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Poonam Arora explains how, at Bombay Cambridge International School, the core objectives expound the all-round development of children, so that the values of human dignity and equality are enshrined in their hearts to create a true democratic and secular society.
Matt Harris from ChildSafeguarding.com shares some safeguarding considerations for schools and school leaders to think about.
Stuart Douglas explains how his school’s design and technology (D&T) department embarked on a groundbreaking journey into the world of augmented reality (AR). This initiative was driven by a desire to provide students with a dynamic platform to review designs, simulate real-world environments and gain valuable insights from experts. In the wake of the disruptions caused by COVID-19, this AR initiative has not only bridged the gap but has also opened new doors for our students in the realm of D&T.
Nanjing International School has started down a path to address the challenge of differentiation by shifting the instructional focus to Universal Design for Learning (UDL).
This article puts forward the case for a formal leadership role at international schools focused on multilingualism. Jacob Huckle, Susan Stewart and Fatima Aissani-Miller share case studies of three international schools in different contexts that have a head of multilingualism, exploring the rationale for the role and what it involves.
Irina Mach discusses how, for the second year in a row, grade 8 students at Western Academy of Beijing (WAB) have engaged in an interdisciplinary unit (IDU) that integrates maths and design through robotics.
Jade Amalou outlines the intergenerational initiative implemented at Ma Kindy International School that emphasises community partnership.
Our students were living in a bubble, largely isolated from the local culture and language. Rwandan Culture Week was the moment I decided something had to change. We were spending only a week celebrating the culture we are lucky enough to live in every single day. Lauren Jones recalls how her school has blossomed to implement the local culture into its school curriculum and ethos.
Upon returning to school in 2021, the American School of Paris (ASP) took much care to bridge academic gaps, yet in the social scene, awkwardness lingered as everyone had seemingly forgotten how to interact without a screen. The students decided to take it upon themselves to compensate for the lack of socialisation.
Since 2019, the English College in Prague (ECP) has seen year-on-year increases in International Baccalaureate Diploma Programme results, even after a post-pandemic worldwide average decrease. While many incremental improvements across the school have contributed to this success, Emily Rankin outlines how ECP have worked hard to make Middle Leaders drivers of outstanding teaching and learning.
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