Inclusion in a remote setting
Janice Ireland and Marytina Osuchukwu describe how a school in the Niger Delta region has introduced a radical inclusion programme, with dramatic results.
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‘It is what it is, and we are where we are’.
Imagining a ‘new normal’ is backward looking, argues Ger Graus. For Ger, it’s time to build on what we have learned in 2020, move on to create genuine opportunity for all children, globally.
Big questions
Robert Young looks at how the idea of the balanced curriculum is under further threat as a result of Covid-19.
. . . and why it matters
Kyra Kellawan and Andreu Gual i Falco ask schools to challenge attitudes that both undermine student aspiration and lead to an unbalanced workforce.
Supporting local staff in international schools
According to Henry Wong, helping local staff understand the micro-culture in which they work is as essential as orientating new international staff when they arrive.
Developing best practice for inclusion in international schools
Colin Bell and Kamal Bodhanker, explain how nasen and COBIS have joined forces to raise the profile of Additional Educational Needs (AEN) in international schools.
Supporting military children in school
As a result of frequent relocations and long periods of family separation, the children of military personnel need empathetic support in school, writes Louise Fetigan.
Becoming me
In the second of two articles Ger Graus argues passionately for changes to the curriculum which will excite the imagination and raise aspirations.
New reports highlight inclusion and edtech practice in international schools
At a time of such profound and rapid change, it is vital to keep up with emerging trends in order to plan effectively. Diane Glass of ISC Research looks at two important studies that are hot off the press.
Unconscious bias in international schools
In the light of questions being asked about racism in 2020, Gwen Byrom thinks we all need to take a hard look at the cultural climate in which international learning is taking place.