FOBISIA CPD Digest, Volume 6 Issue 1, January 2024

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CPD Digest Volume 6, Issue 1, January 2024

PUBLISHER FOBISIA EDITOR Swati S. Bedi COVER PAGE CREDIT Shrewsbury International School, Riverside, Bangkok BACKGROUND PAGE CREDIT

Editor ’s Note Happy New Year to our beloved CPD community! I hope the holiday season brought joy and relaxation to each of you. We kick off the year with a reflection on the fantastic and interactive JAWS sessions that marked the success of the first term. Your active participation and insightful contributions made each session a valuable learning experience. As we transition into Term 2, we’re thrilled to announce a lineup of even more exciting JAWS sessions and conferences. Stay tuned for opportunities to engage, collaborate, and enhance your professional development. Here’s to a year filled with growth, collaboration, and enriching CPD experiences.


CPD Leaders Conference Our much-anticipated CPD Leaders Conference is set to unfold from 7th to 9th March at The British International School Phuket. The agenda promises a dynamic and insightful experience. On 7th March, our Annual General Meeting (AGM) kicks off the conference. We extend a warm welcome to all CPD Leaders to join us for a session delving into the latest trends and challenges. Following this, engaging Regional Break-out Meetings will address JAWS Bids and the crafting of the JAWS Calendar for 2024-25. Moving into 8th March, be prepared for an enriching day featuring a captivating keynote by Kathryn Hemming. The agenda continues with coaching-focused sessions, a recorded presentation by the renowned Tom Sherrington, and stimulating round table discussions. The conference concludes on 9th March, offering sessions on evidence-based education, instructional leadership, and evaluating CPD impact. Join us as we wrap up the event with discussions on the future of CPD and outline our collective next steps. Mark your calendars for this unparalleled opportunity to connect, learn, and shape the future of CPD in our educational community.


Insights & Reflections Articles

Page Safeguarding: Scenarios and Moral Dilemmas Shrewsbury International School, Riverside


World Language JAWS - Strengthening Classroom Practice with A Look to The Future Kellett School, Hong Kong & The British School Kathmandu


Increasing Diversity, Promoting Equity, and Supporting Inclusion Shrewsbury International School, Riverside


Critical thinking Skills eJAWS The International School of Penang (Uplands)


Bridging the Gap: Supporting our Students after the Challenges of Covid-19 The British International School, Ho Chi Minh City


Leading a workshop for Global Citizenship eJAWS - A Reflection The British International School, New Delhi


eJAWS AT/TA: Development and Growth The British International School, New Delhi


Join the FOBISIA Community....

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Upcoming CPD Events JAWS & Conferences Flyers Page


National Professional Qualifications (NPQ)


2-3 Feb 2024

Authentic Assessment JAWS Conference Taipei European School


9 Feb 2024

Wellbeing JAWs Shrewsbury International School, Bangkok Riverside


7-9 Mar 2024

FOBISIA CPD Leaders Conference & AGM The British International School, Phuket


28 Mar 2024

Primary Inclusion JAWS Bangkok Patana School


2-3 May 2024

FOBISIA Business & Operations Conference Organised by FOBISIA HQ to be hosted at Avani Sukhumvit Bangkok Hotel


17-18 May 2024 FOBISIA Safeguarding & Pastoral Care Conference & AGM British Vietnamese International School Ho Chi Minh City


30-31 May 2024

SuSTEAMability JAWs St Andrews International School Bangkok, High School


2-3 June 2024

Curriculum Design and Development for Middle Leaders JAWs; Keynote by Adam Robbins The British School, Kathmandu



PAST FOBISIA Webinars 29 Aug 2023 3pm ICT

Complete PE: All About Dance Watch here

5 Sept 2023 3pm ICT

Educational Success Partners Ltd: Pathways to Qualified Teacher Status (and beyond) in British International Schools Watch here

12 Sept 2023 3pm ICT

Persyou Ltd: Finding and using your power and influence Watch here

19 Sept 2023 3pm ICT

Wellington College International Hangzhou: The Dream Team using counselling skills to strengthen teacher-parent relationships Watch here

26 Sept 2023 3pm ICT

International Curriculum Association: International Learning across the curriculum Watch here

3 Oct 2023 3pm ICT

Helen Battelley MA (Music+Movement): Boosting Learning through Movement in the Early Years Watch here

10 Oct 2023 3pm ICT

Tes Global: How do teachers cultivate an inclusive mindset and what impact can this have on pupil learning? Watch here

7 Nov 2023 3pm ICT

International School @Park City, Kuala Lumpur: How to Build Cancer Education into the Curriculum Watch here

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PAST FOBISIA Webinars 14 Nov 2023 3pm ICT

Kellett School, Hong Kong: Leading Improvement in Metacognition and Study Skills in Secondary Schools Watch here

21 November 2023 SAM Learning: Using A.I. driven approaches to teaching and learning to protect staff workload and drive results - genuinely! 3pm ICT Watch here 28 November 2023 The Alliance for Sustainable Schools (TASS): How Sustainable Is Your School Lunch? 3pm ICT Watch here

You can now subscribe to FOBISIA CPD event reminders • Go to and visit Member Support. • Login using your school email address and visit Calendars. • Scroll down and click on the orange bell button on the top right corner of the calendar. • Select the calendars you would like to subscribe to and reminder alerts will be sent to you email.

Find out about all the Upcoming CPD Events On Connect REGISTER NOW! In case you have already registered you can visit FOBISIA Connect Feed here



Safeguarding: Scenarios and Moral Dilemmas Shrewsbury International School, Riverside 8 September 2023 Shrewsbury International School, Riverside, held the first JAWs of the Academic year with a focus on safeguarding. Thirty-two Designated Safeguarding Leads and other members of the FOBISIA community came together to share safeguarding best practice, ideas and scenarios with each other. The day started with Shrewsbury Principal Rob Millar discussing issues around safer recruitment, and measures schools can take to ensure recruitment processes are robust, and that overt references to safeguarding (and the school’s vigilance in this respect) should be made at all points of the recruitment process. Rob talked through best practice, from the initial advert, through interviewing and vetting processes, to the appointment stage, and how keeping safeguarding a focal point throughout serves as a powerful deterrent. Rob also discussed the strength that organisations such as FOBISIA provide, in terms of information sharing and candidate referencing. This session was followed by Carol Battram, Patana School, talking about identifying, understanding and responding to problematic sexual behaviours. Carol’s session looked at what the law defines as problematic sexual behaviours to be, how to understand them in their context, and how best to respond to them. Using the Brooks traffic light system, Carol went through a range of scenarios, and delegates were able to discuss different responses, and the issues they face in their own cultural contexts. Next up Gary Crick, The International School @ Park City, chaired the session on affluent neglect. Gary took delegates through the definitions of affluent neglect, many of the issues which are often overlooked in keeping children safe in education, and how to look out for signs and respond to them in a manner that keeps children safe. Gary also looked at the outcomes for children if these issues are not addressed, and introduced some scenarios for delegates to discuss.

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INSIGHTS & REFLECTIONS The fourth session was hosted by Cassie Lockwood, Shrewsbury International School, Riverside and she focused on effective ways of working with parents who use physical discipline. Cassie started off by looking at new initiatives being rolled out this year. The session concluded with delegates sharing best practice linked to their own scenarios. Monika Birimac, Shrewsbury Riverside, ran the session looking at how to support families where there has been a disclosure about suicide or self harm. Monika talked through the process in terms of working collaboratively with families, and the school’s role in supporting families. Monika asked delegates to talk through, in terms of processes and procedures, where self harm and suicide have been an issue. Monika ended the session by looking at re-integrating students back in to school, and how to support the staff involved following an incident.

The final session was hosted by Nick Loudon, Shrewsbury Riverside. Nick looked at “low level” concerns, and how to support staff where they have a concern that these “low level” concerns could be an indicator of a deeper problem. Nick talked through reporting and recording systems and the challenges staff, particularly in an international setting, may face when reporting these in the context of a school community where many staff are also parents. The event was attended by 32 delegates from countries across South East Asia, feedback included: Really appreciate all the hard work that went into the day. The content of every session was very relevant to our setting, and delivered really well , they were all engaging and experienced speakers. Nice to have time to discuss different settings and aspects from different cultures and countries - this was very useful . Thank you. If I could , I would have checked all of the above areas, they were very useful , especially and well presented . Thank you!

Cassie Lockwood, Head of Student Welfare and DSL, Shrewsbury International School, Riverside



World Language JAWS Strengthening Classroom Practice with A Look to The Future Kellett School, Hong Kong & The British School Kathmandu 22 September 2023

It has been a great opportunity for Language teachers to meet and share best practices in person at Kellett School post-COVID. This JAWs aimed to explore innovative approaches to developing global and cultural awareness through language teaching, ensuring long term acquisition though vocabulary retrieval, and discussing the challenges and opportunities of AI. There were a total of 31 delegates from 16 FOBISIA Schools, along with 9 delegates from local International Schools in Hong Kong who attended this event. This JAWs offered five different rounds of workshops throughout the day before the keynote speaker, Joe Dale. In each round there were three different workshops each for Primary, Secondary and Whole school running simultaneously. It served as a platform for language teachers to share, discuss and reflect on the importance of language teaching in developing global and cultural awareness. Vocabulary acquisition is a crucial aspect of language learning, and participants shared and discussed various techniques to enhance vocabulary retrieval. Delegates enjoyed practical demonstrations and had the opportunity to explore and discuss further in their own school context. Participants also shared their experiences with innovative teaching methodologies, such as EPI, project-based learning. These approaches not only engage students actively but also provide them with authentic language experiences. The advent of artificial intelligence has brought both challenges and opportunities to the field of language teaching. This JAWs welcomed Joe Dale as the keynote speaker to explain ChatGPT’s capabilities and features and demonstrated how ChatGPT can enhance the process of creating language resources such as creating engaging lesson plans,streamline the assessment and feedback. The delegates took away practical tips and strategies for leveraging ChatGPT effectively in language creation.

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INSIGHTS & REFLECTIONS FOBISIA JAWs is a fantastic platform for teachers to share their own best practice. We would like to take this opportunity to thank FOBISIA for their support. A huge thank you to all delegates who traveled and the presenters who made this event successful. We look forward to implementing all strategies in our future teaching and meeting all amazing language teachers at another event.

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Increasing Diversity, Promoting Equity, and Supporting Inclusion Shrewsbury International School, Riverside 29 September 2023

On Friday 29th September, we were fortunate enough to have the opportunity to welcome staff from around Thailand and South East Asia to reflect and discuss how we can better support Diversity, Inclusion, Equity and Belonging at our FOBISIA JAWS event.

We had a range of presentations, reflecting the various challenges and experiences that staff have faced in implementing DEIJ initiatives in their settings. We learned about Decolonising the Curriculum and we were able to complete SWOT analysis on an area of our own work. We shared our experiences of parent partnerships and communication, and linked these to Postcolonial theory. We were able to see how nurturing a neurodiverse community involves linking staff, students, families and HR to ensure everyone feels they belong. We were able to learn practical steps we can take to increase staff engagement in DEJI initiatives as well as to encourage and enable students to take ownership of their own projects.

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INSIGHTS & REFLECTIONS We also discussed the importance of the environment and looked at how the World Cafe model can support open dialogue. We were also able to share reading lists and consider sources of information that we can share in our schools and use to further educate ourselves. Many thanks to all the participants for being so open and engaging with the content; it was a valuable learning experience for us all and the ripple effect will be felt in each of our communities. Rebecca Mazie Director of Learning Support Shrewsbury International School Bangkok Riverside

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Critical Thinking Skills The International School of Penang (Uplands) 11 October 2023 It was great to see 19 of my fellow FOBISIA colleagues turn up to the inaugural eJaws on Critical Thinking. The idea behind this workshop event was that we all know Critical Thinking is key to the future of teaching and learning but how does it look in the classroom? We had people who willingly shared their professional thinking and expertise as well as those who wised to listen and absorb ideas. At Uplands we have created our own critical thinking skills course specifically for the needs of our year 10/11 students, and I was keen to share what we have trialled ‘Introducing a Critical Thinking Skills Course - A Case Study’.

I would like to thank Amanda Langley, also from Uplands who chaired an interesting final forum discussion on ‘Using AI to develop Critical Thinking’. Thanks also go to Nisreen Dawkins

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for her insightful session on ‘Integrating Enquiry with Critical Thinking’, Damian Grant for helping us by ‘Making Sense of Information in a Complex World - tips and suggestions for a classroom setting' and to Siddhartha Singh for sharing ‘Adaptive Learning using Design Thinking and UDL to Support Additional Learning Students in the Classroom.’ The hope was that everyone would be able to take away some key learnings and top tips on how to develop ourselves and students as critical thinkers, I certainly took away positive ideas on using AI, applying a flip classroom to develop thinking and the idea of a daily ‘Thunk’ and ‘Pose, Pause, Bounce and Pounce!’ Some of us have plans to meet beyond this webinar by setting up a forum for sharing more on critical thinking in schools and if you would like to be a part of this please contact me. #FOBISIACPD Lynsey Collis Critical Thinking Skills Advocate and Teacher The International School of Penang, Uplands.

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Bridging the Gap: Supporting our Students After the Challenges of Covid-19 The British International School, Ho Chi Minh City 17 - 18 March 2023 After a challenging three years where the global pandemic, Covid-19, caused major disruption to the education of millions of school aged children across the world, The British International School, Ho Chi Minh City brought together staff from across the FOBISIA network to look at strategies to best support those students most affected in our International Schools. Whilst our international school students were fortunate enough to have more resources available to them during the pandemic than students who attended public schools in our host countries, it is clear that our staff in our FOBISIA schools have identified a number of students who have not ‘bounced back’ as well as others. This conference, entitled ‘Bridging the Gap’, sought to bring together like-minded professionals from a number of departments across 8 FOBISIA schools to discuss ways in which our schools can better bridge those gaps for our most affected. The most positive outcome of the conference was that the focus was broad; not only academic, but also the social, emotional and wellbeing needs that many of us have identified in our students. Whilst the target audience were school Additional Educational Needs (AEN) teams, such as our own EAL and LS departments, the conference also brought together class teachers and leaders with a sole aim of helping each and every one of our students. Over a day and a half, delegates attended three keynote speeches and took part in eight different workshops; each with a different focus, but all supplementary to the theme of Bridging the Gap. We were welcomed into the conference by the ‘Young Interpreters’, a group of primary students from BIS HCMC whose aim is to help integrate new students into the Primary School by providing a friendly face on the playground and a common language to help ease any anxieties. A great initiative, led by some great students!

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First up in our keynote series, Shane Leaning, Director of Teaching for the NAE Schools in the China Region spoke to the 50 attendees in the Founders’ Auditorium about the importance of student home languages and the need to better utilise home languages across the wider curriculum. Shane explored the varying models employed by schools to engage with new learners of the English language, namely full immersion and simplification, and outlined the strengths and weaknesses of each model. He also highlighted five key priorities in our teaching toolkit: Scaffolding new learning with familiar contexts; Developing English across the curriculum; Embedding explicit oracy practice; Individual language target setting; and, Utilising home languages. Shane delivered passionately in an area of learning he has researched over many years, and knows all too well the importance of scaffolding learning for our new learners, or those who have encountered difficulties. From the Secondary School, we moved across the bridge to the Junior Campus where delegates were able to enjoy a choice of four high quality workshops delivered by delegates from a range of schools. The first round of workshops, Building language across the curriculum (John Lee, BIS HCMC), Bridging the Gap Caused by Covid on Social Communication (Jia and Miggie, Speech And Language Therapists), Supporting New Arrivals and Developing a sense of Additive Bilingualism at BIS HCMC (Mandy, Luke and Rob, BIS HCMC) and Executive Functioning Skills (Jordan Stegeman, Garden School KL) were wide ranging in their focus and all equally engaging. A comment heard often over the event was that it was ‘A shame we couldn’t attend all workshops’, and the first morning certainly highlighted that. From the Junior Campus, the group moved down to the Early Years and Infant Campus, where we enjoyed lunch and then the second round of workshops, Practical Translanguaging Strategies (Shane Leaning, NAE) and Using the 6 Principles of Nurture to Heal and Rebuild after COVID (Kirsty Cunningham - JIS Brunei) were both highly engaging and thought provoking in a number of ways. After the workshops, delegates were treated to a keynote that was particularly relevant to our region, as British Schools in Asia., ‘Understanding the Cultural Challenges in Promoting Access to External upport networks’ presented by Dr. Vy Vu, a local clinical psychiatrist with unique insights on external support networks outside of schools and the reluctance of parents to engage with them. Dr. Vy, born and raised in Ho Chi Minh City, but medically trained in the United Kingdom returned to Vietnam after a number of years practising in the w determined to make mental health a priority in the HCMC community. Dr. Vy spoke with great passion about the myriad of reasons why home nation families, especially in the South East and Eastern Asia

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INSIGHTS & REFLECTIONS regions, are reluctant to engage with external support networks, and how we , as educators, can help bridge that gap. Day One rounded off with refreshments at ‘The Deck, Saigon’. This provided all involved with a unique opportunity to discuss all that had taken place over the first eight hours of the conference in a very relaxed setting on the Saigon River.

Thankful of a later start on Saturday, we were back at the Secondary Campus for our final round of workshops and the third in our keynote series, presented by Dr. Angie Wigford, an educational psychologist working out of Dover Court International School in Singapore. Angie’s keynote, ‘ANTIFRAGILITY: How can we help our students bounce back better from COVID?’, was a fascinating delve into the wide studies among FOBISIA schools conducted by her over the past few months. One of the keys coming from this presentation was that there is a paucity of research in the understanding of the depth of the difficulties faced by students over the course of the pandemic. Her research shone the light on the stunted development in the core subjects of English and Maths, but also, and maybe more importantly, the emotional regulation deficit.

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In the gap between coffee and the final workshops, we were heartwarmed by the short presentation by Clare Bridgewater, a Learning Support Teacher at BIS HCMC, and her wellbeing dog, Percy. Clare spoke of the success she has seen with the introduction of Percy into the wellbeing realm of a busy school and with certain students who have greatly benefitted. It is fair to say, there wasn’t a delegate present who was not trying to work out how to spirit Percy away and take him home. The conference rounded off with two very engaging workshops, ‘Sleep Easy: How to effectively support the development of good sleep routines’ (Clare Bridgewater, BIS HCMC) and ‘The Differentiation Station: High leverage tips, tricks and tools to close the gap’ (Sofia Keigher, Brighton College, BKK). Claire spoke of the need to ensure students are hitting each new day fully rested, and Sofia provided us with a huge amount of material useful in differentiating work for those who need that little extra support. After a busy day and a half, delegates left with a host of tips and strategies to get the best out of our students, but more importantly, they left in the knowledge that the connections created during the conference will help in the years to come. Shane Leaning, one of our keynote speakers and Director of Teaching for NAE Schools in the China Region, commented on the impressive range of topics from “speakers who were truly experts in their field… I believe the ideas shared will help shape the future of education in the years to come”. It is unknown just when we will see further issues brought about by the pandemic, or in what form they will manifest, but we can rest assured that with great staff such as those who attended the ‘Bridging the Gap’ conference, our students will have the support and nurturing they need to flourish. To all who attended, a huge heartfelt thanks for your passion. To those that presented keynotes and workshops, it is people like you that will drive that passion even further in all of us. A thanks also to the amazing team at BIS HCMC who were complimented by delegates as “dedicated, professional and committed to the children they serve” and FOBISIA who helped make this conference special. We hope to see you all back in Vietnam in the not too distant future. Chris McKelvie British International School Ho Chi Minh City

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Leading a workshop for Global Citizenship eJAWS – A reflection Meesha Arora The British School, New Delhi

I recently led an eJAWS workshop titled “Promoting Global Citizenship in Students using ATL Skills” on 14 November 2023. Reflecting on it, the experience of guiding educators through the process of developing their students as effective global citizens was both enlightening and invigorating. The high engagement level and passion of the participants highlighted the urgency and criticality of deeper integration of Approaches to Learning (ATL) skills into our educational landscape. Witnessing educators share their own practices and embrace innovative ideas shared by others, aimed at cultivating critical thinking, effective communication, cultural empathy and a truly global mindset has been a rewarding experience. The interest displayed in the session showcased that teachers of today realise that promoting global citizenship is not just a pedagogical aspiration, but a collective commitment to prepare students for a world that demands not only academic expertise but also a deep understanding of diverse perspectives.

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As the discussion unfolded, certain myths about global citizenship were busted along with the need to define who a ‘global teacher’ is in order to lead by example and set the ball rolling for nurturing our students as truly global citizens. The exchange of ideas and activities highlighted the evolving role of teachers as facilitators of holistic development – which is the broader perspective of education. The session ended with teachers sharing how they attempted to foster global citizenship using communication, research and social skills, and through well communicated timelines and internal check-ins, the skill of self-management as well along with the challenges faced - further affirming the practical impact of the workshop for all those present. I extend my sincere gratitude to the organising team for providing me this invaluable opportunity. It has been an absolute privilege to contribute to the collective effort in shaping educators and students into responsible global citizens. Meesha Arora Faculty of Economics – IB and IGCSE The British School, New Delhi

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eJAWS AT / TA Development and Growth The British School, New Delhi 8 December 2023

The British School New Delhi hosted 90+ colleagues from FOBISIA schools around the region. The fantastic turnout was a clear reflection of the importance of prioritising professional learning and development opportunities for Assistant Teachers / Teaching assistants.

The opening session by Cally Stockwell and Sneh Wadhwaney established the purpose and rationale for the eJAWS. The specific context of The British school was explained e.g. 90% local staff, strategic perspective, growing our teachers. We further elaborated on: - all colleagues have access to high quality in-house and externally sourced CPD - planning and preparation time during team meetings including moderation sessions with teachers - growing our teachers by providing them with a range of opportunities to lead learning and access high quality feedback from colleagues in leadership positions thus enabling them to be prepared for teaching positions in the school. We looked at how Assistant teachers / Teaching assistants are currently spending their time by distributing their day into three headings - Administrative, Pastoral and Academic duties. Some of the colleagues shared their thoughts and it was interesting to see the range of ways

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in which AT’s / TA’s are currently spending their time. We looked at the research for EEF (Education Endowment Foundation) and took a deep dive into the seven recommendations. The prime focus was to explore recommendation five and six which highlights the significance of teaching assistants being skilled and trained to deliver proven interventions. Within this we explored how Tier 1,2 and 3 interventions can be executed in the classroom. The research outlines the importance of intentional and continuous communication and feedback between TA’s and teachers to support bridging the gaps.

Within the EYFS and Key Stage One workshops, Reuchlin engaged the audience with the importance of ‘Awe and Wonder’ and how this provides rich learning experiences that helps build connections, vocabulary and inspires a love of learning.

Swati provided understanding of how the environment and classroom provision acts as a third teacher. She illustrated how classroom provision can move from basic, to continuous, to enhanced and how these modifications should be centered around play, student’s interest and gaps highlighted in assessment data.

Shradha provided us with rich strategies to manage personalised learning with a focus on potential SEN and behaviour challenges. She raised the significance of building strong, trusting relationships, clear boundaries and exploring strategies to determine the right one for the individual.

Our colleagues Aimi, Ainie and Rina at Jerudong International School, Brunei shared their experiences of potential challenges as a Teaching Assistant and how they have managed these, from behaviour strategies, interventions for writing and developing the environment.

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INSIGHTS & REFLECTIONS Yamini from Key Stage Two, The British School, New Delhi continued this pastoral care by sharing the importance of equity in the classroom and how we create a classroom culture built upon our school values. She shared how 1:1 intervention can help remove learning barriers, develop self-esteem and again foster positive relationships.

Drishti brought the magic of stories, where she modelled using stories as a hook as well as, how stories can be utilised to help students connect information, build new concepts and also support managing misconceptions. She shared examples of how she has used stories across different areas of the curriculum to get children excited about concepts.

Anupriya explored how being the teacher we sometimes need to be the active listener and observe and reflect. Acting as the ‘Fly on the wall’ taking in information and understanding how we need to support possible sensitive issues in the classroom that can be investigated further through PSHE lessons.

Finally, we joined the journey from Teaching Assistant to Teacher with Sharon and Anoush-

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INSIGHTS & REFLECTIONS ka. They provided real-life situations and advice to help manage to shift in accountability, pressures and joys. They articulated that all opportunities for team-teaching, observation and learning walks help prepare them for their teaching careers.

We closed the session with an opportunity to reflect on what the participants would like to try, refine and ditch based on their learnings from the day. The ‘book give aways’ after each session created much excitement! The sessions were interactive and it was wonderful to see the high level of interaction through the use of the chat option and real time sharing.

Cally Stockwell (EYFS and KS 1 Leader) & Sneh Wadhwaney (Assistant Principal Teaching and Learning, Primary School) The British School, New Delhi

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National Professional Qualifications

DfE Accredited Remote Delivery for FOBISIA Member Schools Educational Success Partners (ESP) are delighted to be working with Best Practice Network (BPN) as the exclusive partner of FOBISIA to offer UK Department for Education (DfE) accredited National Professional Qualifications via distance learning to member schools.

Specialist NPQs NPQ for Leading Teacher Development (NPQLTD)


NPQLTD is a 12 month programme for teachers who have, or are aspiring to have, responsibilities for for12 leading the development of other teachers in their school. They may have responsibilities for the development of all teachers across a school or specifically trainees or teachers who are early in their career. This programme is ideal for ECT Mentors and Induction Tutors.

NPQ for Leading Teaching (NPQLT)


NPQLT is a 12 month programme for teachers who have, or are aspiring to have, responsibilities for leading teaching in a subject, year group, key stage or phase. NPQLT participants often directly manage a team of teachers and their work is focussed on supporting effective teaching across the school.

NPQ for Leading Behaviour and Culture (NPQLBC)


NPQLBC is a 12 month programme for teachers who have, or are aspiring to have, responsibilities for leading behaviour and/or supporting pupil wellbeing in their school.

Leadership NPQs NPQ for Senior Leadership (NPQSL)


NPQSL is an 18 month programme suitable for senior leaders with cross-school responsibilities, for example, an experienced middle leader, a deputy head, a special educational needs co-ordinator (SENCO), an advanced skills teacher or a senior member of staff.

NPQ for Headship (NPQH)


NPQH is an 18 month programme suitable for those who have recently been made headteachers or who are highly motivated to become headteachers, and no more than 18 months from applying for headship.

NPQ for Executive Leadership (NPQEL)


NPQEL is an 18 month programme suitable for colleagues aspiring to, or already in, leadership roles across more than one school. This includes headteachers, executive headteachers and directors of school improvement.

For more information or to register email or visit The application deadline for Spring 2024 cohort is 23:59 UK on 21 January 2024

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JAWs for Curriculum Design & Development 2nd-3rd June 2024

Hosted by The British School, Kathmandu

A two-day Job Alike Workshop for middle leaders to share strategies for creating, implementing and reviewing effective curriculum pathways Suggested workshop topics

These are the types of sessions we hope to host. Please add other ideas or requests to the registration form. Implementing a truly inclusive curriculum. Creating an AI resistant curriculum. How can the UN sustainable development goals feed into successful cross-curricular planning? Designing a PSHE curriculum for your school context.

Audience: Middle and senior leaders with responsibility for curriculum development, or those aspiring to these roles. Cost: 55 GBP including daytime meals and local excursions. Register interest here to receive more information.

Keynote by Adam Robbins

"Curriculum is the most powerful area you can lead on... it is how you share your ethos and educational values" googlesite

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Email : Landline : +66 2744 4070 Address: 39/4 Todsamon Clubhouse Building, Mezzannine Floor, Soi Lasalle 39/1, Sukhumvit 105, Bang Na, Bangkok 10260

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