It can render what’s in front of you invisible. However, when what is in front of you is so different to what you’re used to, you have to take notice. Nolan Price taught in Japan for 5 years, adjusting to what was his ‘new now’. How did this affect his life and teaching?
It’s plausible, simple and possibly seminal but is it education? Head of Alleyn’s School, Jane Lunnon considers how ChatGPT is forcing us to think about learning.
For Çelebi KALKAN a well-planned STEM programme is essential for meeting UNESCO and UN sustainability targets.
For Conrad Hughes, teachers have extraordinary power because of the influence they have on people’s lives. Used well, this power can move mountains.
Veritas International Training Center want to advance an agenda for teaching sustainable living in schools, inviting educators to a new conference in Lisbon in November 2022.
You’d have thought governments would be rushing to get the issue of sustainability into the mainstream curriculum. Apparently not. Stephen Scoffham and Steve Rawlinson are looking to fill the gap.
Raising awareness of critical environmental issues has never been more important – but it can also be fun, as Charlotte Bouchier reports.
Retaining great members of staff has never been more important. Having a planned approach to staff retention is therefore vital says Dr. Brooke Moran.
Former international school student Angela McCarthy tells the story of the $200,000 Earth Prize for schools and how your school can get involved in the 2023 edition.
International teaching can take you to some amazing places. In 2022, Susan Bennett has been working in Nauru.
18-year-old secondary and arts school graduate, Maryna Kiliachenkova, tells her family’s story of leaving their home town of Kherson in southern Ukraine.
Two new surveys confirm recruitment for international schools is not getting any easier in 2022 as Ashley Kirk and Fiona Rogers report.
After binge watching the new Beatles documentary “Get back!”, Fab 4 fan Michael Iannini thinks again about what makes great collaboration possible.
Anna Azarova is the PR manager at the British International School Ukraine. Her account of an epic trip from Ukraine across Europe with her friend’s son in her care received a standing ovation at the 2022 COBIS conference in London. But as she suggests, her story is a sign of needs to come for children in Ukraine.
Pete Milne is a man on a mission – to help young people understand the climate crisis and show schools how they can take action quickly and effectively.
Keeping people safe in high-risk situations is what Phil Jones does. What can schools learn from his approach?
We are often urged to ‘reflect’. Artist and atelierista Holly B. F. Warren takes a visual approach to explore what it means. Go with this surprising piece and see where you end up!
According to April Remfrey, international schools need guidance, support and clear standards to follow in order to become more inclusive.
Kevin Bartlett, Founding Director of the Common Ground Collaborative argues we don’t need to ‘educate’ our parents with one-way flows of information. We do need to co-create our Learning Communities with them.
For Katie Tomlinson, addressing the gender disparity in school leadership is a matter of urgency. Seven steps should be taken now.
Dame Alison Peacock, Chief Executive Chartered College of Teaching, considers the future of the profession in a post-Covid world.
We now refer to the idea of curiosity almost routinely. But what is it? Holly Warren’s prose poem article provokes us to think more deeply.
Ever had that moment when you realise your words lack meaning and clarity? Diana Osagie makes the case of the leadership pivot as you adapt.
Sir John Jones asks if the future of learning is in safe hands, Not unless we follow three imperatives for effective educational change.
For Abigail Reed, a new report from UNESCO’s International Commission on the Futures of Education is a clarion call to action for international schools.
Effective teachers think, talk and write about their practice. Following the release of Innovate, Sevenoaks School’s annual academic journal, Director of Institute of Teaching & Learning, Mark Beverley, discusses the importance of professional reflection on teaching practice.
Timeless advice, especially for first-time international teachers, from leading recruiter, Andrew Wigford, about how to compare different salary and benefit packages.
According to Edvectus MD, Diane Jacoutot, international schools face a very tough year recruiting, with fewer teachers entering the market and many more needed.
Supporting projects in low-income contexts can reinforce inequalities between ‘supporters’ and ‘activists’ on the ground. EduSpots is a project based in Ghana that aims to address post-colonial issues head on. Cat Davison reports.
If you want to find out how to change the world for the better, Margaret Rooke suggests listening to young people.
Learnlife’s Ulrike Suwwan makes a strong case for incorporating ‘Hublings’ – flexible spaces for self-directed learning – into the design of any school.
Glaucia Rosas and James Wilkinson of the EduTec Alliance see a ‘perfect storm’ on the horizon for educational technology in schools. Here they explain why and what schools can do to prepare.
For Kirsty Knowles, there are two crucial purposes in education. 1. Bringing sustainability to the centre of the curriculum and 2. Supporting them in taking action as a result.
Architect Ian Bogle reflects on how a school’s interior must connect with its external environment for great learning to take place.
Chris Taylor wonders if the ‘skills / knowledge’ divide is really so deep and, if not, what are the implications for learning and teaching?
Andreas Schleicher takes an in-depth look at the measurement of ‘Global Competence’ in PISA 2018. As he argues at the COBIS21 conference, the associated concepts and skills should be at the core of any modern curriculum.
For Fionna Heiton, the key to a good education in rural Nepal is they same as everywhere else – get the Early Years right. A new teacher training initiative is making this possible.
International schools are big businesses, and many are run ‘for profit’. Would teaching at a ‘for profit’ school be for you? Sadie Hollins has some pointers.
Lisa Walsh thinks that the adoption of Environmental Social Governance codes by an increasing number of companies could – and should – be an example for school Boards.
Richard Gaskell invites us to pause, take stock and listen to each other as we prepare to take on the next section of the Covid white-water ride.
Robert Young looks at how the idea of the balanced curriculum is under further threat as a result of Covid-19.
Hannah Rae spent 10 years working on a variety of educational projects in East Malaysia. This foraging expedition to the Borneo rainforest with Malaysian teenagers is a vivid memory.
The prolonged closures of schools in 2020 has been shocking. How should new schools be designed to prevent a future calamity on this scale? Andy Homden considers the phoenix of school design that could rise from the ashes of Covid-19.
At a time when Covid-19 is provoking a radical re-appraisal of almost all our assumptions, Daniel Shindler asks some important questions about teaching, and the point of being an educator.
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Feature Image:Image by Werner Moser from Pixabay
Kevin Keller looks at the value of a Gap Year, which might appeal to even more students if universities are not fully open at the start of 2020 – 21.
It’s not just schools who have had to adapt, Munir Mamujee is the Managing Director of a UK based teacher recruiting agency. On March 17th he and his staff packed up the office and went home to work.
Uma Shankar Singh who currently teaches IT at the International German School in Ho Chi Minh City describes the journey his Grade 9 students went on, inspired by Paul Salopek and his seven year “Out of Eden Walk”.
Will Bedford of ISC Research, asks how resilient the international schools’ market has been in historic times of crisis and how this might inform future planning.