Empowering students through world-class education
Empowering students through world-class education Written by Catherine Rowell Produced by Alex Barron
The KICS innovative classrooms
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Khartoum International Community School’s implementation of Blended Learning has transformed the student experience, integrating technology and education to provide world-class results
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he education and teaching sector has been undergoing a rapid transformation with the rise of digitalisation and technological advances, presenting challenges to educators who must regularly redefine established instructional teaching methods. This is evident in schools and educational establishments worldwide, where providers regularly discover that developing technologies can revolutionise the way students learn, interact and communicate. In keeping with the DAL Group’s vision of growth and excellence for Sudan, Khartoum International Community School (KICS) was established in order to be Sudan’s premier school for empowering children. With approximately 400 students from reception to year 13, the private school is highly diverse, with students from over 50 countries studying alongside
their Sudanese classmates. Since the campus opened in 2005, the school has placed significant investment in developing its facilities to support a robust digital infrastructure and an integrated technology environment that is both cutting edge and supportive of best teaching practices. Consequently, KICS’ development of Blended Learning encompasses seven traits which focus on the advantages of integrated technology and experiences, which then maximise learning opportunities for students. In order for Blended Learning at KICS to become a success, teachers have also been required to recognise that their role in the classroom is continually changing. Students are able to share work, exchange ideas and easily access world knowledge – and not necessarily from within the confines of the classroom. Students are encouraged to develop deep
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LEARN BELONG SERVE COLLABORAT E
At AISA, we are committed to fostering a learning community of educators shaping the future of international education on the African continent.
AISA schools are characterised by the values of AISA which include a commitment to international mindedness, learning, collaboration, and service which emerge from our belief in the intrinsic value of all individuals. Our community of 74 internationally accredited schools benefit from: · Access to AISA annual conferences including the School Heads Retreat, Leadership Conference and Educators Conference · Access to over 20 Professional Learning Institutes held across the continent each year · Online professional community groups and learning · Annual student awards · Annual teacher scholarships · Networking and leadership opportunities throughout the AISA community
To find out more about AISA and how you can get connected go to: www.aisa.or.ke
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The KICS IT Support team
meaningful connections while using mobile technologies and internet tools to gain access to centres of knowledge. This has led to many teachers redefining their role within this new and changing digital world. Technological advances KICS’ objective has been to develop a dynamic learning environment on and off campus, where individuals are empowered to take advantage of interactive possibilities. The
school operates an evolving digital classroom environment, KicsLearns, which is accessible by students, teachers and parents. Here, students can access their classes, participate in learning activities and communicate with one another. Parents are also asked to participate in their children’s digital classrooms, while engaging in assignments, resources, collaborations and feedback, promoting the school’s anytime, anywhere learning vision.
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To support this vision further, all students from years 3-11 are provided with iPads, which they are able to keep until they leave the school. Students in the infants section up to year two share classroom sets of iPads, and students in years 12 and 13 each are given a laptop computer. If students have a question, they can go online and see what the other students have said, as well as see feedback from their teachers. Social media presence Through utilising key technologies, the use of social media is also encouraged at KICS. Students regularly use Twitter, Facebook, Pinterest and blogs, which encourage them to write openly and freely, connecting with classes in other countries and experts around the world. It’s not uncommon to students to discuss design principles, poetry, or health through social media, for example. The students gain a wealth of knowledge, which isn’t written in the form of dry textbook language, and they develop language that is increasingly
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KICS has separate media accounts for each school year level and subject
Nigel Winnard Principal of KICS
formal and complex in nature. This, in effect, prepares students for assessments and exams, allowing them to put across the messages or meanings they intend to express. However, the school is acutely aware that internet and digital security is KICS’ largest concern with regards to social media access. To counteract this, KICS has separate media accounts for each year level and subject, and children under 13 years are not
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permitted to use personal accounts, and only engage with social media under teacher supervision. Learning Lab, CafĂŠ 21 and the seven traits of Blended Learning Teachers are expected to acquire certain technological skills, but are also supported to embed Blended Learning in their classes, with training and resources available through KicsLearns. Furthermore, teachers can participate in weekly
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“Teachers can participate in weekly Learning Labs and Café 21; these are analogous to a Genius Bar at an Apple store. This enables teachers to discuss new ideas or topics in education and gain further support” 12
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Learning Labs and CafĂŠ 21; these are analogous to a Genius Bar at an Apple store. This enables teachers to discuss new ideas or topics in education and gain further support. Additionally, during the school year, teachers participate in Blended Learning environment (BLE) reviews and self-evaluations, which are based on the seven traits of a BLE framework that the school has independently developed. Through these reviews, teachers are encouraged to look at how their learning environments are organised in order to promote active learning engagement. This helps enable KICS faculty to see how the digital environment can be designed to maximize learning opportunities and redefine the learning experience for students. Local challenges Despite such transformations, KICS has faced a number of internal and external challenges. Located in Sudan, the school has consequently been restricted by US economic sanctions. Despite
this, the school has come a long way and is in regular contact with other international schools across Africa, the Middle East, India and elsewhere. All these areas are striving to implement Blended Learning and embrace new teaching methods. At the end of President Barack Obama’s term, sanctions were lifted; however, this is currently under a six-month review, so there has yet been no change in how the school conducts its business. Looking to the future With the majority of graduating students attending outstanding universities, it is clear to see that KICS produces real learners who are global contributors and leaders. With support from the DAL Group, faculty and community, KICS has established a vision for learning which has enabled students to become increasingly empowered and creative. The student learning experience is clearly paramount, and great education will continue to be delivered into the foreseeable future.
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Khartoum International Community School (KICS) PO Box 1840 Khartoum, Sudan T +249 183 215 000 www.kics.sd