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Irina Mach discusses how, for the second year in a row, grade 8 students at Western Academy of Beijing (WAB) have engaged in an interdisciplinary unit (IDU) that integrates maths and design through robotics.
Jade Amalou outlines the intergenerational initiative implemented at Ma Kindy International School that emphasises community partnership.
Our students were living in a bubble, largely isolated from the local culture and language. Rwandan Culture Week was the moment I decided something had to change. We were spending only a week celebrating the culture we are lucky enough to live in every single day. Lauren Jones recalls how her school has blossomed to implement the local culture into its school curriculum and ethos.
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. The students decided to take it upon themselves to compensate for the lack of socialisation.
Since 2019, the English College in Prague (ECP) has seen year-on-year increases in International Baccalaureate Diploma Programme results, even after a post-pandemic worldwide average decrease. While many incremental improvements across the school have contributed to this success, Emily Rankin outlines how ECP have worked hard to make Middle Leaders drivers of outstanding teaching and learning.
Heritage International School in Moldova was shortlisted for its sustainability initiative by Â鶹´«Ã½ at the International School Awards in 2023. Tatiana Popa explains the approach the school took to implement sustainability as a top priority, and how they involved everyone in it.
In a world that is increasingly interconnected, bridging the gaps between nations, cultures and perspectives has become a paramount goal. At the forefront of this transformative journey, students at SALT International School set out to exemplify the essence of unity, communication and understanding.
Our whole school learning objective is to make use of evidence-based strategies to unlock student potential. This year Instructional Coaching is the central strategy we are practising in the primary school to achieve this objective.
While we acknowledge concerns about the rapid development and adoption of Artificial Intelligence (AI), we recognise it also offers great potential to include students in more sophisticated ways. Ochan Kusuma Powell and Becca Leech discuss the potential of AI.
Matthew Magowan discusses how UNIS Hanoi implemented Multi-tiered systems of support (MTSS) within a PE context, a framework which focuses on providing high-quality, data-informed instruction to meet the needs of every student.