International Schools Blog

In an educational setting the mere utter of the phrase ‘esports’ often results in two polar opposite reactions: the first, one of excitement and the second, one of fear. Both exist at whatever level in the hierarchy the respondent sits.

The sports industry continues to grow and diversify, reaching a value of nearly $488.5bn in 2018, with an expected growth to nearly $614.1bn by 2022*. Not only is there growth in the value, but most importantly there is growth in the diversity of opportunity within the sector, with the rising availability and consumption of sports content available through a broadening of the availability of the internet. Evidencing this change, the sports audience for Indian TV increased by 7% during 2017, creating 46 billion online impressions in 2018**.

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.

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 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.

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?

In the second in her series of blogs, Paula Rowlands outlined how a smooth transition between MYP and DP mathematics is supported by having a seamless continuity between the components of the written curriculum and the merits of a whole school continuum plan.

In her first article, Paula Rowlands outlined how a smooth transition between the MYP and DP is supported by having a seamless continuity of mathematics concepts, fostering a sense of curiosity and inquiry throughout the MYP, developing problem-solving, a consistent development of ATL skills, and the integration of the graphic display calculator as a learning aid prior to starting the DP course.

According to the World Economic Forum’s Future of Jobs 2020 Report, by 2025, 85 million jobs will be transformed by increased use of automation and robots. Furthermore, it is estimated that 97 million new professional roles more suited to the new division of labour between man, machine and algorithms, could emerge from this change.

The German university admission authority Anabin has announced more flexible arrangements for students taking UK curriculum qualifications.