A whole school focus on the UN Sustainable Development Goals (SDGs) helped to both resuscitate and bring hope to a school community and allowed its students to understand themselves anew, as authors of their own destinies, as Andrew Watson explains.
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Third Culture Kids (TCKs), children who grow up outside their passport countries, face a lot of mobility and transition which increases difficulties that serve as sources of resilience – if adequate support is provided. When that support is not present, we see struggles with regulation, connection and empathy for others.
Our mission at Sara Village School is ‘We Inspire Innovation and Compassionate Action’. Our work integrating empathy into our curriculum, and our celebration of Empathy Week, has been a key strategy in our efforts to live our mission.
Beccy Fox, Director of Teaching and Learning at KIS International School, Bangkok, shares her recent thoughts about women in leadership in international schools.
Diversity, equity and inclusion (DEI) work is change management work. Embedding DEI practices in one’s institution requires knowing what accelerates change, and what impedes it. In this article we draw on Lippitt’s Managing Complex Change model and Powell and Powell’s NFI Inclusive Toolkit, to introduce a Total Inclusivity Change Components Model.
As you look ahead to 2023, how are the decisions made about using digital technologies in your classrooms shaping the skills and awareness of your students to live in a globalised world?
There is a desire to move forward and leave the past behind, and many students and teachers are more or less able to do this. However, a significant proportion of staff, students, parents and families continue to experience difficulties relating to the pandemic. There is much we can do if we take the initiative now.
In 2019, AFNORTH International School was flying high, following a cultural shift that placed Values-based Education at the core of its work. However, with the onset of the COVID-19 pandemic, the innovative and ambitious international model for education that had seen four different national sections, and six school sections, collaborate to establish and embed a commonly agreed ethical values approach was ‘attacked’ overnight.
Dulwich College Beijing in China won the Pathways to Continued and University Education Award at the 2022 International School Awards. Here, Anthony Coles explains the initiative and its continued development since receiving the recognition.
As part of a review of Continuous Professional Learning (CPL), the senior leadership team at Kellett School has identified the potential of using a clearly articulated common language when it comes to teaching and learning.
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