EDUCATION EDITION
for a particular subject. “Students are with other people who, like them, really want to do the same subject, so you’re surrounded by kindred spirits,” says Kimbolton’s Alice O’Donnell. “Since it’s a smaller class size, you have a much more seminar-style lesson with more interaction between each other and the teacher. Everything’s much more convivial and collaborative, and there’s more of a round-table feel.” As students start to appreciate this sense of working together, life in sixth form begins to seem far less daunting, according to Ellen Hesse, principal of Abbey College. “Telling students that teachers are on their side isn’t enough,” she says. “They need to experience it first-hand. Once they understand that teachers will listen and talk to them with respect, they usually start to trust them. At graduation, students are celebrating their A-level results as a team with the teachers.” During the two sixth form years, there is also an evolution in how students learn. Instead of regurgitating facts, they are encouraged to become problem-solvers, something hugely important for A-levels and beyond, mentions Jonathan Beckett. “High-level universities ask students lots of questions they haven’t seen before. How they think and being able to tackle problems they’ve never seen before by applying knowledge is really important.” Getting to this point involves getting comfortable with discomfort, Jonathan explains. That means building resilience and overcoming students’
ABBEY COLLEGE
FINDING YOUR WAY Stephen Perse Cambridge (above) and Stoke College (left) guide students towards their passions, whether they be based around science or critical thinking
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