A drop of paint falls from a child’s brush, giving rise to a conversation in an early years classroom, causing Holly Warren to reflect on the nature of imagination and its connection with reality.
As the IPC celebrates its 20th anniversary, Gregory Biggs, describes how this popular curriculum used in over 1,000 schools has now been reviewed using the research findings of the 20 years since it was launched.
Ian Grove-Stephensen makes a strong case for abandoning paper-based summative assessments as soon as possible.
Using the principles of High Performance Learning, Neil Thomas suggests five ways in which teachers can encourage self-directed learning during periods of online learning.
Hélène Bonsall looks at the value of student questions, and asks why they are not asked more frequently in class.
Effective language teaching in a multi-cultural international school is a complex undertaking. By embracing this complexity, the International School of Paris aims to ‘go beyond bilingual’ as Primary Principal, Jason Taylor, reports.
Brendan Law identifies four key elements that should feature in a modern curriculum, but everything must unleash a child’s curiosity.
Alex Cull, director at Mangahigh, shares her experience of developing children’s conceptual understanding of mathematical skills before, during and after Covid.
Elen Harris looks at how Sevenoaks School has developed a model for giving high-impact feedback to students, while saving teachers time.
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.
