CPD Update Issue 16

CPD UPDATE

Issue 16

March 2019

DT and Art JAWS at Dulwich College (Singapore), pg14

CPD Update

Issue 16, March 2019

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CONTENTS 6

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JAWS Articles Primary Mastery Maths JAWS

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EYFS JAWS - Outdoor Learning & Continuous Provision 4

Developing EPQ Best Practices JAWS

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Including the Whole Child JAWS

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Science JAWS

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Geography JAWS

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Excelling in Middle Leadership JAWS 26

Primary Literacy and Primary EAL JAWS Secondary PE JAWS

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Design Technology and Art JAWS STEM JAWS

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Developing a Communication Friendly Conference & JAWS 16

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Primary Mastery Maths JAWS

Tim Lamb, Deputy Principal & CPD Coordinator, St. Christopher’s International School, Malaysia On Friday 23rd & Saturday 24th November SCIPS welcomed 16 delegates from schools in China, Thailand, Vietnam, Malaysia and Brunei for the Primary Maths Mastery JAWS.

Friday saw delegates have the opportunity to tour the school and observe Maths in action in Year 1 - 6. This was a nice and easy warm up for the maths discussions and workshops that were to follow for the rest of the day; the morning taking place in school before moving to a hotel for more workshops and a mental and oral starter slamdown at the end of the day.

beyond, the benefits of differentiated learning in the classroom, bar modelling and formative assessment amongst many others.

The JAWS genuinely offer an opportunity for teachers to share good practice whilst making some strong connections with other like minded teachers and this was no exception. Whilst the brains were ready for a rest on Saturday afternoon hopefully the efforts of all the teachers will be evident in the classrooms during the coming weeks!

After a few hours of down time, Friday evening was an opportunity for the group to socialise in true Penang fashion; sampling some of the local cuisine at a hawker court a stone’s throw from the hotel. Joined by some of the teachers from SCIPS this was a great end to what had been a good day!

Saturday saw a number of other teachers join the group for 11 more workshops on topics that took in practical resources in KS1 and

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EYFS JAWS - Outdoor Learning & Continuous Provision Sarah Curran, Assistant Headteacher, British International School, HCMC Catherine Passmore, Phase 1 Leader, British International School, Hanoi On 23rd-24th November 2018, British International School, HCMC and British International School, Hanoi had the great pleasure of welcoming 30 teachers from 17 different schools to discuss “Continuous Provision”, “Outdoor learning” and “How we could use Teaching Assistants effectively”. As teachers entered, they were entertained by the Primary music department playing songs they use in EYFS lessons. Anthony Rowlands is currently the Principal of BIS HCMC but has been the Principal of BIS Hanoi so it was only fitting that he was able to start our JAWS with a welcome. He emphases what FOBISIA JAWS is about and he encouraged everyone to have those professional dialogues and more importantly make those contacts that will be able to continue after the event. Sarah Curran, Assistant Headteacher at BIS HCMC shared a presentation “From Dreams to Reality” that outlined the journey of the new Early Years and Infant building. She explained some of the challenges and activities the school had gone through in creating the new campus.

Catherine Passmore Phase 1 Leader from BIS Hanoi set the scene of their journey of developing their outdoors and the aims of how the sessions

Splash Pool, Quality Continuous Provision – Part A, Developing Creative Opportunity with a focus on Music or EYFS Provision in Year 1.

The afternoon also provided opportunity to hear from Sarah Dixon in Alice Smith on “Hanging fabrics and lighting”. Teachers also had a go at Dough Disco led by Maria Shooter F3 Leader in BIS HCMC. Free time was spent in small groups to reflect, looking around the campus in more detail and visiting the Junior Campus and their newly designed enquiry pods.

On Saturday, we welcomed some more teachers and they were able to hear a presentation from the teaching assistants that explained their journey. They explained how continuous provision had been built into their performance management and they showed pictures of areas they have created. Teachers then choose 2 workshops:-Outdoor Learning – Part B, Quality Continuous Provision – Part B or Effective use of TA’s. Everyone then heard from Laura Conroy and Cannelle Leroy from Tanglin Trust School on “Loose parts and natural resources in continuous provision”.

Staff left with their reflections and lots of learning, sharing and networking opportunities.

would run.

Year 2 children were the official tour guides and took groups around. Feedback from teachers was positive and they most liked the design and furniture layout. They also thought including shared Early Learning areas with cooking facilities benefited children’s learning.

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Workshops then took place in various locations.

Themes were:- Outdoor Learning – Part A, Developing Physical Challenge and Use of the

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Primary Literacy and Primary EAL JAWS Leanne Magee, Year 6 Teacher & Primary Literacy Coordinator Phil Sweeney, Primary EAL Coordinator

On Friday 23rd and Saturday 24th November, St Andrew’s International School welcomed 21 delegates from schools across the region for the Primary Literacy and Primary EAL JAWS. On the Friday morning, the delegates were welcomed by some of our year 6 students. After introductions, members of our student council gave them a guided tour of the school campus, which they had been having training on.

For the rest of the day, workshops were ran by some teachers from STA as well as some of the visiting teachers. The workshops were held in different locations - some focusing on developing literacy skills and some with a more EAL focus.

After a day of hard work and sharing good practice, it was time for some delicious authentic Thai food at a well-known restaurant in Bangkok.

This was a lovely opportunity to chat more with each other and end the first day.

On the Saturday, we had more workshops being run - some continuing the focus on sharing good practice and some discussing current methods of assessment within the different schools.

The JAWS was a great way to meet teachers from across the region to share ideas of what has had a positive impact on literacy and EAL in schools.

Furthermore, creating those connections with like-minded people will hopefully create further opportunities in the future. The feedback that we received from the delegates was very positive.

Hopefully, shared ideas will be fed back into schools and have a great impact on children’s learning and experiences in school.

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A look at Professional Learning at Help International School, Malaysia The leadership team and board of governors at Help International School (HIS) are committed to ensuring the school is at the forefront of education, learning and teaching innovation and research.

This is made a reality through a number of carefully planned programmes for Professional Learning.

Professional Learning Our professional learning programme is reviewed annually, and is now into its third iteration which prioritises reflective practice for improvement, autonomous and research based professional learning, tailored training for teachers and coaching to integrate technologies and contemporary pedagogies into lessons. There is a weekly commitment of 1.5 hours for professional learning, which equates to around 50 hours per school year. In addition to this there are two professional learning days. The programme categories are explained below: Directed time myPL Curriculum Collaboration Learning Innovation Workshops Wellbeing, Middle Leaders, Learning & Teaching Assistants

Breakdown of allocation:

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This is time for directed or specific training that is mandatory for teachers to attend either as a whole or targeted support and training.

This is time for teachers to spend on their reflective journals, engaging in action research and participating in various self-directed training courses.

This is protected time for teachers to meet together to engage in cross-curricular planning through the IEYC, IPC and IMYC.

Learning Innovation workshops focus on our 1:1 iPad programme and how apps and digital resources can be best used to reimagine and redefine the learning experience for students.

Wellbeing sessions promote wellness and the importance of health.

Middle Leaders receive targeted sessions and support along with a tailored programme for Teaching Assistants.

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Learning Innovation Our commitment to the professional development of faculty is further supported by the Learning Innovation Team who promote Innovative pedagogy and the use of learning technologie. We have a team of trained teachers, who through their roles as Learning Innovation Coaches have a reduced timetable, with 50% protected to focus on learning innovation projects, coaching and training to ensure teachers feel supported and safe in their use of technology in the classroom to support and extend learning.

In 2017, HIS was recognised as an Apple Distinguished School and in 2018 we were invited to the inaugural Apple Distinguished Schools Global Summit in Chicago where we shared our school story with like minded educators from across the globe working in other Apple Distinguished Schools.

Along with the Principal, we delivered a workshop on ‘Building Capacity through Professional Learning’.

Cambridge Professional Development As a Cambridge Professional Development Centre, we offer the Cambridge PDQ Award and Certificate in Teaching and Learning (CICTL) and eventually Diploma in Teaching and Learning (CIDTL).

The Cambridge International Award in Teaching and Learning provides a rigorous foundation in teaching and learning for novice teachers or more experienced teachers who may need preparation for teaching in a Cambridge school. It is both an opportunity to learn new theory, and, importantly, for the candidates to apply that learning to their teaching.

The Award enables teachers to learn about and to apply their learning to key aspects of a teacher’s role, including planning rigorous and engaging lessons, evaluating learning, managing classrooms effectively and relating well to parents and other members of the school community. It builds teachers’ knowledge and experience in key elements of active learning, assessment for learning, metacognition and inclusion.

The Award covers 2/3 of a Certificate programme and the Certificate covers 1/3 of a Diploma Module.

We have currently completed the second cohort of CICTL and the first batch of Award was carried out from August – November 2018. Our main aim is to get our local Learning and Teaching Assistants trained as according to the Cambridge Teacher Standard. Our local teachers who have vast experience in the local setting also find the programme beneficial.

The PDQ programme has created such a buzz and interest among the teachers to be professionally

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trained and it has enriched the professional conversations among staff.

Future plans – to offer the Award to our sister schools in Johor and Kuching, to write and offer the Diploma programme.

At HIS, Professional Learning and Development is led by Matt Marson and Evelyn Boey and their profiles are as stated below: Mr. Matt Marson Deputy Principal, Learning Innovation Apple Distinguished Educator

An accomplished educator and experienced leader with a proven record of innovation, curriculum development, strategic leadership and change management in a number of contrasting schools and education markets. My priority is to make a difference to children’s lives, for them to grow holistically and achieve in creative, supportive and inspirational environments. I am a committed and passionate leader of learning and innovation, recognised by Apple in 2017 as an Apple Distinguished Educator (ADE) – ‘pioneers who are using Apple technology to transform teaching and learning.’ Through my leadership, I disrupt thinking, challenge the status quo, build lasting relationships and opportunities that inspire communities to grow, develop and thrive.

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Evelyn Boey Assistant Principal, Professional Learning and Development Associate Trainer, Fieldwork Education Cambridge Programme Leader

Evelyn’s passion in education is reflected from her involvement in this field since 2001 in different levels. Her vocation started from the tertiary level, lecturing students from Foundation to Degree level in courses such as Communication Skills and English for Specific Purposes. Besides setting exam rubrics, papers and modules, she was actively involved in initiating and building the syllabi, programmes and lessons for different English language courses.

Evelyn was also the Vice Principal in one of the international schools in the Klang Valley where she managed about 25 Secondary School staff and 200 students. As one of the pioneers in the school, she was actively involved in setting policies and directions, establishing systems and building good rapport for the school. Her journey in education has brought her to HELP International School as she ventures into a different age group of students as Assistant Principal for Primary School while holding the role as an Exam Officer.

At the moment, she is the Assistant Principal for Professional Learning and Development. She is also accredited by Cambridge Assessment International Education as a Programme Leader for Cambridge International Certificate in Teaching and Learning and at the same time she is an Associate Trainer for My Fieldwork.

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Wish you could connect with colleagues in your school and and others across Asia to ask questions, collaborate and share practice?

Join the FOBISIA Community Forum.

A recent Stanford study found that companies that promoted collaborative working were five times as likely to be high performing.

Community Forum

The FOBISIA Community Forum is a vibrant professional online community developed exclusively for FOBISIA Member Schools.

REGISTER NOW! CPD Update

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Secondary PE JAWS

Dave Sargent, Director of Sports, Jerudong International School, Brunei On the 9th and 10th December 2018, 15 teachers from six different countries descended upon the tiny country of Brunei to share experiences, ideas and practises about teaching and learning in physical education. It was an exceptional weekend that combined powerful learning with the development of strong relationships that will last long after the last delegate left. The diversity and quality of the workshops was outstanding and ranged from how to use ICT in physical education to discussions on possible ways of delivering an effective PE programme using ‘Assessment without Levels’ to practical workshops on ‘Teaching Games for Understanding’. I, for one, came away from the weekend with something from every session, and know that my practice will be better as a result of this weekend. I cannot speak highly enough of the experience and would encourage anyone to attend a JAWS as sharing experiences from fellow professionals is, arguably, the most powerful professional development there is.

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Anna Sheppard discuss creativity in PE while a JIS teacher wear one of Edward de Bono’s hat

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Design Technology and Art JAWS

Kathryn Hall, Design & Technology Teacher (Junior School), Dulwich College (Singapore) Dulwich College (Singapore) hosted its first Job– Alike-Workshop (JAWS) on 25th-26th January 2019. This was a collaboration between Art and Design & Technology. Educators from Malaysia, Hong Kong, China, Vietnam as well as Singapore attended the successful event. The focus was on developing innovation and sustainability in primary and secondary learning.

On both of the two-days experience, delegates had the option to choose workshops from a selection provided. This provided opportunities to develop skills in either Design & Technology or Art. These included constructing hoodies that embedding wearable circuits, making handmade sketchbooks, up-cycling from junk, recycling plastic for surface textures, 3D plaster casting and 3d card modelling. It was fantastic to see collaboration, creativity and conversation between the attendees.

Before the JAWS, questionnaires were sent out requesting volunteers to lead on ‘teach meet’ short presentations. These types of activities are always great to hear and pinch ideas from!

Presentations included how to create a studio space and working environment, progress with discovery STEAM learning, project planning, and innovations with embedded circuitry. The aim of a JAWS event is to share good practice and to

bring along your own experiences and successes.

We were also able to share and discus areas that we found challenging in our own practice, a selffacilitated session involved delegated discussing and mind mapping their own experiences. Being able to talk to other colleagues, gain insights from their backgrounds and network was valuable all round.

For the final session, Art and D&T combined forces and experimented with the sculptural elements of using bamboo to create a lighting project, the focus of which was to on explore sustainability and cross curricular STEAM opportunities. The group created some really amazing pieces in little over an hour. Working together from different design backgrounds encouraged discussion on the use of the material, how to develop shapes and pattern and the environmental sustainability of the material.

Thank you to all who attended.

For shared resource from the JAWS, click on the Resource Center and log into the Community Forum!

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Introducing our New Member School Canadian International School, Bangalore

ABOUT CIS The Canadian International School (CIS) offers education from pre-kindergarten to Grade 12, nurturing each child into a well-rounded individual who possesses highly developed physical, social, and intellectual skills. Founded in 1996, CIS offers international curricula and a superior learning experience. CIS has built a community that demonstrates high levels of academic achievement and respect for local social and cultural values.

MISSION STATEMENT CIS is a culturally-rich mosaic, serving each student by providing a world-class international education, nurturing potential, developing lifelong skills, and preparing students for an everchanging global community.

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CURRICULUM OFFERED EARLY YEARS PROGRAM (PRE K, JK, SK) - CAMBRIDGE PRIMARY ALONG WITH MONTESSORI The curriculum offered in the early years is Cambridge Primary along with Montessori in Kindergarten. The Early Years Program has three levels: Pre-Kindergarten (3+ years); Junior Kindergarten (4+ years); and Senior Kindergarten (5+ years), each with a Montessori component.

The Early Years Program recognizes the uniqueness of each child and understands that children are different in the way they develop and think. Experiential learning is emphasized.

ELEMENTARY PROGRAM (GRADES 1 - 5) CAMBRIDGE PRIMARY The Elementary curriculum meets the differing needs of students in this age group. Our holistic, student-focused approach to English, Mathematics, Science and Social Studies is rigorous yet fosters a lifelong passion for knowledge through engaging instruction and experiential learning. We strive for a positive learning environment. Other core subjects include Music, Visual Arts & Drama, Technology, Additional Languages and Physical Education.

Students from Grade 3 – 5 sit Measurement of Academic Progress (MAP) Tests twice each year, once in the August - September and again in the April - May.

MIDDLE SCHOOL PROGRAM (GRADES 6 - 8) CAMBRIDGE SECONDARY 1 The progression from Elementary to Middle School curriculum is smooth. The Cambridge Secondary 1 curriculum develops learners’ skills and understanding in Mathematics, English and Science for the first three years of secondary education and provides excellent preparation for Cambridge IGCSE and the IB program. Externally created and assessed, Cambridge Checkpoint exams in Mathematics, English, and Science are requisite of the Middle School program. These standardized tests are held in the April - May for grade 8 students. Middle School students sit Measurement of Academic Progress (MAP) Tests twice each year, once in the August - September

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and again in the April - May.

IGCSE PROGRAM (GRADE 9 - 10) INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION CIS offers Grade 9 and 10 students, the International General Certificate of Secondary Education (IGCSE) designed by University of Cambridge International Examinations (CIE).

The two-year IGCSE program is the world’s most popular International qualification for 14-16 year olds. It develops successful students, giving them excellent preparation for their next steps in education, progression to the IB Diploma.

Universities and colleges worldwide recognize the IGCSE. Students in the IGCSE program study 10 exam subjects and are supported by our ESL department if necessary.

Further information is available at: www.cie.org.uk/qualifications/academic/ middlesec/igcse/subjects IB DIPLOMA PROGRAM (GRADE 11 - 12) INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM The two-year IB Diploma Program, offered in Grades 11 and 12, is a demanding pre-university course of study designed for highly motivated students. It leads to a qualification that is widely recognized by the world’s leading universities.

The IB Diploma Program prepares students for university and encourages them to ask challenging questions. Students learn how to learn, developing a strong sense of their own

identity and culture while also developing the ability to communicate with and understand people from other countries.

For more information about the IB Diploma program visit: www.ibo.org/Diploma​

TECHNOLOGY CIS is the first 1:1 iPad school in South India, having begun this journey in 2011. We are continuously searching for innovative, exciting material and resources to successfully integrate into the curriculum. Our 1:1 iPad program begins in grade 6. We have seen how it has transformed the way information is delivered and consumed.

All course content for these grades is delivered via the devices, including textbooks, subjectspecific content, videos, and other resources.

Students complete assignments on their iPads, and create a variety of projects including movies, comics, and interactive books as part of their course work.

CONTEXTUAL LEARNING Contextual Learning (CL) is a hands-on learning experience that takes place away from the classroom. It provides a live education opportunity that furthers our core values of joy, integrity, inspiration, respect and caring. Students explore global and local issues as they search for solutions, meet new people, discover new places, and discuss ideas they would otherwise not be exposed to.

DRAMA / MUSIC / BAND & VISUAL ARTS Middle School and High School theatre at

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CIS offers students a variety of hands-on opportunities to learn about the performing arts by assuming the roles of performer, director, designer and spectator.

Students are encouraged, trained and assisted in showcasing their creativity and talents at different times throughout the course of the academic year.

CIS takes great pride in being the only accredited international school in Bangalore to offer unique opportunities for music as a course of study. Students have the opportunity to join the beginning band in Grade 6 and continue their musical studies throughout Grade 12. Beyond its qualities of creativity, communication, selfexpression and problem solving, Visual Arts is at the core of lifelong learning in the 21st century.

By learning about art from different cultures and times, students are exposed to the expression of a wide range of human values and concerns.

COLLEGE COUNSELLING Our guidance counsellors understand that having studied in an international environment, each student will have specific interests that are not limited by geographic boundaries. CIS supports the need to nurture the future aspirations of each student. Our students have been accepted to schools all over the world based on their interests and aspirations.

SPORTS As part of our pursuit of a truly holistic education, CIS offers an enjoyable balance between physical activity and learning. Students will learn the basics of soccer, basketball, handball, athletics, softball, cricket, health, swimming strokes, and lifesaving techniques. Students who wish to improve even further will discover that CIS has partnered with several leading academies to provide extra training.

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BOARDING If there’s one word to describe our boarding, it is ‘balance’. We ensure that study, recreation, activity and rest are enjoyed in measure.

Students enjoy our friendly atmosphere, and we strive every day to make it as close as possible to the home experience. CIS Boarding houses

students in Grades 6-12 in a modern, welcoming accommodation. We are a large family with students from all over the world.

ECO-FRIENDLY/ GREEN SCHOOL CIS is a school with deeply ingrained beliefs with regards to the environment. Students are actively encouraged to cut down on their carbon footprint by participating in eco-friendly activities.

Environment Science is also a taught subject at CIS - promoting green living in students from a young age.

Apart from that, CIS also runs 100% on solar energy; solar panels have been fitted on the roofs of buildings across the campus. As a technologically-oriented school, keeping the carbon footprint to a minimum has always been a priority. Every iPad to a lightbulb run fully on solar energy. We also tend to generate more energy that we require and the excess is distributed to the areas around the school.

CPD Update

Jane Macmillan Dean of Studies Canadian International School, Bangalore

Issue 16, March 2019

STEM JAWS

Natalie Stevens, Head of Technology, Dulwich College Beijing STEM the often misinterpreted and misunderstood by parents, students and some senior leaders. As the profile of STEM has grown over the last decade approaches to developing curriculum to accommodate this has varied hugely. Dulwich College Beijing (DCB) have redefined and developed how they incorporate STEM, enterprise and 21st Century skills into their technology curriculum which have been growing from strength to strength. To share some of their practice and to detail more information on their projects, Dulwich College Beijing hosted a STEAM themed JAWS on 16th-17th November 2018, with teachers coming together from across the FOBISIA group to discuss, refine and develop their own ideas and share their good practice.

is planned and taught. I would like to thank all workshop leaders especially Scott Lindner from Western Academy Beijing, Charlotte Smith from the British Chamber of Commerce & Venture Educate and Kit Harford from Tech Trek. These speakers were able to offer more opinions and perspectives on the changing world of STEM and 21st Century education.

The two days ended with each participant presenting the projects/activities they had worked on through the conference and the tools they would be taking back to their schools. It was great to see the different approaches and ideas and how participants collaborated on this.

Sessions were built around planning STEM projects and curriculum for any context and space. Workshops included an interactive treasure hunt, looking at department resources and space utilization as well as app slams to give the attending teachers tools and options to help plan their activities. Workshop leaders from both DCB as well as external speakers offered a range of practical ideas, software demonstrations, tech support and curriculum planning tools to help to scaffold planning and project development.

Day one started with sessions from DCB’s staff introducing how Technology and STEM education

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Developing a Communication Friendly Conference & JAWS

Louise Jeffs, Whole School Assistant Head, Professional Learning, British School of Jakarta and Lara Small Head of EYFS, British School of Jakarta

We were delighted to welcome Elizabeth Jarman, founder of the Communication Friendly Spaces™ (CFS™) Approach to the British School Jakarta at the end of January. Elizabeth was the keynote speaker at the conference and during this time she inspired, challenged and supported our thinking in equal measure. We were privileged to be joined by teachers from Hong Kong, China, Vietnam, Singapore, Philippines and Brunei as well as a number of Jakarta schools.

we were encouraged to reflect on our shared understanding )of the CFS™ model, exploring our current practice and sharing ways forward in our own schools, which resulted in a wonderful crossfertilisation of ideas. As Elizabeth highlighted, collaboration between teachers, educators and families is crucial in creating optimum conditions for learning and engagement.

Elizabeth shared how the latest research into brain development, physicality and learning, skills acquisition and interpersonal connectivity has helped her work in creating highly effective and intellectually active spaces.

It has to be said that dinner on Friday night was a highlight for those who joined us. Seated lesehan style on the floor, in a beautiful lakeside location, we were treated to a wonderful spread of Indonesian specialities; and the discussions about learning spaces continued!

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On Saturday, during the facilitated discussions,

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Feeling motivated and inspired by Elizabeth we then finished off with some superb workshops.

Victoria and Richard from Tanglin entertained us with ‘blue bear’ and their Tales Toolkit journey and Declan from BSJ helped us produce green screen movies; generating some big laughs but also good discussions about how they can be used to develop student oracy. Emma from Discovery Bay introduced many of us to the idea of Sustained Shared Thinking with her super presentation and Natalie’s narrative about Jerudong’s Forest School journey was inspirational. Last but not least Leigh from BSJ gave us the opportunity to reflect on communicating with students on the Autistic

spectrum.

The Conference and JAWS gave us so many takeaways; common issues were addressed, connections were made and resources were shared. It was a wonderfully positive, supportive and engaging JAWS and we were delighted to be able to host the meeting. Many thanks to all of the delegates for making it such a successful event.

For shared resource from the JAWS, click on the Resource Center and log into the Community Forum.

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Introducting our New Member School Renaissance International School, Saigon

Founded in 2007 and opened by HRH Prince Andrew in 2008, Renaissance International School, Saigon has served the local and expatriate communities of Ho Chi Minh City with distinction over the course of the past decade.

Not only is the school fully accredited by the Council of International Schools our students graduate into leading colleges and universities around the world and our IB Diploma scores are consistently above world average.

Our curriculum across the Early Years to Key Stage 3 is based on the requirements of the English National Curriculum but modified in part to meet the needs of a diverse international school community. In Key Stage 4 our students study a range of subjects that lead to the award of the International General Certificate of Secondary Education whilst our Year 12 and Year 13 students our students are involved in the International Baccalaureate.

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As the only Round Square School in Vietnam, we are united around a collective commitment to the Round Square IDEALS - Internationalism, Democracy, Environmentalism, Adventure, Leadership and Service - and to four Core Values: the pursuit of academic and personal excellence, a student-centred teaching and learning environment, a strong family focus and

an inherent respect for ourselves, our planet and each other.

We are delighted to have been accepted into FOBISIA and look forward to participating in the range of activities and professional learning opportunities that this membership offers.

Further, and in line with our aspirational vision, we are striving to become, ‘the best medium sized international school in Vietnam,’ and, in the process continue in our journey from Good to Great!

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Developing EPQ Best Practices JAWS Rebecca Carville, Head of EPQ, Alice Smith School, Malaysia For two days in February 2019, Alice Smith hosted EPQ supervisors and coordinators from Malaysia, Thailand, Brunei and Singapore to share best practice. It was wonderful to meet and share ideas, especially as this is a qualification that receives very little overseas support and training.

Sessions were held on the taught element, presentation format, artefacts, citation methods and the value of specialist staff. All of these were great for magpieing new ideas and especially useful for those attendees who were new to the course.

A coaching workshop was held on the Saturday since the Extended Project is the perfect forum for this supervisory approach where it is against exam board regulations to direct students overtly in their decisions and content. Coaching techniques and questions are an excellent way of challenging and supporting students to make their own decisions, reflect on their progress and overcome obstacles - evidence of which forms a vital part of the assessment process.

Feedback was extremely positive; one attendee said afterwards, “The session on coaching was marvellous - I have taken away so many practical strategies that I will be able to use for EPQ, as well as more widely across the curriculum.�

to hear student voice and informed interesting discussions afterwards about how to support them effectively. It was also lovely to hear the diversity of their projects; one of the joys of teaching the Extended Project Qualification is observing the creativity, intellectual curiosity and genuine passion of these students when asked to delve into their own interests in this academically rigorous way.

It was universally agreed that this qualification is academically demanding and tests many of the soft skills that are so highly sought after by universities and employers. The Y12 students unanimously found that, while they did not find the course easy, it had given them valuable insight into life at university and helped them develop study skills that would aid their transition.

Overall, excellent connections were made for the future and it was a thoroughly enjoyable JAWS!

Year 12 students were also invited in to share their experiences with all of us. It was valuable

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Science JAWS

Dan Stonier, Head of Science & PE, Harrow International School, Bangkok In January 2019, the Science Faculty at Harrow International School Bangkok were thrilled to host 26 science colleagues from FOBISIA schools to the Science JAWS. The delegates were from a wide range of countries and different backgrounds. All the workshops shared a strong focus on questioning and feedback; this theme appealed to science teachers from both primary and secondary phases, which allowed for some very stimulating and enjoyable cross-phase collaboration over the two days.

An incredibly packed programme of workshops was possible to schedule thanks to the willingness of some amazing colleagues who contributed to leading workshops. We kicked off on Friday morning with each delegate delivering a 300 second ‘Science Slam’ in a fast-paced sharing practice workshop.

Jeff Rothwell from Harrow Bangkok led a workshop on the valuable practice of ‘hingepoint questioning’ and ‘spaced repetition’. Jeff shared how his experience of using hinge-point questions had really developed and become embedded after being inspired by Dylan Wiliam.

Tom Woods led an informative workshop on meta-cognition and growth mindsets whilst Alistair Marshall and Mark Jevons, also from Harrow Bangkok, delivered workshops on effective feedback and securing a dialogue with learners. This was followed up by an uplifting workshop on ‘entry point learning’. Pat O’Connor and Ross Suttcliffe from Bangkok Patana School engaged delegates with how they create excitement and a buzz with their primary

The slam was followed up by a session where colleagues considered ways to provide feedback from summative assessments. This involved seeing what question level analysis (QLA) looks like at Harrow Bangkok and a discussion on the myriad pros and cons of using QLA to guide topic test feedback. The workshop was complemented by an opportunity for colleagues to observe Upper School science lessons in action. Here, delegates enjoyed observing Dan Stonier’s lessons and interacting with Harrow Bangkok students who were using QLA as a tool to facilitate peer teaching and peer learning in their summative feedback lessons.

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science students through imaginative entry point activities at the start of a topic or new concept.

Madhi Krishnan from Sri KDU International School and Ryan MacDonald from British School Jakarta were both fantastic at sharing their practice with the use of technology to facilitate questioning and feedback in science lessons.

Mahdi introduced many of us to Nearpod and ZipGrade for the first time and showed those who were already aware of these apps how he uses them in his practice. Ryan’s workshop focussed on video feedback apps and offered some innovative ways to offer feedback on formative assessment and securing a dialogue with students about their science work. There was a real buzz about Ryan’s excellent use of video feedback and his session raised some interesting questions and discussion about ‘going paperless’ and about the size of our ecological footprints.

on student action planning from summative assessments. His session developed further the concept of QLA and highlighted that this concept can be harnessed in numerous ways to support students in their science learning journeys.

Overall, it was an absolute pleasure to host this excellent group of FOBISIA science teachers.

The contributions made by everyone made the learning experience valuable and memorable. The opportunity to network with science colleagues from across phases and across the region was unforgettable.

Thank you all.

On Saturday, Jon Phillips from St Andrew’s School Bangkok introduced us to ‘planning boards’. Jon used concept cartoons to help delegates engage with the use of planning boards to support investigational science lessons. It became apparent very quickly that this approach to planning an investigation is a valuable technique for both primary and secondary level learners.

Robert Jones from Tanglin School in Singapore wrapped up our productive two days of professional development with a workshop

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Introducing our New Member School Panyathip International School, Laos

In 2001, Panyathip International School began largely because our Founders’ daughter was desperately unhappy in her local school and her Mother decided that there had to be a better way – where children could learn and be happy at the same time.

Our founders wanted the students to experience an education with international standards, upholding the Lao values and cultures. In its first year, the school offered Kindergarten to Grade 3 with a total of 38 students and 12 teachers.

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From these humble beginnings, the school has undergone a remarkable transformation. Since the number of students (including foreign students) has grown rapidly, the school has moved twice from the first campus in Naxay Village, Saysettha District in Vientiane to the present site in Sapanthong Neua, Sisattanak District. Also, to accommodate the demands for our Kindergarten School, a separate campus in Sapanthong Tai, Sisattanak District was also built.

In 2015 Panyathip opened another new purpose built campus in Savannakhet in order to assist the development of the province by providing high quality British international education for locals and expats.

In 2017 a second Kindergarten was opened in Nonsavanh village and in 2018 will begin its primary classes.

2018 was a remarkable year for the school as it opened a purpose built Primary School close to the Kindergarten, making the school unique in Laos by providing purpose-built facilities for all three major phases of learning. Furthermore the school joined FOBISIA – a very significant milestone for the school as the process of applying to the Federation was completed.

Despite all this – the school is still a relatively small school in that each student and member of staff is treated as an individual and our Founder and Director remains committed to providing a happy and purposeful education offering exceptional value for money. As we work towards completing COBIS compliance and further developments the founding principles will not be lost – and yet the school probably has the lowest fees of any FOBISIA members in order to maintain the ability for Lao nationals to send their children.

And what, you may ask, what happened to our owner’s daughter … well, she was awarded a scholarship to Queensland to study for her psychology degree and returned to Laos to

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give back to the school and her country by becoming our School Counsellor, Panyathip’s first Safeguarding Lead and a member of the School Board.  Finally, we are delighted to become part of the FOBISIA family and look forward to establishing

ourselves as active participants in many areas of the FOBISIA programme, and we hope to welcome members from other schools to our lovely city.

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Including the Whole Child JAWS

Graham Lewis, Head of EAL, Discovery Bay International School, Hong Kong At Discovery Bay International School we passionately believe in and are very proud of our inclusive educational practice. Our inclusive philosophy is an essential part of what makes our school such a unique learning community. We recognise our collective responsibility to promote a nurturing environment in which all students have a sense of belonging, participation and equal access to every aspect of school life. We recognise that each and every student is an individual and that his or her learning needs are different.

Differentiating the school’s provision whether in terms of teaching and learning opportunities, curriculum options, or extracurricular activities is crucial to our approach both inside and outside the classroom.

Central to our on-going commitment to inclusion is professional growth and reflection. As part of this, we were pleased to welcome 16 colleagues from across the FOBISIA network for a busy two days of workshops over 16th-17th November 2018 in which we had the opportunity to share practice, learn from each other and discuss some of the challenges and pertinent questions schools

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face on their journey to become more inclusive for all students.

Our theme for the JAWS was ‘Including the Whole Child’, with four focus areas of need to guide sessions: Educational, Emotional, Physical and Communicative. 12 workshops were available to delegates on foci as diverse as behaviour management, using coaching with vulnerable students, EAL differentiation, ASD, cerebral palsy and twice exceptional students with a profound gift or talent. In addition, delegates were treated to a yoga demonstration by some of our students with complex learning needs, and a bespoke school tour curated by our Y5 EAL group.

It is our sincere hope that everyone who attended enjoyed the session and gained as much from it as we did from sharing our experience and ideas with you. It is refreshing to see inclusion featuring so prominently on the agendas of an increasing number of schools and we look forward to meeting similarly dedicated colleagues at a future event soon.

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Geography JAWS

Kate Bayford, Head of Geography, Jerudong International School Jerudong International School (JIS) was privileged to welcome geography teachers from Garden International School, The Alice Smith School and Kolej Tuanku Ja’afar for a Geography JAWS from the 18-19th January 2019.

The focus was on sharing best practice with contributors bringing varied ideas from personalisation of learning, philosophy for children, the use of games and current technologies. Sessions also included those with the broader study of geography in mind with links to sustainability in education, the use of Harkness debating in History and making the most of fieldwork using science laboratories. There was also time for collaborative planning to reinvigorate traditional fieldwork investigations with more qualitative and empathetic approaches.

Participants enjoyed a well-deserved boat ride along the river to discover Borneo’s proboscis and, fortunately not too close, crocodiles.

The Geography department at JIS, now enthused with all the ideas shared, are looking forward to using these tools to best support and inspire our students with a real love of the subject. We hope that our visitors took away as many ideas as we did.

For shared resource from the JAWS, click on the Resource Center and log into the Community Forum!

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Excelling in Middle Leadership JAWS Andrew Wyeth, Vice Principal, Sri KDU International School 46 delegates from across the FOBISIA region congregated on the weekend of November 23rd and 24th for the Excelling in Middle Leadership JAWS. This was a co-hosted event led by Andrew Wyeth from Sri KDU International School (SKIS) and Aidan Edmanson from the British International School Kuala Lumpur. (BSKL) Day one was held at SKIS. Margaret Rafee opened the event with her personal insights in to leadership, accumulated over her many years in education and as a Headteacher.

Andrew followed with a keynote session on the history, development, theory and frameworks of leadership. This was followed by a series of leadership related workshops presented by the

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delegates.

Over 20 delegates went out for the evening social which created a good opportunity for lots of networking.

On Saturday, we moved to the BSKL site. Aidan opened with the keynote for the day focussing on emotional intelligence (EQ), leading change and the vision and values of a leader. This was followed by further workshops delivered by the delegates.

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CPD CALENDAR 2018 - 2019 DATE 15-16 Mar

EVENTS Developing a Successful International School Swimming Programme JAWS

HOST Bangkok International Preparatory & Secondary School

CONTACT Martin Breen dhp@bkkprep.ac.th

22-23 Mar

Raising Standards in Mathematics: Developing Fluency, Reasoning and Problem Solving from EYFS to KS2 JAWS Developing Excellence in Writing JAWS

Harrow International School Bangkok

Tim Jefferis tim.jefferis@harrowschool.ac.th

International School Brunei

Rick Smith rsmith@ac.isb.edu.bn

3-4 May

Early Years, Primary, Secondary Music JAWS

British International School Ho Chi Minh City

Chris McKelvie Christopher.McKelvie@bisvietnam.com

3-4 May

Service Learning JAWS

British School Jakarta

Louise Jeffs louise_jeffs@bsj.sch.id

3-4 May

Business and Economics JAWS

Garden International School, KL

David James james.d@gardenschool.edu.my

3-4 May

Mother Tongue in International Schools JAWS

Tanglin Trust School

Benyna Richards benyna.richards@tts.edu.sg

3-4 May

Design Technology JAWS

The Alice Smith School

Maria Osowiecki mosowiecki.ep@alice-smith.edu.my

3-4 May

Secondary Maths JAWS

Jerudong International School

Nicholas Sheehan nicholas.sheehan@jis.edu.bn

10-11 May

Promoting Staff, Student and Parent Wellbeing JAWS

The Alice Smith School

Jaime Thistleton jthistleton.jb@alice-smith.edu.my

17-18 May

Talented Maths JAWS

Discovery Bay International School

Susan Walter swalter@dbis.edu.hk

31 May – 1 Jun

Building the Profile of a Successful British International IB 6th Form in an International School Ho Chi Minh City Setting JAWS

Lee Falconer lee.falconer@bisvietnam.com

31 May – 1 Jun

World Language JAWS

Josh Watters dhs@bkkprep.ac.th Tim Jefferis tim.jefferis@harrowschool.ac.th

14-15 Jun

Sociology JAWS

26-27 Apr

Bangkok International Preparatory and Secondary School cohost with Harrow Bangkok The Alice Smith School

Maria Osowiecki mosowiecki.ep@alice-smith.edu.my

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