GDST Sixth Sense 2020

SIXTH SENSE

2020/21

Introducing GDST Life Gap years, apprenticeships and more 70,000 alumnae have your back Student artwork What I wish I had known about university

Greta Thunberg

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WELCOME

Dear Student Welcome to the sixth form. In a year like no other, it’s still so important to celebrate life’s milestones. The change up to sixth form is a momentous moment. You’re one of a kind, and part of our family.

This is 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. Sixth form is your time to shine.

Cheryl Giovannoni CEO, GDST

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, especially in these extraordinary times, a GDST sixth form offers outstanding opportunities that you won’t get anywhere else. It truly is a place where girls learn without limits.

As a sixth former, you’ll take on leadership roles within your school community. You become a role model for younger pupils. You also have opportunities to meet other GDST sixth formers – either face-to-face or online – 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 fascinating organisations who will help you understand the range and complexity of their industries as you work out your next steps.

You will also have access to all the members of the GDST alumnae network – that’s 70,000 committed and successful women who want to help you. And thanks to the Rungway app, you can now get in touch with them directly from your phone, bringing their experience and expertise a whole lot closer. Plus, we’ve launched GDST Life, to help you collaborate more with girls across the GDST. 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 your final years of school. Humanity needs your passion and your ideas, now more than ever. I am confident that you will go on to contribute to making the world a better place for us all.

With my best wishes, Cheryl Giovannoni

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CONTENTS Sixth form and beyond

Around the GDST

Team GDST

Prizes and Scholarships

Personal statement top tips

Winning student work

What I wish I had known about university Thinking differently How to smash UCAS Let’s talk EPQ Getting a head start

Alumnae network 70,000 alumnae have your back Rungway & GDST Life Beyond school

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2020 HEAD STUDENTS

The Belvedere Academy

Birkenhead High School Academy

Bromley High School

Northampton High School

Croydon High School

Northwood College for Girls

Blackheath High School

Brighton Girls

Howell’s School, Llandaff

Norwich High School for Girls

Newcastle High School for Girls

Notting Hill & Ealing High School

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2020 HEAD STUDENTS Nottingham Girls’ High School

Oxford High School

Royal High School Bath

Streatham & Clapham High School

Portsmouth High School

Sheffield Girls’

Sutton High School

Putney High School

Shrewsbury High School

Sydenham High School

South Hampstead High School

Wimbledon High School

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Team GDST Now you’re a GDST sixth former, you get the best of two worlds: learning with your friends in small classes and lots of tailored school support plus the chance to meet students from across the GDST.

GDST Student Council

GDST Oxbridge Conference

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.

Every July, Year 12 students considering applying to Oxford or Cambridge join a residential weekend at an Oxbridge college (in 2021 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. In Summer of 2020 when the country was on lockdown, students were invited to join the Oxbridge On Track programme which aims to keep Oxbridge applicants focused and on track with their applications with regular newsletters, workshops and subject taster sessions which you can view here.

We plan to continue aspects of the online programme this year.

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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

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.

We had our first cross-trust society, Eco Society, meet in January of 2020 where they discussed what their schools currently do to be more sustainable and how we can improve as an organisation.

We also had our first A-Level collaboration day with Computer Science students hosted by PwC where, for some of the girls, it was the first time meeting a fellow computer science student as some are the only a-level student in their subject cohort. View the film here.

Year 13 Limitless Learning GDST support continues over the two years of your sixth form. In 2020 we launched an inspiring and varied programme to support Year 13 to continue to learn without limits:

n

GDST Leadership course n Real Models n Explore entrepreneurship n Positive course These activities cover academic study, careers, mental health, leadership and more, so we can keep you firmly focused on the bright futures that await you. Find out more here.

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. For the first time ever, ‘Inspiring Change Makers’ was hosted online in May 2020, with over 26,000 young people following the programme.

Learn more at inspiringfemales.org.uk

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GDST Sport Sport plays an integral part of 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: n Under 18 Hockey n Under 18 Netball n Open Swimming n Open Gymnastics n Cross Country n Athletics n 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 at U18 level in Hockey, Netball and Cricket which allow our best performers from across the GDST family of schools to compete together against high level opposition.

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

Last year our Hockey and Netball teams spent a weekend touring Loughborough University where we played Loughborough Lighting, Repton School and Leicester Hockey Club. The weekend was highly successful, both teams had a 100%-win record and the girls taking part made close friendships with girls from other GDST schools. Unfortunately, the outbreak of COVID-19 meant that our GDST Select Cricket XI were unable to play their annual invitational match against the Marylebone Cricket Club.

We are looking forward to returning to a full sporting program at some point next academic year, however, this may affect some of our competitions and Select teams.

Forthcoming fixtures 28th January

Swimming

@ Guildford Spectrum

11th March

Netball, Gymnastics, Cross Country

@ Bromley High School

TBC April

GDST Select Cricket vs Ladies MCC

@ Hampstead Cricket Club

TBC June

Athletics

Alexander Stadium, Birmingham TBC

23rd June

Cricket, Tennis

@ Northwood College

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Personal statement top tips

Francesca Docker, Girls’ Alumna of Sheffield

Writing a personal statement can be challenging. In school you experience so many amazing opportunities, so condensing everything into a mere 4000 characters is hard. Sheffield Girls’ alumna, Francesca, has compiled a few recommendations to help you produce your best possible personal statement to showcase your achievements and potential.

Write down a list

of all the noteworthy things you have achieved during your school life. This can be GCSE results, extracurricular activities, Duke of Edinburgh, music exams, EPQ, leadership opportunities, clubs, anything which you feel you have dedicated time to, and have gained something from.

In a separate column, write down any relevant activities you have done to increase your knowledge about the subject you are applying for (e.g. books, work experience, documentaries). What you now have is two lists, one for your general achievements and one which is tailored towards your particular course.

Now, go down the first column and put a star next to the achievements you feel really stand out – probably not the fact you were Year 7 form leader!

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Create a story.

Next you should consider how all your points could come together. For example, if you were applying for law and your EPQ was about a criminal case and you’d also read a book about it, you could put these two together in a paragraph, perhaps comparing how your findings from your EPQ were similar or different to the book you had read. Do this to all of your points by drawing arrows between them. These arrows will show you how you can create a coherent writing style where you are not continually diverting from one point to another.

Now you write! Often the hardest part of the personal statement is simply starting. Try not to start in a generic way.

‘Passionate’, ‘I love’ or any other words or phrases which immediately spring to mind when you think of a personal statement should be abandoned.

Cutting down. After you’ve finished

your personal statement, you may find you are over the character limit. This is great for interviews, as it shows you have

a lot to be proud about, but not for the UCAS form. First, save this copy as version one of your personal statement, and then begin editing. Cut out any non-essential words or sentences which deliver no extra information about you.

Proof read.

When you are happy with this version, get as many people to check it as possible. If you have a careers adviser in school, make sure you speak to them. They will have read many personal statements in the past and will be able to give you a great insight on how you can improve. When you have your completed version, remember to submit it in plenty of time. This will reduce your stress and show the university or place you are applying for that you are enthusiastic about your course.

Hopefully, this has given you a few tips on how to approach your personal statement.

In the meantime, take advantage of all other opportunities which come your way, so you have plenty to talk about.

Good luck!

take advantage of all other opportunities which come your way

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What I Wish I Had Known About University

Going to university is a huge step into young adulthood, and the process of choosing where you wish to spend your time can be daunting. As you start sixth form you may feel the pressure begin to mount on what is supposed to be the best few years of your life.

As a second year English and Spanish student at Exeter university, looking back on my first year, it wasn’t really what I expected it to be and there were lots of learning to be done, but I’ve really enjoyed my experience. Here are a few of my top tips about settling into university life.

Manage your expectations from the get-go

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By Poppy Treadawa od College wo rth Alumna of No

Being in a school where the majority of your year group (if not all) go to university, the excitement and anticipation is constantly mounting, which can sometimes make you feel under pressure to make university the best time of your life. I made this mistake: I was wrapped up in what colour scheme I’d go for in

my bedroom and how many packs of fairy lights to order that the thoughts of homesickness and anxiety never entered my head. Because I’d not considered feeling this way, when I first felt homesick and anxious it came as such a shock and was even harder to deal with; the best thing you can do is go in with an open mind and have an awareness of both the negatives and positives. After all, remember that it’s okay and completely normal to miss home – the situation is brand new and you must be kind to yourself while adjusting.

it’s okay and completely normal to miss home.

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Get involved straight away I was a bit hesitant in my first year to get involved but based on my second-year experience which has been incredible, I would say that joining a society is a great place to start. Sports socials are such a big part of university life and besides providing a great way to keep fit are the best way to socialise, make friends and have an excuse to dress up every week!

Joining a sports club in my second year was the best decision I made and really provides that sense of community I felt was lacking in my first year.

Know your goals Fairy lights, fancy dress and nights out aside, at its core, going to university is higher education, so it’s really important that you know your goals and what you want to achieve from it. Particularly if the social side isn’t as important for you, knowing that you’ll be studying your course every day for at least three years should be an exciting thought, despite

there still being times it may drive you insane! You’ll have lots of spare time in the summers so use this wisely and be proactive by applying to internships and getting as much work experience as possible.

Be yourself It sounds cliché but if there’s one thing I’ve learnt across both my first and second year it’s that the best attitude to anything in life is to just be yourself. While change is good and going to university allows people to ‘reinvent themselves’ and try new things, the key to having the best time is learning to be yourself. You will come across many different groups of people at university so it’s important to be open minded, follow your heart and remain true to yourself, be it going out lots or not at all – just do what you want and the right people will respect that and love you for it.

Have fun!

Going to university can be a difficult time, it’s full of excitement and expectations and of course sometimes it can be overwhelming. During my first year I spent hours reading advice on how to settle in, avoid homesickness and have the best time when really, I was missing the trick – to just have fun! You’re only young once and university is a life-changing experience, so put yourself out there and make incredible memories. Wherever you go and whatever you do, university is a very special time and, despite any unexpected twists and turns, it will all be worth it!

Thinking differently

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Unsure if university is right for you? Need some more time to consider what you want to do? We asked three GDST alumnae why they chose a non-traditional pathway after sixth form.

Apprenticeship

Emily Stuart is a Nottingham Girls’ High School alumna and is currently an assistant manager at Deloitte.

I joined Deloitte on their school leavers were, I was also able to narrow down scheme (the BrightStart scheme) in what I wanted to do.

2016, working in Banking Audit out of My biggest piece of advice is to take the London office. as many of the opportunities offered I attended Nottingham Girls’ High by your school or the GDST. They are School and was lucky enough to be invaluable. I think it’s important to reflect offered lots of opportunities by the GDST. on yourself and consider if you are ready Specifically, finance insight days. It was for a taste of the working world. Deloitte on one of these days I was introduced is full of young people with nearly 200 to the BrightStart Scheme at Deloitte school leavers joining each year in 28 and more importantly, I found out that office locations across the country. in order to succeed in accountancy you Now, I am an assistant manager & certainly do not need a degree. manage a team of 10. I have 1 more I always wanted to work in finance and business but I hadn’t really thought about how I was going to get there.

I applied for Finance/Accountancy degrees at university because I thought that was the only way to break into the world of work. Through the insight days with the GDST not only was I able to see what the other opportunities there

ICAEW exam remaining before I am a Chartered Accountant.

Choosing a school leavers scheme was by the far the best thing I have done. It’s has given me a flying start in the world of finance in London!

If you want to find out more about the apprenticeship pathway, click here.

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Gap year

Louise Sadler is a Howell’s School, Llandaff alumna and took a gap year after sixth-form.

I took a gap year to compete for Great Britain and Wales in both Junior and Senior age groups in fencing. Making this choice allowed me to travel and secure employment during the year as well as prepare for my university degree by strengthening my language skills in German and French.

I chose to focus on my A-levels in Sixth Form and obtain my grades before applying to any university.

Up until my summer exams last year, I hadn’t narrowed down my course choices. Therefore, I thought the most appropriate thing would be to wait and assess my options once my school experience had completely finished.

I continued to fence and train whilst studying, so having the opportunity to complete my UCAS application in the following year enabled me to manage my time effectively.

My teachers were really supportive of my decision and my Head of College helped me to develop a plan to ensure

I had a focus. Through CV and personal statement workshops from the GDST and careers advisers, I received guidance on how to develop my gap year and it was reassuring to learn that there are several ways of putting the year to use.

If in doubt, always ask! It’s absolutely fine to make mistakes, because you learn from them. The possibility of taking a gap year may seem daunting at first, but if you plan ahead, you can motivate yourself and establish a routine.

I have spent the last few months preparing for the World Championships in the USA as well as studying independently in preparation for my degree. I am also working as part of a team of relief staff in Health and Social Care to help with the current lockdown situation. Even with disruption due to Covid-19, I was still able to make the most of my gap year!

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Creative career

Perdie Vaughan Williams is a Blackheath High alumna who has recently graduated from RADA.

I’m hoping to freelance full-time and push towards a career as a set designer.

I left Blackheath High School in 2016, to study History and Archaeology at the University of Nottingham. I quickly decided that whilst being a great university, the course was not for me and so I chose to do a vocational training course, which would lead into a creative career.

I applied to RADA in 2017 and gained a place on their two-year foundation course in ‘Technical Theatre Arts’. I found the course massively appealing as in the first year, you could delve into all aspects of backstage theatre, from Lighting and Sound, to Stage Management and Construction. I chose to specialise in Scenic Art and Set design. This was a career path that had been highlighted by a GDST alumna who came back to school to share experiences of their career.

I would advise anyone looking to go down a more ‘creative’ or ‘nontraditional’ route to really explore alternative courses or apprenticeships that are out there. Attending events and GDST hosted Insight Days, are so useful, as there are many alternative options to be considered. Making a decision in sixth form about your future career can be daunting, so there’s nothing wrong in assessing your options, or taking time

after leaving school to figure that out. My switch of courses left me really looking at what I wanted to gain from further education and where it would leave me at the end of the course.

I opted to do a BA extension course at RADA, which is a third year dedicated to a specialism. I’m currently freelancing as a Scenic Artist alongside RADA and next year I’m hoping to freelance full-time and push towards a career as a Set Designer, fingers crossed!

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STUDENT ARTWORK Jess, Nottingham

Lola, Bath

Isabel, N orthwo od

Annie, Sutton Mabel, Portsmouth

Lucia, Notting Hill and Ealing

Esme, Newcastle

Imogen, Portsmouth

Isabel, Northwood Olivia, Portsmouth

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Higher Education: Making the right decisions and maximising your chance of success

I

Carole Hall is Head of Careers at Sheffield Girls’.

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

f you are taking the time to read our Sixth Sense magazine thoroughly you are already proving yourself to be the type of student who likes to hit the ground running and who will take full advantage of all the support and opportunities available to you in a GDST Sixth Form.

This is great news because the number of students dropping out of university is on the rise. 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 know where the nugget of information that becomes 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 75,000 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 Rungway and GDST Life which you will be introduced in the Autumn Term.

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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. This means you will be in an excellent position to complete your online application to universities through UCAS Apply 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: n 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. n 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.

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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.

Your time at university will be life changing so it is crucial that you undertake very thorough research before making your final choices.

When you have completed the form and paid the £26 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 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.

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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 your offer grades. They can also be used as the basis for interviews questions for courses where this is a key part of the selection process. It is definitely 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

Make it easier for them by showcasing your ability and enthusiasm and put yourself across as someone who will be ‘interesting to teach’. the subject you are applying to (known as super-curricular activities) ; 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) usually 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 from your school’s Head of Careers and Head of Sixth Form.

Additional Sources of Information and Support For those of you who may need more support with applying to university and making the most of your experience when you get there please read Applying to Higher Education: A Guide for Students with a Physical/Mental Health Condition or Learning Disability.

So you can fully consider all your options I also strongly recommend that you read the GDST Guide to Apprenticeships.

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Seven Steps to Success: 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/ BTEC 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:

What the Extended Project Qualification can do for you Looking 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.

Mark Fuller is Head of History at Sheffield Girls’

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.

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.

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So what do I gain from it?

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.

The EPQ gives you the chance to study something that you feel really passionate about.

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.

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.

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/epqsuccess AQA publish several helpful introductions to the EPQ: www.aqa.org.uk/subjects/projects/ project-qualifications/EPQ-7993/whychoose

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Case Studies: Tia is an alumna of Sheffield Girls’ and conducted her EPQ 2 years ago.

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 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.

I found that when I went to university I had an instant advantage over students who had not done the EPQ, because I already had skills such as footnoting and referencing.

Jacquie, Sheffield Girls’

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 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.

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Getting a head start “A journey of a thousand miles begins

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

She leads the CareerStart programme and organises Employer Insight Days and student events.

Follow her @GDSTSkills

G

with a single step.”- Lao Tzu

ood advice, for sure.

From an academic perspective, the same is true. Sometimes starring at a blank page trying to think of what to write can be tough.

Anyone who has ever sat down to write their UCAS personal statement for the first time will understand that.

When it comes to big picture ideas like deciding what to do for the rest of your life, that blank page can seem even more daunting. As children we are always asked ‘what do you want to be when you grow up?’ a quite frankly terrifying question. When I was a little girl I told my teacher I wanted to be a dog walker,

as it was the only thing I could think of at that precise moment in time!

A far better question would be ‘what problem – big or small – do you want to solve?’ You might have a passion for environmental issues, and want to help drive change in this area; you might get annoyed when you can’t find ethical fashion brands for young people, you might want to think differently about food waste; you might want to uncover new biodegradable packaging. This question allows you to set off on your careers research journey.

Over the first few miles of your journey, research is key. This means asking lots of questions, finding out about

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Choose a job you love and you will never have to work a day in your life.

Confucius

careers you didn’t even know existed; agroecological farmer, fusionist or terraforming microbiologist. Look them up. All great options.

It is important to be open-minded at this stage. I often hear from students “I don’t do maths so I’m not considering the finance sector” but what about roles in HR, marketing, IT, events? Lawyers represent only around one third of roles in law firms. Make sure you don’t unnecessarily rule anything out.

Attend careers events, virtual or face to face. Find out from people working at various organisations what they like and don’t like about their jobs. Perhaps when they tell you how much they enjoy spending hours manipulating data on spreadsheets you will also think that sounds fun, but the reverse might also be true, giving insight into an aspect of the role you might not like.

Work experience is also helpful. What does the working day actually look like in that organisation? How much time is spent in meetings? What training is available? How do teams collaborate?

This will help you get a sense of whether you will fit in and thrive. During Lockdown 2020, a number of organisations offered

virtual work experience placements, which gave young people a chance to get experience with an even greater range of sectors and employers. Take a look at Bright Network, Inside Sherpa and Student Ladder to find out more.

Thinking ahead it is great to use your time in sixth form to get good career building blocks in place too. Set up a LinkedIn profile. The CV that never sleeps! This will allow you to share your achievements, both academic and extracurricular with potential employers. It also allows you to connect with people you have worked with, and follow influencers in areas you are interested in.

The GDST CareerStart programme has a workshop on setting up your LinkedIn profile. Ask your Head of Sixth if you would like to find out more.

Researchers estimate that we will work approximately 80,000 Hours over our careers. If we want to make it seem less like work and more like our vocation, the careers research we do now will help us to make sure we live up to Confucius’s promise: choose a job you love and you will never have to work a day in your life.

Best of luck.

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STUDENT ARTWORK Eve, Blackh eath

Sophie, Howell’s

Eva, Sheffield Kat, Sydenham

Roisin, Shrewsbury

on Zoe, Wimbled

Hannah, Sheffield

Emily, Northampton

ich Laura, Norw Jess, Putney

Mia, Belvedere

Ava, Sheffield

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The GDST Alumnae Network What is the GDST Alumnae network?

Be inspired and stay connected.

Now that you’re in the Sixth Form, you’re automatically a member of the GDST Alumnae Network. That’s a community of 70,000 incredible women who can inspire you, and become your personal and professional contacts for life.

We have a growing number of networking groups that you can join, too: from our professional City and Law groups, to GDST Entrepreneurs, GDST in the USA and now, GDST Scotland and the NE Business Networking group.

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. From workshop events to help you build your confidence or manage your career to inspiring talks from top speakers.

‘GDST is this incredible network of women all ready and willing to support each other.’

Lindsey Noakes Cofounder of Charity, Gather

‘Keep your options open, speak to lots of people and slowly you begin to formulate a path.’

Dr Nirupa Murugaesu Clinical Lead for Molecular Oncology at Genomics England

Stay connected. You can also keep up with what’s happening through our twice yearly e-news and our social media channels, and check in with what our alumnae are doing through our annual magazine, GDST Girl for Life.

Get a glimpse into the workplace. You will have the opportunity to listen to talks and attend Q&A sessions and find out what the working world is like with companies like Barclays, Siemens, and PwC.

‘It encourages you to think beyond your horizons.’

Kate Phillips Controller of BBC Entertainment

Check out our online courses. You can learn directly from alumnae experts with our online courses. If you are entrepreneurial our new series is for you!

You’ll have lots of opportunities to stay in touch directly with your school. Where the GDST network comes in is for those moments when you want to reach into a bigger beyond - with more contacts and more experience.

If you have any questions get in touch at info@gdstalumnae.net. We’d love to hear from you!

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The GDST Alumnae Network How can I access the GDST Alumnae network?

From today, you can join GDST Rungway, our online mentoring app 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…

Join Rungway here.

Help! My to-do list is out of control.

How do I get it all organised? I recommend blocking your days i.e. doing UCAS tasks on the weekends and school work during the week. Follow your school timetable so you spend each “period” doing a particular task and that way you will still have breaks scheduled.

The hardest thing is just getting started, especially when you feel overwhelmed and the only way to overcome it is just force yourself to get going and then you’ll hopefully feel much better – perhaps organise something to look forward to after each day as a reward…

What’s it like studying at a university that’s far from home? Say, 5 hours from home? I would say the pros were that I had to stick it out and couldn’t come home all the time… I’m from London and studied in Edinburgh and I loved being so far away! In fact, I deliberately chose a plan that was far. I came home for the holidays and called home a lot but I loved the freedom of being on my own…

Is LinkedIn good? I just got it, I still don’t really know why I got it.

Personally I find LinkedIn a complete waste of time, except…I get lots of specs sent to me by recruitment consultants.

So I keep my profile up there because if I do decide to change roles it will become helpful…as a Finance Director on LinkedIn, I would say that it could be a good way for you to get in touch with companies directly that you may be interested in connecting with for work experience, internships/advice etc…I’ve personally found LinkedIn very useful!

Much more so in my professional life…

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One of a Kind, Part of the Family: Introducing GDST Life

L

aunching in September 2020, GDST Life is a new online community for the GDST: there for you from the start of Year 12 to connect with your fellow GDST Sixth Formers. And afterwards, when you become an alumna, to find and connect with each other, share experiences, join groups, find mentors and more. In effect, our own ‘social network’.

GDST Life will enable you to n Book

Being part of a GDST Sixth Form is about being part of something bigger - a network of hundreds of sixth formers all part of the same adventure, there to support you, to raise a smile and to learn alongside one another.

and join trust-wide events n Run and join trust-wide clubs and societies n Communicate directly with students across the GDST n Find information on topics that matter to you like wellbeing, university and the world of work. n Access all social media feeds in a centralised place.

I think it will be an invaluable resource for finding help and people to bounce ideas off and the options for creativity will know no bounds.

Top Tips for getting started n Spend

profile.

some time updating your

n Add in a personal headline- everyone

on GDST Life will see this

n Upload

a profile picture expresses your personality

that

n Visit

the Digital Library for some great advice on starting sixth form

n Join

a group and meet other sixth formers who share your interests

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Beyond School Who makes up our alumnae network?

12 alumnae describe their different journeys after sixth form. If you would like to get in touch with alumnae, email Clare Dickins at info@gdstalumnae.net. She and the alumnae network team will be happy to help.

Yasmin Alam School: Notting Hill and Ealing High School A level subjects: Maths, Physics and History After school: I studied Mechanical Engineering at the University of Manchester and got my master’s degree. After unsuccessfully applying for 10 different summer placements, I managed to get one at a building engineering company. Doing a placement really helped me decide what career I wanted after uni.

Now doing: I am now a building services engineer, applying the principles of science and maths to building design. I’ve worked on many exciting projects including designing a new facility for the V&A museum in London and a new theatre in the West End. It will feel great to walk round these buildings when they’re completed and know that I played a part.

Engineering opens up a lot of international opportunities and this year I’ve been lucky enough to move to Sydney for a two-year secondment.

Kamila Kingstone School: Brighton Girls

Beth Louise Booth School: Portsmouth High School A level subjects: Biology, Geography, Economics & Chemistry After school: I went through Clearing and was accepted into the February in-take of Adult Nursing BSc at The University of Brighton.

I took sixth months out of studying to work in a restaurant and volunteer in a dementia care home which gave me some vital skills for the next step.

Now doing: Now qualified with a 2:1 in Adult Nursing with Honours. I did 6 months on a busy cardiology ward before moving to Intensive Care at the Royal Sussed County Hospital. We have been at the front line of the Covid-19 pandemic, I am very privileged to work in an amazingly supportive team, with some of the best doctors and Nurses. I am due to start my master’s in Critical Care in September.

I love every aspect of my job from my team to the patients we help recover and reunite with family.

Pearl of wisdom:

Pearl of wisdom:

Don’t be scared to push yourself outside your comfort zone.

Nothing worth having comes easily!

Take pride in how far you have come, and have faith in how far you can go.

A level subjects: Politics, History, Economics After school: I studied Politics at Cambridge, spent a year as an A-Level Politics teacher, did a master’s in the Netherlands, did an intensive French course, volunteered as an international election monitor, did some freelance journalism for the Guardian and Independent, and joined the Civil Service Fast Stream.

Now doing: I work at 10 Downing Street as a policy official, advising the PM on regional growth and devolution policy, driving his priorities across Whitehall, and developing new policy proposals. Covid has obviously turned everything upside down so I’m currently working on the emergency measures to distribute of medical supplies across the UK and design a support package for vulnerable people. I also play various instruments, do oil paintings, and woodcarving classes.

Pearl of wisdom: Get loads of work experience at school/ university, start your own projects, and you won’t need to do unpaid internships when you graduate. Also, keep up your hobbies!

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Claudia Evans School: South Hampstead High School A level subjects: Spanish, French, Geography, Politics After school: I took a gap year, during which I took a 3-month internship with HSBC, and then spent 4 months travelling South America. I went on to study Politics & International Relations at the University of Bristol, and during every summer I returned to intern at HSBC. Having experienced a few areas of the Bank, when I was offered a place on the HSBC grad scheme, I knew I wanted to accept. I worked in a variety of frontline and head office roles, before I was asked to run the Internship Programme. I never had an interest in working in Banking, and I took my first internship because I needed a job, but I absolutely loved how it felt to work there, which is why I have continued to return.

Now doing: I still work at HSBC, working in Wealth Management. My specific role is to look after all the costs for the Wealth Management business, deciding where we should be spending our money and identifying trends in performance data. I really enjoy what I do, and when I took that internship 8 years ago, I never thought I would still be here today.

Pearl of wisdom: Feel the fear and do it anyway.

‘Step out of your comfort zone, you’ll find the best opportunities.’

Zoe Hall

Prianka Chotai School: Northwood College for Girls

Zoe Hall School: Howell’s School, Llandaff A level subjects: Maths, Further Maths, Physics, German After school: I studied Civil and Environmental Engineering (BEng) at Cardiff University with a year in Industry at an international engineering consultancy where I worked on large Infrastructure projects. I then decided to start a master’s degree in Engineering Project Management at the University of Manchester. After finishing my studies, I worked as a Project Manager in the property development and construction industry for projects across the UK, Europe and US, an experience that I found very rewarding and utilised my language skills.

Now doing: I’m currently project managing on High Speed 2 Rail Phase 1 in London, I really love my job as no day is ever the same. Alongside this, I work as a STEM ambassador, engaging with young people in schools on career advice and encouraging more women into engineering through many organisations.

Pearl of wisdom: Step out of your comfort zone, you’ll find the best opportunities.

A level subjects: History, French, Biology After school: I studied French and History at the University of Warwick. University didn’t live up to my expectations until I really started to invest my time in non-academic activities: I volunteered in India, travelled to France to teach abroad and I was President of a society of nearly 200 people.

Now doing: I currently work in the Civil Service as a policy adviser. I can proudly and honestly say I still don’t know exactly what I want to do. But I can say with conviction that I like my job and the people with whom I’ve had the privilege of working with are some of the most supportive people I’ve met. I’ve worked on designing a multi-billion-pound fund, adivising Ministers and I currently work on EU negotiations. You really get a breadth of experience in the Civil Service and can carve out your own path depending on your interests.

Pearl of wisdom: As women, we don’t always own our accomplishments. But you should be proud of what you achieve and scream it from the rooftops!

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Kathryn Saunders School: Newcastle High School for Girls A level subjects: Philosophy, Religious Studies, Classical Civilisation After school: I studied Philosophy & Theology at the University of Edinburgh. I never thought about my ‘career’ when I was at school or university; I presumed it was something that would just happen to me. After graduation I tried a number of roles working in FMCG recruitment, Tech PR for a global communications agency, business partnerships in higher education, and stakeholder engagement for the Government and EY’s charitable foundation.

Now doing: When I reflected on all my experience, I realised that I loved working in higher education and wanted a role where I could help others. I now work as a Careers Consultant at the London School of Economics & Political Science (LSE) and am completing a PG Diploma in Career Education at the University of Warwick.

‘Your first job is unlikely to be your last so don’t be afraid to try new things and learn along the way.’

Mathy Selvakumaran School: Sheffield Girls’ A level subjects: Government & Politics, Spanish, Maths, Classics

Kathryn Saunders

Lauren Windle School: Streatham and Clapham High School A level subjects: Chemistry, Biology, Math After school: I went on to read Neuroscience at University of Sussex and then got a job in event management and hospitality. I struggled with a number of things after university and ended up battling a drug addiction. It took me a few years and a move to Paris, but eventually I got clean and retrained as a journalist..

Now doing: I’m now six years sober and I have used my experiences to help others. I’m a freelance tabloid features writer and have just signed a book deal. In 2018 I gave a TedxTalk about my journey and went on to do a master’s in Addiction Studies at Kings. I also run a recovery course for struggling addicts and do a regular radio show to offer people advice.

After school: I studied Hispanic Studies and Politics at university (with a year abroad working as an English language teacher in Madrid), followed by a master’s in Hispanic Studies. I got funding for a PhD, researching the politics of disability in Spanish fiction. During my PhD I began experimenting with filming and making videos, which led to a part-time job in marketing, and later an opportunity to make a short film for Sheffield Girls’. I soon realised my passion was in filmmaking, so I left my PhD and started freelancing as an independent filmmaker and digital marketing executive.

Now doing: I work as an independent filmmaker, screenwriter and director. I’m currently in pre-production for my short film, and I’m also developing a feature film script and a television series. I also work for Sheffield DocFest during the summer.

Pearl of wisdom: Your first job is unlikely to be your last so don’t be afraid to try new things and learn along the way.

Find out more: LinkedIn

Pearl of wisdom: It is not weak to ask for help, with studies, work or life.

We are not built to overcome obstacles on our own, we thrive in community.

Find out more: laurenwindle.com

Pearl of wisdom: The things that excite you are not random; they’re connected to your purpose - follow them.

Find out more: sivamathys.com

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Freya Hassall School: Birkenhead High School Academy A level subjects: Geography, Chemistry, Biology, Maths After school: I went to Newcastle University and studied Biomedical Sciences. During the summers I was lucky enough to do a placement at a water testing company, Palintest Ltd, which gave me excellent insight into the working world as well as equipping me with skills that university couldn’t. I then went on to do a Masters of Research in medical science which had a strong focus on clinical science.

Now doing: I now work as a clinical scientist in biochemistry at a hospital in London. To do this, I applied to the Scientist Training Programme which is a 3 year, paid, nationwide scheme to train scientists in a clinical setting so they can gain all the skills they need to work as an integral part of hospitals.

Pearl of wisdom: Mistakes are natural, don’t beat yourself up, use them to learn from and just don’t make the same one twice.

‘Mistakes are natural, don’t beat yourself up, use them to learn from and just don’t make the same one twice.’

Hannah Bloxsome School: Croydon High School

Freya Hassall

Hannah Tooley School: Norwich High School for Girls A level subjects: Politics, History, Geography After school: I studied politics and geography at the University of Sheffield, then did a master’s in broadcast journalism and managed to wangle my first job at the BBC. I worked freelance, however, radio soon stopped paying my bills. I tried to work in a prison but grew frustrated with the lack of support and drive so I decided to stop, pause and look at what I really care about, which lead me to my current role.

Now doing: I now work at Boston Consulting Group, looking at how we can give back as a company. I’ve not abandoned my love of radio and am working to create a podcast all about saying sorry and why we’re not very good at it. I’ve also started seriously looking at how I can make my goal a reality – bringing education to girls who are outside of the traditional school system around the world, through radio.

Pearl of wisdom: Don’t try and be anyone else, may as well be you, as no one else can do it as well.

A level subjects: Government & Politics, Biology, Geography, Chemistry.

After school: I studied Law at the University of Bristol. At the start of my second year I began to think about my future career and I applied for vacation schemes (a law firm equivalent of an internship). Unsure of how to create the ‘perfect’ application, I tried to put as much of ‘me’ into it as possible and I was offered a vacation scheme at my dream law firm for the summer of second year.

After my first week, which included networking, interviews and a lot of fun and I was offered a training contract. I went back to university for my final year and I graduated with a 2:1 in law. I then did a year at law school in Holborn and graduated with a distinction.

Now doing: I’m almost half way through my training contract and loving every moment. My aim is to keep my seat choices as varied as possible to make sure I eventually qualify into an area that I enjoy the most.

Pearl of wisdom: Proceed as if success is inevitable.

Find out more: LinkedIn

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GDST Prizes and Scholarships 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.

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.

The theme for the GDST Creative Writing Prize changes each year. Last year the theme was ‘New Rules for the future world, and the entries were judged by Rachel Hore, an alumna of Sutton High School.

The Laurie Magnus Poetry Prize was last 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 twoand-a-quarter hour general essay exam paper. The first prize is £500, the second £300 and the third £200. Honourable mentions are also recognised.

The Pearson and Silver Awards are offered to pupils in GDST schools to help towards the cost of attending 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 allround achievement. The prize is awarded to one student and is worth £500. Occasionally the committee will award two prizes.

The Johnston Memorial Scholarship is awarded annually to a student or students intending to read law at university. The recipient is awarded up to £3,000 over two years and 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.

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.

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Prizes and Scholarships awarded in 2019/2020 GDST Creative Writing Prize

GDST Minerva Prize

Leila Lambert

Sophie Dyas

Birkenhead School Academy

Jane Barraclough

South Hampstead High School

Royal High School Bath

Laurie Magnus Poetry Prize Shermya Modupe

Croydon High School

Somerville & Gurney Essay Prize:

South Hampstead High School

Pearson and Silver Award

GDST Travel Scholarship Katie Botting

Birkenhead High School

Abbi Sargeant

Birkenhead High School

Eleni Hulme

Howell’s School, Llandaff

Hannah Hinsche

Newcastle High School for Girls

Lisa Moore

Norwich High School for Girls

Marietta Goodband

Brighton Girls

Annie-Marie Harding

Notting Hill & Ealing High School

Rebecca Sampson

Norwich High School for Girls

Francesca Docker

Sheffield Girls’

Emily O’Mullane

Putney High School

Katy Bambridge

Shrewsbury High School

Verity Free

Putney High School

Ellie Pugh

Shrewsbury High School

Imogen Rafferty

Royal High School Bath

Kate Caspari

South Hampstead High School

Marigold Whittaker

Royal High School Bath

Sarya Fidan

South Hampstead High School

Molly Williams

Royal High School Bath

Emily Man

South Hampstead High School

Johnston Memorial Scholarship

Anna Klaric

South Hampstead High School

Jemma Davies

Elena Ruether

South Hampstead High School

Luna Ortiz-Merzweiler

Sydenham High School

Alice Politi

Wimbledon High School

Oxford High School

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GDST CREATIVE WRITING PRIZE, 2020 You are what you eat.

Leila Lambert, Royal High School Bath

H

e stands at the podium, fat and sinew stretched and twisted around his bones, flailing his stubby arms around, mouth constantly agape, spouting silent words. Buttons and buttonholes clutch each other, desperately trying to keep him neatly wrapped in his shirt. His meaty cheeks are then joined by two more pairs accompanied by two wobbling bodies, skin folding into ripples like thick, pink cake batter. Small mouths open and close like bubble-blowing goldfish creating an empty cacophony.

I watch as frustration begins to tug at their glistening foreheads. Attempts to assert dominance over the others appear desperate and bloody - cheeks reddening and foreheads glistening with a shimmering sheen of sweat from the effort of spitting out words about… well I don’t know. The tele’s on mute.

The TV continues to pour out nothing and the silence engulfs the living room.

I continue to pointlessly watch the little cockerels and chickens prance across the screen, ruffling their feathers or cowering in the dark corners. I want to hear their clucking but Dad guards the remote by sitting on it. I observe his body, dumped on the faded green and pink , floral armchair like a ball of dough. He seeps into the gaps between the cushions, flattened under the immovable weight of pure gluttony.

Skin sinks into each pore of the fabric, the seams never able to imprint themselves into his doughy flesh. I observe his loosened tie still struggle to contain his liquefied, tree-trunk neck that oozes over the lip of the collar. The sleeves are rolled up as far as they can go, the chunky rings of fabric cut his forearms so that little, circular dunes of skin form at the boundary.

He ruffles his newspaper and arranges it like a napkin on his lap. He then looks at me through his round, wire glasses jammed onto his face, squeezing the sides of his head.

“Waddoya want?”

“Nothing.”

“No. You want this.”, his ballooned hand slips like butter behind his back to retrieve the remote, he holds it up like a baton.

“I wanna know what they’re talkin’ about… the politicians.”

His jellified head wobbles around to look at the TV. He chokes out a laugh.

“Ya don’t need the sound on to know it’s them pigs on the farms, our food. Big debate on it.”

“What’s the debate about?”

“Right, wrong…” he drawls. “Ya know.

See that stick of a woman there on the right? Yeah, she wants to give ‘em rights!”

He guffaws, his chin and neck rolling into one and forming rubbery waves.

“She’s a loony one, all women are. I mean, what’s she plannin’ on us eating? Dirt?”

He giggles to himself and rearranges himself like a mound of blankets over

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GDST CREATIVE WRITING PRIZE, 2020 You are what you eat. (cont.) the chair, his newspaper rising to hide his grotesque face and I watch this great mass undulate with each heavy breath.

Dad says that women are too emotional and that they let it get in the way of what they eat: too much or too little. “Don’t think about it.” he says to Mum, “Just eat it.”. She smiles like a doll and bats her eyelashes, heavy with multiple coats of mascara, they glue together and she struggles to pry her eyes open again. It’s easy for him to say that; he doesn’t have to butcher it and season it and pop it in the oven. That’s her job.

I get up. I leave the darkness of the living room, the light from the TV flickers across the walls, little monsters are reflected in the glass of the window.

Quietly, I advance towards the yellowed light of the kitchen that gushes from the doorway only to be contained inside a perfect rectangle on the carpet. She stands there in a white dress peppered with yellow flowers, buttercups maybe, I don’t know, I’ve never seen one. Slippered

feet shuffle over the tiles, the ushered sound accompanying the silence of the TV. “Mum.” She turns stiffly. Smiles.

“Do you think it’s wrong that we eat them?” “The animals?”, her brow furrows.

“Yeah.”

She falters for a fleeting second.

“Your father says that it’s necessary.”.

She returns her attention to the meal.

Her glassy eyes flicker as she prods the leg before reaching for the kitchen knife and cutting a slit in the skin, she carves it carefully into patches before peeling them off like velcro. Dad doesn’t like the skin, he claims it’s always too rubbery, chewy, he penalises her for not being able to crispen it up. She begins to cut away the first portion. Like a surgeon; she butchers it.

I leave the kitchen with the radio under my shirt, the antenna stabbing my belly painfully as I pass the heaving, breathing mass lodged in the armchair. Muttering to himself, he dozes like a lazy guard dog.

Every step groans under my weight so I hold my breath in a vain attempt to make myself lighter, trying to levitate upstairs. I ascend like a heavy balloon.

Plugged into the attic wall, I fumble with the dials to find the station. The debate.

Whispers begin to crawl from under the pillow, crackling and broken, they scratch at my ears, my brain, my conscience.

Dad’s voice pierces my dark cocoon. It’s dinnertime.

I descend, my feet thumping the wood like a drumroll, I enter the kitchen. Dad sits like a ball of melting ice cream, dripping onto the floor, each droplet elongating, stretching and hanging but never falling.

Mum sits poised; her knees touching, hands folded in her lap, face directed at the blank wall opposite. I sit. We start.

We eat and eat and eat and eat… then it’s gone. The leg is finished. I look down at my plate, the juices swirl, making pretty patterns, catching the light, reflecting my face, distorted; eyes large and drooping, nose stretched up like a pig’s and eyebrows pulled down into a scowl. Monstrous.

Why? Why did we eat him? Why do we eat ourselves?

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LAURIE MAGNUS POETRY PRIZE, 2020 Ode to my daughter’s name Shermya Modupe, Croydon High School When I have a daughter I want her to have a name that’s phenomenal A name that exudes the silent strength that she’s inevitably gonna have I want her to have a name that prickles that tastebuds of the person who says it, that leaves goosebumps on the inside of someone’s throat, a name that makes a tongue flow into a song Something extraordinary

You will hit rock bottom so many times but it is the only way to remind your knees that they don’t like being cut.

I wish for you to never think that the sky is where you belong The world may have this romantic way of making the clouds seem like your perfect partner But I promise you It’s not your time yet

Ellora, Anastasia, Marni, Alandra

Anastasia Resurrection

Names not only extraordinary for their phonetic salience but also for their meanings Names my daughter will flourish with

There will come a day when I am no longer there for you

Ellora Clouds

But instead of wishing away a lifetime that is still yet to come

When you inevitably start using words as the only for your feelings to be free You’ll pour your blood onto every page Leave a piece of your heart behind with every pen stroke Then close your book leaving it one teardrop heavier Because there are times when things will get so bad The clouds will trick you into thinking they’re your best friends When insomnia will keep you up late, dancing with the moonlight instead of resting your overworked body

When the only words left to say will be written in a love letter disguised as a eulogy

Here’s the love letter I’d write for my mum Mum, I adore you I adore you so much And I know you adore me too I know your adoration for me swirls around your body like the twists in my hair But there will be a day when you won’t be there to do it

placed one on top of the other and kissed them goodbye

You shared their laughter, shared their highs and shared their lows

Wiped my eyes, turned my back and walked on proud

Rejoice in every second spent chasing them into the sunlight

Leaving behind a trail of thank yous, a trail of love, a trail of adoration for the woman who raised me through everything

When every sunset didn’t used to feel like your time running out but just another hour of your perfect day

And I’ll walk on in the world hoping that my curtain off curls will shield me from the pain Dear Anastasia, if we have even half the bond I have with my mother then I know I’ve done well

Marni Rejoice No-one will prepare for the loss of a friend, my love For the slow spreading cancer that’s left behind when a section of your heart doesn’t break but simply fades away And you’ll sit back and try to place together the broken pieces of your friendship puzzle But they won’t fit They won’t make the rectangular shape where your friendship used to sit They’ll just be absent-minded pieces, memories for your mind to reminisce

When my curls will be waiting patiently for your hands to weave them back into place but MY hands will be the only ones there

And I know it hurts, sweetheart

I would have already put yours to rest,

Rejoice in every beautiful moment

The pain will never fully go away All you can do is, rejoice

When you used to laugh and joke and share and cry and…

Just hold onto those times Treasure them Then gently lay them down and let a smile spread across your face, as those memories drift away with the wind Knowing that the sky is the only place to keep them safe That, somewhere, off in a parallel dimension or two you two are still friends, that what happened didn’t happen and you two have conquered the world Together

Alandra Defender of mankind You will defend mankind from your very first clumsy steps Navigating around the world, creating a map of adventure, of joy and bravery from your very first stumbles And when they finally dish you up discrimination, put a slice of racism and sexism on the side, a swirl of heartache on the right and provide a glass of

helplessness to wash it all down I wish for you to engulf every single thing on that plate, chewing up and spitting out every piece of ignorance that can be found Because you, Alandra, Defender of mankind, will not be defeated by a 4-course meal You’ll look down at that meal and correct all the wrongs of the world with a few clenches of your jaw Because you’ll be my daughter And my daughter can, and will, conquer the world I want my daughter to fall in love with someone who pronounces every syllable of her name Who consumes every syllable like the very oxygen they can’t live without As if pronouncing one letter wrong could be the end of their entire existence Because my daughter’s name IS my daughter They go hand in hand Both deserve to be treated with love and respect and admiration for every single part of them

So, Ellora, Anastasia, Marni, Alandra I hope you like your name I can’t wait to meet you Xoxo Mum.

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SOMERVILLE AND GURNEY AWARD, 2020 Natalia Arakcheeva, South Hampstead High School

Part 1

What have you learned about yourself, and about others, during the last few months?

When COVID-19 first started showing up on the news in January, I was one of the many people who did not expect it to become a worldwide crisis in the span of a few months. The first thing I found out about myself, people I knew, and quite a few world leaders, was how deeply wrong we were.

Adapting to the measures put in place due to COVID-19 has been a lot easier than I anticipated, but that is largely due to the facilities available to me. Every person in my family has a personal device with access to the internet, so we can all work from home. As well as this, we live in a large city, so we can access medical centres with ease. We also have the monetary means to purchase food and other needs online, decreasing the need to go into crowded spaces and thereby reducing the risk of infection. Overall, it would be entirely possible for us to survive without ever leaving our home.

This has given me an ample amount of free time. At the beginning of the quarantine, I decided to try to make sourdough bread. This involves the creation of a “sourdough starter”; a fermented mixture of flour and water which needs to be tended to every day for at least a week to ensure that the bread rises correctly.

Through this endeavour, I discovered that, contrary to my former belief, I could actually pick up a habit and

stick to it. I made several loaves of bread within the first month, discovering a hobby that I never would have without the current crisis.

People like me are privileged enough to be able to thrive even at a time like this, but not everybody is so lucky. Millions of people around the globe have been forced to become unemployed, or take their children out of education, or put themselves at risk of infection on a regular basis. There is a clear imbalance of opportunities in the UK, which the COVID-19 pandemic has only highlighted.

However, this has also brought to light the limitless love and support that people have for one another.

In my neighbourhood (and many others worldwide) people are offering to do grocery shopping for the elderly and other people at risk. Community spirit has never been higher, as neighbourhoods organise socially distanced concerts and parties. While the government works to offer monetary aid, ordinary people are offering moral support in a way that I had never anticipated could be possible.

Unfortunately, this can also lead to people being careless.

I enjoy reading fiction relating to the apocalypse, and I always thought that in a real-life situation, widespread panic would be unlikely, as there would be clear guidelines set out by the government and they would be followed by the people. However, governmental guidelines (especially those pertaining to social distancing) are constantly disregarded. While it is uplifting to see that people love one another and want to be close to each other, it is distressing that people are using their

“need” for connection as an excuse, resulting in them endangering their own lives and those of others.

Aristotle once said that “man is a political and social animal” and it seems that as the social side has become less viable, politics have become ever more important. The Black Lives Matter movement has taken centre stage. Though a lot of the time it seems like signing petitions and going to protests (for example, by the movement in support of a second Brexit referendum) can never change anything, this wave of support for Black Lives Matter has made an immense impact. Laws are being changed worldwide to support racial equality, showing the power humans have when united. While it is not very safe to protest under the threat of infection (or tear gas thrown by police, if in America), these events showcase the breadth and strength of human compassion.

Above all, I’ve learnt how much hope people have for the future. Simone de Beauvoir famously stated “One’s life has value as long as one attributes value to the lives of others”, and COVID-19 has undoubtably shown that it is human nature to do so. I wish it hadn’t been a global pandemic that brought us all together, but 2020 has been an incredible year in terms of community support, donations sent to charities, and positive change in society. The main aim now is to stay together, stay supporting each other, and stay united against injustice. Of course, the staying together will be a responsible socially distanced two metres apart.

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Part 2 Life in the immediate aftermath of COVID-19 is likely to be different in lots of small ways. But what more substantial changes (opportunities as well as challenges) are there likely to be in the world that you will inherit as a young adult?

As COVID-19 has taken centre stage, stopping work, school, and public gatherings, it has brought to light many societal issues. It has stunted economic growth and education, and it has caused widespread panic; it will doubtlessly lead to a large number of changes within society.

According to the World Economic Forum, “EU GDP is forecast to contract by 7.5% during 2020.” Many people are filing for unemployment, as they simply do not have the facilities to work from home. Furthermore, the stock market has been in a state of immense disorder, due to difficulties importing and exporting products, as well as the sudden decrease in the use of fossil fuels. There is likely to be another economic recession, so this generation will likely earn far less money than we would have otherwise. Governments worldwide are also likely to suffer from a lack of funding, which could lead to many societal problems. In the UK, the NHS, which has been shown to be crucial in the current situation, may remain underfunded for years following the pandemic.

However, this situation will also show people how important a well-functioning health system is. There has been unbounded support for the NHS; Captain Tom Moore managed to amass donations of more than 18 million pounds. The NHS is good, but it is not perfect. As Adam Kay, formerly a junior doctor in the NHS said, in his book This Is Going to Hurt: “The hours are terrible, the pay is terrible, the conditions are terrible; you’re underappreciated, unsupported, disrespected and frequently physically endangered. But there’s no better job in the world.” The NHS is so incredibly important, with over a million people

visiting it each day. This situation will bring to light its importance, and inspire future generations to put in more effort to support it and possibly change it for the better.

Unfortunately, there is likely to be some form of collective trauma following this pandemic. People who lived through starvation during The Great Depression in America, continued to hoard food for decades afterwards, even when there was no need for it. They had developed this instinct during a traumatic time. In the same way, it is quite possible that there will be a rise in germaphobia, or compulsive collection of hand sanitisers or soaps. However, this also means that the government will put more measures in place in public spaces to prevent contamination and infection in the future. Standards of food safety and cleaning in busy areas such as the Tube will improve, which will make the world safer and healthier.

There has been a notable lack of contingency planning from the government about schools; there is still so much uncertainty about the examination process, for example.

Studies have shown that one fifth of British schoolchildren are doing less than an hour of schoolwork per week. The government must do something to make online education more accessible, especially if something on the scale of coronavirus happens again. Not every family has access to the internet, or enough devices for every person to work at once. This should alert the government as to the disparity between people of different economic and social backgrounds, inspiring them to do more work to support everyone in the future. Ideally, they will also plan for catastrophic events such as the COVID-19 pandemic before they happen.

The COVID-19 pandemic has also allowed important movements such as that of Black Lives Matter to push into the mainstream. Protests are occurring worldwide, and millions of pounds have been collected in donations. Moreover, this movement is making changes in legal systems around the world, to reduce racial inequality and improve living conditions for everyone, regardless of their background. This shows us the power of speaking up and protesting for important issues.

We can learn from this situation in order to change things in the future as well, fighting against other injustices.

It will be harder for those in my year to get into university. Many students are deferring their applications, and many others are retaking their exams. Additionally, international students who wanted to start this year will not be able to, so there will be even more competition. This does cause us to work harder on our applications, which will give us many skills for the future, such as improving our performance in interviews and revision for exams, but it is also very stressful. The toll that this situation has on the mental health of adolescents is overwhelming, and our inability to change it only makes people feel more hopeless. We will learn from this, and we will be able to make the world better for those that come after us, even if it seems unbearable currently.

The same can be said of the environment. Lack of response in terms of the global Climate Crisis is one of the primary reasons for the Doomsday Clock currently being at 100 seconds to midnight. The human race is closer to self-destruction that we have ever been before, and the COVID-19’s impact on the environment is only bringing us closer. Though it has been shown that throughout quarantine, carbon emissions have drastically decreased, it is clear that once businesses can bring people back to work things will return to normal, if not get worse. It all depends on how we respond. We need to take this as an opportunity to do so, to make a change in order to protect the world.

For example, many businesses will start working from home. It costs less money for both the employers and the employees to work from home than to travel to a central office, so it is possible that office buildings themselves will become a thing of the past.

Such buildings take up a huge amount of land and resources, and consume a large quantity of electricity, so reducing their prevalence in modern society is only a good thing.

Overall, COVID-19 has thoroughly changed the world, and I do not believe that this was anticipated by anyone. We cannot yet say whether this change has been for the worse or for the better; it all depends on what we do in response.

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Sixth Sense Crossword 1

Across:

2

3. This annual event had a theme of smart cities in 2020.

4. This school does not have a senior school.

6. The most northerly GDST school..

7. Blackheath alum, Mary Quant, is noted as the inventor of this popular garment.

9. This school is the only sixth form that admits boys.

Down:

3

4

5

7

6

8 9

1. The most popular subject for GDST students to study at Oxbridge this year.

2. This school won the 2020 GDST Song Contest.

5. The alumnae and sixth-former app.

8. The Sydenham alum who won Sportswoman of the Year in 2019.

Answers: 1. Medicine; 2. Blackheath; 3.Techathon; 4.Kensington 5. Rungway; 6.Newcastle; 7. Miniskirt; 8.Khadijah; 9. Howell’s

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The Belvedere Academy

Bromley High School

Northampton High School

Croydon High School

Northwood College for Girls

Brighton Girls

Blackheath High School

Birkenhead High School Academy

Howell’s School, Llandaff

Norwich High School for Girls

Newcastle High School for Girls

Notting Hill & Ealing High School

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Nottingham Girls’ High School

Royal High School Bath

Streatham & Clapham High School

Portsmouth High School

Oxford High School

Sheffield Girls’

Sutton High School

Putney High School

Shrewsbury High School

Sydenham High School

South Hampstead High School

Wimbledon High School

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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