Federation of British International Schools in Asia eMagazine September 2021: Term 1, Issue 37
INSIDE
Registrations open for the 28th Annual FOBISIA Leadership Conferenece and other highlights!
Board Members Anthony Rowlands
Chris Seal
Principal British International School Ho Chi Minh City
Principal Shrewsbury International School Bangkok Riverside
Treasurer
Chair
chris.s@shrewsbury.ac.th
anthony.rowlands@bisvietnam.com
Matt Mills
Martin Towse
Head of School Bangkok Patana School
Principal St. Christopher's International Primary School, Penang
Stuart Bridge
Dinah Hawtree
Head of School Discovery Bay International School, Hong Kong
Principal Prince of Wales Island International School, Penang
sbridge@dbis.edu.hk
principal@powiis.edu.my
Vanita Uppal OBE
Roger Schultz
Director The British School New Delhi
Head of School The Alice Smith School Kuala Lumpur
Secretary & Membership
Vice Chair & HQ Support
martin.towse@scips.org.my
mami@patana.ac.th
CPD
Student Events
Sport
Safeguarding
hos@alice-smith.edu.my
v.uppal@british-school.org
Nick Magnus
Rachel Dent
Heads' Support
Communications
Headmaster Dulwich College (Singapore)
Head of School Harrow International School Beijing
headmaster@dulwich-singapore.edu.sg
rdent@harrowbeijing.cn
Headquarters John Gwyn Jones MBE
Siobhan Bland
ceo@fobisia.org
siobhan.bland@fobisia.org
Fariha Ebrahim
Janine Minchin
fariha.ebrahim@fobisia.org
janine.minchin@fobisia.org
Dawn Jones *
Li-May Lim
marketing@fobisia.org
limay.lim@fobisia.org
Salinee (Tai) Chooputtaphong
Jitsaman (Pheung) Chan
info@fobisia.org
jitsaman.chan@fobisia.org
Executive Office Manager
Chief Executive Officer
CPD & Safeguarding Executive
Student Events Executive
Marketing & Communications Executive
Design Communications Executive
Accounts Executive
Administration Executive
* starting mid-October THAILAND Headquarters 39/4 Todsamon Clubhouse Building, Mezzanine Floor Soi LaSalle 39/1, Sukhumvit 105, Bangna, Bangkok 10260 THAILAND
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Cover Image from freepik.com
FORUM
CONTENTS
UPDATES
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Term 1 Calendar of Student Events
STUDENT EVENTS
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2022 Maths Competition Goes Virtual!
10
Upcoming Student Events Fliers
LEADERSHIP & INSIGHTS
16
Bringing Sports & Activites to Living Rooms, Backyards and Condo Balconies
18
A Road Less Bumpy
20 22
The Importance of Connections The Impact of Online Learning on Home Languages
24
Room at the Top
27
Universally Challenged #07
28
Our Member Schools
30
Our Affiliate Members
THE FOBISIAN: September 2021, Term 1, Issue 37
ONLINE
Online Battle of the Bands
Lower Secondary (KS3) Upper Secondary (KS4+5)
OCTOBER 2021 - MARCH 2022 FIND OUT MORE!
https://sites.google.com/ fobisia.org/onlinebotb2022
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from our
Chair
Welcome to the first issue of THE FOBISIAN for the 2021-22 academic year! I hope you all managed to have a relaxing summer break after what has been a challenging year-and-a-half for everyone. I am buoyed by the fact that some of you were able to travel to the UK or elsewhere, to spend much-needed time with family and friends or just experience a change of scenery. COVID-19 remains a challenge for us this year, but I am inspired by the way our school communities continue to rally together to support one another, whether they be Member Schools or Affiliate Members. We are not out of the woods yet, but with the rollout of vaccines it is wonderful to see that some of our Member Schools have been able to reopen in various capacities, with others to follow in due course. I would like to extend a warm welcome to the 14 new Heads that have joined our FOBISIA family this year, including Richard Vaughan (BISHN), Simon Mann (BVISHN), Richard Dyer (DCISS), Jackie Houghton (GISR), Michael Bardsley (GISKL), Tia Duffy (GISBKK), Anthony Macfadyen (ISB), Paul Hammond (PIS), James Coulson (RIS), George Piacentini (SKIS), Carl Hutson (StA107), Caro Drumm (TBS), Alison Fox (BSY ), Brendon Fulton (WCIS). We look forward to connecting with you in November 2021 at our FOBISIA New Heads Welcome virtual event where we will introduce you to the Board, the HQ team and welcome you to the Federation. I would like to extend a big thanks to John and the FOBISIA HQ team for the work they do to support our Federation and provide opportunities for us all to connect, share practice, and coconstruct new knowledge and learning opportunities. I would also like to thank both our Member Schools and our Affiliate Members for making our Federation what it is today, and bringing us such an exciting range of events this year. It is wonderful to see our Affiliate Members so well supported by HQ with more opportunities than ever to connect and be of service to our Member Schools. I encourage all of our Member Schools, particularly those new to the FOBISIA family, to take up the many and varied CPD and student enrichment opportunities on offer this year. Please share this issue of THE FOBISIAN widely within your communities. This helps us get amongst our membership and share the work that we do to support our family of Member Schools. My best wishes to you all for the year ahead. Best wishes, Anthony Rowlands FOBISIA Chair - March 2019 to present Principal, British International School Ho Chi Minh City
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from our
Chief
This year marks 30 years since I became a founding FOBISIA Member School Head, as well as it being the final year of my contract as the inaugural CEO of the Federation. I do ask myself, "Where did the past two years go?" and although the pandemic has been restricitive, it has not prevented us from providing our membership with the benefits, activities and events that is so unique to FOBISIA. You will be pleased to know that this past year we welcomed a record number of new Member Schools, and I am predicting that by the end of this academic year we will be close to a 100-strong family of British international schools in Asia, with established and developing networks both within and beyond the region in the UK and elsewhere. I would like to thank my colleagues at HQ, as well as members of the Board, along with the committees for organising such a warm welcome to all our "Newcomers" in order to capitalise on the growing collaborative space that FOBISIA provides its Member Schools, and to build on our existing networks, FOBISIA HQ will be supporting the development of new networks (where there is demand) in order to help facilitate collaboration on CPD and student enrichment. I am delighted to share that we have over 150 activities in the 2021-22 FOBISIA Calendar , with the majority offered as online or virtual events. Do have a look on our website or get in touch with us at FOBISIA HQ for more information on our upcoming events. We look forward to Brighton College International School Bangkok hosting our 4th Biennial FOBISIA Teaching Community eConference: "Love of Learning" in December. Since its inception in 2015, the calibre of CPD on offer and the level of participation in this event from our teaching and teaching assistant networks has remained strong. This week we are launching invitations for our 28th FOBISIA Leadership eConference: "Leading in an Era of Change - On the Road to Recovery" which will be hosted by FOBISIA HQ in February 2022. With the overwhelming success of the PE & Sport eConference and the CPD & Safeguarding eConference last academic year, we are confident that we will be able to deliver an event to remember and we are ambitious for it to be world class virtual conference .Heads will be able support all their senior leaders in joining us at what will be an exceptional event. We are adopting a per-school conference fee model this year in order to maximise inclusivity and affordability for all participants. For your students we have a range of new and inclusive online events. These include the Sustainability & SDGs - Pop Up Book Challenge, Race4Good Journalism, FOBISIA Girls in Science, Battle of the Bands, FOBISIA Orchestra, IGCSE Revision Challenge, Virtual Computer Game Creation Festival, Primary Literacy & Numeracy Festival, and the Foundation Race4Good 2022. Some face-to-face events have been moved online, including the Gymnastics Invitational, the Secondary Maths Competition and the Primary Maths Competition. Unfortunately it is not looking good for our highlight of the year, the FOBISIA Friendly Games, but we are working with our Member Schools to
provide opportunities for virtual and in-country sport this year.
Although for many of our schools, it hasn't been the best of starts for an academic year, with you having to return to online learning or being limited to the number of students allowed back in school, we are confident that with the increased rolling out of the vaccinations, we will gradually return to face to face teaching. We are also hopeful that borders will re-open allowing you to travel across some countries in the region. Our team at FOBISIA HQ will be on hand to support you in whatever way we can and we look forward to further developing the wonderful relationships we enjoy within the FOBISIA community. Wishing you all a great year ahead! John Gwyn Jones MBE FOBISIA CEO THE FOBISIAN: June 2021, Term 3, Issue 36
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editor's note
F O B I S I A ' s T E R M LY e M A G A Z I N E
Welcome to the first issue of the 2021-22 school year. We hope the best for the schools who have managed to reopen and wish the speedy reopening for those who
PUBLISHER FOBISIA
are still waiting for the go ahead. We are busy at HQ preparing for the highly anticipated 28th FOBISIA Leadership Conference that will be held virtually in February. Invitations have been launched and you will find the flyer within this issue. Curated in this edition are also some articles from our
EDITORS Li-May Lim, Siobhan Bland CONTRIBUTORS TO THIS ISSUE Anthony Rowlands British International School HCMC & FOBISIA Board John Gwyn Jones MBE FOBISIA HQ
Member School leaders on their experiences faced in the last two years and the challenges faced with the COVID-19 epidemic and surrounding factors. We share an updated calendar of Student Events for Term 1 and have highlighted some upcoming Student Events we urge your school community to participate in. We will soon be introducing Dawn Jones, our new Marketing & Communications Executive due to start in late October. I hope you enjoy this latest issue!
Best Regards, Li-May
Matthew Blake Haileybury Almaty Cindy Adair Bangkok Patana School Garry Russell The British School of Guangzhou Tracy Galvin The International School @ Park City Sophie Barré Garden International School Kuala Lumpur Katie Tomlinson Sri KDU International School
Cover image & Vector images from freepik.com Quiz from Parkinson's UK Farnborough and District Branch Random facts from WorldAtlas.com
ABOUT THE FOBISIAN A termly eMagazine for sharing events and news among the membership. Three issues are published each academic year — in September (June to August content), February (September to January content), and June (February to May content). If you would like to contribute, email design@fobisia.org.
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Term 1 Calendar of Student Events FOBISIA events are subject to change due to COVID-19 restrictions. Where feasible, host schools will adapt face-to-face (F2F) events to in-country, hybrid, virtual/online formats before cancelling, and notify Member Schools of any changes within reasonable time frames through FOBISIA HQ. Refer to Member Support page on www.fobisia.org for calendar updates.
SEPTEMBER 2021 Invitational
Virtual Dance Festival (Online)
Bangkok Patana School
01/09 - 31/10
Academic
NEW! Sustainability: SDG’s Pop Up Book Challenge (Online)
Prince of Wales Isl Int Sch
01/09 - 12/11
Academic
NEW! Race4Good Journalism (Online)
Race4Good + Int Teacher Magazine
30/09 - 25/11
OCTOBER 2021 Drama
Drama Monologue Challenge (Online)
British Int School HCMC
01/10 - 26/11
Academic
Online Maths Competition (Online)
Seoul Foreign School
04/10 - 08/10
Music
NEW! Online Battle of the Bands (Online)
Music Committee
04/10 - 26/11
NOVEMBER 2021 Academic
Senior Race4Good, Race 2 2021 with Linda Cruse (Online)
Race4Good
01/11 - 03/12
Academic
Social Sciences Essay Competition (Online)
Shenzhen College of Int Ed
01/11 - 14/01
Invitational
Thailand Volleyball U19 (In-country)
*If Jerudong International School event is cancelled
Harrow Int Bangkok + Shrewsbury Bangkok*
06/11 - 07/11
Academic
Short Story Competition (Online)
British Int School HCMC
08/11 - 25/03
Invitational
Basketball U13 + U15 (F2F)
*To be in-country if no international travel is allowed
St. Andrews Bkk + Bangkok Prep *
13/11 - 14/11
Academic
FOBISIA International Science Championships (Online)
Education Perfect
16/11-18/11
Academic
Visual Arts Competition (Online)
Taipei European School
22/11 - 18/02
Invitational
Volleyball U19 (F2F) - CANCELLED
Jerudong Int School
26/11 - 28/11
Invitational
Virtual Gymnastics Invitationals (Online)
Bangkok Patana School
01/10 - 28/11
Music
NEW! FOBISIA Orchestra (Online)
Music Committee
29/11 - 25/03
Academic
FOBISIA IGCSE Revision Challenge (Online)
Education Perfect
30/11 - 02/12
King Henry VIII College
07/12
DECEMBER 2021 Academic
NEW! Girls in Science Event (Virtual) Dates TBC
JANUARY 2022 Academic
NEW! Virtual Computer Game Creation Festival (Online)
British Int School HCMC
10/01 - 09/03
Academic
FOBISIA Primary Literacy & Numeracy Festival
Education Perfect
18/01 - 20/01
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28th FOBISIA LEADERSHIP CONFERENCE
LEADING IN AN ERA OF CHANGE The Road to Recovery 25 - 27 FEB 2022 · Crisis Management & Leadership Strategy · Diversity, Equity & Inclusion · Reshaping Recruitment · · Gaps, Possibilities & New Pathways · Technological & Structural Change ·
Bringing together Heads and Senior Leaders from FOBISIA’s Member Schools to promote high-quality British international education, hear from leading educational thinkers from the UK and elsewhere, share good practice and co-construct new knowledge, and interact with a range of educational suppliers and organisations from around the globe.
Keynote Speakers Dame Alison Peacock
Andreas Schleicher
Lord David Putnam CBE
OECD International Student Assessment
CEO Chartered College of Teaching
Professor Damian Hughes
Organisational Psychology & Change Professor
British Film Producer, Educator & Policitian
Gareth Davies UK Rugby Great
HEADTalks Katie Tomlinson
Senior Leader Sri KDU International School
Mark Steed
Principal & CEO Kellett School Hong Kong and more..
Conference Registration Form Registration deadline 5 November 2021
#FOBISIALeadership #FOBISIALeadership2022
2022 Maths Competition Goes Virtual! Matthew Blake Head of Mathematics / Junior School Teacher, Haileybury Almaty
L
ike many of you reading this, my first involvement with the FOBISIA Primary Maths Competition was when, as a school, we were preparing to bring our students to Kuala Lumpur for the 2020 version of the event. Of course, none of us were quite ready for what was about to become of the world for the next eighteen months and unfortunately, for the time being at least, international travel remains a distant memory for most of us. However, this inability to travel does not mean that children should miss out and so we are delighted to invite all FOBISIA Member Schools to join our two day Key Stage 2 Online Maths Competition, scheduled for 17- 18 March 2022. The event, although online, will be run live and will see teams of four battling it out via videolink
over two days of competition in a range of olympiad style challenges against other Member Schools across FOBISIA. The intention is for the standard to be set for the highest attaining students in Key Stage 2. A maximum of two teams per school are allowed to enter. The competition will be hosted by Haileybury Almaty in Kazakhstan, and we are fortunate to have a specialist Maths Olympiad teacher within our school, who will help craft tasks that are both challenging and engaging for all students. If your FOBISIA school is interested in joining the competition, or would like to find out more, please register your interest here and we hope you will be able to join us for what promises to be an exciting challenge.
FOBISIA KEY STAGE 2 ONLINE MATHS COMPETITION Two full days of Maths Olympiad Events Level set for high a aining Key Stage 2 students Teams of 4 (Max two teams per school) Competition to take place March 17-18 2022 USD50 per team. Register your interest here Contact: Ma hew Blake m.blake@haileyburyalmaty.kz
THE FOBISIAN: September 2021, Term 1, Issue 37
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WHAT? An Online Student Film Festival led by The Alice Smith School, open to all FOBISIA schools. WHO? Open to all students from Key Stage 2 (age 7) to Key Stage 5 (age 18). WHERE? Film Festival Short Films will be shot and produced in students' homes, or other locations depending on the restrictions in locations throughout the world. WHEN? Student submissions due on 31st March 2022. International winners announced on 2nd May 2022.
HOW? Students will work individually or with classmates, or friends or family members or in remote digital production teams (where students will remain within their own residences). WHY? Because there has never been a better time to be creative, have fun and work to achieve something that reflects your interests and story. WHAT CATEGORIES AND CRITERIA WILL BE USED FOR JUDGING THE FILMS? Essentially, the film festival will include two broad categories: Fiction & Non-Fiction. No short film production can be placed in more https://docs.google.com/forms/d/e/1FAIpQLSd1USHvxRdZcUgNEf4KK7CTxpNlzSdfL_Db5AdWXKGB3hXAcA/viewform than one category.
Fill out the expression of interest https://docs.google.com/forms/d/e/1FAIpQLSd1USHvxRdZcUgNEf4KK7CTxpNl zSdfL_Db5AdWXKGB3hXAcA/viewform to receive further updates. 11
FOBISIA COMPETITION
2! 2021!
DEVELOPING LEADERS OF TOMORROW, AS THEY SOLVE REAL-LIFE PROBLEMS FACED TODAY. FOBISIA Senior Race4Good 1 November - 3 December 2021
Welcome to Morocco REGISTER HERE
An online team event that will transform the lives of a remote community in Morocco. With the support of international business leaders, brilliant students from around the world will compete to win the Race4Good.
BENEFITS
An introduction to Race4Good. Watch the Video This unique leadership programme sees teams work together in a fun, fast-paced competition, to see who can have the greatest impact on the world. Your students will develop tangible leadership skills as they use their first-class education to be a force for good.
The Race RACE STRUCTURE
Your students will be mentored by international business leaders, guiding them in project planning and sustainability. A unique opportunity for students to make a difference in the world and leave a real legacy. Masterclasses are offered throughout the Race.
© Race4Good 2021. Race4Good is a trademark of Race4Good FZCO. All rights reserved.
Helps to develop international mindedness and an informed global outlook. All pupils experience Race4Good Leadership Modules. Supports many areas of the A level and IB academic curriculums.
See how a family’s life is transformed through Race4Good. Watch the Video Provides excellent material to support independent research projects - including Extended Project Qualifications (EPQs) and Extended Essays (EEs). Evidence for UCAS applications and International Awards, The D of E.
www.therace4good.com 12
Investigative Journalism Feature Article Competition Race4Good®, FOBISIA, and International Teacher Magazine (ITM)
Background: The FOBISIA Race4Good 2020 In November and December 2020, six FOBISIA schools took part in the first FOBISIA competition based on the Race4Good format. It was clear that as the competition proceeded over three rounds, it was having an impact on participants as they thought through the challenge to ‘be the change’ for a village community in Nepal that did not want a ‘hand out’ but a ‘hand up’. You can learn more about the 2020 competition in this ITM article: https://bit.ly/3hE4g7q
What is the Race4Good? The Race4Good is a global youth league that mobilises students to engage in high-impact learning and develop practical problem-solving skills as they tackle real-life critical issues and see winning plans implemented immediately. It is a student leadership programme unlike any other, bringing together schools from around the world to take part in a series of groundbreaking races aimed at uplifting communities in need. You can learn more about the race here: www.therace4good.com
Why hold a feature article competition about the Race4Good? There are two reasons. Firstly, there are some great Race4Good stories to be told that deserve to be told. Secondly, we believe that the wider appreciation and writing of good journalism is essential in a vibrant, creative society. Over the last ten years, the Race4Good stories of success, bravery, resourcefulness and sheer stubborn determination have been talked about, but not necessarily written down. We would now like to change that, and capture some of the stories to be told while developing the journalistic skills of young people.
THE BASICS Who can enter? Teams of 2, 3, or 4 in Year 7 and above from any FOBISIA school. What’s the aim? To write a Feature Article about any aspect of Race4Good suitable for publication in International Teacher Magazine. International Teacher Magazine. In what format? Entries should be submitted in a Word Document and be no more than 900 words long. Entries can also be published online, but a Word Document and relevant media must be submitted. The piece should conform with the ITM guidelines for publication: https://bit.ly/3lm2bz8 What about media? You should submit JPEG images (or similar) which are high resolution, but are no more than 1 MB large, and for which you have permission to have published. You can also list video clips that you would like to have embedded. Who are the judges? Linda Cruse, Sally Flint and Andy Homden.
Deadlines? School entry notification by 30/09/ 2021 Feature article submission by 25/11/2021 There will be a maximum of two articles accepted from one school. Each school will need to select the best two articles for submission. Outcomes? Two articles will be chosen for publication in the February 2022 edition of International Teacher Magazine. The two finalists will be 9 December, announced on December 10th2021, 2021, and asked to prepare a final 13 January, version of their article by January 10th2021 2022. . Once online, the overall winner will be chosen by the Judges and 27 January, announced on January 29th 2022 2022. . Both finalists will be published in International Teacher Magazine and The FOBISIAN.
, Editor ITM.
RACE4GOOD HAS CHANGED LIVES. 14
CRITERIA FOR A GOOD ARTICLE We invite teams from schools to submit articles that • Are based on the investigative research carried out by the team • Are journalistic in style • Are supported by good media items that can be embedded in the article • Have a clear theme or storyline • Stand up to scrutiny because they are based on good sources Articles can be about Race4Good projects, competitors, communities, supporting teachers, Business mentors, or the longer-term history of the competition.
You can look at a Race4Good story from your own school (which will provide good primary evidence for the piece) or any wider aspect about Race4Good. Either way, an investigative approach to gather evidence and use ‘sources’ for the piece is vital. To have impact, good stories told online also need to be succinct, and when published, well laid out and readable on a variety of devices – smart phones, laptops, tablets and desktops. An advisory teacher should be assigned to the investigative teams, and it is suggested that the competition is introduced to students in an assembly and or lesson to the year groups that the school would like to take part. An introductory video will be available.
RESEARCH & WRITING Secondary evidence (October) You can find out a great deal about Race4Good by conducting a thorough online search. You will find videos, interviews, articles, TV shows and podcasts. This will help teams build up a picture about what the Race is all about, and give ideas for themes that they might want to write about. Primary evidence It is suggested that teams interview Race4Good teachers and team members if their school is participating in the 2021 Race4Good competition. You may want to interview people who took part in the 2020 Race if their school took part. If a school is not participating in the 2021 Race itself, it should contact the Race organisers indicating the kind of person involved in R4G that they would like to know more about. The organisers will then identify an appropriate source and will ask you to forward a list of up to three questions which they will forward to that person, whose answers will be returned in writing via the organisers.
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All students interviewing an outside speaker should be accompanied by a member of their own school’s staff. Interview with Linda Cruse The two finalists will be given the opportunity to interview Linda Cruse as they prepare the final version of their article. Writing for the Internet Expressing yourself clearly, persuasively, engagingly and honestly has always been at the heart of good journalism, whatever the story being told or media used. At a time when ‘fake news’ and unsubstantiated online claims continue to grab the headlines, being able to tell an honest story in a compelling way has never been more important. Although stories will not require academic style referencing there must be good evidence to support the storyline. We believe that people learn about the importance of good journalism by getting involved and doing it – by having a go – and by reading good examples of online feature articles. For further Information please contact: info@therace4good.com
COMPETITION TIMELINE
Thursday September 30th
Thursday October 28th
Thursday November 25th
Thursday December 9th
Deadline for receiving entry forms
Deadline for request for submitting questions to a primary source
Deadline for receiving entries from schools
Two finalists announced
Thursday January 13th 2022
Thursday January 27th
Last copy edits of finalists to organisers
Winnner announced!
We are looking forward to receiving your entries! Linda Cruse Founder, Race4Good | Andy Homden CEO, Consilium Education, publishers of International Teacher Magazine.
To learn more and register, visit: TheRace4Good.com/journalism-competition © Race4Good 2021. Race4Good and the Race4Good logo are trademarks belonging to Ms Linda Cruse. All rights reserved.
2021. Race4Good is a trademark of Race4Good FZCO. All rights reserved. THE FOBISIAN: September 2021, Term©1,Race4Good Issue 37
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BRINGING SPORTS & ACTIVITIES TO LIVING ROOMS, BACKYARDS AND CONDO BALCONIES Cindy Adair Assistant Principal, Bangkok Patana School
the hidden talents of our coaches and teachers. We’ve taken the approach that we’ll “throw it at the wall and see if it sticks” and if one student turns up and enjoys it – it was worth it!
Back in November 2019, I led four overseas
school sporting trips in South East Asia! Yes four! Four days in the office, followed by three on a plane, in a hotel and then standing by a sweaty pitch/pool or court accompanied by various teams of young student-athletes and their coaches. It was hectic, thrilling, exciting and exhausting. Little did I know at the time that those four passport stamps would be my last for a long time. The horrid cold and flu I bought back from the last trip and that I couldn’t seem to shrug off might have been a clue, but back then we didn’t think of symptoms in terms of COVID-19. Fast forward through 2020 and 2021 and I now have coaches working with our teams who’ve never attended a Championship, or in some cases a local fixture. How do you lead a Sports programme when sports and activities are banned? It’s been a period of great upheaval for many, both personally and professionally. Here are some of my reflections on leading a sports, activities and PE programme through the pandemic:
Students NEED to move and we must do whatever what-ever it takes to inspire them to do so. We’ve hosted Virtual Fun Runs, Dress-Up Workouts, Live Workouts, Pre-Recorded Workouts, Geo Cache hunts around the City. From Zumba and Dance to HIIT and Tennis Skills, you name it, we’ve tried it. I have been blown away by
You can teach old dogs new tricks! The pandemic has forced technology to the front and centre of our lives. Some of our coaches who are most at home “on the grass” now host video tutorials like seasoned YouTubers, and come knocking on my door to ask for budget approval for lapel mics and gimbals, so they can improve the quality of their LIVE lessons. Our once awkward, online meetings are now dynamic affairs as we flip in and out of break-out rooms, share our screens with confidence and compete to create the best backgrounds. The virtual equivalent of PE office banter.
Rewards work! During our most recent school closure we created a reward scheme involving virtual medals and house-points. We 16
tracked attendance and sent out virtual medals attached to congratulatory emails and prize packs sent via delivery bikes. We celebrated success enthusiastically via our social media channels. The students were inspired to participate and we often had over 100 students on each call enjoying our LIVE optional activities after school.
and wonderful individual stories of triumph over adversity are an awesome teaching tool. In 2021 we were lucky to have two alumni competing, which made it all the more special. I observed a notable uptick in the mental health and general optimism among the PE and Coaching staff as we poured over the day’s events and shared our highlights during the Games.
Communication is vital – even if you don’t have all the answers. No-one enjoys
Community matters. Staying connected to your sporting student-athletes and their parents is a top priority. We are constantly striving to stay connected by hosting Guest Speakers, Quizzes, Cooking Classes and more. We are currently piloting an E-Sports programme (competitive online gaming). The physical educationalist in me never thought I’d become an advocate for gaming, but we are bringing students out of their basements and into our teams and it is adding new faces to our community and that is positive.
The Olympics and Paralympics are truly a wonderful motivational tool and in these times an emotional salve for the soul. Whilst hosting a Games in a pandemic is not without its controversies, the inspirational performances
uncertainty, it’s uncomfortable, unknown and well… uncertain! As I’ve navigated leadership during this time, I’ve tried to communicate at every key juncture with clarity and honesty. I have aimed to share what I know but also what I don’t yet know. At times I’ve needed to be more directive than I usually would be and this has taken practice and conviction. Mostly I’ve realised that the old saying “People don’t care how much you know, until they know how much you care” is especially true in a crisis.
Maintaining traditions and norms as much as possible is key. The school year has a rhythm to it. In the area of sports and activities it looks something like this; Pre-season, coaches meeting, trials, photos, captains lunch, tournament, prize giving, rinse and repeat. As many of us bounce in and out of school closures – keeping our school calendar in place and looking for ways to continue our plans in a virtual manner whenever we can has been very helpful and grounding force. Can’t have a Sports Awards Dinner – no problem, a LIVE YouTube Premier followed by a drive-through award collection we can do!
I’ve realised that the old saying “People don’t care how much you know, until they know how much you care” is especially true in a crisis.
THE FOBISIAN: September 2021, Term 1, Issue 37
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A ROAD LESS BUMPY Garry Russell Vice Principal, The British School of Guangzhou
D espite the significant impacts of the pandemic,
the international education sector appears to have adapted incredibly quickly and, in many ways, successfully navigated the operational and strategic challenges. This may be a
consequence of the complex and dynamic environments that international schools have always operated in. Environments where the requirements of owners, investors and local authorities all need to be met, not to mention those of students, teachers and parents. Such experiences require
international school leaders to develop a sophisticated toolkit of skills that, when faced by a crisis, enables them to provide uninterrupted learning experience. One of the most demanding factors for an international school leader is that they are not just employers but are also directly responsible for the pastoral care of their staff and their families, many of which are thousands of miles from home. The school is not just where people work, it is also where they live. In large schools, this will be a weekly challenge, whether dealing with personal issues, managing culture shock or supporting those that have fallen foul of local laws. School leaders cannot simply switch off from duties once school
closes; everyone has their mobile number and they are often first port of call should something go wrong. The school is an extended family and senior leaders develop highly-tuned levels of compassion, resilience and diplomacy – all useful skills in a crisis. Of course, much of this is true is for the students too. In countries where there is often little or no Local Authority support, the school often acts as the welfare centre for the community. Dealing with safeguarding, mental-health or attendance issues is always tough but even more so when there is literally no one outside of the school gate who can advise or support. With an often wide-range of parent expectations, sometimes directly opposing, it is all too easy for small issues to quickly develop into major incidents. Fortunately, international 18
leaders, supported by fantastic teams, are solutionfocused and steady-handed enough to find a pathway through the seemingly impossible to best support their children.
One of the biggest tests for international schools at the moment is recruitment and ensuring they have enough suitably qualified teachers. However, they have always been innovative and dynamic and are used to covering for colleagues, often over extended periods of time. With many closed borders and staff stuck overseas, international schools have rapidly adapted timetables and school timings to create workable face-to-face models. Where required, impressive virtual school experiences have been quickly established with teachers swiftly familiarising themselves with technology at a truly amazing speed. School Heads in many international schools operate in all-through schools where a knowledge of education from toddlers to post-16 is crucial to being successful. It stands to reason that a root and branch knowledge of education is going to develop an understanding that can THE FOBISIAN: September 2021, Term 1, Issue 37
“ One of the most demanding factors
for an international school leader is that they are not just employers but are also directly responsible for the pastoral care of their staff and their families ” only help in the strategic and operational running of a school, especially in a crisis. The redeployment of staff across phases is just one lever that all-through schools can pull when gaps are created due to absent teachers.
optimism. They require an elasticity that can respond to and rebound from the many challenges within the school year. That is not to say that principles are not important but flexible principals may be more important.
International schools are hugely supportive of each other and partnerships are far-reaching and genuine - working across nations, across continents, across the globe in a constant effort to self-improve. Leaders are open, thoughtful and willing to try new ideas. The networks established as a consequence of this deep collaboration have been essential in meeting recent challenges head-on. There are extensive support networks where an answer to any question is just an email or a video call away.
Clearly all schools have been stretched by the pandemic and it would be foolish to suggest otherwise. However, arranging regular testing, developing virtual learning and managing secure and safe bubbles are all achievable, much more so with a can-do attitude and a belief that things will get better. With flexibility and positivity, which become ingrained into the mindset of international school leaders (and teachers), nothing is impossible. This mentality reflects the attitudes we so want to develop in our children, especially in our increasingly complex world. It permeates down into the pedagogy and curriculum within international schools and becomes part of the fabric of life. It is the very reason our road to recovery is likely to be more navigable and slightly less bumpy!
These experiences, and many more, may help to explain the highly impressive leadership we see in international schools. The constant demands of international contexts require attitudes and aptitudes that are grounded in positivity, energy and
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THE IMPORTANCE OF CONNECTIONS Tracy Galvin Year 2 Leader, The International School @ Park City, Kuala Lumpur
In Malaysia, most of last academic
year was spent teaching online and 1. Engaging with Students schools have begun the new year in the As teachers, we always aim to develop the best same way. Whilst there is light at the end of the relationships with our students. Yet our natural proverbial tunnel, with vaccinations progressing well and plans in place for a phased return to campus, it is tempting to revert to ‘normal practices'. However, by diverting our attention in this direction, there is a danger of moving on too quickly, and most importantly, not learning from our experiences.
Without doubt, campus closures have almost forced teachers (and students) to develop new skills and have pushed us all to try new strategies for teaching, many of which we will continue when back in the classroom. The use of technology; the variety of platforms with which to engage and stretch our students, and the wealth of online CPD opportunities are improvements to our practice and should easily stay with us. However, there are other opportunities that online teaching has created that might require a more conscious effort to sustain. These are vital as they are all about human connections and relationships. I believe that schools should endeavour to highlight these strategies and make plans for how they can translate back into the physical classroom.
inclinations are often to maximise every teaching moment we have with our students and pastoral times such as registration and end-of-day sessions can often be accompanied by slides full of activities and further learning. When online, we purposely built in time to come together as a class and get to know the students as individuals. We must endeavour to keep these key moments in the timetable when back on campus as through giving ourselves time to connect and have fun, we strengthen the bonds and relationships with our students, resulting in better outcomes, pastorally and academically.
2. Engaging with Parents Our school has always maintained many channels of communication and opportunities to build relationships with parents - from weekly newsletters to termly parent conferences, a few minutes chatting at the gate to parental involvement at events. With the move to home learning, the need to engage with parents was vital yet these physical opportunities were not available. Thus we had to innovate and adapt. 20
After seeking feedback from parents, it was clear information needed to be easily accessible and focused. Conferences moved successfully online and newsletters included an executive summary. Recognising a personal element was also needed, we created video messages, which produced a very positive response. Whilst email updates produced little feedback, teachers received many appreciative messages from parents on receipt of videos. They were relaxed, informal videos - chatting about what the children had been learning, explaining why we were doing things a certain way and always telling the parents how much we valued and appreciated their support. Upon return to campus we must ensure this personal connection is maintained and using videos and other media will allow access to, and an understanding of, the teacher’s values and teaching philosophy, deepening relationships and providing a sense of security for parents.
As we move slowly towards in-person learning, we must continue to remind ourselves about how vital these emotional connections and relationships are and how, actually, when they are in place, teaching and learning is more successful. With our busy timetables, relationship building is one of the first things squeezed out, but if the past roller coaster eighteen months have taught us anything, it’s that relationships matter and have a profound impact on performance.
3. Engaging with Colleagues Unlike the relationships with students and parents, online learning hasn’t highlighted new ways of working with colleagues as much as illustrated just how important our peers are and how much we miss the day-to-day contact. We’ve all become much more adept at using technology for communication, but it's just not the same. Teachers are generally sociable creatures and teaching without colleagues around has proved more challenging than many of us would ever have anticipated. Even when we return to school, it will probably be a while before we can go back to big, collegial meetings. Until then, we must appreciate each other and take the time to build those relationships, making the most of being able to pop our be-masked heads round a colleague’s classroom door.
THE FOBISIAN: September 2021, Term 1, Issue 37
“ There are other
opportunities that online teaching has created that might require a more conscious effort to sustain. These are vital as they are all about human connections and relationships ”
21
THE IMPACT OF ONLINE LEARNING ON HOME LANGUAGES Sophie Barré Head of French, Garden International School Kuala Lumpur
I am a language
teacher, a language learner and the mother of trilingual children.
Saying that last part I feel obligated to add a disclaimer and say pre-covid they were thriving trilingual, now they are just aspiring trilingual, or maybe I am the one who is still hoping that they will be trilingual. Everything is a bit blurry these days; on the language front it is no exception. We live in Malaysia and we have started our 3rd year of academic learning online, as in other countries in Asia where schooling in general has been very disrupted. Online education has meant for many parents getting involved in the academic input of their children, to their dismay. Even as educators and experts in our field, we find
teaching our own children a kind of torture, and a test to our patience and pedagogical skills. It changes the family dynamic, it strains relationships, it means more conflicts, less lines between home and school, less breathing space for parents and children. Definitely, no space for children to express their personality outside of a very timetabled and controlled environment that has become home. Everybody has experienced this at different levels in their own home, but one thing I was not expecting to experience in my house was the phasing out of our home languages. I speak French with my children, my husband speaks Arabic with them, and they are schooled in English. That was our paradigm that was supposed to stay that way. We had very clear lines of which language was used in our house. Home Learning has shattered these lines and distinctions, making English surreptitiously
and unexpectedly the main language in our house. I found myself looking back and thinking how did that happen? What happened is we started to do home-schooling, or should I say we started supporting our children with online learning. To help our children with their schoolwork, we started explaining things to them in English, because doing it in our home language may have confused them. But mainly it also meant we had to make more effort and spend more time explaining concepts in our home language before making sure they understood it in English, and that took a lot of time. Time with two parents working online is something we did not have a great deal of to start with. So little by little, they started speaking in English more and more outside of learning time because the words came much more easily, and we replied in English because we were too tired to even notice or make the switch between languages. We did not notice how bad it all got, 22
until our families on the other side of the world mentioned the difficulty they were having in trying to understand what our children were saying on their weekly call, because every other word was in English. Speaking to other multilingual families, which is the main bulk of my students’ background, I know I am not alone facing this problem. The difficulty is to assess how much damage is done and to know how to recover from that? In terms of damages, we could argue that as long as the educational language has been practiced, it should not be an issue on children's academic outcomes, particularly as Ellen Yeh demonstrates in her studies that involvement of nonEnglish speaker parents has a positive impact on EAL students. Involved, parents were (unwillingly) and they probably got taught a few things along the way (I know I did), so is it a lot of noise about nothing? However, it cannot be denied that it has created a gap between the EAL support provision children get online, and that would not have happened in faceto-face school. Children with less English proficient parents wouldn’t get support, or a lower quality support at home, and in an international school setting we tend to forget that.
THE FOBISIAN: September 2021, Term 1, Issue 37
The other thing to consider is: Does it really impact their academic learning that their home language is being phased out for now? Most studies that have been conducted on home languages show the
as long as the “ educational language
has been practiced, it should not be an issue on children's academic outcomes
”
importance of learning the home language for ESL and EAL students because it helps develop their understanding of English as it improves their metalinguistic awareness and increases their understanding of how language works. So, no matter which way we look at it, it has an impact on their English proficiency on top of having an impact on their home language proficiency. The other thing we often forget is the emotional impact that a language has. Nancy Cohen demonstrates the importance of language development for social emotional learning, and that difficulties in language skills can be transferred to difficulties in emotional and social learning. It is also something that is normally to the advantage of multilingual children as D. Cobb-Clark's
study suggests, but not in our actual context where emotional and social learning has already been put on hold with schools closed and all social activities being postponed until further notice. There is no surprise here that online learning has amplified difficulties for multilingual families, the difficulty to keep alive the home language, the difficulty to close the language gap for EAL learners, and the difficulty to develop healthy emotional and social behaviours. The real question that is still to be answered when we go back to school is: How do families go back on track on using home language and how do schools support families to recover from that? This is where the implementation of a home language programme will be crucial to help students and families as it values their own heritage and language as worthy of being studied. It also helps parents to be more involved in school activities. These programmes will need to be further developed on the road to recovery. Bibliography : • Home languages in the literacy HourJill Bourne • The impact of parents involvement for non native speakers of English • Languages and psychosocial development • The bilingual gap in Children's language and social development
23
ROOM AT THE TOP? Katie Tomlinson Head of Primary, Sri KDU International School
It is no secret that the
teaching profession is overwhelmingly female yet, in the UK, male teachers are almost twice as likely to hold leadership positions as their female colleagues. Within international settings, statistics demonstrate even less equity.
According to data from the Academy of International School Heads (AISH), over the past decade, the percentage of female heads at international schools has only increased from 27% to 33%. There are other statistics that are even less positive. In the academic year 2021 / 2022, 18.5% of FOBISIA member school Principals (Heads of School) will be female. This statistic remains unchanged from the previous year. Diverse experiences and perspectives contribute significantly to fostering innovation, developing communication and better decision making. Organisations where the leadership team equitably represents the workforce perform more effectively than those which are less diverse. With this in mind, a commitment to ensuring diversity within the leadership demographic should be a high priority for schools and yet the gender representation
statistics for women in these positions in schools do not evidence this.
Who are the leaders?
In leadership positions globally, white males are the only group of people to find themselves growing in number as they rise – all other groups decrease in representation as roles become more senior. This article is not written to bemoan the performance of existing school leaders. There are some excellent Principals, CEOs and Heads of School across the world who are doing incredible work with their schools and students. Yet, I would argue that there are many excellent potential leaders amongst the workforce who may not have equitable access to leadership opportunities due to their gender or race. Schools, particularly those in international settings, promote themselves as diverse and inclusive to attract a broad and varied student role. This should also be reflected in the leadership demographic.
24
How do we improve the balance? The issue of female underrepresentation in school leadership is complex, particularly in some international contexts where cultural beliefs dominate, and gender traditions are part of the fabric of the country. However, existing leaders can do more to welcome, invite and encourage high performing women into leadership positions.
“
A commitment to ensuring diversity within A logical place to start is the recruitment process itself: the leadership demographic should be a specifically, the core actions high priority for schools and yet the gender which CEOs, Boards and Heads of Schools can take to create a representation statistics for women in these more equitable interview and positions in schools do not evidence this appointment process and level the gender playing field. meet (and evidence) every aspect Appointing committees should of a job description and will not recognise the value of skills gained Step 1: Actively and often apply for positions and from being a working parent, consciously avoid ‘gender promotions until they are 100% completing a qualification whilst confident that they can ‘do the working full time and supporting coded’ language job.’ Male applicants are more a family. It is important to weigh Certain words are more comfortable with taking this risk, the balance between sustained associated with masculine traits and deter female applicants from being more willing to push forward periods of time in settings and and ‘give it a go.’ breadth of experience in multiple applying. Such language can roles. The reasons for such also reinforce wider social beliefs choices should be explored within about who ‘belongs’ in those jobs Therefore, listing too many the interview process. and who does not (Gaucher et al., elements as ‘essential’ in a job description could narrow the 2011). If job descriptions are only (female) applicant field. Essential Step 3: Strive to secure written by males, this may occur criteria should be clearly stated organically and go undetected. an appointing committee and only feature those skills When posting adverts and listing which demonstrates without which a candidate the skills and qualities of the ideal balance would not be able to successfully candidate, consider whether the Create the appointing committee choice of language is contributing perform. For example, requiring with gender parity in mind. This a master’s degree or NPQH to a heavily masculine coded sounds much easier than the advert. This Gender Decoder tool is as an essential qualification is reality. If the majority, or all, of not realistically attainable for effective in identifying such text. board members or the SLT are all applicants. Females with male, then achieving balance Step 2: Carefully consider ‘interrupted careers’, perhaps due might not be possible but in trying to family commitments, may not job criteria and reframe to establish a cross-representation have had the time to complete experience in the appointing body, a such qualifications yet they may realisation about imbalance might Anecdotally, women want to be still possess the experience and able to confidently state they can expertise to be an effective leader. come to fruition! There is also a significant need to change the
”
THE FOBISIAN: September 2021, Term 1, Issue 37
25
Williamson, 2018). For example, longer periods of mid-career leave in anonymised applications were assumed to belong to female candidates, thereby reintroducing the The issue of diversity within potential for bias. leadership teams will not be Anonymised letters application resolved by solely focusing on ofmight be more the recruitment process, appropriate for education but it’s a start applications, if looked at prior to perception of candidates that it is ‘who you know’ rather than ‘what CVs and application forms as part of the long listing process. you have done’ that makes you a valid candidate. Cronyism is alive and well. Step 5: Action unconscious
“
”
bias training for all those Step 4: Consider the use of involved in appointments anonymised applications at Training which highlights the point of long listing actionable steps to prevent bias Multiple studies have demonstrated that when women apply for jobs, they receive fewer interview invitations than equally qualified men – an effect that is compounded for older women, women with children and women from certain ethnic or racial groups. As a bias-reduction strategy, anonymous recruitment is grounded in the assumption that managers cannot rely on gender-based stereotypes in their assessment of candidates’ employability. However, this is a strategy to use with caution. One recent Australian study found that hiring managers may deduce information about candidates’ genders from implicit cues embedded in CVs (Foley and
from impacting decision-making processes as well as uncovering unconscious bias would enable organisations to address structural and systemic issues within their policy and practice. When combined with Step 7 (below) this can be a powerful tool to shift perspectives, beliefs, and ultimately, behaviour.
Step 6: Review the interview process In a logical world, we would promote people into leadership roles when they are competent rather than confident, vetting them for their expertise and proven track record. However, traditional Q&A interviews do not allow or enable full exploration of relevant leadership competencies within the context
of ‘past’ achievement. Women often choose to share evidence about what they have done rather than speak with bold statements of intent. Indeed, women who do speak boldly are often cited as bossy or outspoken. To fully explore potential and suitability for a role, presentations and questions which explore past legacy and project successes, rather than only focusing on what they plan to achieve are more revealing about the competency and experience of a candidate.
Step 7: Commitment to balance by the school Organisations should keep robust data about workforce demographics and in particular the pathways and appointments into school leadership. They should be willing to share findings with the school community and appointing committees. Regular workforce audits which enable tracking of trends and analysis will reveal hidden facts and pinpoint areas for improvement and focus. In summary, the issue of diversity within leadership teams will not be resolved by solely focusing on the recruitment process, but it’s a start. It could perhaps be the opening of conversations about wider strategies e.g., unconscious bias training for all staff, teaching about ‘allyship’, resources to support learning about gender and minority representation and review of marketing materials. Female CEO, female athlete, female pilot, female surgeon. Inserting the word ‘female’ implies surprise and uniqueness. I hope, one day, there will not be female leaders - there will just be leaders. 26
Universally Challenged #07 Cryptic Books These book titles have been replaced with synonyms. Can you work out the titles from the clues below? Bonus points if you can name the Author. Our star's far eastern domain = Empire of the Sun Flying insects' master (4 words) Really value a place surrounded by water (2 words) A story of duo municipalities (5 words) About little rodents and grown boys (4 words) In short, the big bird with a large mouth (3 words) Went fishing - got just over 20 (2 words) This lad might be fit for purpose (3 words) Solo OFSTED visit (3 words) Baby Sheep have lost their bleat (4 words)
Did you know? The idea of reviving the Olympic Games originated in Greece with their independence from the Ottoman Empire, but it was Baron Pierre de Coubertin, a 29 year old French aristocract who first publically raised the issue in 1892 who managed to convince delegates from 18 organisations representing nine countries to vote in favour of an Olympic revival. (source: World Atlas)
Answers to last terms Film Title quiz: The starvation sports = The Hunger Games
Chocolate bar name fights = Mars Attacks!
Highest bullet machine = Top Gun
Perish rigid = Die Hard
Yellow metallic element digit = Goldfinger
The gloomy cavalier = The Dark Knight
Dozen primates = Twelve Monkeys
Commander of the hoops = Lord of the Rings
Glass coloured 1760 yards = The Green Miles
Plaything narrative = Toy Story
27
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British International School Hanoi (BISHN) British International School Ho Chi Minh City (BISHM) British Vietnamese International School Hanoi (BVISHN) British Vietnamese International School Ho Chi Minh City (BVISHM) Renaissance International School, Saigon (RIS) The ABC International School (ABCIS)
THE FOBISIAN: June 2021, Term 3, Issue 36
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THE FOBISIAN: September 2021, Term 1, Issue 37
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FOBISIA MUSIC TEACHERS’ eCONFERENCE 2021
Music Education for the Future
2 5 2 6 N o v 2 0 2 1 S c h o o l R e g i s t r a t i o n h e r e! This years’ FOBISIA Music Teachers’ eConference will feature an exciting list of presenters who will look at how music education is adapting and evolving in Covid times. One registration is required per school for all staff to attend. Closing date 21 October 2021.
Andy Gleadhill
Jane Werry
Charanga
Steve Jackman
Musical Futures
Musical Futures
Jerison Harper Lee
Madeleine Casson
Cat Betts & Joshua Webster
Anna Gower
Kaboom Percussion
John Holmes
Ken Owen
ABRSM
Ollie Tunmer
Roo Piggott
Songwork International
Musical Futures
Phil Heeley
Beat Goes On
Inclusive Music
Thanh Bui
Trinity College London
Sponsored by:
Chris Koelma
Shelly Ambury Sing Up
