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2030 and Beyond: Towards a Girls’ First Curriculum
The session will invite colleagues to consider the ways in which they ensure their curriculum and delivery are truly girls’ first. Our speakers plan to reflect on their own experiences, both within all-girls’ schools, as well as in research-led organisations such as the Chartered College of Teaching, to provide tools for colleagues to take back to their schools to inform discussion.
Presented by Paul Dwyer, Head | Redmaids’ High School
AI: Taking Education in a New Direction
AI is not just an add-on to existing practices; it presents a vital opportunity to rethink our teaching methods, values, and how we prepare students for a rapidly changing world. This session will delve into how educators and leaders can leverage AI to enhance pedagogy, deepen personalisation, and reimagine the teacher-learner relationship. Grounded in real-world examples, recent student feedback, and practical implementation strategies, this talk offers both inspiration and actionable pathways for transforming education—ultimately showing how AI can take education in a bold new direction.
Presented by Jane Basnett, Director of Digital Learning | Downe House School
Amplify Her Voice
This session explores “Women of Influence” programming, a powerful and replicable model for celebrating unsung heroes within any school or organisation. We will explore how this initiative promotes recognition of achievements and shares inspirational stories to build a stronger community. A key focus is on enhancing communication skills, as participants who nominate winners are given the honour of announcing the awards. Attendees will learn practical strategies to foster recognition, empowerment, and positive communication in their own environments. Hear how one school’s experience of such a programme has become a powerful platform for both students and staff to celebrate the inspiring women within our community, while also developing vital skills often overlooked in today’s fast-paced digital world. By encouraging participants to reflect on and articulate the achievements of others, the series has helped cultivate empathy, active listening, and the ability to communicate with purpose and clarity. These experiences have been particularly valuable for Gen Z and Gen Alpha students, who are often immersed in fast, reactive communication but rarely given the opportunity to develop deeper, intentional expression. Through nominations, storytelling, and the awards ceremony, participants are empowered to use their voices meaningfully—boosting confidence, enhancing public speaking skills, and building a culture of recognition and inclusion across the school.
Presented by Caroline Anukem, EDI Lead | Beaconsfield High School
A Whole School Approach to Teaching Social Justice in Girls’ Schools
Girls’ schools are far more likely than co-ed or boys’ schools to have a culture of protest. How do we create an environment where informed conversations about social justice are valued and celebrated in safe and inclusive ways? This is a case study of one school’s journey into holding space, keeping everyone safe and empowering our young women to be the leaders and shapers of a fairer society.
Presented by Kate Page, Headteacher, and Paula Simmons, Senior Deputy Headteacher | Ricards Lodge High School; Tracey Obrien, Headteacher | Wallington High School for Girls
A Year On: Preparing Young Women for Political Participation through Thoughtful Discourse
A year after exploring how to teach disagreement well, this session returns to the classroom as a vital space for developing civic readiness. With voting rights now extended to 16-year-olds in the UK, and global events underscoring the volatility of free speech, educators face a renewed challenge: how to teach young people – especially girls – to engage with political and moral complexity using logic, empathy, and intellectual discipline. Kristina Lewis examines how we can foster a culture of thoughtful discourse, where the goal is not to win arguments but to understand, reflect, and participate meaningfully in democratic life.
Presented by Kristina Beth Lewis, Deputy Head (Academic) | Blackheath High School, GDST
‘Be the Change’: How Collaboration Can Empower Girls to Be Changemakers
This session will explore the impact of an action research project conducted with Y6 pupils and Y12 Geography student mentors. Explore how pupils were given the experience of ‘being the change’ in their school community through collaborating in small groups on an environmental initiative. The project was entitled ‘We Are One’, an initiative devised by ThoughtBox together with the Girls’ Day School Trust. This involved creating a two-minute film, devising a campaign strategy and carrying out the campaign in school. The strength of learning through collaboration will be explored as well as the wider impact of empowering girls to be changemakers.
Presented by Anike Chuard, Deputy Head Academic | Oxford High Prep School
Beyond Barriers: Igniting Girls’ Engagement in Sport
This session will delve into practical strategies for fostering enthusiastic and sustained participation in sport among girls, regardless of their background or school setting. Drawing on experiences from a school within an area of deprivation that has successfully designed a curriculum and provision to best suit the needs of students, we will share actionable insights and proven methods for boosting engagement. Attendees will learn how to create inclusive and inspiring sporting environments, overcome common obstacles, and empower all girls to embrace the lifelong benefits of physical activity.
Presented by Olivia Smith, Head of Physical Education, and Charlotte Josiah, Physical Education Teacher | Challney High School for Girls
Breaking the Ceiling: Data-Driven Strategies to Equip Girls for the Future
This session will explore how schools can use accurate, data-driven tracking to identify students at risk of becoming NEET (Not in Education, Employment, or Training) and respond proactively. Shana Iqbal will share how Challney High School for Girls (CHSG)—where the majority of students are Muslim women of colour—uses risk indicators to shape a responsive careers programme that directly addresses structural inequities. Participants will examine the concept of the “triple glass ceiling” and the systemic barriers young women face in the labour market, with a focus on how intersecting identities can compound disadvantage. Through real case studies and examples from CHSG, the session will demonstrate the power of targeted intervention, the importance of measuring disadvantage meaningfully, and the professional responsibility educators hold in closing opportunity gaps.
Presented by Shana Iqbal, Careers Lead | Challney High School for Girls
Bringing a Girls’ School Brand to Life Online: The Alexandra College Story
Why choose a girls’ school? Alexandra College Dublin answers this question through a website that powerfully reflects its mission and values. In this session, learn how the school transformed its site into a strategic marketing tool—building an engaging journey for prospective families through storytelling, animation, staff spotlights, and clear calls-to-action. For current families, a centralised Parent Hub ensures easy access to key information. Every detail reinforces the distinct experience of an Alex education. Join us to explore how strategy and brand come together to create a compelling online presence that informs, inspires, and drives enrolment.
Presented by Barbara Ennis, College Principal, and Sarah Flaherty, Marketing and Communications Director | Alexandra College Dublin; Liz Allen, Sales Consultant | Finalsite
Building and Maintaining a Sister-School Relationship Across the Pond
Join global practitioners from Ursuline Academy of Dallas (USA) and Ursuline High School Wimbledon (UK) as they discuss the history and longevity of their sister school partnership. The partnership is based on building relationships through cultural and educational exchange and has been a source of learning, enrichment and growth for both students and faculty at both schools. We will examine both the challenges and benefits of establishing a sister-school partnership.
Presented by Cecilia Nipp, Director of Global Relationships | Ursuline Academy of Dallas (United States) and Debra Beale, Head of Humanities / Head of Government and Politics / Head of History | Ursuline High School, Wimbledon
Character Education in a Through School
Learn about our journey to create a through-school character education programme that prepares girls to become compassionate, confident global citizens. Inspired by the city’s proud steel heritage, this session explores a character education programme that draws in the Junior School Fusion Curriculum core competencies, growth mindset skills, and future-focused insights from the World Economic Forum. We will discuss how we embed resilience, empathy, leadership, and critical thinking into our Girls of Steel programme, shaping strong, adaptable young women ready to thrive in an ever-changing world. Let’s empower our students with purpose, pride, and a global outlook.
Presented by Emily Green, Head of Infant and Junior School, and Liz Rodgers, Assistant Head (Co-curricular) | Sheffield High School for Girls, GDST
Creating a Sense of Belonging: The Next Phase of EDI Work
Story of our journey through EDI at Newstead Wood and how we’ve created a strong sense of belonging amongst our students (measured in student surveys across a large MAT). Then moving on to ask participants to reflect on what they do at their school, how intentional is their EDI work and what could it look like.
Presented by Hannah Dalton, Deputy Headteacher, and Tim Daley, Assistant Headteacher | Newstead Wood School
Cultivating Curiosity: A Holistic Approach to STEM Education for Girls
This session introduces the STEM Programme at Queen Elizabeth’s Girls’ School, a North London mixed ability girls’ school. It explores a holistic approach to STEM provision within girls’ education to promote their participation, curiosity, and confidence. The programme highlights the benefits of integrated cross-curricular STEM lessons at KS4, delivered by science, technology, and mathematics specialists. It extends beyond the curriculum, including dedicated lessons, practicals, trips, talks, interviews, clubs, national and international competitions, and a STEM Fair. Combined with careers education and work experience opportunities, such extracurricular enrichment supports unlocking the much needed female perspective in STEM students of the future.
Presented by Duncan Bloor-Young, Head of Science | Queen Elizabeth’s Girls’ School
Embedding Cognitive Science and Neuroscience Principles to Empower Girls
Discover how one school is embedding cognitive science and neuroscience principles across its culture to empower girls for success. This session explores the theories underpinning the work and how they’ve been applied in diverse areas of school life from curriculum design to pastoral care. Learn how a shared language has been developed, INSET designed and how a student-led team has explored and shared key concepts with their peers. Hear about the impact of teaching staff collaboration and networking with external experts. Gain practical insights and strategies to implement a whole-school approach rooted in evidence-informed thinking.
Presented by Reece Merk, Director of Teaching and Staff Development | South Hampstead High School, GDST
How Effective Use of AI Can Be a Blessing Rather Than a Curse
In this breakout session we will look at effective use of A.I. in secondary girls’ education. We will consider how effective A.I. usage can be a blessing rather than a curse for educators and learners. We will look at a range of different types of A.I. and how they can be used by both educators and learners most effectively and what pitfalls to avoid. We will consider a range of tasks they can be used for; quizzes, video tasks, feedback, audio summaries etc.
Presented by Matt Clarkson, Head of Humanities | Queen Elizabeth’s Girls’ School
Inspiring Humans, Not Donors: How to Develop a Case for Support That Inspires Action
With an average attention span of just 8 seconds, today’s fundraising professionals face the challenge of making a case for support that truly cuts through the noise. But what if your case could not only capture attention but also deeply engage your school community? In this dynamic session, you’ll learn the proven “Case IN5” framework—a simple, five-part approach to crafting a case for support that inspires action. You’ll discover how to engage stakeholders intentionally, where the true value lies not just in the final case but in a purposeful, engaging development process. Together, we’ll explore practical ways to involve your school community, shape your message, and leverage the process itself to transform your case for support into a powerful tool for growth and lasting connection.
Presented by Laura McGarry, Managing Principal, Graham-Pelton
Integrating the Curriculum
Effective curriculum integration serves as a medium for engaged and measurable student learning. Innovative curriculum design can address diverse learning needs, encourage cognitive demand and provide a sense of academic belonging. A multidisciplinary, movement-rich approach allows for engaging entry points and translates to broader academic gains. This session will explore examples of current curriculum integration projects at the Spence Lower School in New York. An introduction to the TRU Framework will help articulate multidisciplinary curriculum design practices that encourage student agency, productive struggle, and equitable access to content. Throughout the session, a blueprint will emerge for developing curriculum integration projects in participants’ school communities.
Presented by Pam Vlach, Lower School Faculty | Spence School (United States)
Join the ICGS Global Leadership Institute!
The Global Leadership Institute launched at the ICGS 2025 Philadelphia conference, with 19 participants from across the globe. Having used the Resilient Leaders Development ProgrammeTM to assess their leadership skills, participants spent two action-packed days on leadership development and reflection. This continues throughout the year with online sessions with experts in leadership in girls’ schools and working in smaller mentor groups with established Heads and former Heads of School. Participants will reconvene at the ICGS Global Forum in Toronto in June 2026 to consolidate their experience, reflect upon the impact the year has had upon their practice, schools and girls’ education. Come along to find out more about the impact this has had, in order to nominate colleagues to join the next Cohort.
Presented by Nicky Bright, Leadership Development Consultant | Bright Lead Ltd
Messages and Meaning: Decoding Teen Communication through Adolescence
Teens today speak in memes, emojis, and carefully-coded posts — and if we as educators are not “reading what they’re doing” then we’re missing the message. In this interactive workshop, participants will explore how teens use social media as emotional and social communication tools. Drawing on scenes from the Netflix series Adolescence, particularly the story of Jamie Miller and the interpretation of his digital activity, this session offers a compelling window into how online behavior reflects deeper emotional realities. Co-presented by students from Marymount, this session invites participants to decode digital content from a student perspective, uncover the deeper meaning behind online expression, reflect on their own social media assumptions, and develop actionable strategies to connect with students through the digital language they actually speak. Participants will leave with a toolkit to better understand, engage with, and support students navigating life in a social media-saturated world.
Presented by Eric Walters, Director of STEM Education | Marymount School of New York (United States)
Oracy in Girls’ Schools: Finding Their Voice
This session will consider how we can empower girls to speak up, listen actively, and engage meaningfully. We will explore the oracy journeys of Oxford High School, GDST and Redmaids’ High School, GDST, where educators Sophie Sissons, Zoe Steer, and Beth Plaw are embedding oracy into school culture. From small, practical strategies to ambitious, blue-sky thinking, they’ll share how an evidence-informed approach to developing oracy is helping students grow academically and socially. By equipping girls with lifelong communication skills, we help to ensure they leave school not only confident learners—but confident individuals ready to thrive beyond the classroom.
Presented by Sophie Sissons, Head of Geography | School Consultant Teacher for Teaching and Learning, and Zoe Steer, Head of Biology | Co-Head of Science | School Consultant Teacher for Teaching and Learning | Oxford High School, GDST; Beth Plaw, Assistant Head of Maths | Lead Teacher | Redmaids’ High School, GDST
Permission Not Required: Building Bold, Creative Learners
What does it really mean to cultivate a creative mindset—and why does it matter for girls? Spoiler alert: creativity isn’t just painting a bowl of fruit. It’s about curiosity, courage, and the confidence to try something new even when the outcome is uncertain. In this hands-on session educators will explore how we can help students develop the habits of mind that fuel original thinking, problem-solving, and meaningful self-expression. Through a range of quick, adaptable activities, we’ll model what creative learning looks like in any subject area and at any age and you’ll walk away with a toolkit of practical strategies to foster classrooms where girls feel empowered to embrace ambiguity, take intellectual risks, and trust their own voice.
Presented by Eric Walters, Director of STEM Education; Don Buckley, Entrepreneurship Educator; and Lillian Ritchie, Director of Innovation | Marymount School of New York (United States)
Research to Practice: Fostering Girls’ Learning and Thriving
Join Dr. Laura Blankenship, Director of Research & Strategic Learning Initiatives at ICGS, for an engaging session showcasing the breadth of research available from ICGS to strengthen schools’ teaching, learning, and strategic direction. She will demonstrate how research provides practical and strategic strategies for school leaders and classroom teachers. Laura’s session will highlight how evidence‑based insights and research from a range of sources, can directly inform practice and policy. Participants will leave with practical ways to leverage ICGS research to advance their school’s mission, enrich classroom learning, and position girls’ schools at the forefront of educational innovation.
Presented by Dr. Laura Blankenship, Director of Research & Strategic Learning Initiatives | International Coalition of Girls’ Schools (ICGS)
Systems Thinking in Sustainable Education
Is it hard to implement deep sustainability in your school? Do you face barriers to making sustainable choices throughout all levels of school leadership? This session will explore how interconnected approaches can drive effective leadership in sustainability. Participants will explore the fundamentals of systems thinking and apply these to real-world sustainability challenges in education. The session aims to build strategic problem-solving skills and inspire confident, innovative leadership for change. Candidates will leave with a tool kit to tackle the complex polycrisis which is uniquely hitting girls first and worst across the globe.
Presented by Kath Lovett, GDST Trust Consultant for Sustainability | Girls’ Day School Trust (GDST)
Supercharging Girls in Sport: Removing the Barriers and Solving Kit Challenges
What do we know?
- 64% girls drop out of sport during puberty (a stat that hasn’t moved since 1980…)
- 66% do not wear a sports bra
- 46% avoid exercise altogether due to breast development
Kit challenges continue to be a hard problem to solve for teenage girls. We know we can’t solve it all, but which bits can we get right? Led by co-founder Lucy Horsell, this session is an opportunity to share how PEBE have partnered with over 70 independent schools in the UK and Europe to deliver performance led sports bra workshops and fittings. Lucy is passionate about helping young, self-conscious girls feel confident and re-engaged in sport despite physical changes and kit challenges, all with a view to improving their body literacy and enjoyment of sport. She is committed to redefining the sports bra as an essential piece of kit, understanding that fit is tricky and most products leave women feeling fed up and left to deal with breast movement as “a part of life”. With a background in sportswear development and product innovation for schools, she has created the only sports bra designed for growing bodies and all-day wear, tested independently as the market leader for performance and movement control (vs 435 other sports bras) at the University of Portsmouth. Lucy’s expertise in breast biomechanics, breast health and performance impacts on female athletes, sets PEBE apart with their ability to deliver workshops for young athletes, that PEBE deliver within professional sport and the military as well as schools.
Presented by Lucy Horsell, Co-Founder | PEBE
The Case for a LeadHERship Curriculum in Girls’ Education
In a bid to address the scarcity of women in leadership roles, we will describe how we created a pioneering whole college female leadership curriculum to transform perceptions of what it means to be a leader. The curriculum has enabled students to increase their confidence, identify their strengths, understand the skills of leadership and build their sense of themselves as leaders. We will demonstrate the significant impact this programme has had and set out how it can be adopted by any school. Find out how redefining leadership doubles girls’ willingness, appetite and confidence to lead.
Presented by Carl Howarth, Principal of Jersey College for Girls, Jersey | Jersey College for Girls; Gaelle Deschamps, Leadership Trainer, Confidence Coach, Entrepreneur, Author, Mother of 3 | G FORCE
The Highs, Lows and Everything in Between of Leadership and Parenthood
This is an opportunity to be part of an open forum discussing ways in which leaders combine their incredible professional roles with the demands of caring roles at home, including parenthood. The power of our schools is partly created by being role models for our students. This session will examine ways in which leadership can be combined with parenthood and other caring roles and explore what the professional landscape looks like in terms of ensuring it is possible for people to combine deeply fulfilling and demanding leadership roles in schools with the context of their personal lives.
Presented by Anna Paul, Head | South Hampstead High School, GDST
Unleashing Positive Whole School Change through Research
Explore how teachers undertaking research in the classroom empowers positive change in individual classrooms, whilst simultaneously acting as the catalyst for whole school pedagogical and cultural change. The panel discussion will outline two schools’ experiences of how teacher participation in the ICGS Global Action Research Collaborative (GARC) on Girls’ Education developed whole school learning and teaching, curriculum design, and student development, whilst also offering world class professional development for school staff.
ICGS’s GARC programme is the world’s first classroom-based action research initiative specifically for educators of girls. It gathers educators from across the globe to explore and develop pedagogy using an informed, collaborative and structured framework. Participants become part of national and global networks of educators enabling them to contribute to the spread of best practice in girls’ schools globally, to the benefit of their own students and their entire school community.
This panel discussion will provide evidence informed insights into the powerful impact of research on whole school approaches, student outcomes and staff professional development.
- Matt Bradshaw, Deputy Headteacher, Academic, Norwich High School
- Rebecca Musson, Head of Year 11, Lead Teacher for PSHE / RSE, Norwich High School, and GDST Consultant Teacher for PSHE (Secondary)
- Jo Orgill, School Consultant Teacher for Ed Research, Shrewsbury High School
- Facilitated by Debbie Hill, ICGS Research Coordinator & Advisor
Breakout Sessions – ICGS Global Action Research Collaborative on Girls’ Education
These sessions are presented by fellows of the ICGS Global Action Research Collaborative (GARC) on Girls’ Education. Each project explores how student agency can be nurtured in different contexts. Together, they highlight how girls’ schools can create environments where every girl’s voice, choice, and leadership potential are realized.
How Female Role Models Help You to Become Your Best Self: The Impact of a Year 6 Mentoring Programme on Transition to a New Year Group and/or Setting
Explore how mentorship can support pupils transitioning after the 7+ Entrance Exam (or indeed at any transition point). Transition challenges can include adapting to a new social environment, integrating into established peer groups, and moving from Key Stage 1 (KS1) to Key Stage 2 (KS2) or to Key Stage 3 (KS3). Learn how in the presenter’s context, Year 6 pupils acted as mentors for 24 new Year 3 pupils, encouraging positive feelings, behaviours, and mindsets. Participants will explore the use of collaborative sessions, guided discussions, and creative activities focused on transition themes in order to ease adjustment, promote belonging, and foster confidence, and help pupils navigate the academic and social aspects of their new setting.
Presented by Nicky Young, South Hampstead Junior School, GDST
Building Boldness: How Life Skills Education, Designed by Girls for Girls, Strengthens Agency
Learn how life skills education can be co-designed with students to foster agency. The Enriching Opportunities programme for Year 10 students at Belvedere Academy includes modules on empathy, financial literacy, and social action, enabling girls to connect classroom learning with real-world challenges. In this session participants will explore how goal setting, increased confidence in decision-making, co-creation, and belonging strengthen students’ agency and develop resilience, leadership, and independence. The session will reflect on evidence-based opportunities and challenges of embedding student-led curriculum design, as well as considering the wider implications for life skills education in girls’ schools.
Presented by Katie Hannah from Belvedere Academy
Finding Their Voices: How Student Talk Can Develop Agency in Girls
This session will explore why girls benefit from a classroom space that prioritises and celebrates their own diverse voices and offers practical tips on how to build a safe classroom environment where students can demonstrate their agency through student-led discussion. We will discuss the challenges and barriers that girls face in the classroom, demonstrate how we can scaffold and build opportunities for girls to feel safe and how this allows all girls to be bold, take risks and celebrate their own voice and perspective.
Presented by Samantha Duffy, Sheffield High School, GDST
Agency in Action: Empowering Girls Through Leadership and Peer Mentorship
Explore how student agency plays a pivotal role in cultivating empowered girls’ voices. Learn the ways in which leadership development and peer mentorship enable students to take ownership of their learning and decision-making. Practical examples of student-led initiatives that foster leadership skills and enable girls to drive meaningful change within their schools, communities, and their broader world will be shared.
Presented by Laurie Garland, Wycombe High School
History Belongs to Us: Year 9 Girls Craft their Curriculum
Curriculum design is heavily debated and often politicised, but students are rarely involved in the process. Learn how girls can be involved in the design of Year 9 history curriculum, enhancing their learning, voice, leadership and decision making through a deeper understanding of significant historical events. This session is valuable for educators wanting to critically reflect on what may be considered canon in their subject, or those wanting to involve students in meaningful curricular change.
Presented by Holly Webb, Wimbledon High School, GDST
Without Teacher Interference: Student-Led Philosophical Discussion
“Without teacher interference” are the gleeful words of a Year 5 girl reflecting on her experiences of student-led discussion. Join me to explore how self-regulation frameworks can banish passivity and frustration by empowering students to lead discussions on philosophical questions such as “Can people be too kind?” entirely free of adult intervention. This discussion model enhances agency, engagement and confidence and ensures that every voice is valued, significantly increasing intrinsic motivation.
Presented by Teifi Gale, Kensington Prep School, GDST
Finding Every Voice: Structuring Accountability into Collaborative Work
This breakout session will explore the evidence-based use of structured talk triangles to mandate participation by all girls in classroom oracy, as well as discussing the common challenges and barriers that can prevent all girls from benefiting from teacher-led oracy tasks. The talk will also demonstrate how the successful use of structured talk triangles led to the initiation of the Year 7 Humanities Ecology collaboration project week at Newcastle High School for Girls. Join to discover what happened when Year 7s were thrown into the deep end with a new peer group and project deadlines to meet!
Presented by David Hyde, Newcastle High School for Girls, GDST
Making Space for Inquiry: Enhancing Agency Through Student Voice and Choice
This session will explore the impact of using a reflective thinking routine with a group of Year 8 girls in a modern foreign languages classroom. The presenter share what this reflective thinking routine looked like and how it led to a striking development in individual question competence, collaborative use of peer questions, the potential for stretch and challenge, and a dramatic shift in the student-teacher dynamic, including less teacher control and increased student maturity and independence.
Presented by Tara Fennell, Putney High School, GDST
