FEATURES

At the heart of the International Baccalaureate curriculum lies the commitment to fostering international mindedness and helping pupils recognise their common humanity and shared guardianship of the planet, with the ultimate aim of creating a better and more peaceful world. Below, we shine the spotlight on two activities in our co-curriculum which give pupils the opportunity to debate, discuss and explore the ideas and attitudes of countries around the world, as well as to meet young people from around the world: Model United Nations (MUN) and Debating. Despite being two different clubs with distinct characteristics and focuses, and in keeping with the School’s aim to prepare pupils Ad Vitam, for life, both promote the ten Learner Profile attributes and equip pupils with the skills and interests to become world leaders and inspiring role models.

Debating

Debating teaches pupils to articulate and structure arguments, to scrutinise and question evidence, to think on their feet, to engage audiences, and to speak confidently in public and, most of all, it’s great fun! This year, pupils have enjoyed workshops and masterclasses with experienced debaters, and also competed in national competitions – detailed below are two standout events. The Year 8 Debating Day is a highlyanticipated event in the school calendar. Each year, we welcome student volunteers from the University of St Andrews Debating Society to instruct, enthuse and, most importantly, judge the day of debates. All manners of sports-themed motions were deliberated and discussed, such as whether video games should feature at the Olympics, and the pupils worked hard to perfect the art of rebuttal and to master their use of structure, speed and style. Very well done to all involved, especially our prizewinners, and thanks to the student volunteers for organising such a wonderful day! Winning Team: Lana McGuire, Hamish Fleming, Charlotte Price, Emil Zapechelnyuk Runners Up: Harriet Fleetham, Phoebe Garnish, Lia Chalmers, Hannah Wong Best Speakers: Phoebe Garnish, Cecilia Daniel-Pederson Best Team Players: Daniel Slight and Ben Smeddle Winning Island: Skye Later in the year, Claudia Denholm, Nathaniel Tonning, Isla Bell and Isla Hutchinson represented St Leonards at the St Andrews Union Debates. The pupils presented nuanced, articulate and persuasive arguments on a diverse and complex set of motions: This House believes that that the feminist movement should reject the narrative that all bodies are beautiful; This House believes that America should support the full integration of Taiwan into the People’s Republic of China; This House would hold heads of local police forces criminally liable for crimes conducted by their officers; and This House would violate a ceasefire and kill all leaders involved in a war of attrition. The pupils showed themselves to be distinguished debaters, and Isla Hutchinson and Claudia finished in tenth place out of over 50 schools from across Scotland and North East England.

Model United Nations

(MUN)

The three-day conference was sensational. At first, I was pretty shy at speaking because I was nervous, but soon I got out of my comfort zone and started to speak more. I even gave a speech addressing sexual violence. It was my first time doing

MUN, and so it was a brand new yet fruitful experience. SAMUEL ZHAI

MUN Club has been running for eight years at St Leonards. Under the tutelage of Mrs Samuel, the pupils are encouraged to voice their opinions, learn more about global issues, and grow as individuals. This year, 17 pupils took part in the Platon School, Athens, Online MUN conference which was centred on the theme of ‘Redefining Solidarity’. Led by ambassadors Leonard Hockerts and Thomas Rowlands, the delegates represented Russia and Angola and showed themselves to be knowledgeable, reflective, openminded, principled, caring and balanced thinkers, communicators, risk-takers and inquirers. The delegates put forward some excellent resolutions and engaged in lively discussions and debates on a wide range of topics – everything from the question of disempowering Boko Haram in West Africa to the issue cultural relativism and its effects on indigenous people, international maritime laws, managing the threat to global health caused by refusing vaccinations and strategies to assess and counteract the effects of coral bleaching. The delegates had a fantastic time at the conference and, by pushing themselves out of their comfort zones, grew in confidence in articulating their ideas and thoughts aloud. Congratulations to all involved, and special mention to Annika Nowak who held the prestigious position of judge in the International Court of Justice, I was also delighted to receive an honourable mention for my resolution, which was unanimously passed! Keyuri Ade, Year 13

THE CAREER-RELATED PROGRAMME: Preparing Pupils for Life

Since its foundation in 1877, originally as an all-girls’ school, St Leonards has been at the forefront of Scottish education. The School’s founding principle was that “a girl should receive an education that is as good as her brother’s, if not better” and, accordingly, it offered a wide and forward-looking curriculum – everything from Ancient Greek to German and Gymnastics. This pioneering approach to teaching and learning and wholehearted commitment to a broad and inspiring curriculum continues to shape St Leonards today. In August 2020, we introduced the Career-related Programme (CP) as an exciting new curricular pathway for students, sitting alongside the wellestablished Diploma Programme (DP) which was introduced at St Leonards back in 2006. As the first CP cohort came to the end of the two-year programme, we took a moment to reflect on the individual and collective successes of this pioneering group of students: Karajahyah Schlagenhauf, Peter Boniface, Natasha Reid, Colette Johnston, Nicole Johnston, and Emma Millar.

IT’S LIKE THE CP IS TAILOR-MADE FOR MY SON.

PARENT

What is the Careerrelated Programme?

The CP is a rigorous academic programme with a vocational element, allowing students to continue with academic study whilst also developing skills for employment and career development through practical, hands-on experiences. It is a holistic and flexible framework; students can shape the programme to fit their own interests and needs. There are three key elements: • Career-related study (Pearson

BTEC Level 3 National Diploma in

Business); • At least two DP courses, at either

Higher or Standard Level – our first cohort embraced and excelled at a variety of subjects including

English, Drama, Art, Economics and

Psychology; • The CP core, which comprises a

Personal & Professional Skills (PPS) course, a Language Development course, Service Learning, and a

Reflective Project.

It is a rounded programme that ticks all the boxes – my daughter has been completely engaged because she enjoys her subjects. It’s the best thing she’s ever done. PARENT

For me, the highlights of the CP thus far have been the personal stories. As individuals and as a group, the students took on something new – a realistic, obtainable challenge tailored to their strengths and needs, but nevertheless one that presented hurdles and obstacles. It has been amazing to watch them mature, grow and succeed in the process. I am really proud of each one of them, the team they have become and of the staff who have helped steer them through their journeys. BEN SEYMOUR, CP & DP COORDINATOR

Personal & Professional Skills (PPS)

The PPS course is designed to help students develop skills, attitudes and strategies that will be useful in the workplace. For many of the students, this is the highlight of the CP learning journey. The course covers a whole host of topics. For example, in the ‘Who am I?’ unit, the pupils take the Keirsey Temperament Personality test to better understand themselves and their strengths and weaknesses; in the ‘How do I?’ unit, they develop problem solving, communication and digital literacy skills; and, in ‘The World and I?’ unit, they learn numeracy and finance skills. Over the past two years, the students have had the opportunity to put these personal and professional skills into practice through a number of different scenario-based workshops and experiences. The group identified the Royal Navy Leadership Programme, which they journeyed through in Year 12, as a particular highlight. The pupils all felt that they had gained a more nuanced understanding of leadership and teamwork, and appreciated the opportunity that they had been given to put conflict management strategies into practice when there were differing opinions within the group. The programme included a wide range of activities, including: a role play exercise which pitted their decisions against real NASA astronauts; a disaster simulation event in which they had to make decisions on how to distribute aid to a refugee camp; and various other practical leadership tasks within the school grounds which required them to think and work creatively and collaboratively.

The CP has pushed me outside of my comfort zone and has made me try new things – which is the best way to grow! I have enjoyed everything about the course. I have learned more about myself through personality tests, how to analyse body language, interview skills, as well as developing emotional intelligence, problem-solving and leadership skills. COLETTE JOHNSTON

Teaching PPS has been an exciting journey. It is a flexible course that is adapted to the needs and interests of the pupils. It has been a pleasure and a privilege to watch the pupils develop as rounded individuals, and to watch them use the skills acquired on the course to tackle real-life situations. JILL WHITE, TEACHER OF PPS

Reflective Project

Building upon their study of ethical issues in their career-related study and Personal & Professional Skills courses, the Reflective Project is a fantastic opportunity for pupils to immerse themselves in an ethical issue and to develop their research and writing skills. This year’s cohort elected to write on a wide range of themes, from the ethics of the Covid-19 vaccination and its funding, development and distribution to the extent to which fast fashion brands can be ethical. The pupils all agreed that they felt a huge sense of accomplishment as they submitted their 3,000 word papers!

The Reflective Project teaches students to think for themselves and challenge their thoughts. They critically analyse both sides of their chosen ethical issue and develop a balanced approach to controversial topics. PAULA PRUDENCIO-APONTE, REFLECTIVE PROJECT SUPERVISOR

Service Learning

Service learning gives pupils the opportunity to develop and apply knowledge and skills which help them to identify and meet authentic community needs, whether that be through direct service, indirect service, advocacy or research. For example, as part of the ‘Beyond Education – Being Human’ project, some of the pupils completed a food hygiene course and helped to prepare nutritious meals for those in need in our local community. The students also planned, organised and ran a Halloween party for the Year 7 pupils and a Casino Ball for the Year 13 pupils, took part in a town-wide climate march and, alongside their DP counterparts, built businesses as part of the St Leonards Enterprise Programme.

Language Development

The Language Development course encourages students to grow in knowledge and appreciation of the language and culture of another country without the pressure of a written examination. Like all aspects of the CP, the course is incredibly practical in outlook, with an emphasis on developing vocabulary and confidence to be able to apply the language to travel, interview and business scenarios. The students loved immersing themselves in the language and culture of Spain, whether that be cooking paella for the CP Christmas Dinner, visiting a tapas restaurant to sample traditional cuisine, or learning words which will be useful on their travels as they pursue business qualifications around the globe!

Feliz Navidad

Career-related Study

The Business course covers a wide range of topics – everything from managing an event to market research, principles of management, international business and work experience. One of the pupils’ favourite units is titled ‘Managing an Event’. This year’s group chose to plan a black tie Casino Ball in the School Hall for the Year 13 students. The students had to consider all aspects of the event, including the budget, music, lighting, ticket prices, decorations, sponsorship, food, and dress code. It was an amazing event, and the whole group identified it as the pinnacle of their two-year CP journey! The students were greeted with mocktails and canapés and then enjoyed dancing the night away to a fantastic set of tunes mixed by St Leonards’ resident DJ, Mr Baxter. Thanks again to Mr Tonge and Mrs Prudencio-Aponte who supported the students and ensured that it was such a success!

Teaching the BTEC course is incredibly rewarding. The students don’t just learn theory, but also acquire skills that they can apply to future workbased scenarios in the business world and beyond. It is remarkable to see the CP students gain confidence during the course, developing into rounded individuals who are ready to face life beyond school. This is the best feeling that a teacher can have. PAULA PRUDENCIO-APONTE, TEACHER OF BUSINESS

Beyond the CP

The CP equips students with a comprehensive and versatile skill set that is valued and recognised by universities and employers across the globe. Our first CP cohort secured places at a wide range of prestigious universities and business schools, both within the UK and abroad. For example, BA Event Management at Glion Institute of Higher Education, International Hospitality Management at Edinburgh Napier, and Business Administration with English at Hult International Business School. Congratulations to our pioneering CP students – we are excited to hear how you apply the skills and knowledge that you have learned in the years to come!

Academic Achievements

IBDP Results

A RECORD 36

POINT AVERAGE

> 25%

SCORING 40 POINTS + = TOP

7%

OF CANDIDATES WORLDWIDE

2

PERFECT SCORES OF 45 POINTS

2

ACHIEVED 44 POINTS

DESTINATIONS INCLUDED: Durham, St Andrews, Edinburgh, Aberdeen, UCL, Wingate North Carolina, Bristol, Nottingham

GCSE Results

55% ACHIEVED GRADES 9, 8, 7

71% ACHIEVED GRADES 9, 8, 7 IN SCIENCE

100% MATHS IGCSE PASS RATE AT 9-4

EXCELLENCE ACROSS THE BOARD IBCP Results

100% PASS RATE

100% MERITS & DISTINCTIONS (*)

OUR FIRST IBCP COHORT

DESTINATIONS INCLUDED: Glion Institute of Higher Education, Edinburgh Napier, York St John, Hult Business School

The Legacy of

SIR ERNEST SHACKLETON AT ST LEONARDS

This year marked 100 years since the death of the influential polar explorer Sir Ernest Shackleton. A few months later, on the anniversary of the explorer’s funeral, Shackleton hit the headlines again – this time because of the exciting discovery of the lost ship, Endurance, from his first imperial trans-Antarctic expedition in 1915, a quest which had to be abandoned when the ship was trapped by sea-ice. Whilst the shipwreck was found over 3,000 metres below sea level, the vessel is in remarkable condition.

Together with museums and organisations across the world, these events provided an opportune moment for pupils and staff to reflect upon the inspirational legacy of the explorer in geographical and scientific fields at large, and also closer to home here at St Leonards.

St Leonards’ connection with Shackleton dates back to 1 February 1910 when he visited the school to officially open the new Science laboratories, which now house the Art Department. Shackleton was welcomed by the Headmistress at the time, Miss Bentinck Smith, who presented him with a silver key engraved with the school crest and motto. Perhaps most memorably, the girls dressed up as penguins for the occasion – a display of the good humour and creativity which has characterised pupils past and present. Council then hosted their special guest for tea in the laboratories, after which Shackleton delivered a lecture to the girls. In his address, he asked the Headmistress to grant them a holiday for this purpose, which was met with “tumultuous applause”. The new building included two large laboratories (one for chemical work, and one for physical and botanical study), a lecture theatre, a conservatory for botanical experiments, a dark room for work in optics, and a preparation room. St Leonards was the first school to have purpose-built laboratories for girls, and so these really were pioneering teaching and learning spaces. The Gazette entry from 1910 reported that, in his address to the girls, Shackleton said that the “new laboratories would make the teaching of the factors of nature a reality and not merely a study of words. People had, for too long, been fed upon words, now they found it was necessary that the words should have a real meaning in their own mind.” This emphasis upon practical experiments and applying scientific knowledge to real-life situations continues to characterise the teaching of science at St Leonards today, and there are two teaching and learning spaces named in his honour. Shackleton was a true embodiment of the Learner Profile attributes which underpin learning at St Leonards today. His risk-taking journeys to discover uncharted territory and his commitment to the pursuit of knowledge and discovery are truly inspirational. What is more, Shackleton was a principled, caring and reflective communicator and leader who learned from the struggles of his initial expeditions and, through grit and resilience, persevered in the face of adversity to overcome seemingly insurmountable obstacles.

It is therefore fitting that our Year 5 pupils study the famous figure in their ‘Explorers and Explorations’ Unit of Inquiry each year. A highlight of this inquiry is the Arctic exploration challenge which takes place down on the East Sands. The pupils are tasked with working in teams to complete a number of different tasks. For example, they must think creatively to build a sledge which can pull their equipment (tyre, tarpaulin, poles, shovels, ropes, crates and a bucket) back to the base camp, which is 300 metres away. Once back at base camp, the children are then instructed to build a shelter which can withstand a rainstorm (a bucket of water poured from above) with the aim of keeping their rations (or s’mores) dry! The pupils also build fires to toast marshmallows, and complete an obstacle course. The legacy of Shackleton continues to shine through teaching and learning at St Leonards today. We hope that by inquiring into Shackleton and other inspirational figures from all walks of life – be that the civil rights activist Martin Luther King or the endurance cyclist Josh Quigley, who stopped off at St Leonards this year – that our pupils will be spurred on to be trailblazers of the future and make a meaningful difference to the lives of others and the world around them.