A fireside chat with Professor Helen Pankhurst CBE
Year 13 pupils enjoyed an incredible opportunity to meet and chat with Professor Pankhurst in celebration of International Women’s Day
Katie Wood
Assistant Headteacher (Pupils) and Head of Sixth Form, Portsmouth High School GDST
One evening back in March, we were kindly gifted an opportunity for our politics A-Level students to visit the London office of the law firm K&L Gates, to attend a very special networking event.
I accompanied Bailey, Bethany and Maia as we travelled by train and then through the city at twilight to join the audience for ‘A Fireside Chat with Professor Helen Pankhurst CBE’, in celebration of International Women’s Day.
Helen Pankhurst is the granddaughter of Sylvia Pankhurst and the great-granddaughter of Emmeline Pankhurst, who were leaders in the British suffragette movement. Inspired by the suffragettes and
Emmeline Pankhurst, the leader of Britan’s suffragette movement
suffragists, Helen founded the charity, Centenary Action in 2018 to act over the following ten years to deliver a gender equal UK parliament by 2028, which marks the centenary of all women getting the right to vote.
Helen spoke and responded to questions about the work she is doing with Centenary Action and the history of the movement that paved the way for women’s right to vote. The discussion was preceded by a networking event which allowed our students to discover more about the campaign and speak to Helen and her team.
‘there is only 35% female representation in parliament, despite women making up 51% of the population’
Firstly, our girls were given the opportunity to network with law professionals. Many people shared their career history and details of their education and experience with us. Our students, poised for their own A-Level and university journeys, asked pertinent questions about the many different routes into and roles within the profession and impressed our companions with their own insights and ability to articulate them; a fantastic chance to practise their public speaking skills.
During the fireside chat, it was gratifying to see Bethany being selected from the audience to question Professor Pankhurst; Bea held her own admirably as they discussed manifesto commitments that will lead to greater diversity and more women being elected.
Professor Pankhurst explained that there is currently only 35% female representation in parliament, despite women making up 51% of the population. We have since learned that, through the formation of Keir Starmer’s new government, this number has risen to 40% (including one GDST alumna!) but it was so valuable for our pupils to have their attention drawn to that gap and to the work that is being done to bridge it. It was a lively evening with fantastic insights and discussion and plenty of information to take away and digest; we brought a copy of Helen’s book, ‘Deeds not Words: the story of women’s rights, then and now’ back to PHS with us.
We thoroughly enjoyed and valued this chance to meet and take inspiration from a formidable advocate of gender equality and women’s rights. The girls’ dedication to their study of politics (as demonstrated by their outstanding A-Level results, 5 months later) was further fuelled and it certainly felt like a celebratory evening of empowerment and positivity. This event was beneficial in so many ways, and we are hugely grateful to Mrs Bonny Hedderly, a former PHS parent and Professional Support Lawyer in K&L Gates’ real estate practice, who extended the invitation and accompanied us throughout the evening.
Positively influencing girls’ attitudes to learning in mathematics
Clea Rodgers Teacher of Mathematics Portsmouth High School GDST
Not everyone arrives in a secondary mathematics classroom feeling full of confidence and enthusiasm for mathematics.
So, my focus, in those early lessons as girls begin their mathematical journey, is to encourage them
For seventeen of my twenty years in teaching, I have had the privilege of teaching in single sex girls’ schools. The environment for learning is vastly different and significantly less positive for girls in a mixed setting, in my opinion.
to enjoy themselves. There are many elements which play a part in that journey. Mathematics, often seen as a daunting subject, can become an engaging and enjoyable experience. Utilizing humour, interactive activities and games can play a significant role in fostering positive attitudes towards mathematics in girls’ education.
Humour is a powerful tool in education, breaking down barriers and creating a relaxed learning environment. In mathematics, where anxiety can be high, levity can alleviate stress and make learning more enjoyable. Use of humour in the classroom can enhance student engagement and retention of material. When girls laugh and enjoy their
mathematics lessons, they are more likely to participate actively and develop a positive association with the subject. Happy students make successful learners.
One of the trade secrets in my career as a teacher of mathematics has been the use of bingo as a teaching tool. Bingo is a versatile game that can be adapted to various educational purposes, lending itself particularly well to mathematical topics. This interactive approach turns maths practice into a fun and competitive game, motivating students to engage with the material and can reinforce prior learning, introduce new concepts, or assess how well students have understood topics taught in the lesson. Implementing mathematics bingo in the classroom can be particularly beneficial for girls, as it combines social interaction with learning. Girls often thrive in collaborative environments, and bingo allows them to work together, discuss strategies, and support each other. This
collaborative spirit can boost their confidence and interest in mathematics.
Encouraging students to create their own mathematical bingo can also provide an interesting window into the areas of mathematics that the girls are interested in or more confident with and can help develop creative mathematical thinking and deeper understanding. This studentdriven approach can not only make the activity more engaging, but it allows girls to take ownership of their learning, increasing their confidence and interest in mathematics.
‘fostering positive attitudes towards mathematics in girls’ education is crucial for closing the gender gap in STEM fields’
In conclusion, fostering positive attitudes towards mathematics in girls’ education is crucial for closing the gender gap in STEM fields. By incorporating humour
and using some interactive activities like bingo, a supportive and enjoyable learning environment develops. Humour reduces anxiety and makes mathematics more approachable, while bingo provides a collaborative and engaging platform for practicing math skills. Together, these simple strategies can transform the way girls perceive and interact with mathematics, encouraging them to pursue further studies and careers in STEM. As we continue to innovate and adapt our teaching methods, humour and interactive games are essential tools in making mathematics a fun and positive experience. This approach not only enhances learning but also empowers my students to embrace mathematics with confidence and enthusiasm.
Navigating the seas The Role of Mathematics in Sailing
Carla Pendleton Teacher of Mathematics Portsmouth High School GDST
Sailing is often seen as a blend of adventure and serenity, but behind the scenes, a significant amount of mathematics is at play.
Mathematics in sailing serves as a vital tool, ensuring safety, efficiency, and precision in navigation. The sailing club at PHS turns dreams of sailing into a reality and gives students the chance to sail with their friends. I wonder if any of the girls that sail each week have actually completed a few quick calculations whilst out on the water?
Living next to the sea, it seems important that we understand the role of mathematics in sailing.
Geometry and Trigonometry: The Backbone of Navigation
Navigation relies on geometry and trigonometry. Mariners use these branches of mathematics to plot courses, determine distances, and avoid obstacles. For instance, when plotting a course, sailors often use a compass and a chart, determining direction in degrees. By understanding angles and triangles, they can navigate using basic trigonometric functions such as sine, cosine, and tangent. These functions help calculate distances and bearings between points on a map, ensuring that sailors stay on the correct path.
Calculating Speed: Distance, Time, and Velocity
Speed calculation is crucial in sailing, not just for racing but also for efficient and safe travel. The fundamental formula used is:
Speed = Distance / Time
This straightforward equation helps sailors estimate how long a journey will take or how far the boat will travel in a given period. Sailors also use knots, a unit of speed equivalent to one nautical mile per hour. Precise speed calculations are vital, especially when trying to avoid bad weather or navigate through congested waters.
Understanding Currents and Tides: Mathematical Predictions
Ocean currents and tides, driven by gravitational forces and wind, are paramount in sailing. Mathematical models and historical data predict these patterns, allowing sailors to prepare and adapt. Tidal charts, often used by sailors, are the result of complex mathematical calculations that consider the positions of the moon, sun, and Earth.
Wind: The Sailor’s Best Friend and Challenge
Wind plays a crucial role in sailing, and understanding its speed and direction involves mathematics. Sailors use vectors to represent wind speed and direction, allowing them to adjust sails effectively. The angle at which the wind hits the sail, known as the apparent wind angle, involves both geometry and vector analysis. By calculating the optimal angle, sailors can maximize the boat’s speed and efficiency.
GPS and Modern
Navigation: Digital Mathematics
Today, Global Positioning Systems (GPS) have revolutionized sailing. These systems use satellites
and complex mathematical algorithms to pinpoint a boat’s exact location anywhere on Earth. While the sailor might see just a simple display, underlying it is a network of satellites, each solving simultaneous equations to provide accurate positional data.
Buoyancy and Stability: Applied Mathematics
The principles of buoyancy and stability are fundamental in boat design. Archimedes’ principle explains that a boat will float if it displaces water equal to its weight. Naval architects use calculus and other advanced mathematical concepts to design hull shapes that provide optimal stability and buoyancy, ensuring that the boat remains upright and safe even in rough seas.
Conclusion
Mathematics is fundamental in the world of sailing, underpinning everything from plotting a course to designing a vessel. For those who brave the seas, a solid understanding of these mathematical principles is essential. It is this blend of adventure and precision that makes sailing not just an art, but a science deeply rooted in mathematics. So next time you see a sailboat gliding gracefully across the horizon, remember the mathematical magic at work behind the scenes.
Remains, not ruins
Abbie Myers Teacher of Classics and Latin Portsmouth High School GDST
Farmers have stumbled upon hidden treasures throughout history, unearthing ancient secrets buried beneath the soil. These discoveries, often accidental, reveal glimpses of past civilizations and their way of life. In 1811, George Tupper, a farmer whose plough struck an unexpected stone, inadvertently uncovered the Bignor Roman
Villa. John Hawkins led subsequent excavations, revealing a luxurious villa that once stood as a testament to Roman opulence.
Similarly, on the Isle of Wight, William Munns and retired army Captain John Thorp stumbled upon the Brading Roman Villa in 1880. These chance encounters transformed ordinary days on the farm into extraordinary moments of historical revelation.
Fast forward to 1960, when Portsmouth Water Company workers dug a trench and stumbled upon the Fishbourne Roman Palace. Who would have thought that such labour could lead to one of the region’s most significant archaeological discoveries? The palace, with its grand mosaics and sprawling rooms, now stands as a testament to Roman craftsmanship and
sophistication. If you haven’t visited these sites, consider planning a trip to witness firsthand the remnants of ancient lives.
Thanks to Pichetti and Giuseppe Macrini’s tireless excavations, we now know more about Pompeii than ever before. Recently, a BBC documentary highlighted a new excavation in Pompeii, revealing an ancient fresco featuring—you won’t believe it—a pizza! This delightful discovery reminds us that across millennia, people shared common experiences: enjoying food, creating art, and leaving their mark on the walls of public buildings. The ongoing excavations in Pompeii honour those who perished during the catastrophic eruption of Mount Vesuvius in AD 79. These remains—once buried by ash and time—now bear witness to
lives cut short. They defy oblivion, standing as silent testaments to resilience and endurance.
Have you seen any ruins on your recent holidays? Have you visited Pompeii or neighbouring Herculaneum? The Colosseum in Rome or the Acropolis in Athens? Perhaps something smaller like Bignor. I don’t like the use of the word ruins. Yes, they have been ‘ruined’ by weather, neglect, redistribution of populations, etc. But ruin has negative connotations. Some prefer the term remains because these are the stones that remain despite the weather, human destruction, volcanic eruptions etc. It is as though the remains are saying to the world ‘We are still here. You did your best to get rid of us, but here we stand, here we remain.’ There is destruction in ruin but defiance in remain.
But let’s reflect on our own lives. Sometimes, we feel like ruins— weathered, neglected, and scarred
by life’s challenges. Yet, consider this: perhaps we are not ruins but remains. Like those ancient stones, we persist despite adversity. When life throws its worst at you, remember: you are a remain, standing firm against the tides of
time. The words we choose shape our worldview. Let’s embrace the defiance of “remain” over the defeat of “ruin.” After all, what remains can be more powerful than what is lost.
Bignor Roman Villa, West Sussex
Roman mosaic at Fishbourne Roman Palace, West Sussex
The language we use
‘It is important to recognise how we use language and work towards the best use of the skills we have.’
Roisin Noble Assistant Head (Staff) Portsmouth High School GDST
Iknow I grew up in an environment where embellishing a tale, exaggerating for comic effect, and sometimes bending the truth, was all part of the retelling of a story.
No one in the room would expect the truth; they would expect a tall tale, recognise the changes and go with it. It was part of the joy of sharing an experience; a silent understanding that it was perfectly acceptable and not worthy of comment.
We all know someone who has that innate ability to capture our attention, inspire us or even retell a story with gusto. We get rivetted to our seat, pulled along with the emotions or made to heartily laugh. What we do not often think of, is where that person honed their skill, for it is a skill. Were they always telling stories at home, did they grow up with a family tradition of retelling a tale with good use of poetic licence?
When students learn and teachers teach we see these skills in action. When selected from an audience to ask your question, as Bea was when talking to Professor Helen Pankhurst, it is important to be able to communicate well. Bea was able to lead the discussion to manifesto commitments and diversity. Teachers have also be known to use these skills in the classroom, such as the introduction of humour, or thought provoking discussion.
It is important to recognise how we use language and work towards the best use of the skills we have. If we communicate well, we demonstrate those skills in action. We can help students see how to structure arguments or even tweak the words we use. Even the slightest of change can alter our view.
