The “Whole Person” Experience
How do new initiatives like the Duke of Edinburgh and the upcoming ski and cycle trips deepen RSJ’s commitment to the “Whole Person, Whole Point” ethos?
At RSJ, the “Whole Person, Whole Point” ethos is really about helping young people discover who they are beyond the classroom — giving them opportunities to grow in confidence, independence, and empathy. Programmes like the Duke of Edinburgh Award are a perfect extension of that. They take learning out of the academic sphere and into real-world experiences where teamwork, leadership, and problem-solving happen naturally. Whether it’s navigating a mountain trail or supporting a friend on a challenging hike, these moments build character and memories that will last a lifetime.
As Assistant Principal (Enrichment) and Head of Drama, what specific character traits (like resilience or communication) are you aiming to develop through these new outdoor activities?
For me, enrichment is about developing character education in action. Through outdoor education pursuits, I want our pupils to develop resilience and adaptability, especially when plans change or conditions aren’t ideal. Communication and collaboration are also key; being able to listen, lead, and work effectively as a team are life skills that transfer into every walk of life. And of course, I hope they gain a sense of self-belief — that quiet confidence that comes from stepping outside their comfort zone and realising they can achieve more than they thought was possible.
How do you think enrichment, whether through the arts, outdoor education, or co-curricular life, helps develop the “whole person”?
Enrichment, in all its forms, is what brings education to life. In avenues like drama and art, students learn empathy and creative expression; in outdoor education, they discover courage and resilience; through clubs, music, sport and service, they find community, responsibility and purpose. Each strand contributes something different, but together they help shape well-rounded, grounded young people who understand both themselves and the world around them. Ultimately, that’s what we mean by educating the “whole person” — nurturing not just intellect, but passion, character, and curiosity.
The Practical Impact of Outdoor Learning
For pupils who might be hesitant about the more physical aspects of the DofE programme, what would you say to encourage them to participate?
Growing up in a beautiful rural part of England, I love the physical challenge of spending time in nature. Although, I completely understand that the idea of long walks, camping, or being outdoors for a few days can feel a bit daunting — especially if it’s not something you’ve done before! The beauty of our Duke of Edinburgh programme is that it meets you where you are. It’s not about being the fastest or the fittest; it’s about taking on a challenge at your level and surprising yourself along the way. Plus, there’s always laughter, songs, and often a roasted marshmallow or two along the way!
What skills do you expect pupils to gain on a cycle or ski trip that they simply cannot learn in a traditional classroom setting?
Trips like these are full of the kind of challenge you can’t quite replicate indoors. On a ski trip, for example, pupils experience immediate feedback — you fall, you get back up, you try again — and that builds resilience and confidence faster than any worksheet ever could. There’s also a huge amount of trust and teamwork involved: listening to instructors, supporting one another, and navigating completely new environments. On a cycling trip, pupils develop perseverance, self-management, and a real appreciation for pacing and goal-setting. These experiences teach independence and problem-solving in such a tangible, memorable way — they’re lessons that stick for life.
How do you plan to integrate the learning from these outdoor excursions back into the daily life and curriculum of the school?
That’s something I’m really passionate about. It’s not enough for these trips to be one-off adventures — the reflection and sharing afterwards are just as important. We’ll be encouraging pupils to link what they’ve learned outdoors to their subjects and co-curricular life back at school. For instance, resilience from the slopes can translate into tackling a tough maths problem, or teamwork on the DofE expedition can strengthen collaboration in group projects. We’re also looking at ways for students to present their experiences — through assemblies, tutor time, or even creative projects in Drama and English — so that the whole school community benefits from their growth. It’s about weaving those values into everyday learning and culture.
Personal Reflection
As Assistant Principal (Enrichment) and Head of Drama, how do you see creativity and outdoor learning complementing one another?
For me, creativity and outdoor learning are deeply connected — they’re both about curiosity, risk-taking, and seeing the world from a new perspective. In Drama, we’re constantly encouraging pupils to think imaginatively, to collaborate, and to be comfortable being vulnerable by stepping outside their comfort zones — and that’s exactly what happens when they’re out on a mountain, a cycle trail, or a DofE expedition. Ultimately, both creative pursuits and outdoor learning are about developing resourceful, reflective young people who can think independently and work well with others.
The Future Vision
You mentioned that Outdoor Learning is an area you are keen to prioritise in upcoming years. What does your long-term vision for Outdoor Learning at RSJ look like?
My long-term vision is to make Outdoor Learning a core part of school life, not just something that happens on the yearly residential trips. I’d love to see pupils engaging in the outdoor program so that they can grow to be adults who lead discussions around sustainability, tourism and our shared global responsibilities towards our environment. It’s also about broadening what we mean by “outdoor learning.” It’s not only about adventure — it’s about wellbeing, creativity, and connection. I’d like to see outdoor spaces used more for reflection, team-building, and even creative expression, like outdoor performances or art projects. Ultimately, I want RSJ to be known as a school where learning happens everywhere — in classrooms, on stages, and under open skies.
Why do you think Outdoor Learning is so important for young people today?
In a world where so much of life is spent online or behind screens, Outdoor Learning gives young people a much-needed chance to unplug, move, and reconnect — with nature, with each other, and with themselves. Just as importantly, it supports mental health. Being outdoors, breathing fresh air, and sharing those experiences as a team all do wonders for confidence and wellbeing.
What message would you share with parents about the value of these experiences for their children?
I’d say that these experiences are truly transformative — they shape character in ways that go far beyond what we can achieve in the classroom alone. Parents might see their child come home muddy, tired, and maybe a bit sore — but underneath that, there’s real growth happening. I’d encourage parents to embrace these opportunities wholeheartedly, even if they seem a little outside their child’s comfort zone. Those are often the moments that lead to the biggest breakthroughs.
