The transformative power of Creative Arts education
Holly Sullivan, Head of Creative and Expressive Arts at The Alice Smith School, Malaysia, looks at the link between the Creative Arts and developing a sense of belonging in an international school.
Every teacher is a teacher of SEND
Putting this learning support mantra into practice is the best way to meet an increasing range of post-covid needs, according to Krystle Flack, Head of Learning Support at Cranleigh School.
Collaborations of an Indigenous Elder with a School Music Teacher
Through their friendship and shared love of music Dr. Winston Wuttunee and Jordan Laidlaw feel that they have been able to contribute to the process of reconciliation in Canada.
The ITM Podcast: Talking about Equity in Education
Wherever your school is with the issue of equity, this well-informed, down-to-earth conversation between Nunana Nyomi and Clare Ives, two of the most experienced educators responsible for establishing a culture of equity in a school, is a must-listen.
Making imagination visible through the Visual Arts
Holly B.F. Warren reflects on how teachers and parents can collaborate to explore and celebrate the role of imagination in schools.
An argument for belonging
Matthew Savage considers the importance of symbols and flags for young people as they develop their own sense of belonging and identity in their school.
A school’s reading journey
Katherine Beith Director of Studies at Alleyn’s Junior School considers the reading journey the school has recently experienced. According to Year 4, things are on the right track!
‘Great’ is all well and good, but ‘good’ . . . now we’re talking!
Gavin English, Deputy Head Pastoral at Alleyn’s School in London, considers whether the pursuit of ‘greatness’ is overrated.Could good be better?
Steps we can take to counter the mental health crisis in schools
Clare Brokenshire reminds us that frequent examples of good pastoral practice within a positive school culture can make a big difference to a student’s day.
Discovering wellbeing in schools
Thomas Kelley and Kathy Marshall propose that if we are to address the issue of poor wellbeing and mental stress in our schools, we must grasp a sufficient understanding of the way every person’s psychological life is created from the “inside-out”.