As a PE teacher, I believe that our subject area can be a central space for learning social and emotional skills, but I have some key questions:��

• How can we teach strategies that students can use in multiple contexts?��
• How can we involve families in this learning?��
• What skills do we want to develop in our students?��

Teaching for Transfer����

A highlight of our PE program is Skateboarding. Who �ɴdzܱ����’t love watching students whiz around on skateboards and carve around obstacles? But guess what, before students can get comfortable on the board, �ٳ�����’s lots of falls, bumps, bruises, and anxiety. The students really need to demonstrate perseverance in order to master new skills. Imagine if we could explicitly teach perseverance strategies and show students how these strategies could be transferred beyond the PE space – what might the impact on themselves as learners be?��

In his book, The Future of Teaching, Guy Claxton identifies the challenge for teachers and students in transferring their knowledge learned within the school environment beyond that immediate context. So, how might we demonstrate to students that the perseverance strategies learned during Skateboarding could be used in a Maths class, or beyond the walls of the school?��

Crafting Connections Through Storytelling��

For students to recognise and apply perseverance strategies beyond a PE learning space, there would need to be intentional collaboration between home room teachers and other specialist teachers. Kendall Haven states that storytelling fosters social and emotional skills by allowing students to explore diverse perspectives and experiences. To tap into the power of storytelling and help students make connections beyond a PE space, our librarian identified age–appropriate books, and we used ChatGPT to match these to our six identified perseverance strategies.

Source: UNIS Hanoi

Homeroom teachers would introduce the perseverance strategy during morning meetings with their students and ask them to make connections to the class book. When the students arrived at PE during our ‘opening circle’ time, they would share the story and strategies used by the characters in their book and �ɱ�’d think about what this could look like within our lesson.

Skills on the Move: The Journey of a Travelling Poster��

To show the transfer of these strategies beyond a defined classroom context, our curriculum coordinator, Kay Strenio, shared the idea of a ‘Travelling Poster’, something tangible that moves with students from space to space and anchors conversations around the perseverance strategies.

Source: UNIS Hanoi

The poster uses a scale template taken from Peter Liljedahl’s book, Building Thinking Classrooms. Students were given a blank scale and, as classes, defined what perseverance meant to them. We built our understanding from connections with our stories, our experiences in home room, in PE on the skateboards, and with conversations with other specialist teachers. This was a living poster that was added to as the unit progressed.����

At the end of lessons, students reflect on their use of the identified perseverance strategies to help them overcome challenges. To visualise the process, students moved magnetic popsicle sticks labelled with their name along the scale. This again provided something tangible for students and a useful data point for teachers to have whole-group, small-group, or one-to-one discussions with students.����

Courage Day��

To make the transferability of perseverance skills explicit to students, we ran an afternoon of experiential learning activities, aligned to our school values, called ‘Courage Day’.����

Using our ‘Just right’ challenge scale, students were given a broad range of activities that they would not normally do within their school day, showing how perseverance strategies can be used in multiple contexts. These included Coding, Dance, Drama, Rock Climbing and Horse Riding.����

Building Bridges: Perseverance Questions for Families��

Joyce L. Epstein and Steven B. Sheldon developed a framework, ‘Overlapping spheres of influence’, which highlights how family, school, and community environments intersect to support student learning and development. Their work emphasises the importance of strong partnerships across these domains, focusing on:��

• Consistent Support: Students receive consistent messages and support from both home and school, reinforcing the importance of persistence.��
• Resource Access: Families are better equipped with strategies and resources to help their children overcome challenges.��
• Increased Motivation: Students feel motivated knowing that both their family and school are invested in their success.��

In line with Epstein and Sheldon’s findings, we began sharing weekly messages with families, featuring different questions, an explanation of how asking these questions would help their child develop an understanding of perseverance, and some tips for creating a two-way discussion between adults and students.����

“perseverance ������’t confined to any one subject: ����’s a universal skill that empowers [students] to face challenges head-on, wherever they encounter them.”

Landing the Learnings: Our Skateboarding Reflections��

Why is reflection crucial at the end of a unit? It consolidates learning and informs future practices by engaging students, teachers, and families in evaluating growth and understanding. As there were many people involved in this unit, we decided to try and capture the thoughts of teachers, students, and families through a google form.����

We collected data from families to better understand how the ‘questions to support your child’ were used and how they could be made better. 81.3% of respondents thought that the questions were either very effective (43.8%) or somewhat effective (37.5%) in supporting their child’s learning, while 87.6% felt like the questions had strengthened the connection between school and home.����

When asked, 85% of our students said that they had used one or more of our perseverance strategies outside of PE. Below are some more reflections from the students about how the unit has impacted them as learners.

Source: UNIS Hanoi

Integrating social and emotional skills into the curriculum, as highlighted in the OECD Future of Education 2030 report, is vital for preparing students for an unpredictable future. The Skateboarding unit, with its inherent challenges and triumphs, offered a great foundation to explore perseverance strategies. By weaving storytelling into our lessons, we created rich, memorable connections that resonated with students. The collaboration between homeroom and specialist teachers enhanced the learning experience, while family involvement extended these lessons into the home.��

Through innovative strategies like the ‘Travelling Poster’ and experiential learning through ‘Courage Day,’ we show students that perseverance ������’t confined to any one subject: ����’s a universal skill that empowers them to face challenges head-on, wherever they encounter them.����

By Matt Magowan

With special thanks to:��

Kay Strenio, whose ideas, support, and encouragement have been invaluable throughout the development of this unit.����

Andy Vasily, whose work around ‘Just right’ challenge has impacted this unit and a range of others within our programme.����

Matt Magowan is an Elementary School PE teacher and team lead at UNIS Hanoi (Vietnam), dedicated to empowering students to find joy in a diverse range of activities. You can connect with Matt on .��

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At Kopila Valley School in far western Nepal, that’s the vision we’re working toward every day. For students growing up in poverty, without stable homes or parental support, career guidance ������’t just about job prospects; ����’s about hope and transformation. Our Futures Program equips students to make informed choices about their education, careers, and personal lives, while offering a model for how schools can be powerful launchpads for life.��

We believe this program’s personalised programme of career counselling, mentorship, life skills, and scholarship support; is a key reason why 95% of our Grade 10 students have passed the national Secondary Education Examination. This crucial milestone opens doors to new higher education, vocational courses, and career opportunities.��

Education with Roots in the Community��

Kopila Valley School was founded in response to local needs, to develop equitable and accessible education for those children who are vulnerable, through collaboration with the local community. Public school access is often out of reach due to even nominal fees, stationary needs, uniforms, or the absence of supportive caregivers.����

Our school prioritises students who are most in need, and our commitment goes beyond academics—we offer daily meals, healthcare, individual psychosocial counselling, and family/home environment support. We believe thriving in life and school begins with stability and safety.��

We integrate place-based and sustainability education throughout our curriculum. Our campus—the “greenest school in Nepal”—was built with sustainable materials and continues to model environmentally responsible practices. We view education as a tool not just for individual advancement, but for social and environmental transformation, equipping students to build brighter futures for themselves and for generations to come.��

When students are free to learn and encouraged to explore in our place-based and caring environment, they begin to dream.��

Source: Kopila Valley School

The Futures Programme: Practical, Personal, Transformational��

As our Co-founder Top Bahadur Malla says, “We are concerned not only about children’s education, but also about their futures.”��

Launched in 2018, our Futures Program begins in Grade 8 and continues through post-secondary years. It was designed to provide career guidance and life preparation for students who might otherwise graduate without knowledge, skills, and confidence for the future. Our approach includes:��

• Career exploration through our Inspirational Speaker Series, where students meet professionals from a range of fields in governmental, non-profit, local businesses, and private businesses, including emerging green careers.
• Strengths assessments and academic advising through the team of guidance career counsellors and enrichment officer.
• Life skills workshops, including personal discovery sessions, public speaking, mock interviews, financial literacy, writing job applications, resume writing, and basic budgeting.
• Mentorship and one-on-one coaching, pairing our alumni with a mentor to support them in personal, professional, and life skills development.
• Post-secondary support, including assistance with college applications, scholarship applications, and a no-interest loan fund for university or technical training. Sixty-three percent of all graduates are pursuing higher education.
• Internships and entrepreneurship, developed through partnerships with local businesses and organisations. Students gain real-world experience or seed funding to launch their own ventures.��

Source: Kopila Valley School

We understand that university is not the sole path to success and offer a wide variety of resources to our students. Every Grade 10 student engages in a local internship. Of recent graduates, 21% are in vocational technical certification degree programs, 23% are in full-time paid apprenticeships, and 2% are in entrepreneurial ventures. The goal is not to push students down one path, but to give them the tools and support to make informed, empowered decisions about their own futures.��

“We believe schools should be launchpads, spaces where young people learn to take ownership of their lives.”

From Learning to Leading��

The Futures Program’s impact is already clear. Our students are more confident, goal-oriented, and socially aware.�� Alumni have graduated from top-ranking universities in the IT, engineering, medical, and hospitality sectors. They are developing healthy habits and showing leadership in personal and professional life.��

Crucially, �ɱ�’v�� seen students move away from challenges common in our region—such as early marriage and substance abuse – thanks to education and financial independence.����

All 256 graduates to date have participated in climate action initiatives during or after their school years. For example, alumnus Pushkar founded “Hamro Group,” a nonprofit focused on collaborative environmental actions. Five alumni have started their own businesses, using seed funding from our no-interest loan program. In 2024, we helped graduates scale up their local business, Yatra Rental and Gears.��

Sixteen alumni have returned to work at Kopila Valley, contributing their skills back into the school and broader nonprofit programs. Recent alumni have completed skills training in barista work, hotel management, networking, and CCTV installation through local and national programs. These emerging professionals serve as visible role models for younger students, proof that ����’s possible to learn, earn, and lead in your own community.��

Building a Culture of Ownership��

We believe schools should be launchpads, spaces where young people learn to take ownership of their lives. That means cultivating both independence and interdependence: the ability to make choices with confidence, and the sense of responsibility to one’s community and environment.��

At Kopila Valley, we approach this work as a team. Our counsellors, mentors, teachers, and program staff are trained to listen deeply to students—to help them surface their own dreams and navigate real-world barriers.��

Students receive post-graduation coaching to support their transition into adulthood. Many remain active in the Kopila Valley Alumni Association, an emerging network established for professional development and maintaining connections.��

Lessons for Other Schools��

If your school is interested in launching or expanding a Futures-style program, here are some key lessons �ɱ�’v�� learned:��

• Start with relationships. Students must feel known and supported in order to dream big. Career guidance is effective when built on trust.
• Stay adaptable. Curriculum and guidance must evolve alongside the education landscape and student needs.
• Make it holistic. Academic guidance alone is not enough. Include emotional and physical wellness, personal assessment, life skills, and exposure to real-world experience.
• Celebrate all pathways. Honor success in all its forms—university, skilled trades, entrepreneurship, caregiving, or activism.��
• Involve the community. Internships, speakers, and alumni mentorship can all reinforce the idea that students belong to a larger web of support.

One Generation, Profound Change��

Perhaps the most powerful proof of our program’s impact is this: we are beginning to see cycles of poverty end—in just one generation.��

Most of our students are the first in their families to complete higher secondary education. We are deeply humbled by their resilience, determination, and leadership. They are not just dreaming of better futures, they are building them.��

At Kopila Valley, it is our privilege to walk beside them.��

By Pratikshya Bhandari and Katy Munden Hays

Pratikshya Bhandari is Futures Program Coordinator. She oversees the planning, implementation, design, and team management for career counseling, career guidance, scholarship plans for students, and development of the Kopila Valley Alumni Association. Katy Munden Hays is the Public Relations Manager at the BlinkNow Foundation, the U.S. funding partner of Kopila Valley School. She tells Kopila Valley stories and also supports communications for a range of good causes.

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Xiaohusai was born in 2016 following an educational travel experience to Xiaohusai village in southern Yunnan, China. During their visit, students identified two pressing challenges: economic inequity among tea farmers and limited educational access for their children. Instead of launching a one-time fundraising effort, the students established a direct-trade model that ensures farmers are paid above-market prices by cutting out exploitative intermediaries. The increased revenue is then reinvested into the community through scholarships and infrastructure improvements.��

Over the past eight years, this initiative has provided over ¥135,000 RMB in funding, directly supporting education and clean water projects. �ݾ����dz�ܲ�����’s success stems from its shift from traditional service to a sustainable, student-led model of impact.��

From Short-Term Aid to Long-Term Impact��

At Concordia, service learning is rooted in sustainability and meaningful partnerships with local organisations. Too often, service efforts are driven by outsiders who decide what a community needs, rather than engaging directly with the community to understand its genuine challenges. Xiaohusai exemplifies how immersive experiences and thoughtful collaboration can lead to authentic, impactful service that fosters lasting change.��

Source: Concordia International School Shanghai

While Xiaohusai focuses on ethical business practices and education access, its lessons extend far beyond social entrepreneurship. Service learning should not only encourage students to help others but also challenge them to design sustainable solutions that foster self-sufficiency within communities. When students are given opportunities to engage deeply, service becomes more than just an act of giving: it becomes a means to understand global complexities, develop empathy, and apply interdisciplinary knowledge to real-world problems. “Being part of Xiaohusai has transformed my understanding of leadership. ��’v�� learned that real change ��DZ����’t come from charity—it comes from building systems that allow people to support themselves,” says Alex Chen, a student leader of the initiative.��

Empowering Students to Lead Through Service��

Successful student-led initiatives thrive when students play an active role in decision-making. While faculty mentors provide guidance, Xiaohusai operates through structured autonomy, allowing students to oversee all aspects of the enterprise, including budgeting, operations, strategic planning, and stakeholder engagement. This hands-on leadership experience not only deepens student investment in the project but also fosters leadership capacity and real-world problem-solving skills.��

In addition to running the business side of the initiative, students also play a key role in community relations. They meet regularly with tea farmers, learning about their needs and working alongside them to refine business strategies that benefit both parties. This reciprocal relationship allows students to move beyond a transactional mindset and recognise the importance of co-creating solutions that respect the knowledge, culture, and agency of the communities they serve.��

Source: Concordia International School Shanghai

For school leaders, the takeaway is clear: authentic learning experiences cannot be simulated—they must be lived. By creating structures that empower students to take charge of their own learning, schools cultivate deeper engagement, stronger leadership development, and increased student agency.��

“When students are equipped with the right tools and support systems, they move beyond good intentions to create lasting impact”

From Student Passion Project to Schoolwide Movement��

One of the biggest challenges in student-led initiatives is ensuring that impact continues beyond a single group of students. For an initiative to gain traction and longevity, it must be integrated into the broader school culture, involve the wider community, and have structures that allow it to evolve over time.��

At Concordia, continuity is achieved through structured leadership transitions. Outgoing leaders mentor new members, ensuring institutional knowledge is passed down. Annual site visits to the tea farms allow students to witness the impact of their work firsthand, strengthening their connection to the initiative. Seasoned members reflect on past improvements, while new participants gain insight into the mission and purpose of the project, fostering long-term commitment and innovation.��

Students also engage in reflective learning practices throughout the process. Through guided discussions and project evaluations, they analyse the effectiveness of their strategies and explore ways to refine their approach. By incorporating feedback loops and continuous learning opportunities, Xiaohusai has evolved into a living model of service learning in action.��

Additionally, incorporating Xiaohusai into existing school structures has expanded its reach. As part of Concordia’s ‘Service Initiative of the Month’ program, Xiaohusai is introduced to the wider school community, increasing awareness and engagement. The initiative is also featured at school-sponsored events open to the broader community, creating a symbiotic relationship: the project gains support while reinforcing Concordia’s commitment to service-centered education.��

Beyond Concordia, the impact of Xiaohusai extends to alumni who remain involved even after graduation. Some return as mentors, providing insights from their post-secondary experiences, while others continue supporting the initiative through advocacy and funding. This lasting connection speaks to the project’s ability to inspire long-term commitment to service and social entrepreneurship.��

Source: Concordia International School Shanghai

The Future of Student-Led Service��

International schools are hubs of innovation, capable of cultivating the next generation of leaders who think critically, act ethically, and drive meaningful change. Student-led initiatives like Xiaohusai demonstrate the power of blending experiential learning with purpose-driven action.��

When students are equipped with the right tools and support systems, they move beyond good intentions to create lasting impact. Designed with sustainability and equity in mind, service initiatives become more than just projects – they embed ethical leadership, problem-solving, and long-term change into the very fabric of school culture. By doing so, we ��Dz�’t just prepare students for the future: we empower them to shape it.��

As more schools look to deepen their commitment to service learning, Xiaohusai provides an inspiring example of what is possible when students are trusted to lead. The combination of real-world problem-solving, meaningful partnerships, and a sustainable model makes it a blueprint for future student-led initiatives seeking to create genuine and lasting change.��

By Dr Christopher Mizel

Dr Christopher Mizel is the Director of Spiritual Life and Identity at You can connect with him on .

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At the Rodion Pedia School, where Angelis teaches, parents often ask when they should start considering an overseas degree program for their child. Her advice is straightforward: the earlier, the better.��

“I encourage them to start looking at their options when their child is in seventh or eighth grade,” says Angelis, who received her bachelor’s degree from a university in Switzerland. “This is the best time to start planning because it gives the family and the student the time to prioritize university options. Many students say their first choice is to study abroad, but they also have a backup plan, which typically includes a university in Greece.”��

Source: Hudson Global Scholars

Laying the groundwork for a degree program abroad involves considering a range of factors, including a student’s motivation, their proficiency in English, and their adaptability to different learning environments. Families also weigh the financial costs and the emotional impact of sending a child to a distant campus.��

Starting the Conversation��

Educators recommend that families and schools begin discussing study abroad options early, focusing on the following key areas:��

• Academic readiness – Is the student prepared to study in another language and adapt to a different educational culture? If additional language support is needed, starting early can give the student time to develop proficiency.��
• Student motivation – Is the student intellectually and emotionally ready to consider and prepare for an international learning experience?��
• Financial planning – What are the costs involved, and are there opportunities for scholarships or financial support?��
• Logistical challenges – Are there geopolitical or visa-related challenges that could affect the student’s ability to study abroad?��
• Support network – Are the right resources and people in place to help the student succeed, such as university advisors, language tutors, and academic advisors?��

“Laying the groundwork for a degree program abroad involves considering a range of factors, including a student’s motivation, their proficiency in English, and their adaptability to different learning environments”

Learning from Experience��

Guillermo Oropeza Diaz, a high school student at Irish Institute Mexico in greater Mexico City, has been planning for a university experience in the US for years. His father attended MIT, and Guillermo hopes to follow a similar path.��

“All my life, I wanted to go further than the typical student,” says Oropeza Diaz. “I really want a university experience beyond what my country can offer me. My plan is to get a bachelor’s degree in the US and hopefully go on and get my master’s degree there, too.”��

Guillermo regularly discusses his goals with his parents and younger siblings. His family is supportive, even though they know it will be difficult when he leaves home. His younger brother is already considering a university experience outside of Mexico.��

“I would encourage any student to go as far as possible,” says Guillermo. “They should do what they must to unlock their full potential.”��

Research shows that studying abroad boosts academic performance, enhances job market competitiveness, improves language skills, and fosters intercultural understanding—without delaying graduation.��

According to the , 89 percent of study-abroad students report that their experience helped them acquire 21st-century job skills that boosted their career opportunities. A by NAFSA: Association of International Educators found 31M+ job openings with skills that a student acquires while studying abroad.��

Building a Strong Foundation��

Supporting students’ study abroad ambitions starts early. Omi Takase, director of the Japan America Academic Center (JAAC), an alliance of more than 50 schools in Japan that provide American-based education online, highlights the importance of early language development. Although many students express a desire to pursue an advanced degree in the US, only 15% have the necessary English proficiency to succeed.��

“Schools need to cultivate students in middle school so they can develop good enough English to be prepared for university in an English-speaking country or program,” says Takase. “Our students recognize this too and are willing to do this work in middle school.”��

Tülay Şenyüzlü, an administrator at Özel Çağdaş School in Eskişehir, Turkiye, also emphasizes the value of early academic exposure. She encourages students to take courses in fields they might want to pursue at university, whether at home or abroad. At the Özel Çağdaş School, many of those courses are available to students thanks to a partnership with�� Hudson Global Scholars.����

“Courses on subjects like multimedia design, statistics, and computer science, taught in English, offer students a glimpse into the university experience,” says Şenyüzlü. “They really motivate students and build confidence.”��

Back in Greece, Angelis and her team are eager to support the increasing number of middle school families considering international education options. “I think families are realizing that ����’s in their best interest to start thinking about it earlier,” she says. “Feedback about our program has been consistently positive, and even families from outside the school are showing interest.”��

Early Planning Pays Off��

The dream of an international education is still very real for many families around the globe. Starting the conversation early—before high school—can help students develop the skills, confidence, and support network they need to thrive in a new learning environment. Educators agree: starting early makes all the difference.��

By Sylvia Pryor

Sylvia Pryor is VP of International Outreach at which delivers exceptional K-12 online educational programs to students around the world. You can connect with her via .

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Imagine a visually impaired child longing to play games with their peers, yet unable to do so because traditional games aren’t designed with them in mind. At Keystone International School, our Grade 2 students took it upon themselves to change this reality. This community-driven problem-solving is at the heart of the ‘Idea Loom framework’.��

The Idea Loom framework is designed as a structured approach to equip students with the ability to engage deeply with communities, identify real-life challenges, and develop meaningful, sustainable solutions through practical methodology.��

Students Need a Future-Oriented Education��

Education often operates in silos: subjects are taught separately, assessments emphasise memorisation, and students rarely experience the messy, unpredictable nature of real-world challenges. This disconnect leaves students underprepared for careers and lacking a sense of personal fulfillment in a world that rewards creative thinking and adaptability.��

Imagine a different kind of education—one where students ��Dz�’t just learn about problems but actively work to solve them. Imagine an education where students ��Dz�’t just write essays on social issues but create technology-driven solutions to transform lives. That’s what Idea Loom brings to the table: an education rooted in action, empathy, and innovation.��

How the Idea Loom Framework Redefines Education��

At its core, Idea Loom is a structured problem-solving framework that encourages students to become active contributors to society. It enables them to take ownership of real-world issues and drive impactful change through five focus areas:����

1. Empathy-Driven Problem Identification: Students engage directly with communities to understand pressing challenges, conducting research, interviews, and field visits.��
2. Collaborative Innovation: Working in diverse teams, students ideate and co-design solutions, integrating perspectives from multiple disciplines like STEM, social sciences, and the arts.��
3. Hands-On Prototyping & Testing: Learning through doing, students create, test, and refine physical and digital prototypes, applying engineering, design, and technology to build impactful solutions.��
4. Real-World Implementation: Projects are not just theoretical; students deploy and test solutions in actual environments, gather community feedback, and refine their work for continuous improvement.��
5. Mentorship & Industry Collaboration: With support from experienced professionals across various fields, students gain valuable insights and guidance to develop solutions with lasting impact.��

“These projects are not hypothetical classroom exercises—they are real solutions making a difference in people’s lives. Through Idea Loom, students are redefining what education should be: an active force for change.”

Transforming Student Learning into Tangible Change��

Beyond creating solutions, the Idea Loom framework instils confidence and leadership in students. Through real-world application, they develop resilience, adaptability, and a deeper sense of responsibility. Many students have reported that working on these projects has not only improved their problem-solving skills but also given them a newfound sense of purpose.��

TouchPlay: A Board Game for the Visually Impaired (Grade 2 students, 2024)��

After visiting Devnar School for the Blind, Keystone Grade 2 students observed that visually impaired children had limited options for recreational activities. This realisation inspired them to design TouchPlay, an innovative tactile board game that engages players through touch, allowing visually impaired individuals to enjoy gaming independently.��

• Impact: This game fosters independent play, cognitive development, and inclusivity, bridging the gap between visually impaired and sighted players.��
• Future Developments: The students aim to expand �մdzܳ���ʱ�����’s features, incorporating more textures and sharing it with schools for the blind and wider organisations to promote accessibility in play.��������

Ultrasonic Cane Attachment: Empowering the Visually Impaired (Grade 7 students, 2024)��

Grade 7 students took on the challenge of helping visually impaired individuals navigate their surroundings safely. Their solution? An ultrasonic attachment for a white cane which detects obstacles and provides real-time voice alerts through a headset.��

• Impact: This device enhances mobility, independence, and safety, reducing navigation anxiety among users.��
• Future Developments: The team plans to integrate Bluetooth technology to connect the device with a smartphone app for additional functionality.��

Students work hand-in-hand with communities to identify problems and co-design solutions. Through partnerships with Bala Vikasa, T-Works, The Alliance for Sustainable Schools (TASS), and professionals from various industries, students gain access to real-world insights, mentorship, and resources that enrich their learning. These collaborations ensure that the projects developed truly serve the needs of society.��

These projects are not hypothetical classroom exercises—they are real solutions making a difference in people’s lives. Through Idea Loom, students are redefining what education should be: an active force for change.��

Practical Takeaways for International School Leaders��

For schools looking to implement Idea Loom, customisation is key. The framework is adaptable across various educational settings, allowing institutions to modify its components to best fit their students’ needs. Whether integrating it into an existing curriculum or using it as a standalone initiative, schools can tailor Idea Loom to their unique educational goals.��

Here are some recommendations for implementing the framework:��

• Train Educators in Design Thinking: Equip teachers with the tools and methodologies to guide students through problem-solving projects.����
• Encourage Cross-Disciplinary Learning: Promote integration across STEM, humanities, and the arts for holistic innovation.����
• Foster Community Engagement: Encourage students to collaborate with local communities to ensure their projects address authentic issues.����
• Leverage Technology for Greater Impact: Provide students with access to digital tools for research, prototyping, and communication.����
• Measure Outcomes & Iterate: Assess the effectiveness of student-led solutions and refine approaches for greater success.��

If international schools truly want to prepare students for the future, they must reimagine education as a tool for transformation. Idea Loom ������’t just an approach—����’s a call to action for schools worldwide to empower students to become the innovators, leaders, and changemakers of tomorrow.����

By Srilakshmi Reddy

Srilakshmi Reddy is the Founder and Managing Director of �� & . A passionate advocate for educational transformation, she specialises in design thinking, teacher training, and real-world learning methodologies. You can connect with her on .��

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Most school leaders will fondly remember the experience of running out of the house first thing in the morning to hang out with friends for the entire day. You will recall a sense of ‘play’ that relied purely on imagination, interspersed with trips back to the house for lunch and treats to keep you fueled for activities, before saying goodbye to each other for the day when the streetlights came on.����

Not only were experiences like these huge sources of fun, but they also nurtured creativity, imagination, and resilience. ‘Playing’ taught us about developing relationships and overcoming challenges, enabling us to understand and explore our relational sense of self.����

Rainy days felt like life sentences, confined in a house that suddenly felt like a jail cell. As children, we longed to be outdoors, primarily because we wanted to share new experiences with our friends in the absence of our parents. We craved that sense of beingness.������

Source: Hochalpines Institut Ftan AG

The shift to a technology-driven childhood��

At some point in the intervening years, culture began to frown upon this freedom and started to see it as dangerous, something we needed protection from. At the same time, the growth of technology – phones, tablets, game consoles, and social media – made keeping children ‘safely’ indoors much easier. ��

This new, technological lifestyle has become so normalised that many forget to question it, and most children ��Dz�’t remember a time before it. We have connected children to the world whilst simultaneously removing them from it; we have expanded their possibilities whilst augmenting their feelings of isolation.����

The role of experiential learning in a changing world��

Digital technologies and artificial intelligence, in addition to globalisation and conflict, are rapidly disrupting economic and social structures. The outcomes, though, are not determined by these factors in their own right: it is the nature of our collective responses that determines the outcomes.��

The Organisation for Economic Co-operation and Development is clear in that we need a comprehensive and multidimensional approach to growing a ‘global’ competence in our young people—one where schools, teachers, parents, and the environment all have an important role to play. One of the most interesting findings from their work is that certain activities, such as the nature of how we learn at school, contact with people from other cultures, learning other languages, and a connection to the environment, are positively associated with a variety of skills. These include the ability to examine local and global issues, empathic understanding, intercultural communication, and, ultimately, the ability to take action for the betterment of the societies we live in.��

Schools as catalysts for global competence��

Schools and school leaders have a duty to help students think for themselves and join others, with empathy, in work and citizenship. We need to do more than enable our students through knowledge acquisition: we need to support their development of a strong sense of right and wrong, foster sensitivity to the claims that others make about us and the world, and empower them to challenge the limits of individual and collective action. If we want our students to actively contribute to productive, sustainable, and civic society, we must help them develop a deep understanding of how they and others live, to experience different traditions, and to think differently.��

Igniting a passion for the outdoors��

Joining the Education in Motion (EiM) team as Head of Campus at Hochalpines Institut Ftan AG (HIF) in the Engadine region of the Swiss Alps offered an ideal setting to implement this future-ready learning approach.��

Source: Hochalpines Institut Ftan AG

Our outdoor education programme, aptly named �ҵ���Ծ��ٱ�’, includes skiing, hiking, sailing, climbing, white water rafting, and mountain biking, and functions as a key element in the experiential learning process. Additionally, in the three years the programme has been running, we have seen over 250 students pass through our doors to engage in real–life learning opportunities with organisations such as UNICEF, CERN, and WEF. Students strongly benefit from the rich cultural heritage of the central European region, with opportunities to visit places such as Munich, Zurich, Strasburg, Vienna, and Venice.������

Creating the next generation of global citizens��

Our focus on nature-immersion, cultural visits, and relationship-building, alongside a range of micro credentials such as water safety, forestry management, bee keeping, and first aid, are part of a complex curriculum that fosters students’ global knowledge and development of modern skills required for the highly competitive further education arena.����

Ignite has been so successful in maintaining the educational rigour of traditional qualifications whilst recognising the future skills gap, we are designing an opportunity in the pre-tertiary qualifications market for a personalised, specialist pathway diploma that will differentiate HIF from schools offering more traditional academic routes. Our four-year qualification combines scholastically robust pre-tertiary qualifications with a range of accredited experiential opportunities, enabling our students to accumulate specialised knowledge and future-orientated skills, experiences, and dispositional traits.��

With a strong academic foundation in disciplinary knowledge being offered through a range of specialist A-Levels, our offering of the Extended Project Qualification will act as a bridge between formal study and the real-life application of the knowledge gained. Importantly, the Future Skills Credit Profile, developed through partnerships with research institutions, industry, the not-for-profit environmental sector, and sports organisations, will integrate with competency credits to provide valuable external validation for the experiential component of the Diploma.��

Top tips for school leaders��

• Concentrate on opportunities for ‘Skills Development’: Your curriculum should highlight the importance of equipping students with essential skills, including critical thinking, problem-solving, creativity, collaboration, and digital literacy, all deemed vital for adapting to changing job markets and societal challenges.��
• Engage multiple stakeholders to develop a network of ‘Collaboration and Partnerships’: Promote collaboration between educational institutions, industry, and communities to create more relevant and practical learning experiences.������
• Flexibility: Ensure your curriculum is flexible, and your leaders are agile, advocating for learning ecosystems that support ongoing skill development.��

By Jared Nolan

Jared Nolan is the Director at and has previously led schools in the Middle East and China. You can connect with him on LinkedIn .

The post Igniting Potential: Redefining education through experiential learning appeared first on �鶹��ý.

The challenge

For schools that integrate local curricular requirements, it can be particularly difficult to convey the full value of their educational programmes to global universities. Traditional transcripts often fail to capture the richness of students’ achievements, especially when they combine local qualifications with international elements. Universities may understand standard international qualifications like the IB Diploma or A-levels, but rarely appreciate the depth and value of local educational requirements or complementary programmes.

Our solution: A validated holistic diploma��

We developed a comprehensive diploma framework that has been validated by Cambridge University Press & Assessment, setting a new standard for how local and international qualifications can be meaningfully combined and globally validated. The diploma encompasses four key components:

1. International Academic Qualifications��

• Cambridge International Education curriculum
• Internationally recognised public examinations – IGCSEs and A-levels/BTECs
• IELTS certification for English proficiency

2. National Academic Studies

• Arabic-medium instruction for cultural subjects
• Saudi Ministry of Education requirements – National Identity Subjects
• IGCSE in Arabic
• Saudi national university entrance examinations: Tahsili and Qudrat

3. Leadership Development

• Professional Level 3 certification in team management��
• Structured coaching programmes��
• Leadership bootcamps��
• Documented competency development��

4. Internship

• Structured, personalised internships with leading institutions (Grade 11)
• Formal reflective theses – leading to Pearson HPQ/EPQ��
• Workplace competency certification��

The delivery of these four focus areas is underpinned by , which is our framework for all teaching and learning practices. HPL is an educational philosophy based on over 30 years of research into how the highest performing students think and learn. Grounded in neuroscientific and psychological evidence, it challenges the antiquated notion that only a minority of children can excel at high levels. Consequently, its driving purpose is to facilitate high performance for the many, not just for a select few.

“Across the world, a more holistic approach to education is vital to equip the next generation with the knowledge, skills and mindset to contribute to a brighter future.”

Jane Mann, Managing Director, Partnership for Education, Cambridge University Press & Assessment.

Source: Misk Schools

Our implementation journey

Our three-year implementation process focused on building credibility and recognition not only on the international stage, but also with our national accreditation body: Saudi Arabia’s Education and Training Evaluation Commission (ETEC). We also secured accreditation from HPL, becoming the first Saudi school to do so.

Year One: Framework Development

• Internal work on developing the assessment framework��
• Partnership establishment with Cambridge��
• Scoping visit and needs analysis from Cambridge��
• Alignment of local and international standards��
• Development of formal assessment frameworks��
• University recognition strategy development��
• Introduction of the HPL teaching and learning philosophy����

Year Two: Validation Process��

• Identification of threshold criteria in partnership with Cambridge��
• External review of assessment criteria��
• Documentation of quality assurance processes��
• Development of credential verification systems��
• University admissions officer consultations��
• Membership of respected professional bodies: The Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC)��
• Buy-in of stakeholders at all levels of the organisation��

Year Three: Building Recognition��

• Formal validation by Cambridge University Press & Assessment��
• The first international Saudi school to be accredited under ETEC’s national standards and accreditation framework��
• The first accredited High Performance Learning school in the Kingdom��
• University partnership development��
• Production of documentation to clearly communicate the programme��
• Socialisation event led by Cambridge University and Misk Schools (to become an annual event)��

While the first Grade 12 cohort will not graduate until 2025, our approach is already yielding very positive results. There is a growing recognition of our integrated approach by university admissions offices, and we have received positive feedback from higher education partners. In addition, students who submitted early international university applications for 2025/26 have already received offers.��

Source: Misk Schools��

Practical tips for school leaders��

There are six recommended steps for schools seeking to enhance the recognition of their qualifications:��

1. Start by mapping your current offerings against university admissions requirements in your target countries.��
2. Build formal partnerships with recognised international education providers and professional bodies who can endorse and validate your programmes.
3. Create robust documentation that clearly communicates the value of your unique educational offerings to all key stakeholders – parents, students, staff and the Board of Governors.
4. Invest in relationships with university admissions offices to help them understand your programme’s distinctive features.��
5. Develop clear equivalency documentation that helps universities understand how your qualifications compare to those they know well.
6. Track and document graduate success to build evidence of the value of your qualifications.

We believe that it is possible to create a qualification framework that maintains high local and international standards while gaining recognition from leading universities worldwide. The key is to build formal validation processes and clear documentation so that universities can easily understand the value of your unique educational approach.��

The partnership with Cambridge University Press & Assessment has been crucial in this process for us, providing external validation that helps universities understand and trust our qualifications. This model shows how international schools can maintain their distinctive character while ensuring their graduates have access to, and are prepared for, global opportunities.��

By Dr Steffen Sommer

Dr Steffen Sommer is the Director General of Misk Schools in Saudi Arabia and Vice Chair of the Council of British International Schools (COBIS). You can connect with him on .

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Upon returning to school in 2021, the American School of Paris (ASP) took much care to bridge academic gaps, yet in the social scene, awkwardness lingered as everyone had seemingly forgotten how to interact without a screen.

We, as students, decided to take it upon ourselves to compensate for the lack of socialisation. During one of our many discussions, we found ourselves off-topic, lamenting about how there had been no snow days that year, disappointing all our friends. That was when our faces collectively lit up and we realised we could give our peers the long overdue snow day with a fake one, aptly named ‘Faux Snow Day’.

With our peers being sandwiched between exams and pandemic stress, we wanted to offer a half-day of relief to revitalise relationships and build back our community. Our teachers’ well-planned calendar did not have room for this, but we didn’t back down and knocked, first on the door of our counsellor, then the high school principal, and finally the head of school.

With ‘Faux Snow Day’ being the first large-scale project led by students, there was an initial apprehension about whether students could truly pull it off. That hesitance only strengthened our commitment, and we used every form of presentation from speeches to mood boards to convince the school. Our efforts bore fruit as the school recognised our sincere dedication and gave us the chance to collaborate with ASP personnel in IT, facilities, parent–faculty association (PFA) and communications departments.

The continued hushed meetings led to an announcement in the form of a news broadcast by our student leaders dressed in ski apparel announcing the arrival of a freak snowstorm in April that left us with no choice but to stop school and simply have fun. The announcement ended with claps and cheers. The day was filled with live music played by students, accompanied by the whole school singing and dancing along, a burger food truck, snacks and games that created unforgettable memories. Our voices had come together to create a sunny day of smiles and laughs, one that students hadn’t been expecting and that we hadn’t seen for quite some time.

After having enjoyed a large-scale event that was completely designed and organised by students, many of our peers felt that they were not only being heard but being taken seriously. Students who saw the final event and realised the thought that went into it, took note of the power students can have, especially when working collaboratively.

The event was also shared online and in our school newsletter, and in every conversation student leadership was highlighted. This demonstrated to many in our community, be it parents, students or staff, the opportunities to create change within our school that have a lasting impact on both the student body and our school community as a whole.

Faux Snow Day shared a lot of similarities with other student agency opportunities such as the Curriculum Committee. This is a committee in our school led by educators that builds documents and policies which are then later implemented across the school. Examples of these include the Professional Growth and Feedback Model and the Assessment Guidelines.

In developing these, students’ voices were equally represented to ensure that these documents, which end up having large effects on students’ experience in the classroom, were successful. This entailed many fruitful conversations between adults and students that broke down barriers and not only built teacher–student rapport but opened both students and teachers’ minds to future collaboration.
This impact reaches far beyond the high school and the student leaders involved; it truly allows teachers to see the potential in their students outside of the classroom. It also allows students to appreciate the complexity and ‘messiness’ of the work that happens behind the scenes, and understand the operations of their school, which provides a new perspective. Through all these initiatives, trust is established which is what allows students to make change.

The success of Faux Snow Day built the student leaders’ credibility amongst the student community, faculty and leadership. It also demonstrated the benefit of involving student voices for greater ownership in these events. The sustainability of this event, having occurred two years in a row, also serves as a measure of its success.

In the second year, lessons from the first Faux Snow Day were incorporated and scepticism about its importance no longer existed as the community remembered the long-lasting impact the first event had on everyone’s wellbeing.

The credibility that was established helped us the following year when we launched an initiative to bring back a school lock-in that hadn’t been done in over a decade. From the very beginning, the school trusted us to plan events for our peers, approval was given swiftly, and within a week we were discussing details with the PFA. We were given even more control over decisions such as dates, decorations, activities and permission slips, and we were let in on every discussion.

Beyond the Faux Snow Day initiative, the wave of acceptance for student opinions allowed clubs and individual students to become less afraid to knock on doors and more willing to voice their opinions. The plethora of amazing student achievements around our school serves as evidence of this change and has pushed us to be creative thinkers and calculated risk-taking leaders. We were met with an inevitable challenge of pouring rain on this year’s Faux Snow Day. Yet, with the combined efforts of student leaders and faculty, we were able to pivot at the last minute with a plan that nonetheless left all students smiling in the rain.

Faux Snow Day encouraged the school administration to involve students more, grew our confidence as active contributors to our community and created change that will resonate through future generations of ASP students.

Photo: Sun model of co-agency

Takeaways for leaders

• Including students in the process of developing initiatives, especially related to bonding and forming relationships, increases student buy-in and shared ownership of the events
• Create space and opportunities for students to share ideas and provide them with the proper channels to pursue those ideas
• Instruct line managers to be receptive of student initiatives and ensure they help guide them in the process while educating them on the constraints
• Consistent feedback from adults is essential
• Celebrate successes and emphasise to your student body that these events were student-led; this will encourage students to come forward with more initiatives

Alicia Torbado-Cordero

Soomin Park

Justin Kearns

Alicia Torbado-Cordero and Soomin Park are students at the . This article was written in collaboration with Justin Kearns. Justin Kearns is the Upper School Dean of Students at the American School of Paris. You can connect with Justin directly on .

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By Cliona McMenamin

The teenage years can be challenging for students and navigating them is not getting any easier. In addition to traditional difficulties, such as peer pressure and negative body image, new challenges like smart technology, cyber-bullying and mental health concerns, which have grown exponentially since COVID-19, can make things even tougher. These issues often arise at a critical juncture when young people are developing their unique identities and pursuing their aspirations.

During these emotionally difficult years, having a supportive mentor who can listen and guide them can make all the difference. This is the reason our collaboration with UK-based social enterprise came to fruition. We adopted their Big Sister coaching and mentoring programme to assist our girls in year 9 to navigate these challenges and build confidence and resilience for the future.

By carefully matching teenage girls with their mentors, the ability to forge strong working relationships from the outset of the programme is evident. The mentors act as positive role models, provide a safe and supportive space for girls to express their feelings and work through any emotional challenges they may be facing. They can offer academic guidance, set goals and assist in developing positive study habits ensuring success in school and beyond.

As teenage girls begin to think about their future careers, mentors can offer advice and support as they explore different options and develop the skills and knowledge they will need to pursue their goals.

“Having a supportive mentor who can listen and guide can make all the difference.”

Implementing the programme

Before implementing the programme, we recruit our band of Big Sister volunteers. We reach out to our parent body, alumni and local community through social media channels and, this year, we were lucky to have 19 fantastic women step up to support our students.

Our mentors were trained over a full-on weekend session; the women were so enthusiastic and committed, it was difficult not to get caught up in their excitement. Those who volunteered demonstrated 100% commitment to the programme and looked forward to meeting their Little Sisters.

Introductions between Big Sisters and the students begin with a ‘role model relay’, a dynamic, high-energy, fast-paced event which takes place off campus at a Dubai hotel. The objective is to give our girls access to some empowering female role models, each one a true inspiration.

From barristers to broadcasters, CEOs to consultants, lawyers to librarians, entrepreneurs to environmentalists, university professors to marketing directors and beyond, they were all represented this year. The girls got to listen to their stories then interact with them in a structured and supportive ‘speed dating’ style format.

Accompanying our students back to school after this event was a rewarding experience; the excitement and positivity from the students was palpable and a large proportion of the girls subsequently applied to become a Little Sister. Reading through their applications and selecting matches was difficult given that all the students had valid reasons for engaging with the programme. With only 19 volunteers this year, the opportunities were limited but, for those selected, extremely impactful. The matching process for the 19 students was conducted with great attention. Given the length of time the Big and Little Sisters spend together throughout the course of the project, the match has to be right.

The commitment involves each Big and Little Sister meeting for one hour per month for a one-to-one mentoring session. This takes place within school time, in a safe and supportive environment. In addition to these mentoring sessions there are four additional workshops that are attended by all the Big and Little Sisters.

Photo: Big and Little Sisters

The workshops

The first workshop is The Girl Code. This is a two-hour hard-hitting workshop focusing on the three core challenges facing teen girls today: body confidence, healthy relationships and online safety. It allows the girls to engage in open debate around these topics with their peers and their Big Sisters. The Little Sisters find their voices and discuss their ideas within the group. In this year’s Girl Code workshop, there was plenty of evidence of rapport being built between the mentors and mentees. The workshop is followed by one-to-one mentoring sessions for the Little Sisters to discuss their experiences from the event with their Big Sisters.

The second workshop is Mindfulness which involves a morning of bonding between Big and Little Sisters through mindfulness and yoga. The workshop introduces all participants to the art of being present, including meditations and guided visualisation techniques. Discussions centre around the benefits of mindful focus, and of relaxation and wellbeing.

This year’s third workshop saw our girls and their mentors travel to PricewaterhouseCooper’s Academy Middle East for a workplace visit, where four women discussed their career journeys. This was followed by an interactive #iamremarkable workshop where the Big and Little Sisters work together to realise their own worth. It is inspiring to see the girls engage with industry professionals, gain more insights into the working world and to realise that they are each remarkable just the way they are!

The final event is the graduation which takes place in May as the year-long programme ends. This is an opportunity for the Big and Little Sisters to celebrate together their journey of mentoring and support. It’s designed to be an empowering event for all, with plenty of thanks, shared journeys and a platform for all of the goodbyes.

We believe that by introducing the girls to this diverse group of female role models, who have journeys to share and wisdom to impart, we can help them change the narrative, harness their potential and find their voice for their future pathways.

Implementing a mentoring programme

• Start recruiting volunteers early and recruit more than required to allow for changes in circumstances.
• Ensure that all volunteers know the time commitments in advance and stick to these dates so that they can organise their work schedule.
• Form a collaborative team to run the programme but ensure that all staff are aware of the aims and objectives to ensure buy-in and sustainability.
• Get feedback from volunteers, school staff, students and parents at regular intervals to ensure that you are providing a programme that is relevant and interesting.

Cliona McMenamin is Head of Careers and teacher of Mathematics at , UAE. Connect with Cliona directly on

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Dulwich College Beijing in China won the Pathways to Continued and University Education Award at the 2022 International School Awards. Here, Anthony Coles explains the initiative and its continued development since receiving the recognition.

For educators, our ambition should be to ‘make learning real’. Providing students with real-world experiences offers opportunities to connect their learning with the world beyond the school fence.

Dulwich College Beijing (DCB) launched the Worldwise Academy (WWA) in 2019. Our initiative aims to create connections between DCB students and the world of work. We want our students to be supported in exploring their passions whilst provoking thinking about possible future studies and long-term professional endeavours. This will in turn enable our students to ‘live worldwise’, which is DCB’s mission.

“It is helping our students explore their passions whilst thinking about possible future studies and long-term professional endeavours.”

The power of community for a collaborative platform

WWA is an inclusive platform that taps into the knowledge and resources of all the members in the DCB community. Every year, the WWA committee is composed of members selected from parents, teachers and students.

A programme of events is launched annually through a variety of approaches, including themed panel discussions that are followed by a series of supporting activities such as seminars, fireside talks, company visits, business-focused breakfasts and internships for students throughout the year.

The programme is designed to cover five broad professional categories: science and technology; business, economics and entrepreneurship; sports; arts and creative industries; public and international affairs, law and education.

Panellists within the discussions, and committee members (many of whom are parents), are industry leaders and business executives from a variety of professional backgrounds, including finance, architecture, technology, arts, law, public affairs and the medical field. Previous representatives have come from the World Economic Forum, the World Bank, Credit Suisse, Amazon Web Services, TikTok, Tsinghua University, Servier Pharmaceutical R&D, Sparks Education, and Hongen Education and Technology.

By sharing narratives of their personal journey, students learn about failing forward and how success is found. They provide invaluable advice and examples that allow students to be aware of choices, career possibilities and challenges in the world of work across these different professions.

Student agency

The WWA programme was co-created with students, with a student positioned on each of the four WWA committees alongside four or five parents and one teacher. The student representatives are responsible for collecting expectations, interests and enquiries from other students, which are then presented to the committee for discussion and decision in sync with our annual theme. Once a theme is confirmed, the student representatives can also invite speakers, compile prompting questions, facilitate the event, moderate dialogue and give feedback.

Throughout this student-oriented process, all of our students can directly share their voice and have a genuine discussion with the panellists and the wider community.

We have also found ways to engage with the wider community to collaborate for some WWA events. For example, in 2020, the WWA’s annual launch event was co-hosted with X Museum, a contemporary art institute founded by a Dulwich College alumnus. And the 2022 annual launch event was co-hosted with the UPenn Wharton China Centre, where industry leaders, UPenn professors, alumni, and students and teachers from local schools were invited.

A sustainable and replicable framework

When designing this initiative, a key element was how to build an organic framework so that the power of our community could be maximised and sustained for years to come.

Traditionally, career days and professional seminars were one-off events that were detached from the curriculum and not responsive to changing expectations and the aspirations of students. To address this challenge, DCB identified relevant resources and created more formalised links between the curriculum and the student journey to strengthen engagement with and within the parent community. The framework includes a mission statement, an organisation map, and roles and responsibilities.

With a strong purpose, a comprehensive organisational structure and clear responsibilities, an adaptive model allows for a variety of themes and event formats. WWA provides a clear blueprint of why, what, how and with whom to collaborate, enabling the school community to have a practical and replicable approach.

Team collaboration has been the key to success. The WWA initiative is led by the DCB government relations and public affairs team, while other teams, including the college leadership team, senior school teachers, university counselling, the EdTech team, marketing, and communications, are all deeply involved and contribute.

Tips for other schools

1. Always consider a way to encourage student agency and share student voice to make the programme relevant to student expectations and truly benefit the students
2. Motivate the power of the community
3. Make it real – creating a link between the curriculum and the real world of work to expose students to the professional setting
4. Assess the sustainability of your programme and craft a framework that is inclusive, replicable and sustainable
5. Form a collaborative team force with designated members from various departments and clarify the mission, goals, roles and responsibilities

Anthony Coles, Head of College, . Connect with Anthony on

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