The Sayre Fund

This summer, Middle School Science Teacher Shelby Reesor embarked on a learning journey through the United Kingdom, exploring the stunning geography of Scotland and science education in London. The trip was made possible by Sayre School’s summer sabbatical program, which is supported by The Sayre Fund. 

Shelby’s adventure began in picturesque Scotland, whose geography ranges from rolling lowlands, wild coastlines, and freshwater lochs to the rugged Highlands and islands like Skye and the Hebrides. 

“Scotland was filled with amazing hiking, volcanic rock formations, and beautiful landscapes,” she said. “The Highlands of Scotland were some of the most stunning scenery I have experienced.” 

Next stop: London

Then Shelby traveled to London, England’s capital city with a population of more than 9 million. A global hub for finance, culture, and history, London is known for its iconic landmarks and international population.  

There, Shelby visited two schools. Halcyon London International School is a leading International Baccalaureate school for students aged 11-18 and is the only not-for-profit IB school in London. The school opened in 2013 and currently has around 190 students. 

The City of London School for Girls bills itself as “the intellectually edgy, kind and unstuffy independent school for girls in the heart of the city.” Opened in 1894, the independent day school is for students aged 11-18 and has around 750 students.

Approaches to learning

At Halcyon, science education builds scientific thinking across disciplines, with biology, chemistry, physics, and environmental science being taught every year and incorporating practical applications and student-led projects. 

“Every classroom I visited demonstrated a strong focus on inquiry and analysis,” said Shelby.

The City of London School for Girls offered a different approach, with students taking separate classes in biology, chemistry, and physics throughout the year. 

“Teaching practices at these successful international schools are similar to what we are doing here at Sayre,” she noted.

This shared success is rooted in the thoughtful use of technology. Like Sayre, middle school students use iPads, while older students use laptops. 

Shelby observed teachers integrating simulations, sophisticated data analysis and graphing software, and coding applications, gathering several new program ideas she hopes to introduce. Through discussions with both teachers and students, Shelby learned of several applications that she could bring into the classroom.

Pathways in science

Shelby also visited the Science Museum in South Kensington, London. Founded in 1857, it’s one of the city's major tourist attractions, attracting around 3 million visitors each year. One gallery, Technicians: The David Sainsbury Gallery, focused on varied career pathways in science.  

“The exhibit posed thoughtful questions to help students figure out what type of field they may be interested in,” Shelby explained. Going beyond common science careers such as doctor, chemist, or marine biologist, the exhibit puts a spotlight on trades like engineering of all types, and technical jobs such as lab and medical technicians – “jobs that may not be the first thing to come to a student’s mind but are excellent and important career choices,” she said.

Shelby is already putting her learning into practice, implementing new technologies and group learning aspects observed abroad. “Thank you to The Sayre Fund for providing this valuable opportunity,” she concluded.