One example of recent years demonstrates the reasons why these awards were created: a particular student was successful in achieving the History Exhibitioner Award (Upper School) and exemplifies all the attributes associated with this accolade. In order to gain the award, he produced a bespoke inquiry-based essay focusing on the conflict in the Middle East, citing multiple comparative examples from the modern day and the past. Not only did this student present a well written and comprehensive critical essay, but also constructed and produced a strong oral account of his findings in a confident, sophisticated and assured way. Finally, the student demonstrated his passion for History by regularly visiting heritage sites, museums, researching archives and reading the most up to date published historical texts.
Whether they are successful or not, all students who engage in this process will gain valuable relevant experience going beyond the classroom and curriculum. They will develop their public speaking and time-management skills, and learn how to present themselves within a formal setting.
Finally, the skills nurtured and developed through this process are not finite but will become entrenched and embedded within their mindset for years to come, serving to support university applications and foster confidence in future employment interviews, for example. By working through this process, students benefit from the journey, not just the final outcome; they begin to embrace the notion of lifelong learning and begin to adopt the mantra of “sapere aude” or "Dare to know", to establish a foundation of independence, and in doing so, prosper in the world post-Secondary education.
Article by Adam Seymour
Assistant Headteacher: Teaching & Learning