customary leaders is something that we have seen in all previous generations, manifested in different ways and on different scales.

Anger with the lack of empathy, the lack of urgency, that the Government appears to demonstrate, has not suddenly manifested out of the blue in one generation. The AIDs crisis in the 1980s and 90s provoked a similarly (and rightly) furious response.

This is nothing new, and is certainly present among my parents and their friends. This cannot be described as something that sets Generation Z apart; anger with the status quo and failing leadership is an intrinsic part of the human condition, and thus cannot be considered something that differentiates us from people who were born before 1997.

Secondly, we must look at the rise of new technology, and, more precisely, social media as a “marker” of our Generation.

This is a common idea, that Generation Z is attached to new technologies and social networks, and that this will have a profound influence on our lives going forward. However, I would say that this is not something that unites and classifies Generation Z - it is, instead, something that divides us. There is, to many of those who I know, a distinct line in between those of us born before social media really and truly took off, and those of us born after.

We were raised without YouTube, or lnst agram , or any of the other apps that have risen in the past 10 years. Content was not a constant stream, and those of us born before 2005 had the opportunity to be bored as children. This is no longer the case, and so some might argue that this calls for a new generation, as another pivotal event that has changed the way that we raise our children and even look at the world. I am not alone in thinking that this would be excessive, despite the clear difference between my age group and those who are four years younger than us, and so “Gen Z” as a homogenous group of phone addicts is not true. It is, ultimately, far too much of a generalisation to place us all into this single category, given the differences in things so fundamental as how we were raised.

Whilst there are many “indicators” that one could consider as representative of a new generation, these generally fall into two categories: “indicators” that are representative of nearly everyone, such as the rise of diagnosed mental health issues; and “indicators” that do not even apply to the entire generation. Considering this, it is clear that there are not really and truly any qualities that can be applied to so many millions of people. We are not simply phone addicted rebellious teenagers, or mentally fragile special snowflakes.

There are many disparities within each group. The American ‘Beat’ movement

was countercultural, and went against that which the “Baby Boomer” generation supposedly represented, and yet it was still present. There is an argument to be made that the classification of a Generation is just an arbitrary 30 years between each group, to make for easy categorisation.

It is not a “Generation” that divides me from someone five years my senior. We are divided, and united, by so much more than that: cataclysmic events, and our reactions to them; the rise of new technologies; paradigm shifts in how we think about the world. These do not affect a tidy trench of people from ages 0 to 22 - these affect everyone, these pertain to the way everyone changes and grows. The post 9/11 atmosphere did not just affect those born into it, but those born before it as well, and it is reductive to assume that a whole age range would have the same ideas.

In conclusion, whilst “Gen Z” does exist as a mere category of people of a certain age, the idea that “Gen Z” is, within itself, homogenous and, compared to other generations, starkly different is erroneous, and leads us to question whether the lumping of people into categories based on when they were born is at all feasible.

SIXTH SENSE

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Why news matters Andrew Jack is Global Education Editor at the Financial Times.

T

here might be periods in history which seem - at least in retrospect - dull. But it is hard to imagine our current times being described as anything other than “interesting�. Following the news in order to understand what is happening and ways to interpret and discuss it is ever more important.

Resurgent populism and hostility to national governments have created existential challenges which affect us all: Brexit for the British political and economic system, for instance; and Donald Trump’s defiance of the postsecond world war order, the role of the US abroad and the dignity and impact of the presidency at home.

Globalisation has stimulated economic growth and trade, increasing the availability of low-priced goods in the UK while easing poverty in Bangladesh. Technology has turbocharged the spread of information and services, revolutionising everything from streaming to takeaways and hotel bookings.

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Yet many of the benefits in recent years have significant downsides: the expansion in affordable air travel and the rapid rise of the middle class in developing countries have accelerated climate change, triggering more severe and unpredictable weather, environmental damage and shifts in disease.

Social media has given everyone the chance to express their views and bring together once isolated individuals into communities with shared values. But it has also helped undermine readership and funding for traditional media, and caused a surge in unverified and manipulated claims that circulate freely.

Learning about these topics is fundamental in seeking to understand how the world is changing, how it will affect local and international relations, our future activities, job choices and lifestyles.

In the shorter term for those who are studying, keeping up with the news has immediate benefits too. It helps to inform conversations and classroom discussions, enriching reading around subjects to prepare for exams and for interviews after finishing school.

Examiners in many subjects stress that top marks will go to those who have shown evidence of wider reading. These are students who can demonstrate that they can apply theories in practice.

They offer examples that stand out because they are more up-to-date than textbooks, and show an interest in the world beyond school.

No one can keep up to date with all of the news, but regular and selective reading of a variety of quality media outlets helps. It can help flag up

important developments, trends and ideas, while also holding power to account, informing and entertaining.

Direct sharing of content among friends – or directly from social media feeds – is more powerful than ever, but comes with two limitations: much of the information provided is unchecked and unreliable; it also generally comes from a tight “bubble” of existing contacts, with influence from opaque algorithms.

Much of the best “raw material” is selected from existing media outlets.

Going unfiltered directly to those publishers can be worth the reward: the role of editors in the best media organisations has always been to verify, to assess for breadth and quality, and to inject serendipity that is difficult to replicate.

That is why the Financial Times, which is read and paid for by decision-makers around the world, decided to offer free online access to students, teachers and schools. It offers a different perspective to the “usual suspects” among mainstream media organisations.

It provides balanced and global news, analysis and opinion on issues that matter in articles as well as through graphics, video, podcasts and data. It writes about business, economics and finance, but also extensively covers politics, policy, foreign affairs, social trends and culture.

While the value of this content is immediately evident for A level and IB subjects like economics and business, it is also widely used by schools to enrich learning around geography, politics and beyond.

In economics, for instance, articles on tensions in the Gulf explain the politics and show the immediate commercial impact on oil prices. In English, students could read about the Windrush scandal to provide context for set books on Commonwealth literature.

Students with little time can always briefly scan the main online homepages of the FT (www.ft.com) and other media outlets to see editors’ judgements on

No one can keep up to date with all of the news, but regular and selective reading of a variety of quality media outlets helps. It can help flag up important developments, trends and ideas, while also holding power to account, informing and entertaining.

the most important and interesting stories of the day. They can also follow their social media feeds and sign up for email alerts and brief daily summaries like FirstFT or watch its regular brief videos (www.ft.com/videos).

There is always room for social media.

But it is always worth thinking about the underlying sources of the information that you read – and thinking about the consequences before you share it with others. Traditional media still has a big role to play for the future of our societies and for your futures.

GDST schools and students can check if they are signed up at www.ft.com/ schoolsarefree, and enter their official email addresses to create their own passwords and read the FT on mobile.

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Apprenticeships: a winning combination

WhiteHat is a tech startup matching young people to the best career-focused apprenticeships on offer at some of the UK’s most exciting companies, from Google and Facebook, to BP and Warner Bros. By delivering training in partnership with world-class content providers and through a combination of 1:1 coaching and cutting-edge tech, WhiteHat is creating an outstanding alternative to university.

F

Tomás Burke is Head of Marketing at WhiteHat.

or some people, the idea of apprenticeships conjures an image of hard hats, overalls and trade-based work.

However, recent developments in the education sector, combined with the demands of industry, mean that this image is thoroughly out of date. On the industry side, employers like Google, Apple, Penguin Random House and PwC have dropped their degree requirement in a move that is rapidly being followed by other businesses, particularly in the tech, digital marketing and business worlds. On the education side, spiraling university tuition fees have not always been matched by the quality of education delivered (or indeed probability of actually getting a job), meaning more graduates are working in non-graduate roles, saddled with an average of £50,000 debt from a three-year

Some... view the work-experience gained through apprenticeships as the best way to accelerate their career.

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degree. Quite simply, many of the UK’s biggest and most dynamic employers have outgrown the traditional ‘one-size-fits-all’ degree route for many of their job functions.

WhiteHat attracts candidates from an incredibly diverse range of backgrounds and with a variety of motivations. Some are practical learners who prefer a blended learning approach, mixing theory with on-the-job training. Some are hugely ambitious and view the work-experience gained through apprenticeships as the best way to accelerate their career. Some do apprenticeships because it makes better financial sense, and some do apprenticeships because their area of interest is actually better suited to applied learning (consider Software Engineering: most theory learned in the first year of a Computer Science degree is outdated by graduation).

Keena’s Story Keena Salcedo - IT Apprentice

For an increasing number of jobs, applied learning is not just a parallel path but a preferred path for some of the country’s most exciting businesses.

“Before working in IT support, I actually started a degree in Psychology, but felt that it wasn’t for me. So I decided to start afresh: find a job to gain experience and learn new skills while I tried to discover my passion, which still felt uncertain to me.

My passion was actually staring me right in the face.

Throughout my pre-teen and teenage years I had been building my own PC, always keeping up to date with tech news, always being curious about how technology worked and always trying to troubleshoot PC problems by myself; IT has long been my passion.

I am really enjoying my apprenticeship at Tandem Bank and the staff in my workplace have been so helpful.

One of the infrastructure engineers acts as my mentor and takes time out of his own working hours to teach me about infrastructure, scripting, and the security aspects of IT which I previously knew very little about.

Ultimately, I would like to get into penetration testing ( - performing authorised, simulated cyber-attacks on computer systems, to evaluate the security of the system) and I will soon start working towards securitybased certifications.”

The shift towards apprenticeships is creating amazing opportunities for many young people who eschew the traditional university route and pursue the path less travelled. However, there is still work to do to change perceptions around apprenticeships with parents, educators and students who - for as long as they remember - have seen the pursuit of a degree as integral to career success. The Government’s commitment to apprenticeships as an alternative to university has been illustrated by a range of new policies, most particularly the apprenticeship levy which encourages employers to implement new apprentice programmes. For some professions, university is still a necessary step towards career progression. However for an increasing number of jobs, applied learning is not just a parallel path but a preferred path for some of the country’s most exciting businesses.

Isabelle’s Story Isabelle Bentley Data Analysis Apprentice “After considering different positions within the tech industry I found my current skills and interests lay best with a role in Data Analytics. Upon further research I found there were several routes to enter this specific tech field, not just the usual university route. This is when I learnt about degree apprenticeships, which comprised of a debt-free degree and a paid full-time job.

The Data Analytics field is broad, ranging from Statistics to Machine Learning. Not only am I earning a degree in one of the biggest growing industries, I will have three years’ experience in a highly regarded company. To think alternatively it would take me three years to just gain the degree with no industry experience reassures me I have made the best possible decision to take up a degree apprenticeship.”

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1.

The GDST holds the Guinness World Record for the greatest concentration of

girls called Prudence

2.

3.

4.

5.

6.

7.

8.

9.

Two of our schools admit boys Mary Berry created a recipe for the GDST The two women who have been Directors General of MI5 are GDST girls Portsmouth is the oldest GDST school The original GDST logo was the head of Juno, the Roman goddess of marriage Birkenhead High School Academy has a second world war bunker on site Olivia Coleman is CEO of the GDST Sydenham girl, Khadijah Mellah, recently became the first UK jockey to race (and win) wearing a hijab

10. None of our schools are boarding schools 11. The GDST’s raison d’être is ‘learning without limits’ 12. At the 2016 Olympics in Rio, three Olympic medals went to GDST girls 13. Nottingham is the most northern GDST school 14. You are one of the 2,503 students currently in GDST sixth forms 7. T; 8. F – Cheryl Giovannoni; 9. T; 10. F – Royal High School Bath; 11. T; 12. T - Fiona Bigwood, 13. F – Newcastle; 14. T

Croydon; Hannah Mills, Howell’s; Sam Quek, Birkenhead; goddess of wisdom;

1. F; 2. T – Howell’s & Shrewsbury; 3. T - a Lemon Victoria Sponge ; 4. T – Stella Rimington, 5. F – Kensington Prep; 6. F – Minerva, Nottingham; Eliza Manningham-Buller, Northampton;

Answers:

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Eva, Newcastle

A pigment of your imagination

dere Esther, Belve

Olivia, P ortsmou th

ledon Carly, Wimb effield Dima, Sh

Lauren, Northwood

Mia, Bla ckheat h

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Our schools and academies

Blackheath High School

Howell’s School, Llandaff

Northwood College for Girls

Portsmouth High School

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Bromley High School

Notting Hill & Ealing High School

Nottingham Girls’ High School

Putney High School

Croydon High School

Northampton High School

Oxford High School

Streatham & Clapham High School

South Hampstead High School

Sutton High School

Wimbledon High School

Shrewsbury High School

Sheffield High School for Girls

Sydenham High School

Birkenhead High School Academy

Newcastle High School for Girls

Brighton Girls

The Royal High School, Bath

The Belvedere Academy

Norwich High School for Girls SIXTH SENSE

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10 Bressenden Pl, Westminster, London SW1E 5DE T: 020 7393 6666 info@wes.gdst.net

www.facebook.com/TheGDST www.twitter.com/GDST www.instagram.com/gdstgirls www.youtube.com/GDST1872 www.gdst.net

The Girls’ Day School Trust, a limited company registered in England No. 6400. Registered Charity No. 306983