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Matt Magowan reflects on the challenge of creating a truly inclusive learning environment and the hidden barriers within teaching practices that may hinder student success. By exploring the Universal Design for Learning (UDL) framework, he highlights the importance of designing a PE curriculum that anticipates diverse learners’ needs from the start, thereby promoting inclusivity and bridging educational gaps.
Technologies like Virtual Reality (VR) and Augmented Reality (AR) hold great promise for use in instructional design in education. Danie de Beer, Ian Malloy and Emlyn Majoos delve into how VR and AR can revolutionise learning by enhancing engagement, interaction, and comprehension.
Tom Wade, Assistant Head (Digital Strategy) at Haileybury, highlights a key conundrum in AI education: it can enhance learning and reduce teacher workload but also risks plagiarism and diminished student critical thinking. Balancing these factors is crucial as we integrate AI into classrooms.
Sanjeev Baga underscores the importance of social-emotional learning (SEL) in fostering resilience among diverse students in international schools. He highlights the challenges of implementing SEL without a standardised curriculum and the need for teachers to embrace multicultural identities
International schools have significantly evolved to meet diverse student needs, emphasising critical literacies, cultural responsiveness, and holistic development. Sekolah Cita Buana in Indonesia turned to the International Curriculum Association (ICA) for guidance, using the International Early Years Curriculum (IEYC) to enhance resilience and adaptability among students, ensuring continuous, meaningful learning experiences despite the crisis.
Jannapha Hubeny and Kennon Coe, primary educators at Atlanta International School (AIS), are dedicated to raising awareness about human trafficking both within their school community and on a global scale. They serve as key facilitators of the school’s organisation, Atlanta International School Against Human Trafficking (AISAHT), working tirelessly to educate students and combat this critical issue.
Award-winning Kopila Valley School serves 400 of the most vulnerable and at-risk children from the region each year using a holistic approach, with a major focus on experiential and place-based education. Sunita Bhandari and Rajen Karki discuss the school’s healthy lunch program and agriculture initiatives.
Lincoln Community School in Ghana won a 2024 International School Award for its hosting of the inaugural Model United Nations Conference. Johnny Schwerk, Counsellor at Lincoln Community School in Ghana, discusses the award-winning initiative.
Samuel Hodge, Deputy Principal at Prince of Wales Island International School (POWIIS), discusses the award-winning POWIIS Project, a service learning/passion project curriculum addressing local environmental and social concerns. It is not just one initiative, but rather close to 30, aiming to cover all 17 SDGs.
All schools want students to make a difference, but ensuring that this change is authentic can be a challenge. Mark Beales, Principal of Osaka YMCA International School, emphasises the importance of establishing sustainable initiatives exists at the school’s core. He delves into the school’s award-winning student-led initiative while sharing practical advice.
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