How Chiyo’s pathway to biological sciences has unfolded through her sixth form journey
As Chiyo approaches the end of her final year at Sedbergh School, she reflects on her experience of academic life and the journey that has led her towards a future in the biological sciences. She speaks openly about the choices, challenges and moments of discovery that have shaped her thinking, and about how the environment she has found at Sedbergh has encouraged her curiosity and supported her ambitions. Chiyo’s story reflects a setting that has allowed her to grow in confidence, develop a clearer sense of purpose and trust in her own potential.
“Sedbergh has taught me to step out of my comfort zone and challenge myself; I now understand that I’m capable of far more than I once believed.”
What do you think has been the most important academic decision you have made at school — and how has it changed your direction?
Choosing my A-levels was definitely a big decision I had to make. I knew I wanted to do something biology-related at university, so biology, chemistry and maths were decided, as most universities require maths and another science. I enjoyed Latin the most at GCSE, and I thought it could be beneficial if I wanted to go into veterinary medicine, despite it being quite different to the other STEM subjects. I also took EPQ to strengthen my university application. I went into Year 12 with the intention to drop Latin in the first few months, but I felt a connection to the subject and found it hard to let it go. The logical step would have been to drop EPQ, but I had started to build my project and was very excited to begin my research. So I decided to take four A-levels on top of EPQ.
Through my EPQ project, I was able to discover my future pathway. It was an enriching experience where I was able to learn about something that I enjoy. It was then that all my studies started to piece together, and I started to see a clear goal. I also developed skills in academic writing, research, critical thinking and conducting an independent project, which are all essential skills I need for a future in scientific research.
Taking Latin as an AS was also intellectually stimulating and provided me with a different way of thinking. Analysing the use of language in texts and recognising patterns in translation texts are both skills that will help me in pursuing a career in science. It was a very positive experience, and all my teachers were understanding of my schedule with four A-levels and were flexible with work.
Have you experienced a moment when a subject has stopped being ‘a lesson’ and started feeling like a possible future?
The ecology topic in GCSE biology was definitely a moment when I connected a subject to its real-life application, especially sections about the adaptation of organisms to their environment and the effects of human activity on the environment. I found it disheartening to see that organisms that took millions of years of evolution to thrive in their ecosystem are being destroyed by us in a span of only decades or centuries. This motivated me to want to contribute to improving the state of ecosystems and reversing the damage, and I began seeing a future as a researcher in conservation and biodiversity.
What have you found hardest academically — and what has helped (or is helping) you move past it?
I think the hardest thing I have found academically is that I often doubt myself and feel that I won’t succeed in what I do, which can leave me feeling unmotivated. I think about how uncertain the future is, whether I’m making the right decision or choosing the right path, and whether I really want to dedicate my life to it. But it helps to stay in the moment, knowing that I’m pursuing something that I’m passionate about right now, and letting that reflect in my studies. I believe that by doing so, it will lead me down the right path, even if it’s not the one I expected.
How is school helping you understand your options beyond school, rather than just push you towards one route? What is the breadth of options you’ve seen?
Different options after school were made quite accessible through career talks and information fairs held during Year 12, which included university, gap years, apprenticeships and work experience. This made me realise that there are lots of options out there other than the traditional university path.
What skills are you developing at school that you believe will actually be expected of you in your chosen pathway (whether that is at university, in an apprenticeship, work or something else)?
At Sedbergh, there are things going on all the time, and every minute of the day is accounted for. Balancing extracurricular activities on top of that has really strengthened my time management and organisation skills — skills I’ve been working on since Year 9. It requires a lot of coordination: finding extra time in the morning to practise [music], allocating prep time on a Sunday when I’ve missed work, and planning my libs. I’m sure these skills will be expected of me in both the workplace and at university.
I will also continue to maintain the productive routine from school and incorporate it into university life. School has really taught me to be independent and responsible for my own day-to-day activities.
If you had to explain your academic journey at Sedbergh in three stages, what would they be?
I would say the three stages would be: Year 9–10, Year 11 to the start of Year 12, and halfway through Year 12 to now.
In Year 9, we had to do every subject, and I enjoyed trying everything out to see which ones I liked the most. In a way, this carried on into Year 10. My GCSE options were Latin, Photography, Geography and Music, which was a combination of subjects I was interested in academically and extensions of my hobbies. I enjoyed exploring new aspects of these subjects.
In Year 11, I started picking out topics I enjoyed within each subject. I began to develop a deeper understanding of my subjects and their real-world applications. It was during this time that I decided to pursue a career in the sciences. The idea was vague, and it wasn’t until I did research for my EPQ project that I gradually narrowed my path.
My EPQ project focused on the relationship between honeybees and fungi, and whether fungi could benefit their health and potentially help conserve their population. I read about fungi by chance and was very intrigued by them. Conservation is something I am passionate about, so I was motivated to dig deep. It was through months of research into the preservation of biodiversity that I knew I wanted to contribute to research that would improve the current state of ecosystems, possibly in unusual ways that haven’t been thought of before.
Can you describe a moment at Sedbergh when you’ve had to step up — academically, socially or in a leadership role — even if you didn’t feel ready?
A moment that comes to mind is hosting a discussion in the biology society, Burke and Hare. It was during the Summer term of Year 12, and we had finished our mocks, so I had some time on my hands. I wanted to challenge myself, so I decided to lead a discussion about ethics in science. It was my first time giving a talk or leading a discussion, and I’m usually not comfortable with public speaking, so it was very nerve-racking. However, once it got going, I was able to create an engaging discussion. I stepped out of my comfort zone, and I believe public speaking is a skill that will be very important at university and in employment.
How has Sedbergh helped you learn to manage responsibility alongside academic demands?
Learning to manage responsibility alongside academic demands is a skill I learned most during Sixth Form, especially in Year 13, when there are many responsibilities outside of academics, such as leadership roles and applications to university or apprenticeships. Finding the balance between both required me to improve my time management and maximise the efficiency of my study sessions. Teachers give you independence and freedom in your learning to help with the increasing responsibility. They provide resources that you can use, rather than setting them as prep as they did at GCSE. I found this extremely helpful in finding the right balance in my work and in becoming more efficient.
What do you think you understand about yourself now that you didn’t when you arrived at Sedbergh?
I now understand that I am capable of so much more than I can imagine. I used to confine myself within limits of what I thought I could and couldn’t do, but Sedbergh has taught me to step out of my comfort zone and challenge myself, both academically and in extracurriculars. Through this, I have discovered a side of myself that is driven to make things happen, even when they once seemed impossible.
If a younger pupil asked you how to make the most of the academic opportunities at Sedbergh, what would you tell them?
I would say to take advantage of all the resources available and really dig into what you enjoy. Read widely about your subject and get involved in academic societies. Teachers are always willing to help and want to encourage your curiosity, so don’t be afraid to ask questions.