A Day in the Life: Shadowing a Year 11 Student
As part of our ongoing commitment to curriculum improvement and continually strengthening the student experience, I recently spent a day shadowing one of our Year 11 students. The goal was to step fully into the rhythm of a student’s day following their timetable, completing the same learning tasks, and experiencing lessons from the learner’s perspective.
What stood out immediately was the level of focus and adaptability required of our students. Moving between subjects demands not only organisation but also the ability to quickly shift thinking from literary analysis to historical interpretation and then to scientific problem-solving. Experiencing this firsthand reinforced just how much cognitive agility our students demonstrate every day.
Big Ideas in English
In English, the class explored The Road by Cormac McCarthy. The lesson was a powerful example of the thoughtful, inquiry-driven learning that takes place in our classrooms. The teacher skilfully guided discussion, encouraging students to unpack McCarthy’s bleak post-apocalyptic landscape while exploring the deeply human themes of hope, survival, and the relationship between the father and son. What was particularly impressive was the way the teacher created space for student voice prompting students to challenge ideas, build on one another’s interpretations, and think critically about the author’s choices.
Thinking Like Historians
Ancient History offered a fascinating change of pace. The class examined the significance of the shroud in ancient societies, considering what artefacts can reveal about beliefs, ritual and identity. The teacher demonstrated deep subject knowledge while modelling the discipline of historical inquiry encouraging students to interrogate sources carefully, weigh evidence, and consider multiple interpretations. The lesson balanced clear instruction with curiosity, prompting students to think like historians rather than simply recall information.
Problem Solving in Physics
In Physics, the focus turned to velocity. Here the teacher’s clarity of explanation and structured approach stood out. Complex scientific ideas were broken down into manageable steps, with opportunities for students to practise and test their understanding. The teacher circulated constantly, checking in with students, offering encouragement, and ensuring everyone remained engaged with the problem-solving process. It was a strong reminder of how effective teaching blends expertise, patience, and responsiveness to students’ needs.
Insights from the Student Perspective
Across the day, what was most evident was the professionalism and skill of our teachers. They demonstrated deep content knowledge, thoughtful lesson design, and a genuine commitment to engaging students in meaningful learning. Just as importantly, they created classrooms where students felt supported to ask questions, take intellectual risks, and contribute their ideas.
Experiencing the day through a student’s lens provided valuable insight into the pace, challenge, and richness of learning across our curriculum. It also highlighted the dedication of our teaching staff, whose expertise and care shape the daily learning experience for our students.
I am very grateful to the Year 11 student who generously allowed me to join them for the day, and to our teachers for welcoming me into their classrooms. The experience was both affirming and informative, and it will continue to inform our ongoing work to refine and strengthen the learning journey for all students.
God bless,
Mrs Maria Mertzanakis
Deputy Head of Senior School – Teaching and Learning