K12Digest - Boarding School Special by Connecta Innovation

BOARDING SCHOOLS SPECIAL

ASIA EDITION

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FEATURING INSIDE

Branksome Hall Asia

Repton School Dubai

Harrow International School Hong Kong

TOP BOARDING

Marlborough College Malaysia

ASIA

Mussoorie International School India

SCHOOLS IN

Rugby School Thailand UWC ISAK Japan Woodstock School India

Innovative Education Solution Provider of the Month:

Arc Skills APRIL 2020

K12 Digest

K12 Digest April 2020

April 2020

Vol - 1 Issue - 1

Boarding Schools Special Editor in Chief

Dr. Manoj Varghese

Managing Editor Rose Mary

Consultant Editors

Dr. Johny Andrews Andrew Scott Joseph Alex

Naomi Wilson Stanly Lui Emma James

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Art and Design Charlie Jameson

Sales & Marketing

Jennifer Anderson Rachel Roy

Monica Davis Annie Smith

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London Connecta Education Ltd. 27, Old Gloucester Street, London, WC1N 3AX, United Kingdom Dubai Focus Innovation Technologies FZE P.O. Box 48299, Dubai Silicon Oasis Dubai, UAE Bangalore Connecta Innovation Pvt. Ltd. Carlton Towers, Old Airport Road, Bangalore - 560008 India K12 Digest is a digital magazine published by Connecta Innovation Private Limited. All rights reserved. The opinions expressed in the content are those of the authors. They do not purport to reflect the opinions or views of the Connecta Innovation Private Limited or any of its members. The publisher does not assume any responsibility for the advertisements and all representation of warranties made in such advisements are those of the advertisers and not of the publisher.

Higher K 12 Digest Education Digest April 2020 March 2019

MANAGING EDITOR’S NOTE

Begin with Children, The World Will Fall into Place

ost of us in our childhood have tried our father’s shoes and mother’s make-up, because children imitate. From making faces to saying their ‘thank you’s and ‘sorry’s children see, children do. As adults, it is our job to give them something great to imitate. Educating children while we were growing up was not a difficult task compared to what education means in 2020. More than learning the alphabet and reading 5 letter words, schools have become a place to learn how to make a difference. Schools consider education more effective if young students can solve complex problems than memorize facts. In this respect, boarding schools, or residential schools, are a great setting to shape young minds into capable, independent, responsible human beings. In this issue of K12 Digest, we have covered some of the top boarding schools in Asia. We hope these schools show you how they stay on top of the game while devoting much of their time nurturing young talent and producing some of the brightest young adults in the world. Staying at home was once considered a waste of time. But now it is the need of the hour. So, as we stay at home, in solidarity with the citizens of the world and the healthcare professionals battling the pandemic at the forefront, let us make informed decisions and rightful contemplations for a better world. So that once the dust

settles, we have one less thing to worry about. This is why, even in these trying times, as we battle COVID-19, we have strived to bring to your doorstep an informative read, which will eventually help you chose the best boarding school for your child. We profusely thank all the contributing authors who obliged to share their two cents on everything K12. In the following pages, along with resourceful articles on education, you’ll also meet Željana Radojičić Lukić. An award-winning teacher from Serbia, Željana is a Global Teacher Prize finalist and a winner of both global and national teaching awards. She has used all her resources to design a learning space for children that will effectively revolutionize education. We at K12 Digest hope to build a community that can give young minds something great to imitate. This issue is one of our steps towards building this community. We hope that you enjoy this issue as much as we did putting it together. Here is to the young imitators!

Rose Mary

K12 Digest April 2020

INTERNATIONAL ADVISORY BOARD Maarit Rossi Founder & CEO - Paths to Math Ltd, Former Mathematics Teacher and Principal, Global Teacher Prize Finalist, Finland

Dr. Stuart Grant Colesky Principal, Rundle College, South Africa

Zeljana Radojicic Lukic

Chris Wright Former International School Principal, Former Group Project Director at a World Class Learning Group, Education Consultant - Wright Solutions, United Kingdom

Exceptional Educator from Serbia, Founder of Association of the Best Teachers of the Former Yugoslavia, Founder of Magical Intercultural Friendship Network, Founder of Creative Magic - Children’s International Festival, Founder of Magic Village, Serbia

Asst. Prof. Dr. Poonsri Vate-U-Lan Assistant Professor in Education, Ph.D. Supervisor and Researcher, Thailand

Elena Shramkova

Liljana Luani Senior Teacher ‘Pashko Vasa’ school Shkodra, Exceptional Volunteer, Albania

Ralph Valenzisi Chief of Digital Learning and Development, Norwalk Public Schools, Connecticut, United States

Servatius (Servee) Palmans Former Director School Administration & Business Operations (Large Education Group), Chief Operating Officer - BBD Education, Dr. Lilian Bacich Netherlands & UAE Senior Educationist, Author, Keynote Speaker, Co-founder Tríade Educacional, Brazil

English and Literature teacher, Owner of “The Smart Teens Studio of English” in Belgorod, Russia

Hidekazu Shoto

Dr. Venus M. Alboruto Angus Duthie

Master Teacher, Researcher, Innovator, Trainer, Philippines

Former Vice President Security (Large Education Group), Former British Army Officer (Airborne Forces), Senior Advisor – Resilience and Crisis Management (Emerald Solutions Group), United Kingdom & UAE

Innovative English and ICT Teacher, Author, Japan

Ian Deakin Deputy Head and Dean of Faculty, Dalton Academy, Beijing, China

Shady Elkassas Assistant Principal, Sharjah American International School, United Arab Emirates

Stephen Cox

Fethy Letaief

Chief Education Officer, New Nordic School, Finland

Distinguished Senior EFL Teacher, ISA Coordinator with the British Council, Motivational Speaker, Tunisia

Herwin Hamid EdTech Specialist, Speaker and Teacher Trainer, Innovative ICT Educator, ICT learning multimedia developer, Indonesia

Ha Nga Revolutionary English Educator, Globally Connected English Studio - Hanoi, Vietnam

Leonilo Basas Capulso Master Teacher, Speaker and Researcher, Philippines

Kihyun Park Innovative Educator of Online Classroom, Pungsaeng Middle School, South Korea

Dr. Manoj Varghese Senior Director of Strategy & Partnerships – Connecta Education Ltd., Former Global Director - Technology & Risk Management - GEMS Education, Former Regional Committee Member – Varkey Foundation, UK, UAE & India.

Mr. Ngô Thành Nam Technology Academy Manager, Microsoft Learning Consultant, Global Trainer, Vietnam

56 24 36

BRANKSOME HALL ASIA

REPTON SCHOOL DUBAI

Where Girls Become Powerful Women

A Middle-Eastern Synonym for Quality Education

HARROW INTERNATIONAL SCHOOL HONG KONG

RUGBY SCHOOL THAILAND

Reinventing Tomorrow, One Young Leader at A Time

Bringing the Britannia Excellence to the Orient

MARLBOROUGH COLLEGE MALAYSIA

UWC ISAK JAPAN

The Kampung of Nex-Gen Changemakers MUSSOORIE INTERNATIONAL SCHOOL

A Contemporary Take on Gurukul Education

The Alma Mater of Future World Leaders WOODSTOCK SCHOOL

A Pragmatic Seat of Learning from the Foothills of Himalayas

MENTORâ&#x20AC;&#x2122;S MANTRA

INDUSTRY PERSPECTIVE

14 - 16

78 - 80

What the Happiest People In the World Know About Raising Happy, Confident Children

Why Should You Identify and Act at The First Sign of Dyslexia?

Iben Sandahl, Author, Denmark

Helen Boden, CEO, British Dyslexia Association

ACADEMIC VIEWS

64 46 INNOVATIVE EDUCATION SOLUTION PROVIDER OF THE MONTH

32 - 34

96 - 98

Importance of Inclusive International Learning

Shaping Next Generation Leaders using STEAM

Fethy Letaief, Distinguished Senior EFL Teacher, ISA Ambassador with the British Council, Motivational Speaker, Tunisia

Shady Elkassas, Assistant PrincipalAcademics Head of Science Dept., Sharjah American International School

ED SHEROES

88 - 94 Magic VillageReinventing Learning

ARC SKILLS

Enabling Students Ascend the Career Graph

K12 Digest April 2020

echnology is changing the learning environment at an unprecedented rate. There will continue to be an influx of exciting new tech tools that will be integrated into the teaching and learning spaces. For instance, dedicated computer labs are already outdated in a K-12 setting as these spaces have become more integrated throughout the entire school. Unless for extremely specialized equipment, the computer lab is no longer the only space equipped with the latest technology. From blackboards (which aren’t black anymore) to playing spaces, education has shifted from rote memorization. Today those kids who know what happens outside the classroom get that cake. This is why there is a mad rush of school towards setting up Communitybased programs that prepare learners to succeed in a rapidly changing world. The bottom line in all these endeavors is that it is easier, and better, to build strong children than to repair broken men. Of all the resources available, boarding schools seem to get a lot of attention. With several experts debating the boon and bane of these schools, the world is seeing more and more boarding institutions make a mark. For parents, there are various reasons for wanting to send their child to boarding school, some of which are stellar academic reputation, good extracurricular activities, and the opportunity for their child to become independent and well-rounded. For teachers, their constant presence in the lives of their children gives them more opportunity to make a difference in the child’s’ lives and drive home the lessons taught at school. These close interactions enable teachers to provide specialized and tailored attention to those children who require it. Keeping pace with these changing educational trends is not an easy task. But some boarding schools, especially that of Asia have shown exemplary proof that they know what they do. In this issue of K12 Digest, we have strived to bring you “10 Top Boarding Schools in Asia” with the hope to give you an idea of how these institutions work. The names listed in this issue have made a niche for themselves with their continued efforts to mould bright minds. We believe that it is important we highlight the impressive work these educational institutions have been doing as they have successfully created learning spaces, where tomorrow’s leaders play, think, and act.

K12 Digest April 2020

Schools Name

Country

Branksome Hall Asia

South Korea

Harrow International School

Hong Kong

Jerudong International School

Brunei

Marlborough College Malaysia

Malaysia

Mussoorie International School

India

Repton School Dubai

Dubai

Rugby School Thailand

Thailand

United World College South East Asia (UWCSEA)

Singapore

UWC ISAK Japan

Japan

Woodstock School

India

K12 Digest April 2020

MENTORâ&#x20AC;&#x2122;S MANTRA

What the Happiest People In the World Know About Raising Happy, Confident Children By Iben Sandahl, Author, Denmark

K12 Digest April 2020

Hailing from Denmark, Iben is an internationally renowned public speaker, best-selling author, and educator who wants to offer parents an alternative to high-stress modern parenting, equipping them with the tools and knowledge to raise confident, happy children. She is the author of “The Danish Way of Parenting”, “Play The Danish Way” & “Det gør ondt i maven, mor”. She has more than 20 years of

experienced insight into child psychology and education, which most naturally,

ow come a tiny country like Denmark has anchor the Danish way of practicing been voted one of the happiest countries in the world for over 40 years in a row? What parenthood. Her books have been is the secret to their success, many ask? In my translated into 25 languages. book, The Danish Way of Parenting, I explain Mother to Ida and Julie, Iben how our continued happiness is due to the way we bring up babies. The book provides the reader with proven Danish is currently working on an upbringing values that are tested and approved for many decades online course with many instead of volatile modern trends or new psychology theories. The book is not just a book about how the happiest people in the tips and practical handsworld raise happy children; it is also a way of living. It is built on the on-tools on how to acronym PARENT - of which every letter points out some special areas: implement her Play, Authenticity, Reframing, Empathy, No Ultimatums, and Togetherness/ HYGGE. philosophy Danes are very trusting people, as seen both in our relationship with each other, how we bring up babies. Still, also in our relaxed way of interacting in the world, we know something about the importance of being able to live an authentic life, teaching

K12 Digest April 2020

Meaningful relationships are what make life worth living, and HYGGE is the frame for this

children to feel inward, and act on it. That means that the challenges and downs of life won’t topple us, because we haven’t been spared from that. The principles from the book will help in the process of building up healthy, resilient, and happy children, and today, so many children need more than we are giving them. Not because we are not doing it good enough already, but because we can benefit from changing perspective and focus on our values. Values are important because they capture our actions truly. One of the keys pillars pointed out in the book is how we actively teach our children empathy and to value others. We base our success on real teamwork rather than only striving to be the star. We work on building a child’s self-esteem - a solid foundation of who they are to others. Rather than self-confidence - an outward appearance of what we can do, appear like, or own in relation to others. This sturdy foundation rooted firmly in empathy is what we believe brings true happiness and well-being to us all in the long run. Teaching empathy has not only been proven to make children more emotionally and socially competent and significantly reduce bullying, but it can also help them be more successful and high-functioning adults in the future. Another vital pillar is HYGGE. HYGGE is pronounced “hooga,” it means an “intentionally created intimacy” typically with family and other loved ones. HYGGE is a lot about letting go of stressors and focusing on the moment right now and how to bring this invisible energy out that is so wonderful to be a part. It is such a core part of our culture that we bring it with us in most we do. It sounds simple and straightforward, and it is. Parenting is

K12 Digest April 2020

a commitment to creating a healthy relationship with our children and is not a technique, and that’s why we should keep our focus more on connection and less on instruction. When we have people around us who we love and who see, acknowledge, and loves us, we know we matter. And that is the cardinal essence of happiness. Meaningful relationships are what make life worth living, and HYGGE is the frame for this. In Denmark, we make an effort into not ‘overprogramming’ our children’s lives. Yet, we set up a lot of adult-led activities because deep down, we know that play is something all children should do. Play is considered one of the most important things a child can do (and learn from), even in high school. There is a big focus on the zone of proximal development, which means we respect children where they are at in their learning process. And try to help them just enough so they don’t lose the joy in learning for themselves. This kind of learning—respecting the zone of proximal development—builds more selfesteem and resilience, which leads to happiness. One thing I really would love for people to bring back home from this article is to reflect on your values and these questions: Are you present? Are you aware of what is going on in your child’s life? Do you have a close and meaningful relationship with your child? Several studies have shown that superficial relationships drain our energy, and are a direct cause of the high-stress levels which many children and teenagers experience. Therefore, focus on the relationship with your child at first. Adopt HYGGE into your life. The deep and crucial connection that arises is essential for your child’s well-being.

K12 Digest April 2020

BRANKSOME HALL ASIA WHERE GIRLS BECOME

POWERFUL WOMEN

K12 Digest April 2020

very school has a legacy that they are proud of. It is often that case that well established schools that possess a long pedigree have learned how to offer a superior educational experience. Any educational institution that has had time to grow over 100 years has enjoyed a superior opportunity to acquire experience and insights into the components of a superior education. Founded in 1903, Branksome Hall boasts a 117 year tradition in educating and shaping young girls to become independent and powerful learners and leaders. The Jeju Special Self-Governing Province is a special governing authority within South Korea. During the course of 2012, the Province was searching for globally prominent schools to become a part of Jeju’s Global Education City. Branksome Hall accepted the country’s invitation and in 2012 opened its only sister school in the world, Branksome Hall Asia. Branksome Hall and her sister school Branksome Hall Asia (BHA) share the same vision and mission and interact through yearly exchange programs. Since 2012, BHA has been building a great reputation as one of the top international schools for girls in the world, accomplishing monumental successes that include consistently strong university results. Ranking among the world’s best boarding institutions, this independent girls’ school is nestled on Jeju Island on a 94,955 m2 campus. Envisioned to fashion a pre-eminent educational community of globally minded learners and leaders, BHA is an International Baccalaureate (IB) World School that prides itself on its innovative education through its IB continuum programs. Students between 3 and 19 years of age progress through the PYP (Primary

K12 Digest April 2020

Years Program), MYP (Middle Years Program), and DP (Diploma Program). BHA is accredited by The Council of International Schools and the Western Association of Colleges and Schools, and within 8 months of its inception was certified for all IB programs that it currently offers. “With IB at the heart of our three educational programs we challenge our students to focus on identifying problems of the real world and how to address them through many different forms of solution including design, collaboration, and debate,” says Dr. Cinde Lock, Principal, Branksome Hall Asia. Today, BHA offers a boarding program between Grades 6 and 12. Each boarding student is placed in one of the four boarding houses and these facilities are modern and aesthetically pleasing. The school’s well-trained staff is always present to support each girl. Every boarding student is assigned to a group of 10 girls and is counselled by one member of the staff. Teacher Dons live on campus to provide support at all times. Each boarding student can benefit from BHA’s boarding programs including supervised study halls, in-house activities, outdoor activities, open swimming in the Olympic-size swimming pool, design studio, library, indoor gym, and art studio. The students are provided apt academic support by their don and qualified teachers. The students are provided with social counseling as appropriate. A CASE of SPICE BHA offers a unique after school program, dubbed CASE. CASE stands for Creativity, Activity, Service Learning, and Enrichment. The program aims at providing learning and experiential opportunities (both inside and outside of the classroom) for students across a range of disciplines. The depth of this program is considerable, as130 programs per term are included in the four areas. The school is focussed on nurturing leaders of the future and this focus is accentuated through the school’s SPICE, which are BHA’s unique

K12 Digest April 2020

Dr. Cinde Lock Principal Branksome Hall Asia

The Principal (Head of School) at Branksome Hall Asia. Dr. Lock has been a teacher and administrator in Canada, and in International Schools in Trinidad, Morocco, Saudi Arabia, Egypt, and Korea. Dr. Lock holds a Doctorate Degree with a specialty in curriculum and assessment. With 28 years of experience in education and a Ph.D. in Education and Mathematics from Queen’s University, Dr. Lock remains passionate about students and their learning.

program differentiators. SPICE stands for S – Service Learning, P – Pathways of Opportunity, I – Innovation, C – Culture of Care, E – Empowerment. “Our SPICE commitment sets BHA apart from other institutions. The nurturing of academic excellence, paired with the school’s commitment to the personal growth of each student, provides girls with unlimited opportunities to follow their passions and dreams in order to make a better world. Girls who graduate from BHA become tomorrow’s most influential female leaders,” explains Dr. Lock. Encouraging the students to tap into their creative repository and foster innovation, BHA offers a Design Program that utilizes the design cycle to foster the solving of real life design problems with feedback from teachers and professionals. This student centered methodology helps them successfully transition into university and beyond. In Grade 10, students can choose to take Digital Design or Product Design, or choose both courses. Design is integrated across the MYP Curriculum and plays a key role in interdisciplinary units across the MYP. Students also apply the design cycle to solve problems in various subject areas. This learning process involves students researching projects and interacting directly with professionals (that include engineers and doctors) in real-life contexts to design, refine, and test the products of student work. “We gently push our children to step out of their comfort zones. For instance, game designers often look for new ways to adapt existing games to create new experiences for players. One way to accomplish this is to use technology to improve or enhance the game experience. Grade 6 students undergoing the Physical Computing unit will have the opportunity to use physical computing to improve an existing game that will be shared within the school community,” adds the Principal. The school also uses various methods to bolster the student’s learning experience via design thinking, learning technology, design tech, Makerspace, STEM-V, and technological enhancers such as cutting-edge facilities in design tech and adapt tech skill sets such as coding, product design, 3D printers. BHA’s Interdisciplinary Units BHA houses several interdisciplinary units (IDUs) that are implemented in Grades 6-10. These units are developed by referencing two or more disciplines (subject areas) that are combined to approach a problem, where students are collaboratively challenged to either solve a problem, explain a phenomenon, create a product, or raise a new question that would have been unlikely to be achieved through investigation of one

K12 Digest April 2020

discipline. These units are incredible opportunities for students to collaboratively engage in critical thinking about several issues. Through an IB education at BHA, students can find their real passion and interests. The identification of their individual interests and passions ensures success in their chosen university pathway, happiness in their future careers and creates inspiring, global citizens. Being an IB-centered place of learning, BHA holds to extremely high standards when hiring qualified teachers. “Holding a Teaching certificate is, of course, mandatory, and they need to be IB certified and trained. We have a rigorous training program once hired through PD (Professional Development) policy so that teachers can grow as they educate leaders of the future. We also offer a competitive package to add more reasons to join our great community,” comments the Principal. BHA has enjoyed several significant achievements. Among these are those related to the accomplishments of our IB graduates. About 96% achieve the IB Bilingual Diploma (compared to the 23% world average) and most BHA students achieve the IB Diploma. Additionally, BHA students have won the Boston Science award and Korea Talent Award apart from winning several other National Speech Contests and numerous sports competitions (KISAC, JISAC).

K12 Digest April 2020

BHA students identify and solve problems in reallife situations. According to the IB Learner Profile, the school fosters well-rounded education based on inquiry, to tackle real-world problems. Through their time at Branksome Hall Asia, the students are empowered to find their voice and vocalize their opinions and thoughts, and they are ready to take on real-world issues and are not afraid to initiate and lead changes to shape a better world. “We are also proud to announce that Branksome Hall Asia is the only IB Continuum School in Jeju that won the International School Award 2020 for supporting students as future thinking innovators,” commented the proud Principal. Looking Ahead, BHA intends to continue empowering women by being a leading IB Girls International World school. The school also plans to continue with its International Merit Scholarship for non-Korean students and to offer its Annual Service Fair. A top shelf international school with a sterling legacy, Branksome Hall Asia has been blessed with more than a decade’s worth of experience and brilliance. The school understands the importance of this pedigree perfectly well and is on its way to set milestones and continue as a beacon of excellent education.

K12 Digest April 2020

HARROW

INTERNATIONAL SCHOOL HONG KONG

REINVENTING TOMORROW, ONE YOUNG LEADER AT A TIME

K12 Digest April 2020

hoosing the right school for your child is one of the most important decisions parents have to make. The happiness and success of the child are key foundations upon which their future is built, therefore it is paramount that the school they go to value the child and encourage them to do their best at every front. Harrow International School Hong Kong is one such school where every child has the chance to grow in confidence by participating in a wide range of inspirational learning experiences. Located in a magnificent crescent-shaped building with custom-built facilities near the Gold Coast, Harrow International School Hong Kong is the first and only British international boarding and day school in Hong Kong. The School visions to cultivate leaders for a better world by equipping and challenging pupils to use their knowledge, skills, and talents to make life better for others. â&#x20AC;&#x153;Founded in 2012 as part of the Harrow Family of Schools there is a unique thread which binds our schools together. A Harrow Hong Kong education is based on the same ethos and identity which characterizes a Harrow education in the UK and here you will find a school where we fuse the best of Western and Eastern traditions,â&#x20AC;? says Ms. Ann Haydon, Head, Harrow International School Hong Kong â&#x20AC;&#x153;Our approach to education means that Harrow Hong Kong pupils achieve top examination results, and develop into compassionate young people with strong values, who have a desire to make a positive difference in the world. At Harrow, we balance the rigor of carefully crafted examination preparation with the development of research skills and the ability to debate, communicate

K12 Digest April 2020

confidently, solve problems and think both critically and creatively. these skills have inherent, lifelong value and universities are always on the lookout for candidates who possess them,” adds Ms. Haydon. The school’s supercurriculum encapsulates all those activities that foster academic endeavours beyond the measurable outcomes of examination results. It includes (but is not limited to) wide and habitual reading, extended project work, debate, public speaking, research, competitions, lectures and study trips. The Extended Project Qualification (EPQ) at Harrow Hong Kong, provides an opportunity for pupils to study a topic of their choice and to make their university application stand out by gaining additional UCAS points and demonstrating a true passion in their chosen area. Universities look positively at an EPQ for its rigorous

K12 Digest April 2020

academic content as well as the self-discipline and independent research involved. Harrow Hong Kong also ensures to give its due importance to STEM education through the following activities: • CAD-CAM group that teaches AUTOCAD. This is open mainly to pupils interesting in Engineering, Architecture or Physics. • Physics Olympiad that involves challenging Physics problems that require creative thinking and application of Physics principles to a variety of situations. • Robotics which involves using Lego and where, through the use of sensors and motors, creations are brought to life. Pupils have fun building their very own robot using Lego Mindstorm sets, learning how to work as a team, and developing their technical skills.

• CREST: An opportunity for creativity in STEM. Pupils plan, research, carry out and present an investigation of their choice. In a recent example, a pupil developed a method for making biodegradable plastics from materials readily available in developing countries • STEAM: An opportunity to explore the links between these subjects, through producing Art inspired by STEM; using STEM to create Art; studying Maths in Art, etc. • Maths and Computing Society: Run by pupils, this has previously included sessions on cryptography and strategy games. • Animation: A chance to explore the world of animation through some simple apps. Pupils work together to create short movies by the end of the term. • Project Euler: Project Euler is an online Maths and computer programming course that encourage, challenge,

K12 Digest April 2020

and develop the skills and enjoyment of anyone with an interest in the fascinating world of mathematics. • Things to Make and Do in the Fourth Dimension • Visions of Numberland: A combination of Maths and Art. • Creative Coding/Computing for Prep School, where students learn how to code and are shown how to create, not simply use new technologies. • The Apps Lab for Prep School introduces the foundation concepts of computer programming, which unlocks the ability to make rich, interactive apps. The sessions use JavaScript as the programming language, and App Lab as the programming environment to build apps, but the concepts learned in these lessons span all programming languages and tools. • Computer Programming Club for Senior School is a community for aspiring programmers to learn the basics

K12 Digest April 2020

of coding, collaborate with like-minded people, investigate problems and provide creative solutions to these problems. Joining Sixth Form at Harrow International School Hong Kong can provide an opportunity for pupils to strive for academic excellence, enjoy a range of co-curricular activities, develop as a young adult and build a platform for becoming leaders of the future. â&#x20AC;&#x153;Each pupil is encouraged to follow their path and develop as an individual. They consistently meet their firm choice university destinations, with many going on to competitive universities such as Oxbridge and the Ivy League to study demanding subjects such as Architecture, Astrophysics and Medicine. Our purpose-built Sixth Form Centre gives pupils a strong sense of identity in the main building and heart of School. It includes dedicated spaces for private independent study, collaboration and group discussions as well as a UCAS and careers section,â&#x20AC;? comments Ms. Haydon.

Ms. Ann Haydon Head Harrow International School Hong Kong

Needless to say, Harrow Hong Kongâ&#x20AC;&#x2122;s staff is dedicated to delivering a rich curriculum and programme of activities that challenge the pupils to explore ideas for themselves. Whether engaged in learning in the classroom, or through musical, artistic, sporting, enterprising or charitable activities, the pupils are encouraged to connect with their local, national, and international communities and to have a desire to do good. What makes Harrow, Harrow? Boarding is at the heart of what makes Harrow, Harrow. Therefore, it is no wonder that Harrow Hong Kong is the only international school in Hong Kong, which provides the opportunity of boarding education. Boarders live alongside House Masters and House Mistresses and their families and it is in this warm and nurturing environment that a real sense of community, built around enriching, long-lasting relationships, is nourished and grown. All pupils, whether day or boarders are members of a House. The Houses provide rich opportunities for interacting with pupils from a wide range of backgrounds and for developing more profound relationships with teachers and their peers. This comes in part from the daily challenge of living with other people, through which pupils develop the intricacies of human interaction. The real strength of a House is the vertical

K12 Digest April 2020

integration of different year groups, which effectively creates a large family unit, allowing responsibilities to fall to older pupils to care for and support younger pupils. This results in a close-knit, family atmosphere in which boarders feel that it is their home during term time, and in which all pupils feel happy, secure and valued. In the Prep School Houses, there is a mixture of study bedrooms for two, three and four pupils; in the Senior School Houses, they include single rooms, usually with a shared bathroom, as well as rooms for two or three pupils. Each House has a common room with a variety of facilities in which its residents can relax and socialise. Besides, all boarders share a common room on the ground floor together with an outside patio area in front of the boarding block. The boarding facility also contains a health centre where 24-hour care is available. Facilities such as the Sports Hall, swimming pool, sports fields, tennis courts and music practice rooms are available to boarders out of School hours. The School proactively promotes and safeguards the welfare of pupils and is concerned about the wellbeing of every member of the school community. In all aspects of pastoral care, the School follows the UKâ&#x20AC;&#x2122;s Boarding Schoolsâ&#x20AC;&#x2122; Association (BSA) standards.

K12 Digest April 2020

Model United Nations Staying true to its vision of creating leaders for a better tomorrow, Harrow Hong Kong has an academic simulation of the United Nations known as Model United Nations (MUN). Through the MUN program, pupils play the role of delegates from different countries and attempt to solve real-world global issues, with the policies and perspectives of their assigned country, learn about diplomacy and international relations as they engage in researching, public speaking, debating, and writing skills, and develop their critical thinking, teamwork, and leadership abilities. MUN provides an extraordinary experience for delegates, bringing people from all corners of the globe together, creating the skill set to be true global citizens and leaders for tomorrow. Assuming great pride in being an extraordinary community where people matter, results count, and where a passion for excellence drives everything they do, the School is committed to offering a real breath of education. Harrow International School Hong Kong feed its pupilsâ&#x20AC;&#x2122; minds, while also passionately caring about their character development and happiness, thus staying true to its vision of creating leadership stalwarts for a better tomorrow.

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ACADEMIC VIEWS

Importance of Inclusive International Learning By Fethy Letaief, Distinguished Senior EFL Teacher, ISA Ambassador with the British Council, Motivational Speaker, Tunisia

K12 Digest April 2020

Fethy Letaief currently works as a Senior English & ICT Teacher with Pioneer Prep School of Sousse Tunisia. For several years now, he has been working on implementing the global inclusive dimension in the curriculum. He also coaches other educators on the productive use of digital tools and the network. Awarded twice with International school award for education, he is now serving as an ambassador with British Council,

Tunisia. He was awarded the National Motivational Speaker award in 2011.

hen all young minds, regardless He is an experienced tour leader of of their differences, are educated together, everyone benefits. When “Students Linguistic Trips Abroad” they are provided with a safe, organizing students’ trips. Fethy open, and productive, inclusive and is an official translator and the culturally diverse learning environment everyone is intrinsically motivated. Early awareness about diversity PR contact for the popular in its various aspects, whether locally or globally, is not only enriching football team in the county learner’s experience but also instilling a sense of equity in them. Today’s learners need empathy more than ever before. Empathy means showing Etoile du Sahel. appreciation, giving compliments and having opportunities to show talents. Hence given a voice regardless of differences or even to academic levels. Today’s learners have new challenges different from previous generations. Not only that but also, they have a wide range of needs that leaders of education should take into consideration more responsibly and more seriously. There are many approaches to this issue as Personalized learning, Project-based learning, Flipped classrooms, Reality Pedagogy and more. Most of them aim at creating an authentic context for better learning that satisfies the needs of 21st-century digital learners who are connected in a

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way or another to the world creative and ‘Happy’ and who are eager to learn learning, effective differently and happily. use of ICT, ways of Once learners feel Now, what are the creating partnerships they are given a voice, means through which we and inclusion is highly can satisfy our new learners recommended to be able they will feel confident, and what tools to create to lead inclusive diverse proud, valued and opportunities for an attractive, learning. Learners should inclusive, safe, and productive be prepared to deal with mainly feel safe learning environment? other cultures and people from My journey as an ambassador of diverse backgrounds. When they international education taught me that leave their comfort zones and step “Learning together is learning better”. into the real authentic world. They In fact, this is the cornerstone of inclusive education. I’ve ought to learn to give feedback and be responsive. If they also learned that a productive classroom is the one that fathom what is mutuality, their education gains quality and allows learners to have a contribution and a VOICE in their exchange become equitable and sustainable. Every how things should work in their learning atmosphere. You exchange is unique in its aims and outcomes. What goes lead via inspiring them but never make them feel they are without saying is that learners develop a sense of empathy behaving in that positive way out of fear of rules or exams, and compassion when educators lead the exchange or the or anything related to authority. Use the right formula then learning process itself warmly and professionally. There is magic happens and a whole culture of safe, productive, always something to learn from someone whether a learner responsible and gleeful learning is set. A classroom where to learner or an educator to an educator. learners prefer to share their Bio Breakfast with their The outcome is to instil in learner’s values such as educator (They rarely do it at home with their families). A open-mindedness, empathy, and cultural sensitivity so classroom with an environment that keeps them interactive that they are better able to adjust to different environments and that makes lessons of an old overused course book and avoid stereotypes. What is more is learning core skills seem relevant to them. Books are the same but updating such as imagination, creativity, and critical thinking. The global themes makes them earn credibility (in the eyes of educator’s choice of topics and ways of collaboration learners). And a learning environment that opens them to between classmates or virtual global learners. The good other cultures, other experiences and other styles of getting use of ICT and activities management make learning more and using information. Learners don’t demand more than appealing and more productive. Hence self-development feeling good in their classrooms. for both learners and educators will be acquired naturally. “Educators are the most important people in the Once learners feel they are given a voice, they will feel world”, John Rolfe (Schools Outreach manager of the confident, proud, valued and mainly feel safe. I do believe British Council) was always saying whenever I met him that catering to learner’s emotional and social environment in conferences or webinars. No wonder he is right, as as well as their well-being is closely related to inclusive educators play a crucial role in creating smart supportive learning in its various aspects. That’s why reviewing the contexts of sharing learning themes and exchanging curriculum, course books, and educational systems as a information or effective classroom practices. Educators whole are highly demanded. An inclusive curriculum that instil in their learners a broader understanding of the other prepares learners by exposing them as early as possible whether in the country or overseas. Creating different onto the different viewpoints, cultures, and identities learning opportunities that give learners a say and enable of people. Hand in hand with global themes that can be them to learn equally requires educators to foster and adapted to different learning situations and contexts lead maintain a sustainable, safe and motivational learning to a Sustainable and Quality education that caters to environment. Most of all they should be well-prepared everyone. before linking their learners to others or before dealing As for educators ‘the most important people in the with a topic that requires comparing cultures. world’, values such as Integrity, Mutuality, Professionalism, Educators need to learn about global awareness, valuing others and mainly Leading by Example are at the conventions, and diversity before getting involved in any heart of the inclusive, diverse, effective and safe learning shared global work or dealing with anything that includes process. Reaching out and sharing good practices lead to diversity. Taking CPD and training on topics related to creating more opportunities for oneself and to others.

K12 Digest April 2020

MARLBOROUGH COLLEGE MALAYSIA THE KAMPUNG OF NEX-GEN CHANGEMAKERS

K12 Digest April 2020

s Albert Einstein rightly said, ‘Education is what remains after one has forgotten what one has learned in school.’ Students who leave the gates of a school treasure in their hearts not textbooks and exams, but life values and a moral compass that points north. To shape students who are grounded, balanced, courageous, independent, and have a strong sense of morality and duty, the school itself must imbibe these values at its core. There is no one better than Marlborough College Malaysia when it comes to instilling philanthropic values and morals. Established as a charitable institution for the sons of poor clergymen in 1843, Marlborough College has, for over 177 years, been one of the most successful boarding schools in the UK. A testimony to this legacy is its outstanding alumni, from Rab Butler who reformed British education; John Betjeman the poet Laureate; Sir Peter Medawar, the Nobel Laureate surgeon; to kings and princes; and, more recently, the Duchess of Cambridge. Although Marlborough shares a link with Malaysia and Singapore (formerly Malaya), which can be traced back for over 100 years, Marlborough College Malaysia is unique in that it is not a franchise, unlike other British branded schools overseas. It is wholly owned by Marlborough College, thus making it non-profit. It was in 2012 that Marlborough College Malaysia opened as a boarding and day school with six boarding houses, set on 90 pristine acres of beautiful land in southern Johor, just 10 minutes from the Singapore border. The Kampung in Malay means “The Village” and Marlborough is often referred to as ‘The Kampung’, because around 60 staff and several hundred boarders, live on-site, enjoying the facilities and splendour of the large 90-acre site, complete with gardens, lake, and student farm.

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Pedagogy and Teaching-Learning Methodologies Based on a UK model, Marlborough’s curriculum has been enhanced to acknowledge and understand its location and context with suitable focuses in History, Geography and Asian as well as European languages. Throughout the year the students are also encouraged to participate in discussions with professionals from many backgrounds. Students are encouraged to study coding and the Director of Digital Learning ensures that technology is a tool as familiar to them as a pencil was to children two generations ago.

Alan Stevens Master Marlborough College Malaysia

Educated at the Royal School Dungannon, Ireland’s oldest school, before studying History at Queen’s University, Belfast, where he gained a First Class degree, Alan Stevens began his teaching career at Campbell College, becoming Housemaster and Head of History. After completing a period of research at Yale University, he received an MA in Educational Management and Leadership, then moved to Trent College in England as Head of the Main School, before subsequently being appointed Headmaster of Barnard Castle School in 2010. Alan was commissioned in the UK Reserve Forces, coached school cricket, rugby, and shooting and has published various articles on history and education. He is an inspector with the Independent Schools’ Inspectorate and his interests include rugby, school debating, classical music, art, and literature.

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Apart from the obvious literacy, Marlborough ensures that cultural, emotional, spiritual and digital literacies are also imparted. â&#x20AC;&#x153;Alongside technology, we place emphasis on developing the skills and attributes that AI cannot truly replicate and which are the preserve of humanity: confidence, character and the exploration of each child. Therefore, music, drama, public speaking, sports teams, and charitable outreach are part of our curriculum. Whatever lies ahead in terms of employment, intellectual dexterity, the ability to solve problems and to harness those qualities that machines cannot have such as integrity, trust, enthusiasm, collaboration, and leadership - will be essential for the success of the next

generation,â&#x20AC;? says Alan Stevens, Master, Marlborough College Malaysia. The faculty of MCM comprises of 90% UK teachers, reinforcing its British standards and values. MCM looks in their staff for the strongest academic credentials, a genuine interest in pedagogy as well as the ability to inspire children. MCM is quite strict in this because once they are employed at Marlborough, MCM invests in their professional development. MCM follows a rigorous outcomes-based Performance Review process. Additionally, MCM also encourages and sponsors academic staff to complete higher degrees and research in areas of mutual interest.

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Thanks to the institute’s amazing curricular initiatives, MCM students excel in their academics. But what’s remarkable is that they do so more than three times the UK average of top IGCSE grades and at IB Diploma; the College averages over 35 points in comparison with the global average of 29. Moreover, 25% of candidates achieve an exceptional 40 or more points, which is more than the equivalent of A* at A-level in each subject. Additionally, Marlborough students gain music qualifications from Trinity College London and the London College of Music. Unlike its peers who help students to reach for the sky, MCM encourages students to mingle with the planets! To quote an example, MCM students recently participated in a NASA workshop and as a result, they will be taken to the International Space Station as a live experiment. The 3C Foundation The culture at Marlborough College Malaysia is shaped by its provenance, its community, its ambition, and its duty. Marlborough College Malaysia’s “three Cs” - compassion, companionship, and conversation - form a memorable alliterative tricolon that emphasizes the application of empathy, courage, selflessness, duty, collegiality, and communication. For this reason, boarding at MCM is a popular option and the institute provides two Prep School boarding houses for children from 9-13 years. “At this age, we offer the options of 3-night

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boarding, a 5-night boarding package and a full boarding program with a varied range of weekend activities and trips. Besides, there are four Senior School boarding houses for children aged 13-18 and these offer full boarding options throughout,” says Alan Stevens. Founded on innovation, it remains a firm part of Marlborough’s DNA in Malaysia. Therefore, MCM students are no strangers to using creativity and innovation to help the environment and fellow human beings. For instance, through the Design Technology students’ Precious

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Plastic Project, students designed and built a machine that shred, melt, and reconstitute plastic waste into useful and attractive items such as mouse mats, coasters, and even jewellery. However, at MCM, the most rewarding innovations are always philanthropic. Marlborough’s charitable Outreach program provides a framework within which children acknowledge and act on the duty to help those who are less privileged. These are not isolated events but involve the building and maintaining of relationships over years with children from local schools and orphanages as well as work to maintain and improve the quality of the local marine environment.

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Given MCM’s achievements, it is no wonder that the institution received the coveted highest award of five Stars by the Malaysian Ministry of Education, in 2019. In 2018, Marlborough was admitted to the prestigious Headmasters’ and Headmistress’ Conference, an association of the world’s leading independent schools. Currently, the College has been shortlisted for the ISC International Schools Awards of 2020. Moving forward, MCM plans to consolidate its position as “the only authentic British boarding experience in Asia.” To fulfil this, MCM intends to continue to develop its pedagogy and research various possibilities to

better the same. MCM is also embedding applied positive psychology, as pioneered by Dr. Martin Seligman, for the wellbeing of students and staff. This will involve more than merely a lexicon and the principles of positive psychology will be systemically embedded throughout the curriculum, policies, job descriptions and the appraisal process for staff. In terms of capital investment, increasing demand for Sixth Form places has led to the College to plan a bespoke Sixth Form Resource Centre. Given the milestones that MCM has conquered so far, it is only prudent to say that the College is here to create history!

K12 Digest April 2020

MUSSOORIE INTERNATIONAL

SCHOOL A CONTEMPORARY

TAKE ON GURUKUL EDUCATION

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e all dream, but visionaries dream and actualize these dreams. When Dr. Rawal, a firm believer in Pandit Shri Ram Sharma Acharya ji, had a dream, wherein Gurudev appeared to him and instructed him to open a school exclusively for girls, he wasted no time and set about starting a venture that would ensure quality education to girls. He established Mussoorie International School in the pristine hills of Mussoorie to realize the vision of providing a platform for each girl to explore her latent talent in the desired field. The school, since its inception, firmly believes that little girls with dreams become women with vision. The mission of Mussoorie International School (MIS) reflects this belief: inspire girls to be fearless leaders and women of integrity by promoting a culture of enduring educational excellence, social, emotional, physical wellness in a caring, happy secure, and spiritual environment enriched with values of discipline, mutual care, respect, and tolerance. Although the picturesque school is nestled between pristine nature, it is by no means lagging in providing avant-garde, cutting edge education. â&#x20AC;&#x153;Industry Revolution 4.0 is here to stay and is bringing about significant changes in the way students learn. The use of emerging technologies both in and outside the classroom, the introduction of Artificial Intelligence into the teaching-learning system, and the exposure of students to all of these changes in a reasonable measure are contributing to a change in education. It is the right time to start shaping our young minds to face the fastchanging world and the challenges that it brings with it.

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Ms. Meeta Sharma Principal Mussoorie International School

Our school ensures that its students are exposed to the latest in teaching methodologies and adopts an innovative path towards taking the current generation into the future and making sure they succeed,â&#x20AC;? says Ms. Meeta Sharma, Principal, Mussoorie International School. MIS hands its students the freedom to choose between the CISCE, CAIE, and the IBDP curricula. Students study the CISCE curriculum from primary to grade VIII and then have the opportunity to either continue with the CISCE or opt for the CAIE curriculum at IGCSE level. Further, the school allows its students to opt for the IBDP at the plus two level. Holistic Development To keep pace with the challenges of today and to prepare the students for tomorrow, the school ensures that girls are given the best pastoral care and counseling. In addition to this, MIS ensures appropriate skill-based learning, using the latest teaching methodology and pedagogies, which are imparted to students from 27 countries. Peer learning is encouraged as it enables learners to broaden their perspectives and adapt to changes in the environment and cultural differences. Bridge courses and special attention classes are organized for those learners who need them to meet the standards and expectations of the school. â&#x20AC;&#x153;Internationalism is incorporated into the curriculum along with inter-disciplinary teaching to ensure that learners have an in-depth understanding of the topics and can benefit from best practices hands-on teaching and learning experiences,â&#x20AC;? the Principal adds.

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MIS ensures that its students are given the opportunity to learn using the latest in teaching methodologies. â&#x20AC;&#x153;We encourage our students to be independent thinkers and risk-takers. We promote innovative thinking and support ideas and thoughts by providing students with the platform to develop these ideas into constructive thinking processes and help them achieve the desired results. The science, computer, and language labs provide the students with handson learning while the Art and Design studios enable them to expand their creative bent of mind,â&#x20AC;? clarifies the Principal. MIS students are encouraged to think outside the box and to take chances and learn by hands-on experience. The use of technology in the classroom enables them to stay abreast of the latest developments in technology, art and design, science, history, music, sports, and current affairs around the world. Moreover, the exposure to different cultures both within and beyond the school community helps the students to grow as global citizens

who are prepared to take on the world and its challenges and carve a niche for themselves in the ever-changing scenario. The combination of traditional values with a modern outlook is what sets MIS apart from its peers. MISâ&#x20AC;&#x2122;s USP lies in its weekly havens conducted every Saturday morning to instil in each student the importance of spirituality and the divine in their lives. MIS girls, when it comes to cocurricular activities, are offered a plethora of sports/games, yoga, and Zumba classes to ensure physical fitness. In addition to this, several clubs and societies that aims at honing their inherent creative abilities and create awareness about the world around them also occupy the campus. Besides, various departmental publications and intra- and interschool activities are conducted throughout the year, providing each girl with the opportunity to showcase their talent in various fields. Meanwhile, the social service club encourages girls to give back to the community and stipulates that each

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child must put in 40 hours of service each year to grow as individuals and be better citizens. Given the initiatives, the school takes to ensure allround development of its students, no wonder that MIS girls have been bagging recognitions after recognitions. For instance, in 2019 MIS produced the world topper in Hindi in the CAIE A-Level examinations. Meanwhile, another student cracked the IAS examinations and is currently serving as an officer. Accomplished Gurus MIS strictly abides by a mentor-mentee system, where each student is closely monitored in small groups by an assigned mentor who ensures the wellbeing of the child at school. In addition, a committed and dedicated pastoral

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care staff of 14 housemothers headed by a counselor ensures that each child is nurtured emotionally and groomed to be independent. The school ensures that apart from the regular monitoring of the child’s progress, a regular review of the school’s systems and methodologies are also undertaken to ensure the high standards of MIS and the vision and mission of the school. Therefore, it should not come as a surprise to know that the teaching faculty at MIS is also subject to appropriate assessments. Moreover, the school offers avenues for professional development by way of numerous training courses, in-school workshops and seminars are availed by all teaching and pastoral care staff. Besides, the selection process for teachers is rigorous to ensure that only the best professionals and subject experts are hired. The MIS curriculum and daily schedule ensure that the girls become fearless, independent, socially responsible and good citizens of a society where respect for all, irrespective of social status, caste, culture, religion, or color is nurtured. “Our girls are also equipped to face the challenges of the outside world and to succeed despite all odds, all the while keeping in mind the values and traditions that have been inculcated in them during their formative years at school,” says the Principal MIS continues its journey towards academic excellence and its focus is academics coupled with all round development of every child. Every opportunity will be provided for students to excel in various fields whether it be IAYP, Sports, Music and Dance, Art, MUN, Debate, Drama and all other co-curricular activities that help shape the overall personality of a child. In the coming years, MIS has set its unwavering focus to scale greater heights and ensure that every MIS student enter the world as an accomplished young lady who is prepared to tackle any challenge that comes her way.

K12 Digest April 2020

INNOVATIVE EDUCATION SOLUTION PROVIDER OF THE MONTH

Mamta Thakur CEO (ASEAN) Arc Skills

K12 Digest April 2020

ARC SKILLS ENABLING STUDENTS ASCEND THE CAREER GRAPH

oday’s educational institutions are stressing on activities and programs that help students identify their talent and skills. The education system has finally come to terms with the fact that when the students find what they like, they can do it better and be successful in the future, and this success is more important than getting a good grade and not knowing what to do in the future. Although there are a lot education solution providers out there, Arc Skills is arguably the world’s first lifelong learning company that takes a pioneering approach to skill development for the 21st century by creating education and training products that are transferable, industry-relevant, and accessible to all. “Skills are what decides on who succeeds and those who don’t. Providing a platform to solve this global crisis is the inspiration behind Arc Skills. The founders intended to establish the largest lifelong learning platform in the world and connect this to the labour market – a task that is currently done in fragmented ways. Our approach is such that one can be associated with us for learning from age 8 onwards till they retire. An individual can learn age-specific or task-specific skills from us through this journey,” says Mamta Thakur, CEO (ASEAN), Arc Skills. Bringing to the table a combined experience of more than 100 years in the skills development space spanning the globe, the Arc Skills team uses a combination of state-of-theart pedagogies to teach their skills programs. Ranging from gamification, immersion, reflection, hands-on practice to simulations, the team uses online, offline, and blended delivery models to drive home the lessons.

K12 Digest April 2020

“Gamification is the best way to create high levels of engagement as it motivates, challenges and emotionally involves kids. It also puts learning in the hands of the kids. Our approach to gamification is to weave it into the program. The gamification experience is, therefore, custom-designed to suit the requirements of the program. We work with several partners and experts to achieve this,” pinpoints Mamta. While the programs are developed by the company’s Global Product and Innovation center, the trainers are sourced locally and trained and certified to cater to local nuances, language, and culture. Thereby turning the Arc Skills’ trainer repository into a melting pot of experts from different nationalities and competencies. Helping Students SOAR! Based on extensive research, Arc Skills came out with a suite of programs catering to the K-12 segment, aptly named as SOAR. SOAR aspires to give students around the world the opportunity to realize their strengths, discover new possibilities, and expand their talents. While enhancing traditional academics with a program that deepens children’s understanding and command of essential life and career skills, SOAR also enables children to build a solid foundation of confidence, self-awareness, and social and emotional skills through the teaching of values, virtues, life skills, and career-based skills. Thanks to Arc Skills’ exemplary work with global brands and organizations, the team is quite aware of the skill sets that the modern businesses demand, thus streamlining the company’s school program offerings to the current industrial requirements. “Our school programs utilize interactive technology, gamification, and expert knowledge

K12 Digest April 2020

to inspire children as they explore professions, solve creative problems. SOAR connects children to their potential by nurturing a holistic range of skills that transfer into any career or further education options,” adds Mamta. SOAR, under its extensive portfolio presents Skills 21, a program that specially caters to students from Grade 6 to 9. Skills 21 is a research-backed gamified school program that nurtures 21st-century skills in students by immersing them in an engaging superhero-themed game, group activities, and deep reflective discussions. Another offering from the Arc Skills repository is Growth X Accelerate, a student support system. Growth X Accelerate support students with the relevant skills needed for them to become a valuable resource for the Industry and drive employability for fresh graduates. It attempts to bridge the gap between what industry needs and what gets produced from the Universities/Colleges and technical and vocational course (TVET) centers. From Kinder to Retirement Ensuring that Arc Skills has its finger in every pie, the company, besides the K12 and Higher education solutions, offers TVET and in-service programs for working professionals. The TVET suite courses are designed for staffing front line personnel across a range of industries from construction, banking, retail, hospitality, facilities management, etc. The in-service programs are designed for employers looking to increase the productivity levels of their staff or those professionals wanting to upgrade their skills. Accredited to the International Society for Technology in Education (ISTE), Arc Skills are super pumped to announce that SOAR was recently awarded the ISTE Seal of Alignment for its SOAR Values junior school program.

This recognition allowed Arc Skills to join the select group including Google, Microsoft, and Adobe. Given the magnitude of effect Arc Skills’ programs and offerings have on the budding workforce, it is no wonder that the company has been praised on the global front and has been receiving awards and recognitions. For instance, Arc Skills was chosen as the recipient of the Qadat Al Tagheer Award for Excellence in Skills Development Globally. “We were honoured with this prize at the 3rd Edition of the UAE-India Economic Forum (UIEF), presented in Dubai by H.E. Jamal Al Jarwan, Secretary-General of the UAE International Investor Council, to the Group CEO, Mithun Kamath. UIEF is a respected platform for government leaders, policymakers, and businesses to discuss opportunities and frameworks to attract investors, sovereign wealth funds, large corporates, and industries into the respective countries. The Qadat Al Tagheer Award, meaning Leaders of Change, celebrates the contribution of people in business from

the UAE and India in the retail, financial, healthcare, construction, and education sectors. We topped the shortlist to take home the international award for our innovative and effective life skills program and vocational employability solutions,” Mamta beams with pride. However, the greatest satisfaction and recognition for the Arc Skills team is that they have helped thousands of people find a livelihood, making an impact on their families and communities. Charting future plans, Arc Skills intends to further its expansion, scale, and impact and continue to expand its geographical footprint in countries of Asia, Africa, and the Middle East where significant transformation is taking place in the education space. Believing in the ability of teachers to bring about a great impact in transforming education, Arc Skills intend to partner with them, form global communities and be change agents. “We are going to ensure that millions of young children grow up with the skills that they need,” concludes Mamata on a positive note.

K12 Digest April 2020

REPTON SCHOOL DUBAI A MIDDLEEASTERN SYNONYM FOR QUALITY EDUCATION

K12 Digest April 2020

ubai Cares is a UAE-based global philanthropic organization that aims at providing equitable access to quality education and learning opportunities for children and youth around the world. Although the whole Emirati community supports the organization by doing their bit, Repton School Dubai has been turning heads in their endeavor to help Dubai Care. The school raised over Aed 280,000 to fund the building of two schools in Senegal. This record-breaking collection amplifies Repton School Dubai’s mission of shaping courageous and curious ‘Agents of Change’ with a passion for excellence. Found in 2007 by Mr. Khaled Al Mheiri, Repton Dubai’s philosophy follows the same core values of its counterpart in the UK; developing the whole child, through academic, creative and sports learning. Mr. Khaled, presently the Chair of Repton Dubai, brings the same passion and vigour from Repton UK to the UAE schooling system, creating one of the leading international British boarding schools in the Gulf region. Deftly Weaving Tech with Ed Repton School Dubai, with 1.3 million sq. ft. space boasts of the largest school campus in the region. The school provides world-class academic and sporting facilities that include 3 swimming pools, 3 gymnasiums, 3 tennis courts, full-size rugby, cricket, and football pitches, 10 ICT labs, 6 Science labs, 3 art rooms, as well as a two-story library. Every classroom is equipped with interactive whiteboards and 3D Printing is used in Design Technology. All Junior School students have access to iPads and with a completely refurbished Mac suite, not only are the students provided with an avenue to use cutting edge

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technology, but it also paves the way for Repton Dubai to become an Apple Distinguished School. “Our pupils’ lives are beginning to transform by AI (Artificial Intelligence) and AR (Augmented Reality), and these changes are being seen in school today. For instance, Repton’s world-class design engineering department fully utilizes the creative opportunity of 3D printing, and our language departments are being transformed through AI software,” says David Cook, Headmaster, Repton School Dubai. Repton offers scholarships in academics, Music, and Sports. Repton believes that a stimulated mind is a

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strong armament to possess when dealing with different circumstances, which is why the school does not limit learning to the confines of the classroom. The school’s Outdoor Education program is also world-class and is designed to build confidence and character, resilience, and grit. For instance, the Reptonians have experienced oncein-a-lifetime opportunities via expeditions to the French Alps, fieldwork in Geography and Biology in Thailand. In addition to the facilities, Repton provides more than 100 free-of-charge extra-curricular activities that are designed to build confidence, character, resilience, and grit.

“Our outstanding PE and coaching staff are specialized in their sport, often with experience representing their country on the national or international level. In a recent visit to Repton Dubai, the cricket coach for team USA shared d imparted invaluable knowledge to the Repton cricket team. Reptonians have also participated in the Rugby 7s as official ball boys and girls of the biggest sports tournament in the region,” explains the Headmaster. World’s Citizens Under a Roof At present Repton houses two boarding houses (one each for boys and girls), becoming the first school in the UAE to offer boarding facilities to its students for both boys and girls from Year 7 onwards. Each house offers flexible boarding options, such as weekly or full-term boarding and. Each room is equipped with en-suite bathrooms, personal study space, and high-speed Internet. Students from Year 10 – 11 share a room while IB students have their own room. Each boarding house has a highly experienced housemaster or housemistress, and a resident house tutor; supported by a residential matron, ancillary support staff and a fully equipped medical center, staffed by the UK-qualified onsite doctor and a team of nurses. “The students and faculty in the boarding houses are also exposed to a diverse and excited after school and weekend activities which range

David Cook Headmaster Repton School Dubai

David Cook took up the reigns in 2017 to build on the school’s past successes and maintain its standing as an ‘Outstanding’ rated institution. Working closely with 160 teachers and a dedicated group of support staff, Repton is determined to pursue excellence in every area of school life, whether in the classroom or on the sports pitch, enabling each of the 1800 pupils to fulfil their potential.

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from desert camping, sailing, horse riding, go-karting and paintballing to name a few. We are happy to say that we house students from more than 80 nationalities. We also provide our students with student visas,” adds the Headmaster. Following an academic program based on the British National Curriculum from Early Years to Year 11, Repton Dubai offers students a broad choice of international GCSE subjects to choose from and are accredited by the Cambridge and London University Boards. Upon completion of Year 11, students have the opportunity to study for the International Baccalaureate qualifications following either the Diploma program or more vocational Careers program. Advanced career counseling or advice is available to IGCSE students regarding destination universities, as well as ‘Booster Sessions’ for students who require additional support. “We provide our students with diverse curricula, which are internationally recognized, broadening their scope of opportunities with world-renowned universities. Additionally, from Year 10 we support our students with career development seminars and offer them the use of an online platform called Unifrog, to research programs best suited for them. At the beginning of Year 11, each student is interviewed by the in-house University Adviser and Senior Leadership Team, who provide advice on the most applicable course of action students should undertake,” comments the Headmaster. Repton Dubai recruits the majority of teachers from the UK and works hard to provide ongoing support and further training. The school’s trained teaching staff consists of 160 teachers and 59 teaching assistants, resulting in a teacher-to-student ratio of 1:10 – one of the lowest in the city. Parents can be safe in the knowledge that Repton teachers role model the most positive learning behaviours, including life-long learners. A testament to the efficaciousness of the school’s pedagogy is that the school’s 2019 graduating class had an overall 100% pass rate, across both IBDP and IBCP. 75% of graduates received unconditional offers from universities, out of which 60% received offers from the Russell Group of Universities (top 24 leading universities in the UK). Besides, 98% of all junior school students exceeded global test results: 98% in English, 93% in Mathematics, and 97% in Science. Repton’s IBCP 2019 graduates consisted of 11 students with a 100% pass rate, surpassing the global average pass rate of 75%. 10 out of the 11 IBCP students went to universities such as the University of Liverpool, the University of Sussex, and the University of Kent.

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An exclusive partner of the Dubai World Art Exhibition since 2014, Repton Dubai has seen an outstanding track record in F1 for Design and Technology 4x4. Last year, Repton Dubai collaborated with Manzil, one of the renowned nonprofit centers focusing on the social inclusion of people of determination. Through the collaboration, Reptonians created an art project on the theme of sustainability, which was showcased at the Dubai World Art and Dubai International Financial Center Art Nights Exhibitions. Moving forward, the school is excited at the completion of The Performing Arts Centre (PAC) in July 2020. The center will provide a world-class musical and performance space, combined with state-of-the-art studios, practice rooms, and larger function rooms. PAC is believed to take Repton to the next level in the arts, in public speaking and debating and as a venue for conferences. Meanwhile, Repton School Dubai is constantly endeavouring to produce well-mannered and responsible students that strive to be courageous adults with a curious mind and a passion to create the extraordinary.

K12 Digest April 2020

RUGBY SCHOOL THAILAND BRINGING THE BRITANNIA EXCELLENCE TO THE ORIENT

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ne of Buddha’s most famous sayings is ‘A family is a place where minds come in contact with one another’. The Teepsuwan’s are one such family in Thailand that share the same mindset and passion for education. They consider quality education as the principal booster for a country’s economy and general wellbeing. The family own a large plot of land in Chonburi, on which they (instead of the usual shopping complexes) have decided to develop a school. They wanted to establish a place of learning where children from around the world could come and participate in the give and take of knowledge. The family, appreciating the dynamic schooling followed in the UK, pitched the idea of a new international school to many of Britain’s top independent schools. From those that were interested, Rugby School garnered the family’s undivided attention as they wanted to open their first-ever international branch, not as a franchise (which many school brands do), but as an extension of their school family, with shared values, systems, and even governors. Thus, in September 2017, Rugby School Thailand was born. Currently, the school offers various boarding options from Year 3 upwards. There is day boarding (1-2 nights a week), weekly boarding (4-5 nights per week), and full boarding (7 nights per week during term time). These options allow parents from near and far to choose what is best for their child – from the international full boarders who travel back to nearby countries for the holidays, to the weekly boarders from Bangkok, younger day boarders looking to try for a couple of nights a week or local Sixth Form students who have decided they want to be prepared for university life ahead. The school even offers complimentary boarding trials for existing Prep and Senior students and prospective senior students from Year 8.

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Ethos & Values Rugby School Thailand, like its sister school Rugby UK, lives by the ethos: whole person, whole point. This serves to educate all aspects of the individuals at the school, in mind, body, and spirit. This means that the students achieve academically, but are also encouraged to find passions, grow in sporting prowess, develop good morals, worldly values, community spirit, and resilience. This approach is supported by the school’s smaller classes and longer days, where sport and cocurricular activities are part of the timetable every day. The plethora of activities made available to the students ensures that the children are constantly exposed to new things – bushcraft, Chanbara, LEGO League, chess club, fun fitness, sailing, Eco Club, charity outreach, horse-riding, etc. The unveiling of the school’s huge new sports center in the coming weeks will further elevate its already world-class facilities. One of the strengths of an independent school system is that it can draw upon the best of the National Curriculum and supplement it with relevance. “An obvious example of adaptation is in geography, where we can look at the physical and urban topics concerning the landscapes and cities around us. In other subjects, such as science, we can explore animal and plant species native to our local community. Many such links can be explored across the curriculum”, says Nigel Westlake, the Founding Headmaster. “Although knowledge of specific topics, whether these are local or not, requires the learning of concepts and ideas, skills refer to our ability to apply that knowledge to a particular context. The context will always be varied and often unfamiliar, and we ensure

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Nigel Westlake Head of School Rugby School Thailand our pupils can transfer their knowledge and skills to a range of contexts. This helps them to succeed in an unknown future”. Nigel Westlake is the former headmaster of Packwood Haugh School and Brambletye School. With over 30-years of experience in the UK independent sector, and 15 of those as a headmaster, Mr. Westlake moved to Thailand in 2015 to set up the school. Rugby School Thailand believes that it’s never too young to start shaping young minds for the excitements and challenges of the future, and its educational philosophies aim to make students masters in many areas. For the youngest years, this is done by instilling an early love of learning, engaging the children through play and sparking curiosity for the world around them. Throughout the school there are inspiring spaces to learn like peaceful libraries, enticing reading corners, colorful playgrounds and a unique outdoor education center where subject lessons are given a new spin. It isn’t long before digital tools are integrated into lessons within the Pre-Prep classes, and as pupils’ journey through Prep and Senior School this increases. The co-curricular activities and Saturday Enrichment Program both nurture the

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integration of young minds into the fourth industrial revolution, with classes in STEM, VEX robotics, D&T digital sketching, and computer coding, to name a few. The school has a tutor support program, where, for the latter years of education, individual tutors help students maintain focus for goals within the school and beyond. This includes a detailed approach to career ambitions and tailored university preparation. Personal development continues within the Community Action Program (CAP) which focuses on charity enterprises and giving back to the local community. Following a house system, wherein students from Year 3 and upwards become part of a ‘division’ (Prep) or ‘house’ (Senior), children represent their team body in school activities; they collect divisional or house points and strive to become the most successful team each term/year. This teaches the joy and importance of collective efforts, resilience and a gracious competitive spirit. When it comes to acquiring teachers, unlike many international schools, Rugby School Thailand looks for teachers who are not hopping from one international

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establishment to the next – but teachers who want to join the community with more permanence. Often these are families who want to put down roots for a few years, which means the teaching staff is committed and more consistent than most. The school offers CPD courses every year, to ensure that the faculty team is always on top of their game. Restlessness, Reflection & Rigour To attain excellence in all facets of life, Rugby School Thailand refers to the 3Rs, namely ‘Restlessness’ (a restless desire for knowledge), ‘Reflection’ (to be able to reflect to develop further) and ‘Rigour’ (a rigorous determination to achieve one’s best). It is worth noting that the teaching faculty, along with the students, follow the 3Rs. A testament to the efficaciousness of the pedagogy followed at the school is that – in the short time the school has been operational - students have won Cambridge Outstanding Learner Awards, taken part in several national sporting events (such as bagging the first place at the 2019 golf tournament organized by the Thailand Golf Association), obtained ‘distinctions’ in music exams, and the first Sixth Form cohort are receiving offers from top global universities. An important aspect of school life is also fostering relationships with local industry. The school has partnered with the Wat Koh School in Rayong, it has organized talks and workshops from touring companies, invited charities such as Hand-to-Hand to bring underprivileged children in to experience the school, created a local playgroup called Rugby Rascals (where babies and toddlers play, while parents network) and participated in the Eco Beasts initiative created by St Andrews Bangkok. There is a deep-rooted passion for environmentalism in this school, with solar panels in several areas to generate power and the likes of kitchen gardens to teach children about sustainability. This is not just another international school; it is a school that aspires to offer the most dynamic education in Asia. No wonder that Rugby School Thailand is one of the fastest-growing international schools in Thailand.

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UWC ISAK JAPAN

THE ALMA MATER OF FUTURE WORLD LEADERS 70

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n April 25, 2015, a 7.8 magnitude earthquake struck Nepal, toppling multi-story buildings in Kathmandu, and creating landslides and avalanches in the Himalaya Mountains. Nearly 9000 people died and more than 22,000 suffered injuries. It was the deadliest earthquake in the seismically active region in 81 years. It was during these troubling times that three Nepali students from UWC ISAK Japan initiated Project Nepal. The project raised over $60,000 through online and offline efforts and rehabilitated 13 temporary schools, 3 medical camps, and a health post. This just in the Project’s first year. The school extended its full support to the students’ initiative and helped them show the world that anything is possible if we all stand together. In 2008 Lin Kobayashi (School founder and Chair of the Board) and Mamoru Taniya (Representative Founder) pooled in their resources and passion for education with 100 other like-minded individuals to start an establishment that offered quality education. Six years later, in 2014, the International School of Asia, Karuizawa (ISAK), opened its gates wide open for students. However, by 2012 Ms. Kobayashi and founding Head of School, Roderick Jemison, were already in talks with United World Colleges (UWC). Given Ms. Kobayashi’s experience with UWC education, she graduated from UWC Pearson College in 1993, and the many shared values between ISAK and UWC, it seemed only natural for ISAK to join the movement. Thus, in 2017, the International School of Asia, Karuizawa became UWC ISAK Japan. Since then, the school has done justice to its commitment of educating intellectually curious, compassionate, and innovative students from around the world who would be catalysts for positive change.

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UWC ISAK Japan is Japan’s only international fullboarding high school. The school’s 3-year program (grades 10-12) emphasizes its unique Leadership Curriculum throughout the Grade 10 year the first half of Grade 11. Courses like Mindful Self- Discipline and Design Thinking, UWC ISAK’s Leadership Curriculum teaches lifelong leadership skills that emphasize that anyone can be a leader through practice. Through the combination of these courses, students learn how to consider different perspectives and respond thoughtfully in challenging situations, how to see problems as opportunities, and how to create and tell their story in a way that builds consensus. In the spring, Grade 10 students use the skills they have learned to investigate their interests as they begin to

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develop potential CAS projects for Grade 11. Students who join UWC ISAK Japan from Grade 11 (IBDP Year 1) will participate in a special semester-long program that provides the same leadership education as the Grade 10 curriculum, with a focus on the practical applications of leadership skills. Deeply committed to educating deliberately diverse students from all socio-economic, cultural and religious backgrounds, UWC ISAK Japan hosts 200 students from 83 nationalities, of which 70% of the students are the recipients of financial aid. The schoolâ&#x20AC;&#x2122;s belief resonates with the UWC movement: to make education a force to unite people, nations, and cultures for peace and a sustainable future.

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Lin Kobayashi Co-Founder and Chair of the Board UWC ISAK Japan

Ms. Kobayashiâ&#x20AC;&#x2122;s passion for education began when she received a full scholarship from Keidanren to study at a full-boarding international school in Canada. Inspired by that experience, she studied development economics at the University of Tokyo, then joined the United Nations Childrenâ&#x20AC;&#x2122;s Fund (UNICEF) in the Philippines, where she offered non-formal education programs to local street children. After witnessing extreme wealth disparity firsthand, Ms. Kobayashi felt a strong need to develop leadership education to bring fundamental, positive changes to the world. In 2008, Ms. Kobayashi returned to Japan to develop the ISAK project, and after six years of hard work, ISAK opened its doors in 2014. In 2017, the school joined UWC, which changed its official name to UWC ISAK Japan. Ms. Kobayashi also serves on the boards of UWC International as well as Asia Pacific Initiative. Having received her International Baccalaureate Diploma in 1993, Ms. Kobayashi graduated from the University of Tokyo with a BA in Development Economics in 1998 and completed an MA in International Education Policy Analysis from Stanford University in 2005.

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Residential life is one of the cornerstones of the UWC program, and UWC ISAK Japan believes that many of the most important learning experiences for students occur outside the classroom. By living with peers from a variety of countries and backgrounds, the students develop an understanding and appreciation for diversity, as they strengthen their own identity and re-examine their ideas and beliefs. The students share a two-person or fourperson bedroom in a house for 12 to 18 students. Each house includes a spacious living room/lounge area, as well as a small kitchenette and free laundry facilities. In nearly all cases, the school assign roommates from different countries and backgrounds, giving them the chance to learn about other cultures and perspectives.

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Additionally, students are all in charge of developing and implementing their own systems for house management. This provides them with an opportunity to develop their leadership, problemsolving and conflict-resolution skills. While most of the houses are single-gender houses, in 2018, UWC ISAK Japan opened their first blended house, which accommodates 24 students of all genders. Within the blended house, rooms are assigned by self-identified gender, and students have access to gender-neutral toilets and showers, as well as single-sex showers. Each year, students have the option of requesting placement in a singlegender house or the blended house. In addition to the Residential Advisors, students elected by their peers to keep the house operating smoothly and resolve minor issues, the house is overseen by a House Mentor, a faculty member whose role is to support a student in their residential setting. At UWC ISAK Japan, leadership is a practice. Through this practice, the students will learn to: Identify what is most important and needed; Take action in the face of discomfort; Use diversity as a strength; and Support others as they learn to do the same. Through their robust scholarship program, UWC ISAK Japan is bringing together students from different socio-economic backgrounds, imparting them world-class education, thus giving rise to a tribe of future leaders capable of uniting people, nations, and cultures for peace and a sustainable future.

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INDUSTRY PERSPECTIVE

Why Should You Identify and Act at The First Sign of Dyslexia? By Helen Boden, CEO, British Dyslexia Association

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After running the British Dyslexia Association’s training department, Helen became CEO in March 2018, with a focus on empowering dyslexics through lobbying, raising awareness, training and direct support. With a background in education and training since 1990 and a qualified specialist dyslexia teacher, Helen began work for the British Dyslexia Association in 2002 and has been with the organization for 15 of

the last 17 years.

yslexia is the highest incidence specific learning difficulty with 10–15% of individuals being dyslexic. This equates to at least 4-5 in every classroom of 30 children. We know that identifying dyslexia as soon as possible will likely have the most positive impact on the individual. Why is this? • Young children are less likely to perceive additional support negatively and are therefore more likely to welcome the additional attention • Language development takes place at an early age and therefore the brain is generally more receptive to early intervention and support • The distance between the child and their peers is less in terms of attainment. Therefore, the gap that needs to be addressed is likely to be less • Young children are much less likely to have developed adaptive or avoidance behaviours associated with learning which means they are more receptive to intervention and additional support

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• Self-esteem is less damaged, so motivation is higher • May lack confidence and require frequent reassurance Sadly, all too often children are not identified early or be too independent and resist direction. Reluctant to try enough and instead are allowed to fall significantly behind new activities and resistant to change. Reluctant to speak their peers. This, in turn, means that the ground that they or engage in more complex conversations, forget what then have to make up is far greater. Additionally, this they need, why they need it or where they left it. makes it more difficult for the support provider. As fast • Forgets rules and acts out or is overly sensitive, plays as improvements might be made by the dyslexic learner, the fool. Difficulty in engaging with a group appropriately their progress is often outstripped by their peers leaving (often likes to be in charge). Doesn’t respond well to a widening chasm that becomes ever more obvious to the change. learner, which is demotivating and eats away at their self• Impatient with turn-taking, butts into other’s turns or esteem. activities. Doesn’t like structure and wants to do their own Although dyslexia is normally only diagnosed from thing or change the rules. six to seven years old, signs of dyslexia can be seen from • Auditory discrimination (difficulty segmenting an early age. sounds in words), auditory sequencing (difficulty getting When looking for signs of dyslexia in young children, sounds in words in the correct order), sound-symbol linkage care should be taken not miss- or over-interpret signs of (difficulty making accurate and consistent connections dyslexia. All children develop at different with sounds and the corresponding rates so what should be taken into letters). Struggles to recognise rhyme account is the number of issues that are and produce rhyme. identified, the severity of these issues • Struggles to perform activities and the frequency with which they in the expected sequence, occur. struggles to recognise consistent Although there are often patterns. clear signs of dyslexia, it • Enjoys construction should be remembered that toys and hands-on Dyslexia is a all young children may activities. combination of strengths exhibit these signs. It is the • Creative enjoying frequency and severity of music, painting, etc but and weaknesses, one these difficulties that will make might not follow the expected of the main strengths a dyslexic child stand out from direction with these. is it often brings great their peers. Some of these signs are: There are effective checklists and some screening tools that will creativity of thought • Inattentive and easily distracted. identify indicators earlier. Although Can get bored with stories and can’t screening and checklists won’t provide follow the sequence leading to getting a definitive diagnosis, they are useful to muddled when following a story. focus a practitioner’s attention as to whether a pattern of • Can’t follow multiple instructions and easily behaviour that has been observed could be consistent with distracted, a frequent forgetter, have forgotten what they dyslexia. You can find more on checklists and screeners on did or should be doing. the British Dyslexia Association website. • Limited vocabulary, unclear or badly formed speech, For those wanting to learn more, the British Dyslexia transposing sounds such as par cark for car park, and Association has a training course available specifically for problems connecting and expressing ideas leading to those working with young learners as well as for those frustration. But, alternatively, may be very able verbally at working with other age ranges. Additionally, there is a free expressing thoughts and ideas. eLearning module available, developed from the British • May appear clumsy and lack good balance and Dyslexia Association’s Sound Check Project, that contains coordination both with fine (difficulty with pencil grip, lots of practical ideas of activities to support early literacy colouring, cutlery, etc) and gross (problems with catching development. a ball, learning to ride a bike, etc) motor movements. The most important thing to remember is that dyslexia • Dressing and undressing, including difficulties is a combination of strengths and weaknesses, one of the with buttons, zips and the like, and the sequence of main strengths is it often brings great creativity of thought getting dressed. and this should be nurtured and developed.

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Learning environment

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K12 Digest

81 April 2020 www.fusionvle.com

WOODSTOCK SCHOOL A PRAGMATIC SEAT OF LEARNING FROM THE FOOTHILLS OF HIMALAYAS

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ndia and the United States of America have always shared an affable relationship. From Dwight D. Eisenhower, the first US President to visit India, to Donald Trump, both countries have shared an amicable alliance. Since long, many ex-pat families were seeking for a school in North India with an American curriculum to prepare students for American colleges and universities. Thus, inspired by the Indian Himalayan environment and America’s inclusive Christian tradition, Woodstock School was established in 1854. Today, Woodstock serves a much more diverse international community, with more than 40 nationalities and missions to develop visionary, articulate, and ethical individuals equipped to achieve their full potential in leadership and life. Traditional cultural models have often been said to have an over-reliance on a rote learning approach to education, which is the antithesis of Woodstock’s pedagogical philosophy. The title of Woodstock School’s educational vision, ‘Eliciting Greatness’, is drawn from the Scottish statesman John Buchan’s admonition, ‘The task of leadership is not to put greatness in humanity, but to elicit it, for the greatness is already there. For us, a big part of this is enabling students to discover what inspires them, and then provide them with the space and support to explore their passions.’ Woodstock understands that embracing the interdisciplinary space is fundamental to equipping students with an innovative mindset. The school is quite aware of today’s social and environmental challenges that are too complex to be solved with a siloed approach. “We need complex analysis across disciplines

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to find solutions to 21st century problems. Woodstock already has outstanding resources in this area, including the Centre for Imagination, Hanifl Centre (our hub for outdoors and environmental education) and Community Engagement, but creating space for developing interdisciplinary mindsets across the whole curriculum is a key area of focus for us,” says Dr. Craig Cook, Principal, Woodstock School. Woodstock recently switched to the IB curriculum, granting them access to best practice in education and links to like-minded schools around the world. Besides, their academic team is always working to ensure that their curriculum remains relevant and current in terms of wider trends, our students’ needs, and our mission, vision, and values. Woodstock today offers boarding to students from grades 6-12, wherein the younger students are predominantly staff children. The dorms are situated within the protected forest in the foothills of the Himalayas at an altitude of more than 2000 meters (6500 feet). Woodstock provides the perfect setting for a range of outdoor learning and pursuits, which feature heavily in their residential program. Woodstock understands that being a boarding school only amplifies the need for a comprehensive learning environment. “Schools risk failing their students if they don’t prepare them to thrive in a rapidly changing technological environment. Creating cutting-edge digital learning spaces is incredibly important for preparing our students for university and life beyond Woodstock. Complementing students’ education with virtual spaces is already commonplace in higher education and can help

Dr. Craig Cook Principal Woodstock School

Dr. Cook joined Woodstock in June 2019. He has a wealth of experience in educational leadership, having worked at schools and in higher education in the USA, the Philippines, and Indonesia. He has a Ph.D. in Sociology from Ateneo de Manila University in the Philippines, a BA degree in Intercultural Studies and an M.Div. in Theology, both from Biola University, California. He currently serves as President of the International Sociological Association’s Research Committee on Sociology of the Body.

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expose our students to learning opportunities far broader than those we can provide solely within the confines of our campus. The world is increasingly interconnected, and our students are digital natives, with technology a thread that runs through their lives. Integrating the digital realm into their educational journey means we can take the best of what technology has to offer in this area,” says Dr. Craig Cook. Woodstock’s Centre for Imagination is the result of the school’s collaborations with professionals, organizations, and educational institutions from around the world. This collaboration, which spans across a network of institutions, has the potential to release powerful creativity leading to meaningful innovation. Woodstock has a regular program of resident scholars visiting the school to work with students, enabling them to complete projects, pursue inquiries, and solve problems with leading experts globally. The Centre for Imagination transforms how Woodstock education is experienced in the 21st century – inspiring young people to discover that there is far more within them than they think, to discover their grand passion in life and to explore what it means to live from a strong sense of vocation. Since its foundation in October 2016, it has provided students with space and resources to explore their interests in practical ways across all areas of the curriculum as well as interdisciplinary projects.

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Woodstock’s Community Engagement program, on the other hand, gives students practical experience of managing projects and working collaboratively with the local community and NGOs. This is a hugely inspiring experience and the passions the students discover here will go on to shape their journey for life. One example of student-led initiatives that are helping to reduce environmental impact is water conservation, where Woodstock student teams are working with NGOs, local community leaders, and the school facilities team, to try and reduce waste and use limited water supplies more efficiently, within the school and beyond. Another one is that the students are actively trying to turn Woodstock into a reusable water bottle campus. The school has access to some of the cleanest mountain spring water anywhere in the world, so stopping people buying water in single-use bottles is a no-brainer! Woodstock tends to attract educators, who love the great outdoors and are committed to developing the child as a whole. “As a relatively remote community, it’s important that we select the right people, and we put significant efforts into ensuring teachers are going to fit in and thrive here. We are committed to life-long learning for our whole community, and teachers, in particular, have access to regular training and development, helping ensure they remain up-todate with current trends and best practice,” comments the Principal.

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Last year Woodstock launched the Marie Bissell Prentice Award for Excellence in International Education, named after a former educator who taught both in India and in New York. It recognizes teachers who are being particularly innovative in their field and are at the forefront of improving life and learning at Woodstock, making it a great way of celebrating the efforts of teachers who are constantly looking to improve opportunities for students to grow. Speaking of the school’s future plans, Dr. Craig says, “This year we will run two summer school programs for the first time, in June and July. Summer at Woodstock is a great way for students to get a taste of life at the school, whether they’re considering coming here or just want to spend a couple of weeks living and learning in the Himalayas.” Woodstock is also undertaking an ambitious project to renovate Woodstock’s learning spaces, improving both the physical surroundings and educational environment. Meanwhile, the Centre for Imagination building is currently under redevelopment, vastly increasing the space for innovative learning and interdisciplinary spaces. The next step for the school is to develop a new science building, including three multipurpose labs, exhibitions, and prep areas. “We begin a new strategic planning cycle in this academic year, and future plans will emerge from this collaborative process which involves all stakeholders,” concludes Dr. Craig.

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ED SHEROES

Magic Village- S Reinventing Learning

erbia, a small country that gained independence after in the 90s the civil war and the disintegration of former Yugoslavia, is a country that enjoys a continental climateâ&#x20AC;&#x201D; four seasons. With green landscapes and beautiful country sides, Serbia is quite pleasant, attracting attracts tourists from all over the world. Serbians, however, rarely go camping, hiking or cycling and enjoy the beautiful seasons of Serbia. Instead, they migrate from the countryside to the cities, along with their children, to look for better opportunities. These children are denied the chance to marvel at nature and ask important

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Željana Radojičić Lukić questions like why is the sky blue sometimes and pink at other times? Where does honey come from? Who makes it rain? These inquisitive and curious questions lay the foundation for future scientists and change makers. Hence, it is impertinent for children to interact with nature, play in the open, and think out loud. Meet Željana Radojičić Lukić An award-winning teacher from Serbia, Željana is a Global Teacher Prize finalist and a winner of both global and national teaching awards. She is also a founder of Balkan’s educational network “Best Teachers of Former Yugoslavia Association”. Željana has also had the opportunity, after 25 years of working as an educator, to become an assistant to the Minister of Education in her country. Today, after over 30 years of experience teaching, she says: “Teaching has brought me a lot of joy and made me happy. I have grown and improved along with my students, we taught each other. At the beginning of my career, I began to see the shortcomings of traditional teaching practices and searching for methods to improve them. At first, the changes I made were few and far in between, because I feared deviating from the compulsory educational programs. Later, I became more daring, but I still worked in a state school and it was becoming increasingly more difficult to bring about the changes I had in mind.” After working 10 years in a school, she began to dream of her own private school. Since she was a refugee, she was too poor to make this dream come true by herself, but she was not one to be discouraged. She continued to use every opportunity to speak about her ideas publicly. Eventually, she reached out to Serbia’s education authorities, who realized that children in rural areas have different educational

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needs. With the help of some influential people, they succeeded in implementing a children’s program into the big international project called “Sustainable tourism in rural areas”. This was the opportunity Željana was looking for. After investing considerable time and effort in designing a concept of learning under the open sky. Željana and her team desired to make an authentic learning concept that was easy to implement in any rural area on the planet, any place with inspiring nature and a bare minimum of conditions to make this concept work. Thus, birthed

Magic Village, a revolutionary concept in education! What is Magic Village? “The concept name, the Magic Village, wasn’t accidental since it is completely wrapped in a fairy tale. When coming up with this learning concept, we had in mind that our childhood habits often define us even as adults. We also took into consideration that children who grow up in urban areas are, in a manner of speaking, handicapped, because they don’t grow up in nature and often hardly experience it. For someone who lives in a rural area, it’s

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sometimes difficult to comprehend that there are children in cities who believe that milk comes from a carton, eggs from the fridge, tea from the pharmacy, and bread from the shop. This is because children in the countryside live in harmony with nature from the day they are born, while children in cities get to see nature through their screens. Isn’t this reason enough for every city parent to take it upon themselves to provide their child with moments spent in the countryside and in harmony with nature? We found out that most children don’t have opportunities to visit and enjoy the countryside unless they have grandparents who live in a village, we decided to start a children’s research center on a farm, in the purest nature. There is no better way of learning than learning through experience from a farmer and on a fairy-tale farm like the Magic Village,” Željana says. UNICEF reached out and helped her by financing the construction of the Magic Village in 2012 and enabling the

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team to test the learning concept through integrating the learning materials in ambient classrooms, like an orchard, vegetable garden, field, meadow, forest, barn, etc. This approach turned out to be agreeable with a child of the 21st century, as through experiencing nature, under the open sky, motivated children greatly and the authentic characters in costumes inspired them additionally and sparked the desire to learn and expand their horizons. Through some examples of experiential learning in the Magic Village, the teachers came to realize that the city children are for the most part unaware of how food gets onto our plates, like grains, milk, tea or spring water. “They are surprised when we take them to a barn and show them that milk comes from cows, eggs from a chicken and that a chicken lay on egg per day, and that tea has to be harvested from a meadow first, etc. These facts are surprising because they assume that a chicken lays several dozen eggs daily, or that chickens have four legs, or that a bull gives milk. It may sound insensitive, but children in the countryside

are indeed born and live like people, while children in the cities live like pets, because they have a drastically different relationship with adults,â&#x20AC;? she comments. A School with Solar Drier and Weaving Looms The learning concept in this unusual school is based upon: Four colors, Four seasons, Four corners of the world, Four fairies, Four professions, and Four magical houses â&#x20AC;&#x201C; four ambient classrooms with a multitude of authentic learning resources, such as a sundial, a telescope, a digital weather station, a solar drier, a weaving loom, vegetable gardens, etc.

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“During our time at the Magic Village children’s research center, we are constantly in touch with the children and their parents, we follow their reactions to everything from the magic gate to the magic houses. They mostly come uncertain of what to expect, restrained, and closed off to communication. The view of the magic houses somewhat relaxes them and the contact with fairy-teachers opens them up for cooperation. Namely, by creating this learning concept, we had in mind the children’s need to be surrounded with authentic characters in costumes, and we decided to use characters from Slavic mythology, and in this way the children who come to visit us get an immersive fairy tale experience,” says Željana. She adds that all the children who visit the Magic Village are shown that this space is, in fact, a safe harbor of the four seasons and that fairies live here, four of them in particular: • Đurđica the green fairy, who lives on the east side of the Magic Village in a house called Spring Rush. She protects the spring season. • Sunčica, the red fairy, an artist, lives on the south side of the magic Village, in a house called Summer Bustle. She protects the summer season. • Bosiljčica, the yellow fairy, a cook, lives on the west side of the Magic Village, in a house called Autumn Feast. She protects the autumn season. • Božica, the blue fairy, a weaver, lives on the north side of the Magic Village, in a house called Winter Peace. She protects the winter season. These four teachers, or fairies, in accordance with their professions and the seasons they represent, cover various authentic learning materials through experiential and ambient learning. Experiential Learning at The Best Children live through a fairy tale in this unique teaching concept, by meeting the fairies, getting to know their names, the houses’ names, participating in unusual games like weighing wheat on the scales, gathering herbs, drying and packaging tea, weaving on a loom, looking at the stars through a telescope,

K12 Digest April 2020

applying their weather calculations, or baking a magical loaf of bread in authentic ovens. “This method of getting the children involved is often unknown to their parents as well, so we get parents as participants in our workshops. Is there a better feeling than knowing that you made an impact on a young life and gave them a memory they will cherish and learn from? We are aware that every child who has ever set foot in our classroom under the open sky a future ambassador for nature, the countryside and a healthy lifestyle, and that they will continue to insist on preserving nature and teach their future children to live in harmony with it. My wish is for the Magic Village to be recognized as a need of a 21stcentury child, in my country and in the world, and to implement this learning concept within educational systems, through curricular or extracurricular activities,” Željana says. Today, Magic Village is a prime educational destination, often a part of school trips or tourist visits. The team is currently working on making this learning concept more visible in international educational circles, and its authenticity and Generation-Z adaptability recognized. Its goals are: Recognizing the Magic Village learning concept as a form of detox for Gen-Z; Procuring reliable funding for accommodating and teaching children ages 5-12, in the Magic Village in Serbia; Increasing the visibility of the Magic Village learning concept in countries with high levels of air and water pollution; and Finding donors to build a magic Village network in countries where there are natural resources that allow for such learning centers. If today, our kids do not know the source of eggs and hamburgers, what will they grow up to be? What are the needs of children nowadays, and what will be their needs in the future? Perhaps a network of Magic Villages all over the world is a good answer to the future needs of children. We believe that children of the future, like the children of today, deserve a detox by learning in authentic fairy tale oasis, under the open sky, where fairy tales and learning through experience help develop useful skills for the future.

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K12 Digest April 2020

ACADEMIC VIEW

Shaping Next Generation Leaders using STEAM By Shady Elkassas, Assistant Principal-Academics Head of Science Dept., Sharjah American International School

K12 Digest April 2020

Shady Elkassas is a multiple award-winning and passionate Egyptian educator working in the United Arab Emirates. He is a popular STEM advocate and speaker in the Middle East region. He has taken initiatives to adopt project-based learning (PBL) and inquiry-based learning (IBL) methodologies to create a new foundation of STEM learning in school. Shady strongly believes that leadership has a strong influence on education reform and he takes initiatives to communicate his vision not only inside his school but also “We cannot solve our problems outside. With Robotics being of particular interest with the same thinking we used to to him, Shady led the School Robotics team create them” and helped them win many awards at - Albert Einstein international events. He has also been ith the world transforming invited to speak at events like TEDx and rapidly in terms of technological GESS (Global Educational Supplies advancements and quality of and Solutions Exhibition). A Microsoft life, this transformation has a great Innovative Educator, Google impact on the challenges we face as Certified Educator, Apple Teacher, well. Climate change, air pollution, and an Advisory Board Member deforestation, carbon emission, and anti-biotics efficiency are some of the many resilient crises that we are facing in the 21st century. With of the K12 Digest, Shady’s these problems expanding at an exponential level in the near future, we qualifications also include need a world with more critical thinkers, risk-takers, experiential learners, the Masters of Science collaborators, and innovators who can actively resolve these challenges. in Education, Executive Therefore, preparing and equipping the coming generation with the required Management Diploma knowledge, skills, and attitude to help them solve these problems is the need and Bachelor of of the hour. This is one of the key reasons why we need a transform education to prepare our future leaders. Science.

STEAM education is an educational approach that integrates the different disciplines of Science, Technology, Engineering, Arts, and Mathematics in a coherent cross-curricular pedagogy. It is built upon a strong foundation of learning objectives and outcomes that are constructed based on real-life contexts. Programs like Robotics

K12 Digest April 2020

STEAM education is an educational approach that integrates the different disciplines of Science, Technology, Engineering, Arts, and Mathematics in a coherent crosscurricular pedagogy

K12 Digest April 2020

Challenges, Hackathons, Space Cubestats Missions, and Innovation Fairs, provide students an opportunity to expand and enrich their critical thinking and collaboration skills. These programs also give students a chance to relate the concepts they learned to real-life. Bridging the academic gap between the mathematics and science fields, STEAM Education inspires students to look out for career opportunities in this field. STEAM Education is seen to have a significant impact on gender equality and quality of education, two of the most important sustainable development goals of UNESCO. There are plenty of STEAM initiatives that promote gender equality which engages girls in STEAM activities. One of these initiatives is the Girls Powered initiative which is organized by REC Foundation (The Robotics Education & Competition Foundation) which is being held during the national and international VEX robotics competitions. Girl Powered initiative promotes STEAM education throughout many innovations and engineering design activities. Another initiative that promotes gender equality is TechnovationGirls. It is a global tech education non-profit organization that empowers girls and families to become STEAM leaders, designers, and problem-solvers. The program focuses on equipping young women (ages 10-18) to become tech entrepreneurs and leaders. With the support of volunteer mentors, girls work in teams to code mobile apps that address realworld problems. Implementing STEAM activities in classrooms is becoming easier day by day. Some various free applications and programs can be used in classrooms such as Code.org, WorldSpaceWeek. org, HourOfCode.com, PhET Simulation labs, and, jpl. nasa.gov/edu/learn/. STEAM methodologies are exponentially expanding. With arts being an essential skill for future innovators, STEAM is engaging students in creative arts, students develop better hand-eye coordination and improved motor skills. Such motor skills are critical in all aspects of STEAM fields such as electronics, robotics, and engineering design. Though we will not be able to solve future problems, we can equip and prepare the future generations to become problem solvers through STEAM Education and become a step closer to a problem-free world!

K12 Digest April 2020

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K12 Digest April 2020