What a huge responsibility comes with the choices we make, even (or perhaps especially) at a young age. This is because we can reflect on the past to glean insights about the future, but it is only in the present moment that choices are made. The existentialist philosopher Søren Kierkegaard observed, ‘Life can only be understood backwards, but it must be lived forwards.’ And I often say to students who are asking about making changes to their timetables mid term, ‘what might ‘future you’ say about the decisions you are proposing to make today?’As adults, we can all recall pivotal moments where a decision changed something fundamental about our lives. Sometimes these memories bring joy and satisfaction, as we see the benefits of good choices. Or we may wonder how life might have changed if we had chosen another route. The beauty of reflection lies in its power to influence, reminding us that our next choice has the potential to change the future.
For children, the process of learning to make good decisions must begin early. Schools play a vital role alongside families in this journey, acting as a foundation for developing lifelong skills in self-awareness and decision-making. And it is a responsibility teachers at Northampton High take seriously. As educators, we see these formative years as golden opportunities to instil habits and mindsets that empower pupils to navigate life’s complexities with confidence and resilience.
Winston Churchill once said, ‘Success is not final, failure is not fatal: It is the courage to continue that counts.’ This spirit of perseverance is something we strive to embed in our students. In our school, we take a holistic approach to education, focusing on the whole child, her academic progress, emotional wellbeing, and personal growth. Our ‘360-degree Me’ approach ensures that pupils not only excel academically but also develop the skills needed to make thoughtful, informed decisions.
To develop these sound decision-making skills, pupils need opportunities to practise. In senior school, this begins as early as Year 7, when pupils select language options to carry into Year 8. For many, it is their first experience of making a choice with long-term implications. Then in Year 8, they further develop their language choices for Year 9, at which point they again have a hand in refining their own pathways by choosing the creative subjects they wish to focus on. All of these opportunities offer a tangible demonstration of how their decisions shape both timetables and experiences in school.
As students move into Key Stages 4 and 5, choices become more significant. Pupils select from a range of GCSE and A Level subjects, enrichment opportunities and extracurricular activities. These decisions allow them to explore their interests and talents while building the foundations for their future careers. Dedicated guidance processes, including consultations with teachers and careers experts, ensure they make choices aligned with their aspirations and strengths. But most importantly, we hope that their prior experiences of making choices will ensure that they look before they leap and ask the right questions about the courses they will follow.
One of the most important lessons we aim to impart is that making good choices requires thoughtful reflection. Whether it is selecting subjects or deciding how to approach a challenging project, we encourage students to weigh their options, seek advice, and think critically about their goals. Throughout this journey, pupils are not left to navigate alone. Our teaching manifesto is rooted in kindness, understanding, and support. We guide them to consider the broader implications of their decisions while ensuring they feel empowered to make choices that are uniquely theirs.
A core part of this philosophy is encouraging students to understand that getting things wrong is a normal and valuable part of learning. Whether working on challenging questions in class or reflecting on their extracurricular activities, we want pupils to embrace curiosity and risk-taking. By fostering an environment of trust and understanding, we help them build the confidence to take ownership of their decisions, in the knowledge that we have a safety net in place should things not go to plan. We understand that young people’s goals can evolve and we allow changes within reason after initial decisions are made about optional subjects. This helps students develop adaptability and reinforces the idea that flexibility is important, and a part of growth.
I wrote a similar blog to this a couple of years ago and I can’t think of a better quote to end on now than I did then. J.K. Rowling’s Albus Dumbledore wisely says, ‘It is our choices, Harry, that show what we truly are, far more than our abilities.’ At its heart, this sentiment captures the essence of what we hope to achieve for our pupils. Life is full of decisions, and while not every choice will be perfect, each one shapes the person we become. Ultimately, the goal is not just to teach pupils to make good choices but to empower them to face their futures with confidence. Futures that are unknowable, but full of possibilities. Open books waiting to be written.