The 10 Best International Schools in the USA

2020 | VOL-04 | ISSUE-02

THE 10 BEST INTERNATIONAL SCHOOLS IN THE USA

TUCSON INTERNATIONAL ACADEMY

EDITOR’S NOTE

EDUCATION IN THE U.S: HARBORING TREMENDOUS OPPORTUNITIES

W

e all know in this day and age, how education has become crucial for our daily lives. Right from knowing the basics to earning our own bread, education helps in facilitating all of the necessary factors that our well-being is comprised of. Education in the United States of America has varied structures which are set at state level. In America, education is compulsory to the age of at least sixteen in all states. In some states, the students require to be in the formal education system till they are eighteen years old. The United States enables various perks when it comes to studying in the country.

There are different set of choices and options a student can learn from and all the necessary information is easily available for them to decide what course of action is right.

Improving the education sector in the US has been one of the hottest topics for debates and questions for a very long time. The leaders all over the country leave no stone unturned when it comes to advocating for drastically varied solutions in terms of high-stakes testing to charter schools with performance pay and more. A wide range of reformed strategies are required to charter the school movement as the headlines in the media suggests stories of a deeply divided field in terms of reporting the differentiating opinions of heads of teacher unions in America along with many leaders in the educational space.

Amidst the ongoing debate, a private firm and a non-profit organization has ventured to convince the national leaders to jointly address tough policy issues, in order to explore what an extraordinarily futuristic education system might

look like for all the students. It has brought together key leaders for a dialogue and has designed a highly creative process that helped participants to engage and realize the requirement of fundamental change in the American educational system. This program has shed assumptions about the different types of possible changes and reimagination of education in modern and advanced America by role playing great learning experiences in the future. As the discussion unfolded, it was observed that a shared vision emerged concerning learner-centered education. The vision showcases a paradigm shift from a factory model of education where teachers imprint knowledge onto batches of young learners to satiating the individual learner’s curiosity and adversities. It has a potential to become the driving force behind learning.

The strategically driven conversations later produced a remarkable outcome. The union and charter leaders advocated for technology and social emotional learning.

Others who were highly polarized came to a similar conclusion that they also share a common vision for America’s education system. The vision seemed so compelling to the leaders that they have started the shift from arguing and discussing about fixing the current system to laying the groundwork for a national network of schools, educators, and learners engaged in a learner-centric education model. The future for the United States of America’s education model looks quite promising if the above mentioned strategies and policies are implemented while bringing a hope for a brighter learning spectrum for the future in a new light.

With the focus on enhancing education in America, The Knowledge Review through its latest edition, ‘The 10 Best International Schools in the USA ’ has brought an array of incredible stories pertaining to some institutions that are driving excellence in educating the young learners in the country.

On the cover of the issue, Tucson International Academy is encouraging learning which elevates motivation, creativity, perseverance, and patience in its students where they are nurtured to fulfill their dreams of college.

In the cluster, British International School of Chicago, South Loop (BISC-SL) is an apex institute committed to help each of its students by enabling a vibrant community for learning and achieving excellence academically, personally and socially. Next in line is Christchurch School that is providing an experience not limited to only a student’s growth, but the growth of the overall community.

Six buildings of The Capitol School on the campus of Alabama’s International School resonate with the voices of variety of students enrolled from across the globe. It is on a mission to educate responsible citizens of the world.

In the collection of Educator’s Viewpoint, Ruth Burke – Director of Deira International School talks about the young learners today and how they are going to be the leaders for tomorrow. Next on the list is Dr. Jim Cianca, Executive Director of Alliance Academy International who is describing learning through an experiential approach. Also, Tom Wingate – Founder of Wingate School educates us on the innovative ways to encourage active learning.

Read away what these institutions have to offer and embrace the collective learning experience they are providing in this latest issue of the magazine along with of course, a few of the articles curated by our in house editors.

Happy Reading! T R

Darshan Parmar

Cover Stor y

08

TUCSON INTERNATIONAL ACADEMY Sculpting Future-Ready Intellectuals

Educator,s Viewpoint

Expert Insight Cookie Crumbs and Learning: The Experiential Approach

Today’s Learners – Tomorrow’s Leaders

30 Educator’s Column What are the Innovative Ways to Encourage Active Learning?

44

38 ARTICLES

26 A good Read The United States of America: A Doorway to Endless Educational Opportunities

42 Changing Dynamics Dynamics of International Studies

C O N T E N T S British International School of Chicago, South Loop Empowering Global Citizenship

18

Christchurch School Imparting Education While Creating a Vibrant Community

22

The Capitol School A Multiple Intelligence School

34

APRIL, 2020

Abhishaj Sajeev

Darshan Parmar Shruti Jhamble Sneha Sinha

Savita Pandav

Deepanjali Jena Business Development Lead Matt Henry

Lisa Smith & Mark Taylor

Read it First SUBSCRIBE TO SUCCESS

www.theknowledgereview.com

Follow Us :

Check should be drawn in favor of INSIGHTS SUCCESS MEDIA TECH LLC

CORPORATE OFFICE The Knowledge Review 555 Metro Place North, Suite 100, Dublin, OH 43017,United States Contact No.: (614)-602-1754; (614)-472-4768 Email: info@theknowledgereview.com For Subscription: Visit www.theknowledgereview.com

TUCSON INTERNA Sculpting Future-Ready Intellectuals

ATIONAL ACADEMY “Education is the most powerful weapon to change the world.”

- Nelson Mandela

COVER STORY

THE 10 BEST INTERNATIONAL SCHOOLS IN THE USA

E

ducation is about instilling your child with the academic basis to grow into a responsible citizen and have a successful professional life. Finding a school that nurtures your child as an individual learner with his/her own strengths and interests, can often feel like searching for a needle in a haystack. A school promoting such education system is important, because it will aid the growth of the student to become a confident adult, ready to take on the world.

The school provides students with all the essential skills they need, to become well-equipped, team-oriented, and effective leaders through outstanding facilities like sports, music, and drama. Moreover, from STATE testing, projects, study guides, to field trips, guest speakers, and clubs, students have a variety of ways to learn and educate themselves.

International schools are progressively providing this kind of a holistic education. Nurturing the students from all around the world, they offer an immersive experience where all children learn, play, and live together. Viewing education as the dynamic process of becoming the best person you can be, these schools extend their potential beyond academics. They encourage a curriculum that promotes sports, arts, and great outdoors. To know more, click here.

TIA, regardless of its specific culture of origin, strives to provide the best it can for its students. It promotes multicultural programs celebrating foreign festivals such as Mexican Independence Day, Chinese New Year, and Cinco de Mayo. Students participate in Dance, recite poems, perform dramas and sing at the events, which makes the school a peaceful and a harmonious place. All students from grades Kindergarten through Grade 12, take formal foreign language classes in Spanish and Mandarin Chinese languages.

From teamwork, cooperation and healthy competition, to drama, dance and art, students revive their cognitive ability and build an innovative awareness. Lessons learned at international schools go well beyond childhood, as students grow into lifelong learners with a strong sense of community, and global responsibility.

Incorporating learning which elevates motivation, creativity, perseverance, and of course learning are deeply ingrained in Tucson International Academy (TIA).

Starting from Kindergarten to Grade 12, the students of TIA are trained and nurtured to fulfill their dreams of college.

The Epitome of Excellence For the past thirteen years, 100% of the students of Tucson are accepted to colleges, which has always been and continues to be, a stellar achievement for the school. TIA possesses four school campuses located in Tucson Arizona.

It serves around 600 students, Kindergarten through Grade 12, 150 students at each school campus. Remarkably, TIA is a publicly funded independent school shining a positive light on kids belonging to economically weaker backgrounds.

Its principal focus is on helping students to break the cycle of negative mindset, and grow up to become entrepreneurs of their own. It wants to be a ray of shining light to the students, and change their attitude to say, they can accomplish the hardest turmoils.

A Diverse Community

(Watch more in this video here.)

Academic Productivity The school’s philosophy is well summarized in its school-

A FACE OF PERSISTENCE AND ADAPTABILITY The Founders, Dr. Jennifer Herrera and Mr. Wences Herrera, have been unconventionally passionate in helping their students accomplish career goals, and helping them reach independent shores.

Dr. Jennifer Herrera, affectionately known as Dr. J., is a successful entrepreneur, bilingual educator, author, innovative businesswoman, a wife and a mother. She first began creating generational legacies with her four model K-12 schools by achieving the outcome of 100% of her graduates being accepted into college for the past 13 years, and 99% are the “First Generation” in their family to go to college.

Her success with the graduates has drawn news coverage by NBC, CBS and ABC for career exposure and goal setting and is celebrated in her book, “Making College Come True.” Dr. J. loves helping communities and loves preparing the families and kids to fulfill their dreams.

Recently, she was featured in the international business magazine, THE POWERFUL in 2018. In the magazine, she talks about her professional journey with TIA, her advice and opinions in the educational space. Notably, she has unveiled some secrets to overcome obstacles.

Her schools promote business entrepreneurship through the business programs. Her excellent contribution to TIA and leadership have resulted in student success in creating sustainable businesses.

In her role as the Superintendent of Tucson International Academies K-12, she ignites enthusiasm, passion and purpose for the lives of her past, present, and future graduates, helping them make their dream of college education come true.

Dr. J. holds a BA in Elementary Education from Ball State University. Moreover, she has pursued an MA in Bilingual Multicultural Education from the University of Arizona, and a PhD in Language, Reading, and Culture from the University of Arizona. She has set up challenging world records in rappelling, taking helicopter pilot lessons, walking on fire, running bare foot on broken glass. She strives to be a role model to demonstrate that ANYTHING is possible! And to Dream Big! Mr. Wences Herrera loves to see students’ living conditions improved. He values hard work and encourages students to find their purpose in life. He helps students connect to the community by volunteering in community food programs such as the GAP. Mr. Herrera is chairman of the Language Department at TIA. He has a love of music and has toured with bands as well as learning the art of being a luthier. Both Dr. J. and Mr. Herrera have traveled to more than 35 countries around the world, and they enjoy taking small groups of students and teachers on international trips.

(Here is a YouTube video of one of the trips in Japan and Australia)

wide learning results. Students are prepared for college acceptance using a rigorous and challenging curriculum.

The school organizes contests like National Spelling Bee, International Geography Bee, Debate Teams, and Math Bee, with varying degrees of difficulty. The championships and quiz competitions increase focus and accuracy in learning and are excellent motivational experiences to be the best one can be. It prepares the students to become responsible citizens, critical thinkers, technologically literate individuals, effective communicators, and life-long learners.

The high-quality holistic education ensures that the students make themselves well equipped for life. It is not surprising that TIA students are in demand across the world and are sought after by the world’s best colleges.

The TIA graduates that have gone on to colleges and universities, are now Computer Scientists, Nurses, Respiratory Therapists, Teachers, Administrators, Accountants and many such professionals.

(Watch more videos about this here and here.)

A Journey that Boosts Success If you want best for your kids, then you must want a personalized experience wrapped in a sense of community that helps develop a global perspective. Well, it can be found at the TIA. Students are invited to travel abroad with parents and teachers. This broadens the world views and ways of thinking by experiencing different culture firsthand.

The skills and experience they gain by traveling abroad, give them life-long personal benefits as well as a leg up in the professional world.

TIA, till date, has organized school tours to China, Mexico, Spain, England, France, Germany, Italy, Greece, Japan, Australia, Papua New Guinea, Belgium, Netherlands, and many more countries over the past eighteen years.

(Watch more about the school’s journey, here) The Love of Reading Week It is a wonderful thing to love reading, and crucial to a child’s cognitive growth. It is at the core of his or her education, alongside building strong skills. Also, it is a joy to see a child’s face light up when he/she reads their favorite book aloud. Or to see the kids so immersed in a novel where they lose all track of time. Children who love

reading perform better in school. The more they read, the more they do it, and the better they become at reading.

And, when reading is fun and easy, kids like it even more. It’s a positive cycle that pays off in some really important ways. To instill the skill of reading into the students, the school has a unique approach. At TIA, authors of different books are invited to come over and share the stories penned in their books. This captures the kids’ attention, making the whole story come alive, bring entertainment, and promote the skill of reading.

(To know more, click here) This year, TIA produced its first book author Waylee Minter, age 10, who was recently published by Paidion Publishing for her book, “The Lion Without a Roar,” (available on Amazon).

The Steps Ahead TIA, for the last ten years has been bringing magnificent business programs for students. It is an opportunity for students to experience the corporate world. TIA’s business program encourages students to explore entrepreneurship, and start their own businesses. Students work in teams to create a business including products, services, website, sales, and branding. Some of these businesses turn into long term businesses.

(Watch videos of TIA student’s businesses here and here) Business Week is the event organized by the school where students wear suits and office attire for the week, giving presentations about their business in English, Spanish and Mandarin Chinese. Local businesses approach the schools and conduct mock interviews so students learn how to best answer questions about their businesses and about their abilities. TIA also created and hosts an exclusive Business and College Fair in which 35 local businesses come to share their professions and 15 college and universities come to introduce the education they offer to qualify for their desired profession.

For more information on the school, visit here. T R

BRITISH INTERNATIONAL SCHOOL OF CHICAGO, SOUTH LOOP Empowering Global Citizenship

T

he building blocks of every nation are the young minds that need shaping so that they can strive for a better future. Bringing in the expertise required, exploring countless options, enriching themselves with ideas and implementing them, are all part of a student’s life. There are very few institutions that are creating a space that exposes young students to new horizons and motivates them to go beyond.

One such apex institute committed to helping every student under its umbrella for the past eighteen years is the British International School of Chicago, South Loop (BISC-SL).

The school enables a vibrant community for students so that they can achieve academically, personally and socially. BISC-SL has a diverse student body representing more than forty nationalities. Also, there is a little transience at the school as 85% of the community is local. Since its origin in 2001, the school has always been a top choice for American and International families. Especially, the parents looking for an inspiring and challenging educational experience for their children, find their way to BISCSL.

18

It is a very unique school where a total number of 650 students are challenged and supported as required. This makes the students stay engaged and keep learning at the same time. An interdisciplinary approach allows students to explore and take risks in a safe and nurturing environment, through both British and international curricula.

Distinguished Curricula The world-class curricula of BISC-SL prides itself on preparing students for a dynamic market and to keep track with the technological advancements. The students are prepared for college and beyond. They are taught skills that are required for innovation in the economy. This skills-based approach explores the idea of sharing and negotiating, enhancing the social skills of the students influencing their characters like building empathy and cooperation. By the time the students complete their High School graduation from BISC-SL, they are awarded the prestigious International Baccalaureate Diploma (IBDP). IBDP is different from normal High-School diplomas, it is a degree that sets the student apart on transcripts and resumes, signifying well-rounded global citizens that colleges and workplaces around the

world are seeking.

Being a member of Nord Anglia Education, a family of premium education institutes around the world, BISC-SL students benefit from enriched curricular. The curricular includes the school’s collaborations with The Juilliard School, Massachusetts Institute of Technology (MIT), and UNICEF. Following is a detailed description of the collaborations: 1. Juilliard Collaboration The school believes Juilliard is a world-class education facilitator in all three core performing arts, which BISC-SL teaches in an integrated fashion. It gives the students a first-class learning experiences and also provides high-level professional training with personal development opportunities for the teachers and faculty as well. “We are passionate about all three performing arts.”

Students experience music, dance, and drama forming an important part of the curriculum from the age of three through Middle School.

2. MIT Collaboration Science, technology, engineering, arts, and mathematics (STEAM)

April | 2020

nurture an environment of “ We open-mindedness and cultural understanding that enables us to create a unique identity and become responsible global citizens

“

play an invaluable part in helping the children in developing academic, social, and personal success. MIT contributes with an approach to practical, hands-on problem solving through which students develop skills such as creativity, curiosity, resilience, resourcefulness, collaboration, and confidence.

3. UNICEF Collaboration With the help of UNICEF, the students at BISC-SL are motivated to enhance their social consciousness. This helps in making the students understand, care, and value the environment, the world and the people living in it. Through special activities and events with UNICEF, students become equipped to make their voice heard on the world stage while making a lasting and positive difference. “Your child will research, develop and debate challenges facing our society, and take action to address them.”

April | 2020

19

THE 10 BEST

INTERNATIONAL SCHOOLS IN THE USA T R

All of the students get to participate in real-world learning activities and international service-learning trips that are offered in High School. The Global Campus of BISC-SL allows students to explore other countries virtually - in school, online, and worldwide.

Academic Excellence & Beyond At BISC-SL, the lessons are planned and presented according to the learning pattern of each of the students. “Our teachers know every student individually and can respond to their strengths by adapting our learning model to help them overcome challenges.” Highly skilled in differentiated learning styles, the teachers instill a love of learning, encourage independent inquiry, and ensure that children actively participate in the learning process. “We personalize learning for each child so they can understand and articulate their own learning goals as well as recognize the strategies that help them learn best.”

The International curriculum of BISCSL combines the strengths of the best in the world: 1. International Primary Curriculum 2. Early Years Foundation Stage framework 3. English National Curriculum 4. International General Certificates of Secondary Education (IGCSE) 5. International Baccalaureate Diploma Programme (IBDP) The engaging curriculum at BISC-SL, coupled with high expectations and academic standards enables students to meet and exceed their potential. They also perform well beyond expectations for their age. “Our students are internationally-minded, global citizens.” The school embeds core values such as mutual respect,

20

adaptability, resilience, risk-taking, and reflection in students so that they can feel safe to try new things in a nurturing environment.

The school values socio-economic diversity. It proudly offers need-based financial aid. The financial aid awards are based solely on financial need regardless of race, religion or ethnic background. Similar to all independent schools, the funds for financial aid are limited.

Opportunities, Exposures, and a Guiding Light ‘The House’ system provides a wholeschool approach to nurturing selfmotivation, team building and friendly competition amongst the students. All of this contributes to the unmatched school community spirit. Throughout the school year, students strive to earn points for their individual Houses through community service, spirit days, inter-House competitions, for academic and pastoral achievements.

“We tally House points at the end of the school year in pursuit of the coveted House of the Year Award.” As far as the career options are considered, BISC-SL enables Masterclasses in Primary which polishes different skills that students experience. Skills like podcasting, firstaid, and story writing. By Middle School, students participate in C.A.S.E. (Creativity, Action, Service, and Enhancement), a program to engage students in broad learning opportunities outside of the traditional curricula or classroom environment.

Every school needs a personality who not only oversees every aspect of the institution, but also ensures the overall well-being of the students first and foremost, then the faculty as well. A guiding benefactor who is able to show the right direction to the people in

need, especially the young minds. One such person with extensive experience in teaching is Mike Henderson, the Principal of BISC-SL. He is a Computer Science graduate from Leeds University, and comes from a family of teachers. Hence, there was a certain inevitability about him joining the profession. Even though his graduation was in computer science, he trained to become a mathematics teacher. His teaching career began in 1995 at a large secondary school in Middlesbrough. Mike spent the next twenty years working in state schools in North East England, taking on a post of greater responsibility each time he moved establishments.

In 2013, Mike achieved his childhood ambition of becoming the Headteacher of his own secondary school. He led and managed the school for three years. Then an opportunity came to take his skills and experience to Washington DC as Head of Secondary at the British International School of Washington (BISW), a sister Nord Anglia School. He spent two and a half years at BISW and helped in transforming the secondary school.

During his time there, he also developed an understanding and knowledge of the essentials to become a successful school leader in an International private school within an American setting. “I am now proud to have the opportunity to put my learning into practice here in Chicago,” says Mike. His educational philosophy is ‘it’s all about the learning’ and his focus remains on ensuring that the teachers skillfully ensure that their students master the subject matter that is being taught. All of this while having some fun and creating memorable moments along the way. T R

April | 2020

Christchurch School Imparting Education While Creating a Vibrant Community “Christchurch School inspires and guides each student’s unique journey to self-confidence, purpose, and identity.”

E

ducation is the cornerstone of every functional society. It builds character and adds virtue in individuals while contributing to their overall self-development. Quality education is what drives the young minds towards something which can only be attained in a progressive environment. The atmosphere should cultivate learning in a fun and comprehensive manner. Enabling a safe and progressive learning atmosphere has become of paramount importance nowadays. The dynamics of the working environment and the increasing competition is re-defining the paradigm of how a functional society in a particular demographic is fairing. The world is growing at a rapid pace. Its expansion is exceeding the limits of imagination through technological advancements beyond its expectation. To keep up with this rapid growth, the next generation needs to become responsible citizens brimming with humanity.

Christchurch School is providing an experience that is not just personal for

22

its students, but also emphasizes the idea of community. The school fosters an environment that is not just focused on academics but also cares very much about building relationships. It actively encourages its students to think deeply so as to absorb all of the experiences that the school provides which can potentially change their lives.

Leading Benevolently Since its inception in 1921, Christchurch school combines over 100 years of tradition, community, and relationships with a dynamic and innovative approach towards learning.

The school is transforming the way students can fare in this rapidly changing world by preparing them for the future. Christchurch has been inspiring and guiding students towards self-confidence, purpose, and identity, while always considering each student’s uniqueness as a learner. At the school, students get a chance to discover their infinite value and develop skills to become compassionate, successful, and

engaged global citizens. All of this is accomplished in a caring and structured community.

Christchurch is located on 125 acres of beautiful waterfront in Virginia. It is a co-ed boarding and day school serving grades 9-12. 70% of the students are boarders and 30% are day students.

The average class size is 13 and the existing enrollment of students in the school is around 211, with 6:1 student to teacher ratio. 25% of the student body are international students with the students coming from 14 different countries and 15 U.S states.

John E Byers, fondly known as JEB, is the Head of School. He is the longest-serving head in the school’s history (almost 19 years). JEB has contributed greatly to the identity and direction of Christchurch. Some examples of his contributions include: adopting the innovative and integrated Great Journey’s curriculum, overseeing the school’s transition into a co-ed institute, and leading the school through three major capital campaigns.

April | 2020

Distinct Academics & Activities The following are the various academic programs that the school has: • Computer Science Students develop and express problem solutions through algorithms using critical thinking, collaboration, production/implementation, and historical/ethical analysis.

• Humanities Students study English, History, Social Sciences and Theology in a contextually integrated way that takes advantage of the many intersections between these different disciplines.

• ESL (English as a Second Language) The ESL program elevates students to a level of proficiency within the Common European Framework (CEFR) in three dimensions: language activities, the domains in which they occur, and the competencies drawn by the school while engaging them.

• Foreign Language Students satisfy their graduation requirements in a foreign language through the successful completion of two years in the same language. Christchurch offers

April | 2020

Spanish and Chinese languages for its students.

• Learning Skills Program (LSP) LSP supports the success of non-traditional learners and allows them to thrive in a hands-on learning environment focused on skill acquisition. LSP takes a holistic approach to support students with learning differences and those with diagnosed learning disabilities such as Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD), anxiety, executive function weaknesses, processing speed and working memory deficits, Dyslexia, and a range of other learning differences.

• Mathematics Students study to become more confident in abstract thinking and analysis, number sense and spatial Math, so that they may have pride in the process required to gain these skills. There is a particular emphasis on the ability to prove and demonstrate, ‘real world’ applications of Math, a feel for numbers and relativity, patterns/art/abstraction, special Math and thinking, knowing v. memorization, and the true role of technology.

• Science Within an integrated Science Department, students are introduced to the basic concepts of the physical and

23

THE 10 BEST

INTERNATIONAL SCHOOLS IN THE USA T R

biological sciences. The Department utilizes a differentiated program that includes problem-based instruction, hands-on laboratory activities, class discussions, group activities, and lectures.

• Visual & Performing Arts This program includes comprehensive courses in applied art, design, musical history & culture, performance, theatre history, and acting. Opportunities for performance and regular gallery openings nurture and encourage the student to consider their perspectives and their opinions as expressed through various mediums.

One special school program that inculcates values in the students and celebrates diversity is the Unity Council. This is a diverse body of students and staff supporters that focuses on celebrating and supporting all members of the Christchurch community regardless of race, sex, creed, color, sexual orientation, or gender identity. Each year the Unity Council sponsors Ally Week, a time dedicated to demonstrating methods for community members to support different minority groups that are part of the larger community, as well as serving as their own ‘Ally.’

One Step Forward Christchurch School is committed to addressing the financial need of its students and maintains a $2.5 million aid budget for this purpose. Families in need of financial aid are encouraged to apply as soon as possible for this finite resource. The administration of financial aid is based on the National Association of Independent Schools (NAIS) Principles of Good Practice. 100% of graduates from Christchurch are admitted to four-year colleges and universities, 90% of which are accepted to colleges and universities on Princeton Review’s Top School List.

Frequent ‘Career Nights’ are hosted by the school for current students, where students get to meet successful alumni and talk about careers.

“Our graduates go on to a variety of professions including, but not limited to, pilots, physicians, lawyers, CEOs, entrepreneurs, Pulitzer Prize-winning authors, and Nobel Laureate scientists,” explains JEB. Christchurch is going to celebrate its Centennial by hosting a large celebration on its campus for all of the students, faculty, alumni, parents/past-parents-of-alumni, and friends of the school, from October 2-4, 2020. T R

“The Council sponsors open forum conversations for our entire community to discuss issues and concerns that may cause division in the larger society such as race, rights, religion, etc,” shares JEB.

24

April | 2020

A Doorway to Endless Educational Opportunities

T

he United States is a world leader across almost every sphere of human activity – business, technology, politics, media, science, and education. It is said to be the world’s most popular study abroad destination. It has been an attractive study destination due to its quality, cutting edge technology, excellent funding options, job opportunities, etc. Over 4500 institutions are offering higher education.

26

April | 2020

A good Read

April | 2020

27

Education is a never-ending procedure. The more you wish to learn the more you can. The United States has emerged as a lucrative place for offering numerous educational opportunities. Studying in a country like this is not only a lifetime experience but also exposure to one of the world leaders of every aspect of life. A country like America offers one the chance to pick a course they love or love the course they pick. The vast amount of options students get to choose among is an attraction.

The American graduate programs are well known for their comprehensive approach combining subject knowledge and research opportunities. The most striking feature of higher education in the USA is that it is quite structured. Almost all programs include assessments and teaching units. This benefits the student by developing a range of complementary skills along with the degree.

Expertly trained faculty imparts their knowledge to students. It is not easy to get into these universities as their eligibility criteria are high. Only the best students are admitted to these universities. The quality of education is upheld year after year creating a worldwide respect for universities of the United States.

Perks of Studying in the US

Educational Hub The United States is known as one of the best educational hubs for international students. Many factors are supportive of this statement.

• Valued Universities: The country has a reputation for renowned higher education programs. Almost half of the top 50 universities are located in the United States. A degree from one of the world’s best higher education institute looks good on the resume. It distinguishes the students from their peers with similar backgrounds.

Apart from the educational benefits, there are other perks of studying in the US. The country has many places worth visiting. There are a lot of things that can be learned there due to the exposure the country offers. Some of the perks can be penned down as: • Universities have Engaging Campuses: The campuses of US universities are a small town themselves and the students have a life of their own. Many engaging activities like yoga classes, dance classes, picnics, etc. take place on the campus. The environment on the campus is an encouraging one to socialize with friends too.

• Academic Flexibility: There is a lot of flexibility in terms of the courses that are offered in the US. A large variety of subject options are available to choose from.

Students are given the flexibility to specialize in their choice of subject or field. In terms of duration also the students get a benefit. Keeping in mind that every student has their own pace of learning, they have the freedom to take extra time to complete the course. One can also finish the course earlier than the actual time needed according to their convenience.

• Easy to Overcome Cultural Shock: America has a diverse and multicultural environment. This causes a cultural shock in some of the students on the beginning, but it is easy to adjust in any city or state of America. It is even easier to adjust because there are newcomers each year and everybody is facing the same issue. Making friends of new cultures is an interesting experience for the students. They might even end up finding friends from the same country as themselves.

• Successful Career after Graduation: Once the course is completed there are plenty of options for the students. The country offers you a competitive edge once the student enters the job market. Interacting with a diverse range of people will enhance their ability to analyze and know different cultures. In some cases, the students are allowed to work in their related field of work.

• Learn Self Reliance: Study shows that people who live and study outside their home country are more motivated and independent. They not only have good English speaking skills but also have good ways of communication and high self-confidence. Self-reliance can teach many things for life and this can happen effortlessly for people staying away from their own country. T R

• Commitment to Excellence: The selling point of education in the US is its commitment to excellent quality.

28

-Shreevarshita Gupta

April | 2020

COOKIE CRUMBS AND LEARNING THE EXPERIENTIAL APPROACH

S

oggy crackers, cookie crumbs, and students breathlessly attempting to blow through straws… what greeted me as I entered our 6th grade science classroom sure looked like fun, but it was much more than that. Instead of receiving a lecture on the subject of erosion, students worked in pairs to determine the rates of erosion under various forces. Crackers and cookies stood in for types of rock as they weathered beneath the forces of student-generated wind and water. The excitement was palpable, and the learning was real.

Experiential learning, popularized by educational theorist David Kolb, is a philosophy that promotes “learning through reflection on doing” (Felicia, 2011). A generation earlier John Dewey championed hands-on learning, and millennia before him, Aristotle noted, “the things we have to learn before we can do them, we learn by doing them” (Chase Translation, 1911). Yet it doesn’t take an educational philosopher to know that experiential learning is a powerfully effective way to reach the highest levels of educational achievement. We didn’t learn to ride a bike or learn to cook by simply hearing lectures on the subject; we learned by doing. As Bloom’s Taxonomy illustrates, rote learning focuses on the most basic of learning objectives, but is confined to these lowest levels, while the process of experiential learning reflects the upwards movement of learning towards the highest categories of educational attainment.

The Experiential Cycle What innovative ways can we use to foster experiential learning? Kolb (1984) articulated this process as a cycle which calls for four actions: Experience, Reflection, Conceptualization, and Experimentation. We engage our students in hands-on experiences, then call on them to reflect on what they experienced, they then connect abstract

30

concepts to that experience, and finally advance the cycle by experimenting with that idea. Let’s observe what that looks like in various disciplines.

Applying the Experiential Concept Consider our 6th grade science students-turned-geologists.

As they experimented with forces on their crackers, they re-created what happens in nature, evaluating which forces resulted in the most significant erosion. They made predictions, experimented with the process, and reflected on what they discovered – then repeated the process. This active participation in the learning process reflects the highest categories of academic achievement as identified

by Bloom.

Steinbeck’s Of Mice and Men is a meaningful work that wrestles with challenging moral concepts. A literature teacher could present students with various moral and philosophical perspectives – is Lennie (spoiler alert!) responsible for killing Curley’s wife? Should mentally handicapped people be held liable for actions they don’t understand? Do intentions matter if someone commits a heinous crime but doesn’t intend to do evil? Is vigilante justice acceptable if the justice system doesn't address a crime fairly? Our literature teacher decided, instead of lecturing on the subject, to put Lennie on trial. Each student became a character, either for the defense or the prosecution. They argued the case using evidence from the novel. Throughout the process they experienced the passions and struggles of the characters, and they reflected on what the tragedy meant in light of their newly-found perspectives. They conceptualized abstract ideas through concrete action, and they experimented with these concepts as they argued for their side through the trial.

April | 2020

Expert Insight

ABOUT THE AUTHOR Dr. Jim Cianca Executive Director

April | 2020

Dr. Jim Cianca is the Executive Director at Alliance Academy International, an international Christian school in Quito, Ecuador with a 90 year history of providing a US style, English language education to both expats and Ecuadorians. Dr. Cianca has bachelor’s degree in English from Liberty University, a master’s in English Education from State University of NY at Buffalo, and a PhD in educational leadership from Columbia International University. Jim has been involved in high-quality private education in many roles, including as a head of school, an academic administrator, director of marketing & communications, an academic department chair, faculty member, and parent.

31

Our students didn’t learn about justice and its complexities; they experienced it, solidifying abstract concepts through active participation and reflection.

Consider the following examples of how I have seen experiential learning achieve similar results: • Societal re-creation (social studies/history/civics): Create a fully operational society based on a political-economic model (capitalism, socialism, etc.). Appoint government officials, a press, business leaders, a financial system with its own currency, and give students roles to play within a socio-economic class structure. Students are given objectives and are mentored through the struggles of trying to accomplish their goals within the political economic structure.

• Stock market game (math/economics): Students use real global market data to simulate financial investing and personal money management. Simulated funds are impacted by the volatility of real-world markets.

• Culture and language immersion (modern languages): At Alliance Academy International, our student body is made up of over 30 nationalities, yet we are widely regarded as the best English language school in the country. Why? In part, because of our experiential approach – a full immersion with our native speaking faculty in class, sports, drama, and travel to English language countries.

32

• Planting a garden (environmental science/botany): Students till the soil, choose plants, nurture growth, and harvest results. They experience failure and success as they interact with the natural world, engaging in the experiential cycle over and over. Bringing the produce to market introduces inter-disciplinary elements as well.

It doesn’t take complex activities like some of those listed above, however. Every day, in little ways, we can foster experiential learning. Students can create their own questions, teach their peers, use manipulatives, take risks – and participate in their own learning. So, whether it's with crumbling cookies, outdoor activities, or global markets, learning through doing will pay dividends now and turn our students into lifelong learners.

References Felicia, Patrick. (2011). Handbook of Research on Improving Learning and Motivation.

Kolb, David A. (1984). Experiential Learning: Experience as the Source of Learning and Development.

Nicomachean Ethics, Book 2. Chase translation (1911). T R

April | 2020

The Capitol School A Multiple Intelligence School “Educating responsible citizens of the world.”

T

he world today is more connected than ever; courtesy of technology and globalization. People are not confined to just their homeland but have an opportunity to go globetrotting physically as well as virtually. High school students’ families can choose a world class school in the southern United States for an opportunity to graduate from an accredited high school will open doors to universities across the U.S. Educating responsible citizens of the world is the mission of The Capitol School.. The six buildings on the campus of Alabama’s International School resonate with the voices of some of the 87 nationalities of students enrolled from across the world. The campus is located in historic Tuscaloosa around Capitol Park. One of the school’s buildings dates to 1818 – the year Alabama was granted statehood on Dec. 14 by the U.S. Congress.

34

The Founders When Dr. Barbara Rountree was a Professor at the University of Alabama, she dreamed of a school where faculty could put into practice the latest research on the best ways to help students learn. Meanwhile, a teacher in a local public school, Margaret Brown Hill, created a model classroom for her students using best practices from research. She was recognized as “Teacher of the Year” for her innovative and engaging teaching and serving as a mentor to interns from The University of Alabama. Together, the two realized their dreams in 1993 and founded The Capitol School as a private school with 46 students in kindergarten through fifth grade. Today, the school enrolls 175 students, from prekindergarten through high school graduation and continues to incorporate the newest and most effective means of teaching students.

Since then, Dr. Rountree has been serving as the school’s Director. Her remarkable team of faculty members is led by Mrs. Hill who have created a supportive and successful learning environment. The Capitol School has made a mark in academic circles, garnering accolades as a model school for 27 years. For her out-of-the-box thinking, Dr. Rountree was named one of Edutopia magazines’ ‘Daring Dozen’, an honor given to those who are reshaping the future of education.

In 2018, Dr. Rountree was inducted into the Alabama Education Hall of Fame. Mrs. Hill has been named “Teacher of the Year” twice in her career.

Distinctive Feature The Capitol School is a multiple ability school. Faculty believe that each student has multiple intelligence and should have opportunities to learn in all of these areas. The school bases its

April | 2020

philosophy of learning on the Multiple Intelligences Theory developed by Harvard professor, Dr. Howard Gardner. At The Capitol School, teaching is tailored to meet individualized needs and the teachers ask, ‘How is this child smart?’ instead of ‘How smart is this child?’ Teachers use various methods to assess a student’s progress and to report the progress to their parents. These may include progress reports, narratives, checklists, portfolios, and video portfolios. Quarterly reports are provided to parents in October, December, March and May. A typical school day for High School students starts at 8:30 a.m. with a 7 period day of core and elective classes ending at 3:30 p.m. Music, Violin, Piano and Art classes are offered. The study of world languages is key at The Capitol School. Students study Spanish, German and Mandarin from ages 3 – 18 through daily lessons with native-speaking teachers. After-school sports include cross country, volleyball, bowling, tennis, golf, and a new soccer team forming. Clubs such as Math Club, Key Club, National Honor Society Club and Robotics Club meet weekly.

Spanish, German, Spelling and Geography competitions are held annually. Students participate in weekly meetings with the school’s counselor and Scholar Support Meetings take place in small groups for peer interactions and encouragement.

Alabama’s Dual Enrollment/Dual Credit Program, which allows students to take college courses while in high school.

Students with a 3.0 GPA may begin college classes at 10th grade with EARLY COLLEGE at The University of Alabama, a top 50 public university in the U.S. To learn more about Dual Enrollment, visit https://uaearlycollege.ua.edu English support is provided for students who have just moved to Alabama. Students participate in German and Spanish state competitions with public and private schools from across the state. ‘Linguists around the world concur that the earlier you learn a language, the better,’ Dr. Rountree says. It is the only PK-12 World Language program in Alabama.

Celebrating Diversity Through the years, students from 87 countries have attended Capitol School classes, and the faculty recruited from across the globe. That diversity is celebrated annually with an International Festival where families host booths to share their heritage. They display flags, maps, artifacts, toys and favorite foods from their home country. Students of all ages learn about the cultures of fellow students in the school. One of five Capitol School students or their parents were born outside the U.S.

High school students age 15 and older participate in

April | 2020

35

THE 10 BEST

INTERNATIONAL SCHOOLS IN THE USA T R

Preparing for the Future The school is a fully accredited school and all credits earned by students can be transferred to any other accredited school in the world. AdvancED, a non-profit, non-partisan organization serving the largest community of educational professionals in the world, in its 2018 review recommended that Capitol School earn the distinction of accreditation for a five-year term until June 2023. AdvancED provides the Index of Education Quality™ (IEQ™) as a holistic measure of overall performance based on a comprehensive set of standards and review criteria and reported on a scale of 100 to 400. The Capitol School earned an institutional IEQ of 371 total points in this comprehensive review.

Capitol School’s “School to Career” program alignes students with a Mentor in the community selected for the student to interview and “shadow” in a field of interest to each student. Weekly speakers about careers help students learn more about careers in a variety of fields. Summer job placements are available for those students who complete course and safety requirements.

Words of Trust The Capitol School has made a mark in academic circles, garnering accolades as a Model School for 27 years. Some of these have come in the form of testimonials by happy parents. Read on.

One parent from Austria enrolled her son and said. 'We wanted a school where our child would be really known by the teachers. We wanted a school that placed as much value on a student who is a gifted artist or musician as the value placed by most schools on a gifted reader, writer or athlete.

After all, those attributes are all gifts.’

Another parent who enrolled her daughter said, ‘We wanted our daughter to have the highest academic opportunities for college after attending Capitol School.’

“My time at The Capitol School allowed me to develop both academically and personally. My teachers gave me individual attention, exposed me to new ideas, and challenged me to be the best I could be.

The diverse student body, with students from all around the world, provided me with a sense of community and gave me new perspectives on issues both domestic and international.

I could not have asked for a better high school experience.”

Josh Sophomore, Boston College 2018 graduate of The Capitol School “I was fortunate to attend the Capitol School from 5th to 12th grade. I came in 2004 speaking very limited English and the school helped me learn. My parents were born in Croatia. I met a lot of people from many different countries and learned about their customs and culture. I was also very fortunate to attend Shelton State Community

36

College while still attending high school at The Capitol School and earned 45 college credit hours before graduation from high school. They also helped me receive a 2 year full scholarship at Jacksonville State University. I am very thankful for all that Capitol School has done for me.”

Jennifer 2012 graduate of Capitol School Graduate of Jacksonville State University Graduate School at University of West Alabama “My name is Ye and I am from Hubei, China. I still remember I was so excited and nervous when I took the first step on the plane that I didn’t get any sleep at all. Arriving in Alabama, everything was new for me. Now, I think I made the right choice to study abroad at The Capitol School. High school life was made easy for me as an international student, especially thanks to the people around me who gave me a lot of help, and I feel lucky to be here. Also, my host family was amazing, and I enjoyed them. They helped me a lot with my Early College courses.

I am especially fortunate that Dr. Rountree can give me this opportunity. When my high school grades reached 3.0 GPA, I was able to enroll in college classes through Early College. Capitol School’s high school program provides a way for international students to prove they can be successful in college and not have to take the SAT or ACT exam. My parents were thrilled when I was accepted to one of the top 50 public universities in the U.S. Now I am a student at the University of Alabama, I am proud of myself and feel thankful. I love this big family here.”

Ye 2019 Graduate of The Capitol School Currently enrolled at The University of Alabama

April | 2020

T R

April | 2020

37

Learners-

TODAY’S

Leaders

TOMORROW’S I

n selecting a school for our children, there are many elements parents will investigate. In choosing the correct pathway and setting for any child, decisions will be based on a range of factors. Here in Dubai, the range of options is vast, in terms of price point, curriculum and location.

One aspect of critical importance on any child’s successful learning journey which should be founded in success, challenge and happiness will be their readiness and agility in selecting and managing their own professional or vocational and career pathway. Equipping students with the skills necessary needs to be an area of focus for all schools and educators, strategically embedded in both the formal and hidden curriculum at schools.

38

April | 2020

Educator,s Viewpoint

Ruth Burke Director

About the Author Ruth Burke, currently works as a Director of Deira International School. She is a school leader with the distinction of having led outstanding schools in Dubai for over ten years.

Educated in Trinity College, Dublin and later in Bath University UK, Ruth holds a Masters’ Degree in Educational Leadership and is a strong proponent of empowering staff through distributed leadership models. Her strong connection with Learning and Teaching, as well as her aspirational approaches to all aspects of education, make Ruth a very in touch and visible presence to students, staff and parents.

Her relentless pursuit for excellence has been instrumental in building schools of considerable repute where inspection, academic outcomes and aspiration levels evidence her high expectations approach and a culture of collaboration, with parents as partners as a key component.

Mother of three, with children, spanning 6 years to 24 years of age, her passion for creating highperforming learning opportunities for both students and staff is tangible and her drive to ensure quality outcomes for all learners is refreshing.

April | 2020

39

An emphasis on developing leadership skills and opportunities in students within and beyond the school gates should be significant. From primary age, a range of leadership groups can work closely with staff, parents and their peers to positively impact practices, policy and provision. Groups such as our Wellbeing Warriors, Heritage Heroes and Tech Gurus are an integral part of many school approaches to leadership development with Student Counselors, Performing Arts Leaders, Journalists and Paparazzi groups work diligently to impact both within and beyond the school gates.

A focus on communication, collaboration and connectivity, cultivated from early years with peer led learning opportunities and a formalized buddy learning system in place can further develop the skills required for students to be ready and able to maximize their learning opportunities. The Wakeham Review of STEM (Science, Technology, and Engineering & Mathematics) degree provision and employability (2016) stressed the importance of building transferable skills and providing work experience. It commented on the need for ‘softer skills such team-work and project management’ to be embedded in the curriculum and for more employers to offer work experience.

Many Schools offer a program of structured vocational support and work experiences including access to a range of specialist speakers, mentors and facilitators who help to inspire students and make the world of work tangible and highly accessible.

Internships for example, afford students great scope to develop their experiential learning. The IBCP (International Baccalaureate Career-related Program) includes a work placement component, an area highly valued by employers,59% of employers rating it as one of their most important factors when recruiting graduates (CBI/Pearson, 2017). 65% of employers in the Employers Perspectives Survey (2016) rated relevant work experience as critical or significant when recruiting too, rating it more highly than academic or vocational qualifications (Duke of Edinburgh (DofE) awards, 2017). In addition, higher education students who undertook any type of work experience are more likely to attain a graduate job (BIS, 2013).

It's proven that school systems which systematically develop work placement opportunities engender the success of students over the long-term.

Brandon Busteed, executive director of Gallup's higher education division, claims that setting up students in a professional environment, interning, for example, is key in preparing them for a successful transition to working lifestyle, expectations and the environment of the workplace. The traditional model of preparing students for tertiary education needs review. Students must be nurtured, through all programs, to develop and refine the skills, attitudes and knowledge for life beyond formal education.

The additional value brought by ensuring meaningful work placement with honest feedback and systems in place to support improvement will contribute to personal growth and to deeper learning. T R

40

April | 2020

Dynamics of

International

Studies 42

April | 2020

Changing Dynamics

T

he study of the connection of major economic, social, political and cultural issues on a global level is referred to as international studies (IS). It is also known as international relations (IR) or international affairs (IA). International relations are the study of the way international systems operate like investigating relations between various countries and foreign policies. The study helps countries to develop the ability to understand the effects of globalization, cultural impacts, global policies of countries, etc.

Many educational institutes have developed degrees and courses in international studies. Institutes confirm that these courses are to engage students in the issues that have arisen in the globalized world of today. International Studies offer a wide range of subjects to choose from like, foreign policy, the role of international organizations, foreign languages, and history, etc.

Why Study International Studies?

Studying international studies help individuals learn to be analytical and objective while considering various global issues.

• A Pool of Knowledge: This study provides the students with core knowledge regarding international systems. It helps them to analyze the global system and its impact on the society, government, and businesses of various countries. The students have the leverage to core knowledge from numerous social science fields. In many cases, students pursue these subjects in order to become more aware regarding the particular field of the global arrangement.

• Modern Foreign Language: Language study is a part of the course. Studying languages of different countries enhance the students’ overall understanding of the language and culture of the regions. The program requirements coincide with the types of languages and social science courses. Work in a modern foreign language not only allows students to understand their lifestyle but also various aspects around which their lives are evolving.

• Choice of Subjects: International study students have several subjects to select from. Major selected subjects are social science, political science, economics, history, and foreign language. While on campus the students have various opportunities to apply their knowledge in. There are student clubs like Foreign Affairs Clubs, Model United Nations, etc. Involvement in such clubs not only increases knowledge but also their interest in the program.

International studies can be defined as the study of the relations between the various countries in the world. It is said to be one of the skill development courses. Over the years international studies have evolved and improved to gain recognition on the global level.

International studies not only improve the analytical skills of the students but also increases global knowledge among them. These programs are attracting new students to the world of international studies, acting as a bridge between the countries.

Dynamics of International Studies Over the years international studies has evolved vastly. In the beginning, international studies was only limited to a field of activity, it gradually developed into a larger field.

International studies were subject to many changes in its evolvement process. Some of the changes that took place are: • Better Faculty: International studies as a subject is a huge topic. The guidelines of the program have been modified with time keeping them updated. Unlike earlier times, the faculty know what, when and how to teach. The productivity of the faculty has improved due to proper instructions. This has lead to an increase in the quality of the course. Today, the faculty is also well versed in the subjects that they deliver good classes. This helps the students to gain as much knowledge as possible.

• Large Scope: Earlier the program was confined to a particular field of activity. Now, the scope has widened including many factors of the global market like language study, economics, government policies, political sciences, etc. Many students have opted for this course because of its wide scope. It gives a lot of knowledge and learning in one single course which is hard to find.

• Increase in Career Options: International studies graduates are suitable for careers in business and organizations’ international clientele. The foreign language and economic skills together are a bonus to hiring companies as both these elements are equally important.

The graduates of International Studies can get entry-level finance jobs in the global market as security analysts and investment analysts, etc. Many government agencies also hire International Studies graduates. Over time this degree/program has gained recognition in order to form a career in many aspects of the global market. T R

-Shreevarshita Gupta April | 2020

43

About the Author Tom Wingate, Founder of The Wingate School was educated at St. George’s College, Weybridge, Surrey, in Great Britain. His school’s mission is to touch lives, promoting excellent academic standards imbued with values. He completed his undergraduate degree in English and History and Theory of Art from the University of Kent and postgraduate degree in teaching from the University of Leeds. He kick-started his career as teacher administrator at an international school in Mexico City. Later, in the 1990s, he Tom Wingate served as the Principal and Founder Assistant Headmaster of a developing high school, also receiving his Masters in Administration and Supervision from Georgia State University. Head of the intake Year 9 at City of London School in the early 2000s, he coached many successful public speaking and debating teams, winning the ESU's British and International Debate Competition in 2006. He also holds a postgraduate degree in Victorian Studies from Birkbeck College, University of London.

Tom has taught from kindergarten to teachers in their Masters programmes. He is an artist and photographer, greatly enjoying history of art. An avid collector of old documents, with a special interest in the life of Dickens, he also contributes to the international “Dickensian” magazine.

|

44

April | 2020

Educatorʼs Column

T

his is a great question and one that we need to ask ourselves on a frequent basis. In fact, it is the question, par excellence, that all educators must ask themselves. Happily, what a delight it is to sit down with our Pre-Primary and Primary teachers and discuss great ways to engage all our students in their learning.

First, we believe that our very environment sets the tone.

Although, in our case, we are a relatively new British-international school in Mexico City, banish the thought of our vibrant community working within the confines of a concrete campus. Rather, think of a semi-rural site on the city’s western edge, basking in sunlight most days, and all surrounded by low smooth hills carpeted with trees. And fortunate enough to have a purpose-built first construction using spacious, light-filled classrooms in which teachers experiment. With children hailing from some thirty countries, and Buenos Aires sitting down with Berlin, wonderful cross-cultural friendships burgeon.

To be truly modern and creative, innovative educators continually need to mix the old with the right amount of the new, furnishing pupils’ learning styles with sufficient variety. To make our motto “Strive, Learn and Serve” a reality, we also operate with the International Primary Curriculum (both its Early Years, and its mainstream Milestone programmes). The projects we select from it always allow us that flexibility in both content and skills so

April | 2020

useful to any enthusiastic teacher’s heart. Teachers are not trammeled, then, in what they can attempt to do with the curriculum. In our planning, main classroom teachers work hand-in-hand with specialist classes. We especially promote music – every post-Kindergarten child plays a stringed instrument – also linking it wherever possible to many discrete subject areas within bespoke IPC projects. Wasn’t it E. M. Forster who once said, “Only connect”?

“Serve” is extremely important to our school community, providing us with plenty of opportunities to be innovative.

Classroom teachers very deliberately fuse the IPC with our School of Character, exploiting teachable moments to promote positive values. Moreover, innovative learning stems from pupils – in an age-appropriate way – researching and selecting practical initiatives to help others. For example, it was the pupils, not the teachers, who opted for writing letters for lonely old folks (and visiting them subsequently), creating a whole World Cup football competition with a local Primary, composed of fifteen full teams, plus an extensive toy collection and distribution campaign for the less fortunate in society. When children sense the justice of something, they grow in confidence and display tremendous drive.

Holding fast to the ‘traditional’ in education, the things time and cultures have told us work, we have ensured we have placed the library at the heart of our campus. Three of its

45

four sides are largely composed of glass. Children, walking by, both inside or out, cannot but help to peer in, see and be intrigued by the constant activity. It welcomes them; it engages. With much mobile library shelving, its spaces are instantly and effortlessly ‘redesigned’. Activities held there typically include: ICT classes using Chromebooks; weekly assemblies underpinning IPC topics; drama practises; much live reading to groups; personal assistance with book selection, and – naturally! – quiet reading and book processing.

(For books - new, old, bought, donated - are constantly being added.) Matching expressed interests, books are frequently given to children by the school to keep, too. Books, stimulating innovative lines of thought in young minds, still very much count and always will.

Yet, as we rocket into the new millennium, we inevitably reach out to the innovative and the new. Deliberately sited within that large open library, staff and children access a lot of our technological gadgets. They are mere tools to our academic ends, but, what tools! (We are setting up audio and visual contact with divers on the Great Barrier Reef, in real time.) Most of our Smartboards are fixed within classrooms. However, others kept in the library can be wheeled into action, like strange wooden fire engines fomenting those intellectual “conflagrations” poet Alan Paton spoke of, rather than putting them out. What, then, is the nature of the modern library? The speed of technological advance today is mind-boggling. Thus, the jury is still out, because the fascinating conversation constantly twists and turns.

The classroom, where teaching and learning occur, now is so much more than a big box. We encourage a host of innovative afternoon activities where young pupils (and their parents) can begin to choose less orthodox areas of interest. For example, highly athletic Irish dancing can and does complement our official P.E curriculum. Gardening Club, linked to the Royal Horticultural Society levels for schools, is ripe for innovation. (For one, pupils have chosen where new bird boxes will adorn the campus.) Gardening, along with woodland walks for our pupils in the huge ranch in which we are located, opens up so many avenues, both for hands-on experiences as well as for incipient science-inclined minds. We have a Debate Club, too.

When all is said and done, our teachers’ collegiality is the engine that powers the active, innovative learning throughout the school. However, as we genuinely try to put our pupils at the heart of our project, their sense of contentment and ‘voice’ also are extremely important to us. Our pupils constantly use personal (but shared) agendas in which all constituents – line managers, all teachers, the pupils and parents – write reflective contributions. When ‘in class,’ collating knowledge, pupils are much encouraged to work in various teams.

They are crucibles in which to learn content and, more than that, the arena where they acquire and practise transferrable skills. Invariably, their strengths and weaknesses are tested in the general give and take. That way they, and their teachers, understand better the needs of patience and teamwork, analysis and critical thought. T R

46

April | 2020