Writes Helena Maxfield, Assistant Head of Middle School
During the Spring Term 2026, I was fortunate to be awarded a prestigious Fawcett Fellowship at University College London (UCL), hosted by the UCL Geography Department. This competitive fellowship is offered to experienced Geography teachers and provided a valuable opportunity to deepen my subject knowledge, strengthen my teaching practice, and build lasting links between Merchant Taylors’ School and one of the world’s leading universities.
Over the course of the term, I immersed myself in six Master’s-level Geography modules at UCL, including Politics of Climate Change, Ocean Circulation and Climate Change, Hydrogeology, and Material Culture. These modules closely align with current A-Level content, ensuring direct benefit for our pupils. Studying alongside postgraduate students and being taught by academics actively involved in global climate policy and international research offered first-hand exposure to cutting-edge developments in the subject. The experience challenged traditional perspectives and sharpened my understanding of how Geography is evolving at the highest academic level.
Alongside my own studies, I worked collaboratively with the UCL Geography Department. I was invited to contribute to the review of the first-year undergraduate programme Foundations in Geography, focusing specifically on the transition from Sixth Form to university study. This allowed me to provide expert feedback on skills, subject knowledge, and accessibility, helping the department refine how students are supported at this crucial stage. I later presented my findings to UCL staff and postgraduate researchers, contributing to wider discussions around A-Level content, entrance requirements, and the growing role of AI in education. This insight is already informing how we prepare our own students for successful university study.
My Fellowship also extended into the UCL Institute of Education, where I worked closely with Dr Alex Standish, a leading figure in Geography teacher education. I supported a third-year undergraduate module, Geography in Education, working directly with aspiring teachers through seminars and guest lectures. Sharing classroom experience and educational theory with future educators was both rewarding and professionally enriching, and it further strengthened the school’s profile within the academic community.
Beyond teaching and collaboration, I used the term productively to write two academic journal articles, update teaching resources with the latest research, and design new seminars and assemblies to be delivered on my return. I also completed Yin Yoga teacher training, supporting well-being and balance alongside the intensive academic workload.
I am enormously grateful to the School for supporting this sabbatical. The Fellowship has strengthened links with UCL, enriched my teaching practice, and ensured that our pupils continue to benefit from current academic thinking, university-level expectations, and strengthened pathways to higher education. The experience has already had a lasting impact, both in the classroom and beyond.
