The Common Ground Collaborative (CGC)
After such a rich and successful international career in education, most people would be reflecting on a job well done. Not Kevin Bartlett. With a nod to Simon Sinek, he starts with ‘Why?’ he and a group of other like-minded educators founded the CGC.
Bridging a divide through lifelong learning
Tony Dickenson believes the relationship between teacher and student is evolving. Today, a more holistic approach, centred on inquiry requires a “collective approach,” with teacher and student exploring these concepts side by side.
Using GCSEPOD to flip the classroom
When working to develop a new concept school in Bali, Indonesia, maths teacher, Stephen Powell-Peterson wanted to introduce a truly functional flipped classroom. His goal? To enable students to learn theoretical information independently in class or at home and then apply what they learn during lessons. Now at Lucaya International School in the Bahamas, he reflects on where this idea has taken him.
Supporting EAL learners
According to Elly Tobin. the needs of learners in international schools have changed dramatically over recent years and at Consilium we have seen a shift from school populations being largely English speaking expats to host national students with limited inital English proficiency seeking an international education through the medium of English.
Sing for a change (and dance and paint and . . . . )
Susan Hamilton, Executive Director at educational youth opera organisation ‘Performability’, thinks it’s high time the curriculum was broadened, and talks about the company’s ground breaking, immersive creative projects in schools – both in the UK and overseas.
The Duke of Edinburgh’s International Award and its importance for young people
For Nick Chaddock, a student’s ‘soft skills’ are just as important as academic achievement as they prepare for their future. He also thinks that the Duke of Edinburgh’s International Award has had a profound impact on both.
How music education enriches child development
Jules Fitzgerald argues that access to a good, all-round musical education gives children significant advantages in their cognitive and social development. He identifies 5 areas of development in which a music education can make a difference.