Welcome from the Headteacher.
“Ideal teachers are those who use themselves as bridges over which they invite their students to cross, then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own.”
Nikos Kazantzakis
The opportunity that we, teachers, have to become a bridge to the world for young people is an exceptional privilege and an exceptional responsibility. The Greek Secondary School of London aims to prepare pupils for a society which is always changing. We also aim to provide pupils with tools will enable them to thrive during the wonderful and challenging journey of adult life. This includes knowledge and skills, but it also means values and principles.
We wish to help our students discover the world of science, of the humanities, of languages and cultures, of health and well-being, of technology and nature. We wish to provide our students with skills that will allow them to transition with ease to the next, exciting chapter of the life, either academic or professional. We wish to contribute so that our pupils will become responsible, democratic and active citizens, with interests and passions, with respect and tolerance to diversity, with honest interest and curiosity for what is happening in the society they live in. We wish to inspire, with our own example, values and principles to our students, how to be diligent, honest, kind, and filotimoi.
The Greek Secondary School of London is an open school, which accepts all students who wish to study with us, and has no fees. And whilst we are a Greek School that keeps its Greek identity alive and vibrant, we also prepare our students for a fruitful future in the British, European and International Community. However, a school also needs to be a place of happiness and joy, which allows children to be children and provides them with memories to cherish for a lifetime. We hope that with our curriculum, our activities and our people we secure a place not only in our students’ memory, but also in our students’ hearts.
