“These energetic, sparky girls are encouraged to be go-getting and ambitious right from the start.”
Good Schools Guide, 2024
HEAD’S INTRODUCTION
INDEPENDENT ENQUIRY
COMMUNICATION & COLLABORATION 1
FINANCIAL LITERACY & BUSINESS ACUMEN 2 3 4 5 6
CREATIVE THINKING & PROBLEM-SOLVING
TECH FOR ACTION & INNOVATION
VOLUNTEERING & COMMUNITY IMPACT
At Sydenham High, we are ambitious for all our pupils. We recognise the value of academic success with excellent A Level and GCSE results. We are also forward thinking and alert to the changing demands of employers and higher education establishments.
Led by an experienced, expert team, a Sydenham High education develops whole personhood with a broad range of skills to fully prepare our young people to be worldready, not just for one career but for many.
Our aim is that every girl has the self-belief to think independently and make her mark, forging her own path, well prepared for life’s challenges.
Worldwide industries, communities and societies are adapting and evolving. We want our girls to be excited by their learning whilst they are at school and to have their minds open to the wealth of possible pathways which they could pursue. We introduce them to inspirational people to spark their interest: those who have navigated different career paths and life experiences. Alongside this, our personal development programme nurtures all-important self-belief, coupled with the determination needed to aim high and meet their goals. This is complemented by our Mentoring Programme which facilitates 1:1 discussion with pupils and experts at different stages of their educational journey.
Through our Elevate Curriculum, pupils gain essential skills that extend far beyond the classroom. From research, debate, and nuanced communication to problem-solving, personal finance, and creative expression, each course is designed to foster intellectual curiosity, ethical awareness, and real-world readiness.
Whether developing financial literacy, decoding ancient languages, exploring visual culture, or innovating with AI, pupils enhance their analytical thinking, collaboration, adaptability, and leadership. This experience equips our girls with the tools to navigate complex global issues, make informed decisions, and thrive in interviews, further education, and the working world ahead.
Every pupil is encouraged to dream big (without glass ceilings) but also to learn to put in the work needed to succeed. We are not about cotton wool wrapping - instead we focus on a growth mindset and know the value of perseverance. This is far more achievable with others supporting you and we nurture those impactful relationships throughout the school years.
We believe in the importance of developing good humans with integrity and loyalty: people who collaborate well with their teams and give back to their communities.
From an early age at Sydenham High School, we champion independent research skills both within the classroom and in our Socrates Scholars curriculum, Upper School Research Diploma and Extended Project Qualification in the Sixth Form. The pleasure derived from academic study of the ‘unexamined world’ is key to our educational mission and begins at an early age.
We believe our girls need the freedom and space to shine and should never feel obliged to conform. The myriad of topics chosen for these projects are evidence of bright minds at work and our teachers relish their academic mentoring roles, supporting each child to successfully build these skills.
Our Elevate Curriculum provides teaching and learning of philosophical and ethical debates, developing the art of argument and progressive thinking. This curriculum facilitates higher order
thinking alongside an empathetic understanding of global and national concerns; pupils become well informed and learn to think critically and debate skilfully.
Our educational approach supports young people to develop their situational judgement and problem solving skills. They practise informed decision making, learning to navigate change with ethical and socially responsible actions.
Learning today must also focus on how to use that knowledge in the future. We recognise the importance of teaching pupils how to write academically, to plan, draft and articulate a thesis as well as to develop core research skills, interrogate information for bias, analyse and evaluate. Alongside this, our academic projects teach key time management and organisational skills vital for the workplace.
“Nothing is so well learned as that which is discovered.” Socrates
In this fast paced world, young people want to be changemakers. Our ambitious and curious girls are ready to own a seat at the table and have the confidence to speak out.
Skills of listening and questioning are as valuable as oracy skills. Learning to debate ideas, to articulate complex thought, and to communicate are certainly powerful influencers in the employment market.
We develop the art of persuasive rhetoric through a range of opportunities throughout their school education, from leading in assemblies, societies, taking part in public speaking competitions such as SydX and LEAD (in conjunction with LSE), as well as opportunities to present their academic research projects year-on-year.
Our pupils also develop their communication and presentational skills and master effective techniques for visual display of information such as research findings, graphs and data analytics. They learn to share their own research and showcase academic work employing effective presentational strategies to synthesise content and inform with clarity, engaging different audiences.
At Sixth Form, we develop skilled communicators. Through dedicated sessions on interview techniques, emotional intelligence, and online communication, students learn to express themselves clearly, listen actively, and work effectively with others. These experiences are woven into our curriculum to build confidence, empathy, and digital fluency - essential skills for both academic and professional environments.
“An emphasis on oracy enhances acquisition of both formal discipline knowledge and wider social and emotional development.”
University of Cambridge
We value our pupils’ creative thinking: their ability to disrupt the narrative and engage in probing inquiry. Our education fosters an open-mindedness and discursive approach.
From the start of school, we embed an appreciation of our rich, multi-cultural society through our study of art and culture across the curriculum and in our Mind, Body and Soul off timetable days. An experimental approach to the Arts with risk taking is recognised as rewarding, drawing on stimuli from the world around us, both locally and further afield. Our educational trips and visits curriculums (whether India and Vietnam or the Design Museum or Tate Modern) open eyes and minds to different ways of thinking, encouraging agility and flexibility in the ways we experience and reflect on the world.
At Key Stage 4, our Elevate Curriculum includes solving puzzles, spotting patterns and decoding semiotics, building competencies for sharper thinking as well as algorithmic intelligence. Groups have the opportunity to explore computational language as well as to compete in a Linguistic
Olympiad proving their powers of deduction, and pattern-finding. Such skills’ development prepares pupils for the range of possible future psychometric testing for higher education and employment.
We continue to reshape our curriculum to ensure our young people remain resilient and fully prepared for their world. Pupils learn visual analysis skills, exploring art and architecture, to develop a visual toolkit as well as to engage with abstract or hidden meanings and non-verbal forms of communication. We believe that our uniquely human ability to navigate metaphorical landscapes or discover new solutions to a problem, remain key to the success of our next generation in the workplace.
Furthermore, whether it is our Eco Society developing sustainable school meals, pupils quizzing a beekeeper on what we can infer about productivity from Bee Society or our Gardening Club cultivating oxygenating plans for classrooms, regeneration and climate science are at the heart of learning at Sydenham High.
“Critical thinking requires us to use our imagination, seeing things from perspectives other than our own and envisioning the likely consequences of our position.” bell hooks
Alongside an inspirational, academic education, we believe in equipping young women with ‘power skills’ to navigate the employment world ahead. This includes empowering our learners to hone financial acumen which will serve them throughout their lives.
The Elevate Curriculum includes the SEG Level 1 Award in Personal Money Management, understanding budgeting and personal banking as well as, for our older pupils, mastering economic and legal terminology to operate successfully in the world of work, alongside the responsibilities of living alone in Higher Education and beyond.
Our pupils embrace entrepreneurship throughout school life from Prep to Senior, with form groups taking on board charity fundraising initiatives and investment games such as Tycoon Challenge, as well as older pupils joining the GDST Leadership Enterprise Advanced Diploma (with LSE) and studying in our Economics and Business Departments.
According to the GDST Girls’ Futures Research, nationally, 39% of young women have stated that they feel negatively about their futures.
This is not surprising given the level of preparedness that is now required by employers looking for the very best candidates. Our education is purposeful, not pressurised. We are enabling girls to bet on themselves and forge ambitious pathways.
We pioneered a GDST-wide Futures Conference, drawing on our in-house expertise in all aspects of futures, careers and the labour market, as well as inviting industry experts to share their experience and run workshops with our girls.
A notable highlight is our CV and interview skills day led by industry experts, offering students invaluable preparation for the world of work. Through crafting a compelling CV and developing a strong personal brand, students gain confidence in presenting themselves professionally. The opportunity to learn interview techniques from industry experts with practical experience and real-time feedback, helps students refine their communication and self-presentation skills. These activities support students in their understanding of workplace expectations and making informed career decisions. This education equips students with the tools to transition successfully from education into the workforce.
“Learning practical financial skills and insights into graduate recruitment is invaluable.”
Futures Conference attendee
At this significant time of change and innovation in global technology, we are focussed on providing pupils with the digital literacy skills that they need to thrive. Recognising irreplaceable human qualities, we remain committed to raising smart, empathetic, creative young people but, for this generation alpha, who will be and are hyperconnected and surrounded by technology, we see the importance of an education which prepares them, not only to navigate their world but to shape it for the better.
As generative AI technology continues to advance, it is a hot topic in terms of its use in schools and higher education. Studying this nascent field ensures that we can continue our rich history of offering a pioneering education to young women. We want children to understand and harness the opportunities of new technology for progress rather than adopting habits which stifle creativity and limit their development of their own thinking.
We implement AI in a way that is pedagogically informed and our expert team, led by our Digital Lead and PhD researcher, ensures that pupils have the skills to thrive as well as the knowledge of
the limitations of AI and ethical considerations, including AI bias. Working closely with teachers to deliver guidelines to nurture appropriate use of AI, for older years certain tasks come with instructions to indicate the level of use that is appropriate, including ‘no AI’ or ‘AI planning’ and ‘AI collaboration’.
Through our Elevate Curriculum, pupils learn to think with an entrepreneurial mindset: considering sustainable goals and using problem solving, alongside design thinking. Tasks, include creating a new app, developing programming skills, as well as learning how to pitch and present a business plan.
We equip our Sixth Formers to navigate and understand AI’s impact. From CV screening algorithms to AI-driven interview platforms, pupils explore how these technologies influence hiring decisions and present themselves effectively in digital-first environments. They learn to critically evaluate AI tools, and develop strategies to engage confidently with automated systems, ready for a future combining human insight and technological fluency.
“We are reframing our curriculum to build confident leaders who are ready to pre-empt and solve the issues that are yet to arise.” Sydenham High School
The consensus across industries discussing future skills and the employment market points to the all important quality of being human. Alongside the different competencies highlighted within this curriculum, we are committed to developing school leavers who have the wisdom to make good decisions and the ability to be a caring contributor to their societies and communities.
A Sydenham High girl is a compassionate citizen, moved to actively invest in her community.
Whether planting a wellbeing garden, leading events for disabled people, volunteering at a local care home, fundraising for house charities, developing enrichment for local primary school children or supporting a charity as part of their Duke of Edinburgh’s Award, our pupils are well-rounded and grounded.
Furthermore, pupils develop a strong worldview and keen sense of social responsibility through trips to international universities, our partnership with the Kyoto Seibo Gakuin High School in Japan and work experience in hospitals, veterinary surgeries and at the BBC, for example.
Furthermore, volunteer placements are a vital part of our Sixth Form experience, offering students the opportunity to make meaningful contributions beyond the classroom. By engaging with local organisations, students not only develop key skills such as empathy, responsibility, and teamwork, but also help strengthen relationships between the school and the wider community. These placements foster a sense of civic engagement and allow students to gain real-world insight while making a positive impact.
“High-quality education develops both social and academic intelligence, not to mention an appetite to engage with a world filled with opportunity.” Future Skills Report, ibsca
enquiry collaboration risk-taking visual communication problem-solving independent thinking creativity adaptability decision-making leadership time management strategy solution-focussed logic global perspectives persuasive rhetoric
“The better we understand, and the moreopen-minded we are, the more chance of succeeding and coming up with good solutions to everything, whether it is in business or in the challenges facing the planet.”
Nadia Danhash Director of Innovation, Royal College of Arts
TheFutureSkillsReport,2024
market research innovation financial literacy ingenuity sustainability business acumen social responsibility persuasive rhetoric networking brand management data analysis programming digital fluency oracy interview skills