The competition attracted 77 entries, with six outstanding teams progressing to the final. Each finalist delivered a 20-minute presentation to a panel of four senior actuaries and an audience of around 100 people, followed by a 10-minute Q&A session.

The standard of all six presentations was exceptional and a real credit to the students involved, demonstrating a level of professionalism and insight often associated with university-level work.

Heriot’s team was awarded best presentation, and named overall winners of the competition.

Congratulations to Zac, Rory, Sofia and Kieran on this fantastic achievement, whose hard work, commitment and teamwork were evident throughout.

As one of Heriot’s chosen charities, the Borders Forest Trust works to restore native woodland and support the recovery of natural habitats across southern Scotland. The visit built on the pupils’ previous contribution at the end of last year where Heriot’s pupils planted 260 trees for the Borders Forest Trust, giving them a strong sense of connection to the landscape and to the work they are helping to support.

The visit offered an excellent example of Learning for Sustainability in action, helping pupils develop environmental awareness, climate literacy and a sense of responsibility for caring for Scotland’s natural environment. We hope to return to the site later in the year to plant more trees.

Pupils created kindness cards to send to local care homes, distributing cheer well beyond the classroom. P5 also joined Heriot’s FPs in the Quiet Garden to plant summer bulbs, learning how to care for the garden while sharing stories about life as a Herioter, past and present.

These moments of kindness, conversation and shared experience highlighted the value of bringing generations together and showed our pupils how small acts can strengthen a sense of community.

The Ethics Cup is a national debating competition that challenges pupils to think critically, collaborate effectively, and engage thoughtfully with complex moral questions. Rather than arguing simply to “win”, teams are judged on the quality of their reasoning, their ability to listen and respond respectfully, and how well they explore different sides of difficult ethical issues.

This year’s topics included:
• The ethics of drug pricing
• Whole life sentences for criminals
• Genetic engineering
• Lowering the voting age
• A&E admissions and healthcare prioritisation

Competing against schools from across Scotland, Heriot’s pupils demonstrated exceptional teamwork, insight and integrity — winning all three preliminary rounds, their semi-final, and the final to take the title.

We are incredibly proud of the maturity, intellectual curiosity and compassion they showed throughout the competition. A fantastic achievement and a wonderful example of Heriot’s values in action.

Congratulations to Kiran, Jacob, Sam, Isla, Kirsten, Hannah, Amelie and Milly.

Heriot’s believes that it is vital to give pupils the necessary skills to thrive in a digital world, balanced with the wisdom to know when technology can enhance life and when it can become a barrier to their progress, safety or wellbeing. We will ensure that pupils are proficient in digital skills and able to engage critically with evolving technologies – including AI – to navigate the digital future with confidence and discernment.  We recognise that the AI landscape is constantly advancing and have been working with staff at the University of Edinburgh to design acceptable use of AI toolkits in our Senior School.

Proficiency in digital technology and usage will cover opportunities, risks, ethical implications, AI/VR tools, data management and online safety and is being carefully mapped out across the school. Pupils will learn to consider carefully how, when and if to use digital solutions to complete tasks and solve problems.

When considering how to use digital technologies, we believe that equity is key.  We have therefore begun mapping out a digital pathway for pupils with additional support needs and will consider how technology can enhance the school experience for specific pupils.

Heriot’s aims to create a community where everyone can say ‘This is my place’. Citizenship classes help to develop self-esteem and confidence, positive attitudes and a sense of belonging; extra-curricular activities open the door to new interests, friendship groups and challenges; and the Pastoral Team are always there to offer extra support to any pupil who may be struggling.

Keep reading to learn more about some of the programmes that support our young people and ensure that Heriot’s is a place where everyone feels they belong.

Let’s Introduce Anxiety Management

Heriot’s has for a long time been ahead of the curve in delivering timely, effective and compassionate pastoral support.

One example of this is the affectionately known ‘LIAM’ programme (Let’s Introduce Anxiety Management); an evidence-based support for pupils with mild-to moderate levels of anxiety which is available to pupils from P5 to S6.

Pupils meet with a LIAM trained member of staff 1-1 or in a group for about 8 sessions to work through child-friendly resources provided by CAMHS (Child and Adolescent Mental Health Services). Pupils learn to recognise signs of physical anxiety and adrenalin in their bodies, practise a variety of cognitive behavioural strategies (CBT) to manage this, and deal with any fears and worries. The programme is supervised by CAMHS clinicians and resources are shared with parents too. Well over 100 pupils have now benefitted from this intervention at Heriot’s.

Heriot’s staff were involved in helping to develop the initial programme with NHS Education for Scotland and CAMHS over 10 years ago, in early delivery of CBT approaches in school and in presenting at Holyrood for more mental health support in schools.

Building resilience in young people: Coping with Change and Loss

Seasons for Growth is a programme offered in both the Junior and Senior School looking at feelings surrounding change, loss, and bereavement. It takes the young people on a journey through the seasons of the year, relating each season to feelings they may experience during difficult times, building skills in recognising and managing emotions.

It gives young people the opportunity to:

• Learn about the effects of significant change in young people’s lives
• Examine how changes in family structure because of significant life events can be accompanied by a sense of loss
• Understand that it is normal to experience a range of emotions because of loss and change, and develop new skills in coping with these feelings and other reactions
• Appreciate and nurture an individual’s strengths and skills

Pupils themselves sign up for Seasons, and groups are facilitated by Heriot’s staff who are trained companions.  The real beauty of Seasons is the peer advice and support the pupils offer each other; their ability to hold space for each other, actively listen, and demonstrate compassion is heart warming.

Heriot’s is developing a Meta-Skills Framework, anchored in the existing 5Cs model (curious, collaborative, creative, caring, critical thinking). This will underpin a whole school pathway from Nursery to S6, equipping pupils with essential skills such as adaptability, critical thinking, problem-solving and resilience, in preparation for the evolving world.

Skills are the ability and capacity to carry out processes and be able to use one’s knowledge in a responsible way to achieve a goal. They are the abilities we develop to perform tasks effectively. At the heart of every skill is knowledge. Knowledge is the information we acquire through education, experience, and observation. It is the ‘what’ and ‘why’ behind the ‘how’.

Heriot’s remains committed to teaching young people knowledge, to ensure young people understand subjects and topics in depth. The School acknowledges the transformative potential of equipping children and young people with the skills to apply this knowledge in action.

Whilst the use of the terms ‘skills development’ and ‘Meta skills’ are relatively new, Heriot’s has been equipping children and young people with these types of skills for a long time. We see young people leave Heriot’s with a range of abilities which will allow them to apply their knowledge in further education and the workplace. Creating a Heriot’s Language of Skills that bridges the Junior and Senior School enables pupils to articulate this learning with confidence.

Tracking the acquisition of skills through reflection and recording is key to pupils’ understanding of their progress and next steps. Alongside current mechanisms for recording and analysing skills development, Heriot’s will establish a pupil skills log. This will be used throughout a young person’s time at school to map their skills journey.

The future is, by definition, unpredictable; but by critically engaging with the major global trends reshaping social, economic, and technological landscapes, we can help our children learn to adapt to, flourish within, and even shape the future. To do so, Heriot’s learners require support that extends beyond the acquisition of knowledge and technical competencies. We must also support them to develop skills, attitudes and values that underpin ethical judgement and responsible action. At Heriot’s we support learners to articulate these skills, as well as providing opportunities to develop creative and innovative capacities, which will enable them to contribute meaningfully to societal change, and the pursuit of a more sustainable and equitable future.

This January, George Heriot’s School is undergoing an ambitious, whole-school curriculum review, building on its commitment to knowledge rich, subject specialist teaching and the high attainment that follows, to ensure pupils are prepared for our dynamic future. The School has recently launched its Strategic Ambition 2025-2030 and the following outlines the specific academic focus within this.

George Heriot’s curriculum development is a process of thoughtful evolution, ensuring the School critiques and adapts new educational thinking while staying true to its core values. The rise of artificial intelligence, changes in the skills and aptitudes that employers value, and the shifting economic landscape mean that incremental change is no longer enough: an education step change is needed.

The development of Heriot’s curriculum is focussed on three core areas:

Pupil Agency: pupils will have greater autonomy and input into their learning, continuing to develop independent thinking and the confidence to shape their educational journey. Pupil Agency builds upon Heriot’s established programmes of Learning Enhancement, Critical Thinking and Philosophy, taught through a progressive framework which focuses on Inquiry-based and Project-Based learning. The new Extended Project qualifications (EPQs) offered by Heriot’s will enable pupils to pursue distinct areas of interest via externally-accredited courses.

Skills: Heriot’s is developing a Meta-Skills Framework, anchored in the existing 5C’s model (curious, collaborative, creative, caring, critical thinkers). This framework will underpin a whole school pathway from Nursery to S6, equipping pupils with essential skills such as adaptability, critical thinking, problem-solving and resilience, in preparation for the evolving world. High order skills such as research, analysis and evaluation will be rooted in an academic and transferable skills matrix, enabling pupils to recognise progression and apply these skills across challenging contexts.

Digital Capability: Heriot’s aims to give pupils the necessary skills to thrive in a digital world, balanced with the wisdom to know when technology can enhance life and when it can become a barrier to progress, safety or wellbeing. We will ensure that pupils are proficient in digital skills and able to engage critically with evolving technologies – including AI – to navigate the digital future with confidence and discernment. Proficiency in digital technology and usage will cover opportunities, risks, ethical implications, AI tools, data management, online safety and capability. Pupils will learn to consider carefully how, when and if to use digital solutions to complete tasks and solve problems.

Heriot’s curriculum development will continue apace; further information will be issued in due course.

Heriot’s strategic ambition 2025-2030 is structured across four pillars: Education, Sustainability, a Force for Good and Business; these will guide the School’s development and position at the forefront of Scottish education. 

Heriot’s focus on knowledge remains unchanged. Knowledge enables young people to make sense of this evolving world. Looking to 2030, Heriot’s is strengthening its curriculum by focussing on the development of the individual through Pupil Agency, Skills and Digital Capabilities, shaping young people who are curious, who can drive their own learning and are equipped to flourish in an unpredictable landscape. Heriot’s pupils are encouraged to look beyond themselves to care for others and make a positive impact upon society.  

George Heriot’s is Scotland’s leading independent school. At its heart lies the 51�Թ� which has provided a funded education for children who have lost a parent since 1659. The school motto, I distribute chearfullie, bestowed in his 1624 Will by founder George Heriot, underpins the school’s ethos of being kind and supporting others, evidenced today by the £1.6 million provided for bursary and foundation pupils to study at the school.

We will be sharing more details of Heriot’s Educational focus over the next two weeks.

They have managed their prefect groups expertly and assisted at lots of Junior School events. They are looking forward to showing the new House Captains the ropes when they are elected this week.

Well done, to Vik, Matilda, Sophie, Christopher, Skye, Oscar, Aadam and Anna.

Scott grew up in Australia, playing a wide range of sports but most notably competing as a Men’s Artistic Gymnast from ages 5-22. In 2021, Scott graduated from university with a Bachelor of Exercise and Sports Science/Bachelor of Business Sport Management and completed an internship at the Victorian Institute of Sport working with Olympians and Paralympians across Rowing, Aerial Skiing, Swimming and Wheelchair Rugby. Before making the move to Scotland and joining Heriot’s, Scott worked at an Independent School in Melbourne, Australia with a focus on swimming, rowing, gymnastics, and hockey. It was here that Scott realised his passion in investing time and effort into the progression of women’s sports, particularly at a development level.  

Mr Young shared that Heriot’s caught his attention due to its “strong sporting programme combined with its community values which create a beautiful product of teamwork, pursuit of excellence and sportsmanship.” 

Reflecting on his first few weeks in the role, Scott is enjoying seeing the hard work of athletes in the gym paying off on the sporting field and the empowering feeling that being strong and active can give pupils.  

In his free time, Mr Young enjoys Australian Rules Football, trail running and playing Golf. 

Welcome to the Heriot’s community, Mr Young! 

Marko grew up in Cyprus where he enjoyed playing many sports. Having an initial interest in football, sailing and windsurfing, he moved to rugby aged 13. The game and the people that introduced him to rugby had a huge impression on him and he knew he wanted to incorporate rugby into his future. His playing journey took him across leagues in England, Scotland and a stint in France, accumulating 45 caps for Cyprus, including captaining his country across 4 seasons. Marko represented the Cyprus 7s team in over 30 competitions.  

Marko’s coaching career commenced in France as a Rugby Coach in the local schools of Le Puy en Velay (the town he played rugby for), followed by a period at George Watson’s College coaching multiple age groups. Most recently, Marko worked at the Murrayfield Wanderers as Rugby Development Officer for 5 years. In the past 3 seasons, Marko has worked in the Edinburgh Regional programme as a Lead Coach for the U16s programme, more specifically being tasked with leading the attack and the backline. 

Marko was drawn to the Head of Rugby position at Heriot’s because “The Heriot’s name is an institution of education steeped in history and excellence. I see my appointment at GHS as a huge privilege and a fantastic opportunity in my coaching career to build on the foundations laid by my predecessor (Ben Cairns). I look forward to working with staff to build something special through the rugby programme. Despite having only just started in this role, the warmth of the staff has left the biggest impression on me so far.” 

As Marko settles in at Heriot’s, he has already picked up on how coachable and receptive the pupils at Heriot’s have been at rugby sessions at Goldenacre; he feels there is plenty of scope and potential to achieve but to do this, players will need to invest (through effort and attention) in the way they train, the way they play and how they measure and review success and effort. Marko is passionate about pupils being the best versions of themselves through rugby and wants pupils to work hard towards creating a brand of rugby with a collectively nurturing culture and environment that players and coaches are proud to pass down for next generation of rugby players at Heriot’s. 

Marko’s love for rugby extends into his free time but he also enjoys watching the GOATs (Greatest Of All Time) executing their mastery in their respective sports; IE Lebron James (NBA), Simone Biles (Gymnastics) and tennis matches between Djokovic, Sinner & Alcaraz. 

Alongside his  appointment at Heriot’s, Marko will continue to work as a Lead Coach on the Edinburgh Regional programme and coach the Cyprus Rugby 7s team who are participating in the 2027 GSSE in Monaco (Games of the Small States of Europe – Cyprus’ version of the Olympics!) with the aim of achieving a medal.  

Welcome to the Heriot’s community, Mr Mladenovic!