As always, the first few weeks of the new school year have gone by at a tremendous pace. Nowhere is this more so than in the Sixth Form, where our students have already encountered a wide range of opportunities and experiences.
In Year 12, more than 40 students have successfully applied for the role of Junior Prefect: they join the Student Leadership team and will be supporting the work of specific Departments or Faculties of their choosing. In addition, a number of students have applied for the role of Peer Mentor, which will enable them to support the progress and wellbeing of our younger learners. As part of their Elective programme, Year 12 also attended a talk about the potential dangers to relationships and mental health posed by the widespread consumption of online pornography, and they will have an opportunity to discuss and debate these issues in a future session. In addition, Year 12 students benefited from a stimulating session, from Elevate Education, covering essential strategies for adapting their study habits to meet the challenges of A Levels.
Elevate Education also spoke at our Sixth Form Information Evening, and we were delighted to welcome so many parents, of Year 12 and Year 13 students, to this event. The presentation we delivered at this event is available here: https://www.jerseycollegeforgirls.com/school-life/sixth-form/
Many Year 13 students are busy completing their UCAS applications in readiness for the deadlines of 5th October (for Oxbridge, and Veterinary/Medicine applicants), and 12th October (for other applications). Fortunately, they still found time to play rounders and other games (including a memorable Donald Trump and Vladimir Putin impersonation competition!) with their peers in Year 12 to welcome them to the Sixth Form during our Bonding Day. We are very grateful to Becca and Emily (our Head Girl and Deputy Head Girl respectively) for their organisation of this event.
All students in the Sixth Form are continuing to think about, and cultivate, an ‘A Level Mindset’ with the help of their tutors and teachers. At present, our focus is on the first and overarching element of the VESPA model: ‘vision’. Vision refers to how well a student knows what she wants to achieve: to how clear, and powerfully motivating, her picture of the future is. A crucial part of developing a clear vision is transforming abstract dreams into more clearly defined goals; goals come with an actionable plan for achieving them, and we can all help the young people in our care to reflect, and act, on this difference. If parents would like to open up a conversation about vision at home, here are some questions that might help to get things started:
- What are some of the problems in the world that you want to help to solve?
- What do you want to achieve for yourself or for other people?
- Where do you see yourself in 5 years’ time?