GDST schools plan their detailed curriculum, and choose the qualifications they provide, only after they have defined the desired outcomes of the education they offer. GDST takes as its starting point the need to define what we want our girls to be and be able to do. The qualities, involving knowledge, skills and dispositions, can be grouped into four main strands:
Confident: GDST girls are secure in their knowledge, and unwilling to take things for granted. Motivated by a spirit of enquiry, they seek to explore and evaluate ideas and arguments in a generous, critical and constructive way. They are able to reflect on, communicate and defend their own views, and are respectful of the views of others. They are equipped to grapple with big ideas and make connections.
Courageous: GDST girls welcome new challenges, and meet them with resourcefulness and resilience. They are enterprising and adventurous, willing to take the initiative, and not afraid to aim at tough targets. They can apply their knowledge and skills in unfamiliar contexts, and can adapt to situations requiring new ways of thinking. They have experience of and aptitude for leadership.
Composed: GDST girls are intrinsically motivated, are self-directing, and take responsibility for their own learning. They value fairness and act with integrity, are aware of themselves and their impact, and are aware of and respectful towards others. They are sensitive to and appreciative of culture, context and community. They are collaborative and supportive in team situations.
Committed: GDST girls are collaborative, and put value on connectivity – in creating and sharing knowledge. They are receptive to new ideas and are keen to learn new things and new skills. They seek to participate critically, considerately and constructively in their community, society and environment. They tend to be engaged in life-enriching interests and activities, and exhibit a determination to see things through.