Towards the end of last term, I had the pleasure of visiting our Year 9 Exchange students who were nearing the completion of their program at our United Kingdom partner schools: St Catherine’s School, Bramley; St George’s School, Ascot; and Culford School, Suffolk. I also undertook to investigate Exchange options at new schools to increase the remarkable overseas opportunities for future Year 9 students coming through our School.

Following a successful Exchange experience, or the participation of one of our School Study Tours, a remarkable spirit of excitement is generated whereby I observe students who are motivated to take on challenges, persist with difficulty and achieve at higher levels. In so many ways, an Exchange experience or travel abroad with a Study Tour opens the eyes of our students to a world of possibilities resulting in a greater sense of motivation to strive to working towards goals the girls have set for themselves. Nothing really compares to the power of overseas travel to nurture an appreciation of and respect for social, cultural and religious diversity, together with an overwhelming sense of global citizenship.

Reflections From a Day at Eton

Whilst in London, I sought an opportunity to spend a professional learning day at Eton College, Windsor. Undoubtedly, Eton is one of the most renowned schools on the planet, perhaps largely owing to its connections with the British royals, and at almost 600 years old, this educational institution boasts an illustrious alumni list. Of most relevance for this week, Britain’s new Prime Minister, Boris Johnson is an Old Etonian; in addition to former prime minister, David Cameron; philosopher, Karl Marx; writer, George Orwell; adventurer, Bear Grylls; and author of the James Bond series, Ian Fleming (to name only a few).

My day was spent meeting with a number of the academic staff, namely the Director of Teaching and Learning, Mr Jonnie Noakes, and dining for lunch with 50 Eton boys (all wearing full coat-tails) in one of the boarding houses, did not disappoint.

Of most interest to me was the recent development of The Tony Little Centre for Innovation and Research in Learning, which was established three years ago to promote pedagogical excellence, evidence-informed practice and research into teaching, learning and leadership in education. One of the greatest challenges Eton faces is how it effectively transitions a 600 year-old ‘Eton way’ into the 21^st century. Undoubtedly, working at Eton is an unrelenting commitment of seven days a week for teachers, with staff often working until 10.00pm each night in study sessions or attending student-led societies that exist to debate economics, politics or physics.

Within the realm of the work of the Centre is a strong collaboration with schools and universities internationally. Among other topics researched, wellbeing, character education and growth mindset are key. Their recent research aimed to investigate the link between mindsets about intelligence and students’ prosocial attitudes (their willingness to be kind and empathetic) and social connections.

“Since conducting this research, we have set up professional learning conversations among teaching staff on how to foster growth mindset in Etonians. As well as using instruction, we have focused on the importance of the type of language we use, particularly in reports and feedback to pupils. We have also sought to counter some of the reductive misconceptions that commonly attach to growth mindset, such as, that it is all about giving praise, or that it privileges effort over success.” – Mr Jonnie Noakes, Director of Teaching and Learning, Eton.

Ultimately, the quality of relationships is central to any system of pastoral care, and at Eton, those are developed through rigorous adherence to pupil-to-housemaster number ratios. Character development is an intrinsic part of the traditional British public-school education system, and Eton are determined to remain at the forefront. The school is also currently running a two year character research project, which includes understanding how to teach performance and moral skills – everything from ambition through to social connectedness and willingness to serve.

Eton has also used the theory of growth mindset in order to promote kindness amongst pupils.

“If you have a fixed mindset, you have to prove yourself against others. Whereas, if you have a growth mindset, you look at how to improve yourself. You have to work with others for that, so it sets up a trusting environment, and promotes collaboration.”

Teaching gratitude, empathy and kindness, is not simply about providing pupils with skills for future employment.

“It will also make them more happy. It is educating the human heart–it matters.” Jonnie Noakes.

By the end of my day, I was disappointed that I was not able to establish a partnership with Eton for our Year 9 Exchange Program!

Heyington to Highlands Program

In celebrating the spirit of overseas travel with school friends, our Year 9 cohort travelled this week to the Highlands of Fiji to embark on their two week Heyington to Highlands Program. The girls were extremely excited to depart on Monday morning and by all accounts their experience in the first few days is one of joy and happiness shared with the children in the local Fijian schools in the villages of Draiba, Nasivikoso and Navaga. A pre-planned literacy lesson with the Fijian children, inclusive of a donation of reading books for their library, was followed with English based worksheets completed by the children and culminating with an art lesson, all led by our Year 9 girls. I look forward to hearing of the young Prep children flying their newly made kites after reading and exploring words starting with the letter ‘K’.