International Schools Blog

Incorporating life skills into the classroom enables students to reach their highest potential and interact positively with their environment.

We all understand how icebreakers and first-day activities can help to get to know learners better but is there is more to it?

The multilingual classroom may pose challenges, but it also offers the opportunity to embrace diversity and develop insights into backgrounds from around the world.

The early years of a child’s schooling can have a huge impact on their success in later years. If we want to help children develop into competent, well-rounded citizens who are prepared for whatever the future may hold, we need to get their education off to the best start.

The IB has published the new Business Management Subject Guide. This will impact teaching and learning starting this autumn, with first exams in May 2024.

David Hawkins is Director & Founder of The University Guys, a team of specialist international university advisers who support students and schools with university applications to universities in the USA, Canada, Europe and more.

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?

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?