At the recent International Coalition of Girls’ Schools’ Symposium on Girls’ Education, I was delighted to be invited to join a panel alongside Heads from Australia, Canada and the UK state sector. We had only a short time to tackle some big questions – including what the curriculum should look like for girls in the future, and whether girls’ schools are still relevant.

To that last question, my answer is, of course, a resounding yes! The benefits of an all-girls’ education are well known, increased confidence, leadership, and aspiration but they are also as necessary as ever, because the world remains unequal for women and girls. The need for a space that nurtures their ambition and equips them to shape the future has not diminished.

What inspired me most about our panel were the stories of girls and women shaped by these schools. One memorable example, told by Angela Terpstra of Bishop Strachan School in Canada, was of a 90-year-old British woman who had been educated at her all-girls’ school in Canada during the Second World War. On returning home, she was prevented from continuing her education due to the social constraints of the time, yet later in life once her children were grown, she earned a degree and forged a remarkable career. That determination and love of learning is familiar to all who work in girls’ schools. We have always been pioneers in opening doors for women and girls, and we continue to be so today.

I was asked to share my thoughts on what a great school curriculum looks like for girls in the future. What I particularly valued about our discussion was the chance to explore girls’ education from a truly global perspective, rather than through the lens of any one country’s priorities. For me, it comes down to three key stages: a strong start that embeds confidence and a love of learning, a coherent and creative use of technology throughout, and a purposeful transition into the wider world as they leave us (during Sixth Form here in the UK).

Sadly girls begin to lose confidence in their abilities from around age 8, so capturing their love of learning and developing curiosity must be embedded early. At BGS, we have chosen to follow the PYP, in part because it puts the learner at the centre of their learning journey. Girls realise how important their voices and opinions are as they move their learning on in a way that interests them. They are not bound by rigid structures and understand that learning is a social process – perfect for the ways girls learn. Our students are curious and confident at this age, and they carry this with them as they grow. 

When looking at our digital strategy the starting point for us is that only 22% of the global tech workforce are women. This means that tech is being created without women in mind and as technology plays such a huge and growing role in our lives, we need to address this. BGS has been an Apple Distinguished School for over a decade, but it’s not the device that matters – it’s the approach. We’ve always believed in developing technological fluency, but with AI now part of daily life, that goal has taken on new urgency. Our girls must see technology as a space where their voices matter, and where they can make a difference.

In the Sixth Form, we focus on preparing our students for life beyond school – academically, personally and professionally. Leadership opportunities abound, from captaining teams and running events to leading societies and assemblies. We ensure our Sixth Formers feel heard, valued and empowered to make change.Our PSHE and careers programmes prepare them for university and beyond from AI-assisted interviews to managing their own finances and wellbeing. Alumnae mentoring ensures that BGS girls continue to support one another long after they leave.

Linda Douglas from Wenona School in Australia also spoke so persuasively about teaching wellbeing as a lifelong skill. And we couldn’t agree more here at BGS; our wellbeing committee and student-led events create a supportive, joyful environment, while giving girls real experience of teamwork and leadership.

It was really powerful to come together with leading Headteachers from across the globe and such a joy to realise our shared ambitions for the future of girls’ education. As Ban Ki-Moon said ““To educate girls is to reduce poverty, improve health, and strengthen economies – but most of all, it is to set free half the world’s potential.”