International Schools Blog

Making the move from school to university is a big transition for lots of teenagers. First year students will be studying new university subjects, where they’ll be expected to attend lectures, contribute to seminars, manage essay deadlines and do their own independent reading and research. As if that weren’t overwhelming enough, many of them will be living away from home, taking responsibility for their own finances and learning how to look after themselves for the first time.

If you’re teaching secondary school students, then exam season is looming. It’s a busy time of year where students are trying to complete projects, teachers are making their way through the last of the material covered in the exams, and everyone is flagging after a long winter term.

In the last few years, there has been a growing awareness of the gender spectrum, the genders which exist beyond the binary, and a shift in the language we use to talk about gender. In many cases, students are adapting to these changes in language more readily than some teachers. So, how can we talk about gender and pronouns with our students in an informed, sensitive and inclusive way – and why is it important?

School language, home languages, host country languages, world languages… where is a school supposed to start? International schools are complex in many ways, but never more so than when it comes to languages. So, how can we deal with this complexity in ways that are beneficial to all our students, and respect and develop each unique language profile?

Today, we are announcing our actions related to the situation in Ukraine, which include suspending the sales of our products and services in Russia and Belarus.

The annual BTEC Awards – now in their 12th year – recognise and celebrate the hard work and dedication of BTEC learners, educators, and providers from all around the globe. BTECs offer learners aged 16 and above the knowledge, understanding and skills that they need to prepare for a career, continue in further education, or progress to higher education.

In international schools, students often come from a variety of backgrounds, with extended families in other countries. As a result, at times they lack the type of deep community connection that comes from growing up locally, with roots that go back generations.

In the first blog post, Paula Rowlands outlined how a smooth transition between the MYP and DP is supported by a seamless continuity between the components of the written curriculum and a concept-based inquiry approach within the taught curriculum.

“Pay attention.”
“OK class, listen up.”
“When I’m talking, I need everyone to listen.” How many times have you asked your students to listen to you in class? It probably runs into the thousands. As teachers, you continuously encourage your students to listen and pay attention – but when was the last time you considered your own listening skills?

As Paula explored in her previous blog post in this series, research clearly identifies a concept-based, challenging, inquiry approach as necessary for deep understanding, an enjoyment of mathematics and improved student progress. But how can it be put into practice in the classroom?