FOBISIA CPD Digest, Volume 3 Issue 5, 2nd March 2021

CPD Digest Volume 3, Issue 5, 2nd March 2021

INSIDE LEADERS LEARNING FROM LOCKDOWN: Critical Decision-Making Models

by Brian Taylor Bangkok Patana School

Leadership eConference with Jennifer Abrams at Taipei European School. page 11

Upcoming Events Confirmed JAWS 5th March 2021

Effective English Tools for an Effective School eJAWS

Page 14

19th March 2021

Communications eJAWS

Page 15

19th - 20th March 2021

Digital Learning JAWS/eJAWS

Page 16

14th - 15th May 2021

Primary Education for Sustainability JAWS

Page 17

North London Collegiate School Jeju The British School New Delhi

Sri KDU International School

In-country Thailand event: postponed from 5-6th February

St. Andrews International School, Bangkok

We are now accepting JAWS bids for next academic year. If you would like to bid to host a JAWS event, please discuss with your CPD Leader and submit a bid using this form by the 10th March 2021.

Join the FOBISIA Community....

C 2 I CPD Digest, Volume 3 Issue 5, 2nd March 2021

Upcoming FOBISIA Webinars We are in the process of finalising our next webinar series for this school year. Keep an eye on www.fobisia.org for further details, updates and registration links!

11th March 2021

Finalsite: Engaging Your School Community With Portals Register here

16th March 2021

Educate and Celebrate: LGBT + Inclusion: Getting the language right for 2021 Register here

22nd March 2021

British International School Phuket: Global University Counselling in a British School Context Register here

30th March 2021

ESP: Leadership in Uncertain Times with Professor Steve Munby (Session 3)

30th March 2021

Drums for Schools: Music, Mindfulness and Wellbeing in a Post Covid World Register here

26th April 2021

BlueSky Education: The Changing Shape of Performance Management and Appraisals in Schools Register here

3rd May 2021

Haileybury School Almaty: SDGs in Stories - embedding the SDGs into the Curriculum Registration link not yet available

6th May 2021

Garden International School Kuala Lumpur: Reading Difficulty Power Tools - Don’t Plan by Hand, Plan With Power Tools!

Register here

10th May 2021

Tanglin Trust School: The Year 3 Architects: Transforming Curriculum through Storytelling Register here

25th May 2021

Fieldwork Education: Introducing IEYC to support EYFS Register here

3rd June 2021

The British School in Tokyo: Primary maths lesson design: a look at how to include creativity and fun in a maths lesson Register here

8th June 2021

Schrole Group: Diversity and Inclusion - Why getting it right matters Register here

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CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 3

Bangkok Patana School

LEADERS LEARNING FROM LOCKDOWN

E

Critical Decision-Making Models

ducators have been compelled to pivot

Trust, suggests we should “aim to capture

swiftly in response to huge logistical

these

and emotional challenges in support of

students’ perspectives” (Boot, 2020). This

learning and the diverse needs of students,

unparalleled moment in the history of

families, and colleagues during the COVID-19

education - an enforced global experiment

crisis. Their creativity, commitment and

in remote learning, in which we have a

professionalism

inspirational,

unique opportunity to listen to students and

highlighting the critical role educational

learn from their experiences, was reinforced

institutions provide in our communities and

by Professor John Hattie when interviewed

the social wellbeing fabric of students’ lives.

by Stephen Cox in the Build Back Better

Since January 2020 there has been a plethora

webinar (Osiris Educational, 2020). This

of thought-provoking articles and reports

distinction is further exemplified in the

released, detailing effective ways to transition

position paper Remote to Hybrid Learning

quickly from normal school practices to

(Fullan, et al., 2020). The paper pilots the

remote or distance learning. Educators are

reader through three zones: The Unsettled

thankful for the rapid publication of evidence

Zone, The Learning Zone, and The Growth

examining existing research to support the

Zone (pp. 3-4), contending that the sudden

conversion to remote learning (Education

shift to remote learning globally, while

Endowment Foundation, 2020a; Reimers

tremendously difficult, has propelled school

et al., 2020; Reich et al., 2020). In essence

leaders and educators to reflect deeply, make

schools did not close, their campuses closed;

decisions on what works best for students,

lessons and learning continued, albeit in a

and to decide what innovations should be

different format and in our lounges, kitchens

developed further or simply discarded.

and living rooms.

There is considerable similarity with the

has

been

unprecedented

times

from

the

zones posited by Fullan and Hattie and the At the core of everything we do as

3 Stages of Pandemic Response, namely:

educational practitioners is student learning.

Survival > Acceptance > Growth, alternatively

In his blog post Learning from the Students

referred to as Thoughts > Feelings > Actions

in Lockdown, Steve Boot, Associate Vice

(Treanor, 2020).

Principal for Curriculum at Big Education 4 I CPD Digest, Volume 3 Issue 5, 2nd March 2021

LITERATURE REVIEW

Learning: Rapid Evidence Assessment report uses

(EEF, 2020a), culminating in the release in June

publications from the Education Endowment

of the Covid-19 Support Guide for Schools,

Foundation (EEF), established in 2011 by The

designed to help teachers and school leaders

Sutton Trust, as a critical lens to compare and

support their pupils following campus closure.

contrast school management and leadership

In the report, Professor Becky Francis’ forward

procedures. For example, their Teaching and

was promising when asserting:

Bangkok

Patana

School

regularly

Learning Toolkit (Education Endownment Foundation, 2020b), an accessible summary

School leaders will need to make difficult

of the international evidence on teaching 5 to

decisions about what to prioritise in

16-year-olds, helps frame and evaluate whole-

the coming months, recognising the

school strategic objectives in our development

tremendous strain the pandemic has

plans. Their School’s Guide to Implementation

already placed on teachers and children.

(Education Endownment Foundation, 2019)

This short guide aims to provide evidence

is a useful tool for planning, testing, and

and signposts to additional resources that

measuring the impact on learning of projects

support those decisions.

we oversee. Therefore, as the impending wave

(Education Endowment Foundation, 2020c,

of school closure progressed westwards from

p. 2)

colleagues in China and Hong Kong earlier this year, the leadership teams turned to the EEF

Scott

McLeod,

Associate

Professor

of

for guidance. Initially slow to respond, the EEF

Educational Leadership at the University

team gathered momentum with their Remote

of Colorado Denver, author of the popular CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 5

been

hazy objective over constantly shifting

interviewing school educators and leaders to

sands. It is difficult to find your way if

discover how they are responding in the wake

the surface beneath you is continuously

of this global pandemic. Titled the Coronavirus

moving. It takes great skill and resolve

Chronicles (McLeod, 2020a), Scott documents

to stay on track; to stay focused on your

his series of ‘check-ins’, including one our

vision and your values.

school were part of, publishing them on his

(Gandy , 2020)

Dangerously

Irrelevant

blog,

has

blog and YouTube channel. In a thought provoking post, titled What are Your School’s

Whilst travelling within Fullan’s three zones

Decision Triggers for Closing Back Down

(2020), or traversing between the boundaries,

Again?, McLeod challenges school leaders to

many daily decisions were made by our

be “very clear with their educators, families,

leadership teams in the transformation

and communities about what their ‘decision

from a ‘bricks and mortar’ school to a ‘virtual’

triggers’ are”, warning us that “If we don’t

school. They ranged in importance, from the

articulate what our decision triggers are… we

mundane: should students ask for permission

should be prepared for all of the pushback

to go to the bathroom whilst on a live call? to

that accompanies winging it” (McLeod, 2020b).

radical changes to the whole school structure: should we collapse the whole school timetable

In the last week of August, the Education

to facilitate long-term project-based learning?

Endowment Foundation published its Guide to Supporting School Planning: A Tiered

WHICH DECISION-MAKING MODEL?

Approach to 2020-21 (Education Endownment

The rise of flatter, distributed leadership

Foundation, 2020d). It aims to support school

structures

leaders with their planning for the forthcoming

Instead of one or two ‘dot leadership’ teams

academic year in early September. Both in the

making decisions, colleagues at all levels

introduction to the guide, and a supporting

have the power to make more localised

blog post, Alex Quigley, The EEF’s national

decisions, they are more likely to happen

content manager, points out that there is

collaboratively within their own subject or

“little evidence to steer many of the logistical

year team ‘bubbles’. During campus closure

challenges faced by school leaders” (p. 5).

normal leadership structures moved rapidly

This is a refreshing acknowledgement that

to these flatter models. Colleagues, students,

the focus of publications to date has been on

and parents were in the Fullan’s Survival

pedagogy, of which there is “plenty of good

(Unsettled Zone) – they fell back on systems

evidence that can support and re-establish

they are familiar with – leadership was

great teaching for all pupils”.

distributed within their subject or year teams,

decentralise

decision-making.

within their homes! During this period of School leaders must have felt like desert

intense change, the quality of the decisions

explorers in recent months, trying to

made within an organisation reflect the way it

navigate an accurate course towards a

operates, they are a barometer of the health

6 I CPD Digest, Volume 3 Issue 5, 2nd March 2021

of the organisational culture.

making that is challenging and supportive, creating space and a framework for leaders

WHY THE STINSON WELLNESS DECISION-MAKING MODEL?

to make a wise choices. There is a high degree

Our whole school performance management

Guiding Statements, the Stinson Wellness

strategic objective for 2019-21 is ‘how can we

model, Fullan’s Remote to Hybrid Learning

ensure that we promote, value and nurture

zones, and the 3 Stages of Pandemic Response

Well-Being in our community to support

(Survival > Acceptance > Growth).

of alignment of the sense of well-being in our

student learning’? Our Guiding Statements contain three sets of values: Well-Being, Learning, Global Citizenship. During the remote-learning transition, focussing on the emotional well-being of every member of our community was our priority. Before we closed the campus, in whole Primary and Secondary meetings, the work of John Almarode was used to frame the collective efficacy: “How we feel determines what we think about and what we think about prompts us to action so well-being at the social emotional and psychological level has a strong influence on what happens in our [virtual] classrooms” (Almarode, 2020).

Synthesising the above, a decision-making model with well-being at its core is the

Figure 1: The Stinson Wellness Model Foundations, Pillars and Process Orientation (adapted from Lee & Stinson, 2014, pp. 5,8)

principal rationale for determining which one

The alignment process allows for decisions to

best fits the context of our school.

be personalised and owned by those that the decision will impact, rather than the ‘top-down’

In

many

ways COVID-19 has provided a

decision making process that often exists in

resilience test for the macro educational

schools. All people within the organisation

systems of the global community on a micro

can progress towards wellness within their

scale. We all will have seen our strengths,

personal context - situational leadership of

the areas that need development and our

the decision-making process within their own

fragilities. We will have time, at some point,

organisational sphere of influence. During the

to pause and reflect, and use this knowledge

analysis and selections process orientation

to ensure that our strategic direction is

stages, application questions based on the

underpinned by solid, strategic decision-

four pillars of the model - Purpose, Balance, CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 7

Congruence, Sustainability, are used to assist

mission and vision of Bangkok Patana School.

in making intentional and principled decisions.

To summarise, the “Stinson Wellness Model

Editor’s note: this article is an adapted version

provides a framework by which organisations

of Brian’s Bath Masters essay submission for

can make wise decisions that align with their

the Leading and Managing Schools and Colleges

identity as well as their community.” (Lee

unit.

& Stinson, 2014, p. 10); in other words, the

Brian Taylor Assistant Principal, Campus Curriculum Technology Integration Bangkok Patana School

References Almarode, J., 2020. Understanding the 3 Parts of Student Engagement: Dr. John Almarode. [Online] Available at: https://www.youtube.com/watch?v=gYkfSxnC6I4 [Accessed 3 July 2020].

Boot, S., 2020. Learning from the students in lockdown.

[Online] Available at: https://bigeducation.org/lfl-content/learning-from-the-students-in-lockdown/ [Accessed 9 July 2020].

Education Endowment Foundation, 2020a. Best evidence on supporting students to learn remotely. [Online] Available at: https://educationendowmentfoundation. org.uk/covid-19-resources/best-evidence-on-supporting-students-to-learn-remotely/ [Accessed 30 April 2020].

Education Endowment Foundation, 2020c. Covid-19 support guide for schools: Guide designed to help teachers and school leaders support their pupils. [Online] Available at: https://educationendowmentfoundation. org.uk/covid-19-resources/covid-19-support-guide-forschools/ [Accessed 8 July 2020].

Education Endownment Foundation, 2019. Putting Evidence to Work - A School’s Guide to Implementation.

[Online] Available at: https://educationendowmentfoundation. org.uk/public/files/Publications/Implementation/EEF_Implementation_Guidance_Report_2019.pdf [Accessed 23 June 2020].

Education Endownment Foundation, 2020b. Teaching and Learning Toolkit. [Online] Available at: https://educationendowmentfoundation. org.uk/evidence-summaries/teaching-learning-toolkit/ [Accessed 13 June 2020].

Education Endownment Foundation, 2020d. Introducing ‘The EEF Guide to Supporting School Planning: A Tiered Approach to 2020-21’. [Online] Available at: https://educationendowmentfoundation. org.uk/public/files/Publications/Covid-19_Resources/ The_EEF_guide_to_supporting_school_planning_-_A_

8 I CPD Digest, Volume 3 Issue 5, 2nd March 2021

tiered_approach_to_2020-21.pdf [Accessed 23 August 2020].

Fullan, M., Quinn, . J., Drummy, M. & Gard, M., 2020. Education Reimagined: The Future of Learning. [Online] Available at: https://educationblog.microsoft.com/enus/2020/06/reimagining-education-from-remote-to-hybrid-learning/ [Accessed 10 June 2020].

Gandy , Y., 2020. Education post-Covid: Our principles of recovery. [Online] Available at: https://www.sec-ed.co.uk/best-practice-ezine/education-post-covid-our-principles-of-recovery-coronvirus-schools-re-opening/228664/494676/ [Accessed 11 7 2020].

Lee, M. & Stinson, D. D., 2014. ORGANIZATIONAL DECISION MAKING MODELS: COMPARING AND CONTRASTING TO THE STINSON WELLNESS MODEL. European Journal of Management, Volume 14, pp. 13-28.

McLeod, S. J., 2020a. dangerously irrelevent: Coronavirus Chronicles. [Online] Available at: http://dangerouslyirrelevant.org/2020/06/ coronavirus-chronicles-031-butler-tech.html [Accessed 18 July 2020].

McLeod, S. J., 2020b. What are your school’s decision triggers for closing back down again?. [Online] Available at: http://dangerouslyirrelevant.org/2020/07/ what-are-your-schools-decision-triggers-for-closing-backdown-again.html#comments [Accessed 28 July 2020].

Osiris Educational, 2020. Build Back Better: Webinar with John Hattie interviewed by Stephen Cox. N/A: Osiris Educational.

Reich, J. et al., 2020. A New Reality: Getting Remote Learning Right. [Online] Available at: http://www.ascd.org/publications/educational-leadership/summer20/vol77/num10/toc.aspx [Accessed 23 April 2020].

Treanor, G., 2020. 3 Stages of pandemic response.

[Online] Available at: https://gabrielletreanor.com/3-stages-of-pandemic-response/ [Accessed 10 June 2020].

WHAT IS JAWS? A FOBISIA Jobs Alike Workshop (JAWS) is an opportunity for professionals in similar fields to share knowledge and good practice in a costeffective and practical way.

A JAWS can be conducted in-person or online (eJAWS)  A face-to-face JAWS is held across 1-2 days whilst an eJAWS is a 2-6 hour event  It includes a schedule of short workshops relevant to specific topics outlined by the host school  Workshops can be presented by the host school and attending schools  The host school is responsible for organising, leading and facilitating a JAWS, with support from FOBISIA Headquarters.

What is expected of JAWS participants?

Participants should expect to be asked to present a workshop and are encouraged to do so Participants can co-host workshops All participants should be actively involved in the planning of the agenda and be provided with opportunities to contribute.

For more information, please read the CPD Handbook here CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 9

JAWS

Interested in participating in a JAWS event?

Session Ideas for a Job-Alike Workshop Running a session at a Job-Alike Workshop does not need to be a daunting experience - here are just a few ideas that can work really well Carousel of Learning Activities Use a variety of activities to generate discussion and collect ideas on a topic. This can start with an open question which everyone contributes ideas to.

“Slap Down” or Little Gems Participants each bring an idea or strategy that they have used that works in the classroom or within their role and have 3 minutes to share it with the group.

Role-play or Scenarios Create a scenario that can be role-played or discussed to generate ideas on a topic.

Open Questions/Key Questions Begin the session with a question that generates a discussion, ensuring that everyone is heard. Question(s) may be submitted in advance.

“Top 3” Ideas: Ask participants to bring their own “top 3’ resources/apps/websites etc. to be shared with the group. This will generate lots of discussion and encourages participants to share good practice.

Twitter Have a live Twitter feed during presentations. This will allow capture of those ‘golden nuggets’ generated in the session. Use ‘Storify’ to create a ‘take-away’ of the Twitter feed.

Clips Start a session with a video clip, research, photos or quotes to stimulate topic discussion.

10 I CPD Digest, Volume 3 Issue 5, 2nd March 2021

JAWS Reflections

Leadership eConference with Jennifer Abrams Taipei European School

This time last year I had just sold the idea of a leadership conference at the Region C CPD leaders meeting, showing my complete enthusiasm in being able to facilitate working with one of my favourite leadership consultants, Jennifer Abrams. I had talked at length about my personal experience of attending one of her workshops but was very aware she had not worked with many British schools before - would people want to get involved?

These were to come at the final half of two days, after we had worked with Jennifer on three core areas - hard conversations, aspiring leaders, influence and persuasion.

Feedback from delegates was overwhelmingly positive, comments regarding the structure and protocols she offers to help frame conversations as well as open discussions on learning and leading across the generations - this achieved online, no easy feat. In our setting alone we have seen staff putting into practice what she has shared and senior The answer was a resounding yes. We leaders are already mapping out how best eventually had over 50 delegates attend this to ensure the event has positive long term two day conference remotely through Zoom, impact across our school. this for us was an incredible commitment on behalf of all involved given the current As always it is a pleasure and honour to host circumstances many schools find themselves such an event and work with other schools in. Not only this, from this group we also had in the FOBISIA family, we are also excited by five delegates willing to offer a presentation of more PD events that our staff will participate their own, ranging from real life experiences in for the rest of the year. as a leader to implementing various models in their respective settings.

Aidan Stallwood Deputy Head of British Primary Section Child Protection Officer

CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 11

JAWS Reflections

Social, Emotional and Well-being eJAWS International School Brunei

Participants from more than 16 schools across the region joined us here at the International School of Brunei on the 22nd January 2021 to share and reflect upon our school’s Wellbeing journeys, a topic particularly pertinent in these times of uncertainty and change across the globe.

Prior to the eJAWs, ISB shared prereading including Wellbeing articles and a bespoke audit tool from our Wellbeing Research and Innovation leads, Iwona Krasa and Michael Everett. Participants were welcomed to read and reflect upon their own schools’ progress using these tools as guidance. The audit tools focused on the areas of Wellbeing, Curriculum and Student Voice.

Discussions during the online sessions were both fruitful and informative, with areas of practice and innovation across schools being shared.

Dialogue included, how intentional versus responsive curricular is planned and delivered and questions around autonomy of delivery, capacity and measurability were deliberated upon. The alignment and curriculum articulation between Primary and Secondary at key times of transition was a key topic for debate.

Cognitive focus and how we can make explicit and meaningful connections in

12 I CPD Digest, Volume 3 Issue 5, 2nd March 2021

learning was also of great interest. The emotional response to learning both virtually and face to face was explored and ideas were shared discussing resources and tools, including their effective impact. Some examples from our practice were shared such as one of our Teaching and Learning Communities researching effective use of metacognition strategies when utilising online software such as Seesaw. Other trials have included the visual representations of self-regulation amongst our youngest students and the effectiveness of its impact, particularly in line with the new Development Matters Curriculum in 2021, with its updated focus on self-regulation.

Staff wellness in times of turbulent change and use of media and technology to support wellbeing was discussed and strategies to support staff were examined through dialogue and shared thinking. It was an opportunity to pause for reflection and for the crossfertilization of ideas and pedagogy, this being both timely and invaluable.

Feedback from the eJAWs included: “I definitely have come away feeling inspired to push for an evaluation of how we approach wellbeing and some concrete ideas on ways to approach this.”

JAWS Reflections “I found the name: Global Life Skills very effective and thought it would resonate strongly with both students and teachers.

Furthermore, I appreciate that there is no “perfect fit” - that wellbeing needs to address the needs of the students and continually adjust.” “ I gained a better insight into the journey that ISB has embarked upon. The literature review provided an excellent overview of the scholarly research that has shaped and influenced the thinking at ISB.” We asked participants to reflect and formulate an ‘I wonder’ question after the session. One of these reflections particularly resonated and I will leave this article with this as food for thought: “I wonder if this is the gift that has/will come out of the pandemic - moving SEL upfront and centre stage on school strategic plans and empowering our future students with essential SEL attributes/tools/skills for life.”

We thank all participating schools for their valuable time and exploration of Wellbeing and have formed a network for shared thinking and practice. Further reading from our Educational Research Innovation Lead for schools to peruse can be accessed here: http://bit.ly/isbwellbeingfobisia

Rachel Instone Assistant Headteacher, Educational Research & Innovation, Teaching & Learning and CPD International School Brunei

CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 13

JAWS

North London Collegiate School Jeju

e-JAWS: Effective English Tools for an Effective School

Victorian Ghost Stories Friday March 05 Begins at 9.00A.M. Current Sessions:

Session 1 Academic English - Building a Convincing Voice Session 2 Making the most of their strengths - How to develop independent scholarship in the Extended Essay Session 3 Using Accelerated Reader to promote student ownership of reading Session 4 Cross-curricular Studies - A Benefit for Everyone Involved

North London Collegiate School Jeju Topics: This JAWS aims to share the practices in the English department that have the power to impact student performance in subject areas across the school.

These ideas are applicable to any and all senior school key stages and in different education programmes, such as Cambridge and the IB. Attendees will take away methods and practices that they can apply in their own schools to ensure that students are confident and able to undertake all of their studies in English.We invite applicants interested in, and inspired by their students development in English to take part.

Apply through following link below: sed https://forms.gle/W9Qm7428sdo9msBu8 s a P ine l d a DeDeadline: March 01 Registeration Contact: Geoff Hall, ghall@nlcsjeju.kr

Star t here. Go anywhere.

14 I CPD Digest, Volume 3 Issue 5, 2nd March 2021

JAWS

E-JAWS

COMMUNICATIONS 19 MARCH 2021 FREE TO ATTEND

Let us know if you wish to lead a workshop!

Relevant for MarComm teams, school leaders d and social media managers

se s a P Register by 1 March e n i l d Dea

CRISIS COMMUNICATION SOCIAL MEDIA COVID-19 & ITS IMPACT ALUMNI INTERNAL COMMS

Registrations

BRAND BUILDING

http://bit.ly/2KZuJi8

MEASURING IMPACT

Questions

n.kaur@british-school.org

The British School New Delhi Dr Jose P Rizal Marg, Chanakyapuri, New Delhi 110021 INDIA www.british-school.org CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 15

JAWS

li

Dead

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d

se s a P ne

JAWS

CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 17

FOBISIA Affiliate Members

Courses by Veema

Click here for course details

Click here for course details 18 I CPD Digest, Volume 3 Issue 5, 2nd March 2021

FOBISIA Affiliate Members

CPD Calendar 2020-21* Date 05/03/2021

Name of Event

Contact

TBC

Planning for Innovative Curriculum Design and Student Learning JAWS

North London Collegiate School Jeju Geoff Hall ghall@nlcsjeju.kr The British School New Delhi Navneet Kaur n.kaur@british-school.org Sri KDU International School Jocelyn Gamble jocelyn.g@srikdu.edu.my Discovery Bay International School Susan Walter swalter@dbis.edu.hk

TBC

The future of boarding JAWS and conference

King Henry VIII

25/03/2021

Drama Thursdays

Online

22/04/2021

Drama Thursdays

Online

30/04/2021

Challenging all Learners in Mathematics JAWS

19/03/2021 19/03/2021

30/04/2021

May - TBC

Effective English Tools for an Effective School eJAWS Communications eJAWS (targetted at admin staff) Digital Learning JAWS

Name of School

Garden International School Kuala Lumpur Approaches to the development of subject Shrewsbury International School language and literacy for all students across all Riverside disciplines in a senior-school context JAWS and Conference CPD Leaders eConference Online

Martin Knights martin.knights@kinghenryviii.edu.my Robin Lawrence lawrence.R@gardenschool.edu.my Robin Lawrence lawrence.R@gardenschool.edu.my David James james.d@gardenschool.edu.my Victoria Rotheram victoria.r@shrewsbury.ac.th

Term 2

3

2 2 2

2 2 2 3

Fariha Ebrahim fariha.ebrahim@fobisia.org Outstanding Teaching JAWS Regents International School Pattaya Mike Harrowell michael.harrowell@regents-pattaya.co.th Primary Education for Sustainability JAWS, face- St. Andrews International School, Susan Whalley to-face, in Thailand only.

Bangkok susan.wh@standrews.ac.th Nathan Phipps Mastery in Maths for KS2 & KS3 The International School @ nathan.p@isp.edu.my ParkCity Drama Thursdays Online Robin Lawrence lawrence.R@gardenschool.edu.my Communication, Language and Literacy in the The International School @ ParkCity Nathan Phipps Early Years JAWS nathan.p@isp.edu.my Developing a wellbeing focused school JAWS International School Brunei Suzy Pugh spugh@ac.isb.edu.bn Modern Languages (primary & High School) + St. Andrews International School, Jennifer Harvey First language programme JAWS Bangkok Jennifer.ha@standrews.ac.th

3

Garden International School Kuala Lumpur Sri KDU International School

3

24/06/2021

Promoting creativity through visual arts in the International school setting JAWS Excelling in Middle Leadership JAWS (cohosted with BSKL) Drama Thursdays

TBC

Approaches to teaching English (KS3-5)

Garden International School Kuala Lumpur

07/05/2021 1415/05/2021 21/05/2021 27/05/2021 28/05/2021 04/06/2021 04/06/2021

04/06/2021 11/06/2021

Online

David James james.d@gardenschool.edu.my Frances Baxter f.baxter@srikdu.edu.my Robin Lawrence lawrence.R@gardenschool.edu.my David James james.d@gardenschool.edu.my

*Due to COVID-19, this year’s CPD calendar is subject to change. The events and dates listed here may not be confirmed. Please refer to page 2 and our website for more details.

20 I CPD Digest, Volume 3 Issue 5, 2nd March 2021

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For queries, please contact...

Fariha Ebrahim CPD & Safeguarding Executive fariha.ebrahim@fobisia.org

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