T H E e N E W S L E T T E R F O R T H E F E D E R AT I O N O F B R I T I S H I N T E R N AT I O N A L S C H O O L S I N A S I A
www.fobisia.org
February 2019 Term 2, Issue 29
Ensuring high quality British-international-style education through shared professional development, student enrichment events, and mutual support between Member Schools
FOBISIA Board Simon Mann
Dinah Hawtree
Graeme Salt
Roger Schultz
Anthony Rowlands
Martin Towse
Vanita Uppal
Christopher Short
Margaret Rafee
Matt Mills
Chair head@britishschoolmanila.org
Vice Chair & Treasurer graeme.salt@dulwich-seoul.kr
Secretary & Membership anthony.rowlands@bisvietnam.com
Safeguarding v.uppal@british-school.org
Communications r.margaret@srikdu.edu.my
Continuing PD principal@gardenrayong.com
Sport hos@alice-smith.edu.my
Student Events martin.towse@scips.org.my
Student Events christopher.short@dovercourt.edu.sg
HQ Transition mami@patana.ac.th
Nicholas Magnus
Heads' Support headmaster@dulwich-singapore.edu.sg
FOBISIA HQ Tania Donoghue
Siobhan Bland
Daphne Wong
Claire Wilson
Chief Operating Officer tania.donoghue@fobisia.org
CPD Executive daphne.wong@fobisia.org
39/4 Todsamon Clubhouse Building, M Fl, Soi Lasalle 39/1, Sukhumvit 105, Bangna, Bangkok, 10260, Thailand
Senior Administration & Communications Executive siobhan.bland@fobisia.org Events Executive claire.wilson@fobisia.org
Contents
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From the Chair 3 Simon Mann, BSM, on the latest news from the FOBISIA Board
FOBISIA HQ Update 4 Tania Donoghue, FOBISIA HQ, on the latest news from FOBISIA HQ
2018-19 Calendar of Student Events
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Friendly Games 9 Janelle, BPS Student, on the U15s Friendly Games (Yellow Group)
Sports Invitationals Matt Ferrier, BPREP, on the 2019 Swimming Invitational Natalie Greenidge, HISB, on the 2019 Gymnastics Invitational Jean Marie Hussey, BSM, on the 2019 Gymnastics Invitational
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Conferences 15 Clay Duggan, TBSND, on the 2018 Music Teachers' Conference 2018 Leadership Conference Photo Album (Photos: Pret-a-Portrait)
Academic Competitions
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Arts Festivals
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Neena Jain Sharma, TBSND, on the 2018 Online Maths Competition Sarah Jasiewicz, SFBS, on the 2018 Online Maths Competition Fiona Shaw, TTS, on the 2019 Senior World Music Festival
Awards 27 Anne Keeling, ISC Research, on the 2019 International School Awards
UK Updates 29 David Rowlands' KeyNotes Excerpts (from 2018-19 Annual Suppliment & No. 47, February 2019)
Latest Research 33 Anne Keeling, ISC Research, on Wellbeing in International Schools Research
Join the FOBISIA community... FOBISIA COMMUNITY FORUM
https://community.fobisia.org/register
www.fobisia.org
Fobisia
#FOBISIA #fobisiastudentenrichment #fobisiacpd
CPD & Events Calendar
Cover: Heads of FOBISIA Member Schools, November 2018, Bangkok, Thailand and the newly articulated FOBISIA Mission
From the Chair Dear Colleagues, Term 2 has rolled in and FOBISIA has hit the ground running or, might I say, swimming. No sooner had our students and teachers returned from the break than our swimmers were packed off to the FOBISIA Swimming Invitational at Bangkok Prep's wonderful new Secondary Campus. As the swimmers returned, the gymnasts set off to Harrow Bangkok for the FOBISIA Gymnastics Invitational, a highly successful joint venture with British School Manila (BSM) providing the organisational structure and admin, and Harrow Bangkok the venue – a model we might explore for other events. In addition, January 2019 has seen numerous students and teachers engaged in the Online Creative Coding Challenge and the Environmental Conference, which we will no doubt hear about in the next issue of THE FOBISIAN. Our teachers and staff have not been left out this month and they have been collaborating to develop practice at a multitude of Job-a-Like Workshops (JAWS). Areas covered his month include Science at Harrow International School Bangkok, Geography at Jeredong International School, Foundation Stage at British School Jakarta, DT & Art at Dulwich College (Singapore) and Teaching Assistants at Kinabalu International School. We know that collaboration between Member Schools is seen as a key element to highly successful educational systems; and these workshops certainly indicate that FOBISIA is aspiring to excellence. That was January, which is not our busiest month, but it does provide us with a snapshot of the opportunities that FOBISIA provides as a result of the partnerships within our Federation. Through a collective commitment among our teachers, students, families and school leadership we are able to enrich the student experience and support the growth and development of our staff. This is the core business of FOBISIA as stated in our newly articulated Mission: Ensuring high quality British-international-style education through shared professional development, student enrichment events, and mutual support between Member Schools. It is wonderful for us as a Board to see this Mission in action. Simon Mann FOBISIA Chair - March 2018 to present Principal, The British School Manila
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THE FOBISIAN: February 2019, Term 2, Issue 29
FOBISIA HQ Update Dear Members, Welcome to the Term 2 issue of THE FOBISIAN. All of us at FOBISIA HQ are wishing that your term be a smooth and happy one. To start with, I would like to extend a very warm 'welcome to FOBISIA' to our newest Member Schools - Canadian International School, Bangalore; Wellington College International Shanghai; Panyathip International School, Laos; and Renaissance International School, Saigon. FOBISIA now has a membership of 61 schools! We also welcome the annual renewal of our Affiliate Members for 2019, as well as the handful of new education organisations and suppliers that have joined us over the last few months. As our Chairman has mentioned, 2019 has started off well with many events held throughout the region already, plus those that took place in Term 1. This also included the Annual FOBISIA Leadership Conference. This issue of THE FOBISIAN features some snapshots from the November 2018 weekend. I would like to take this opportunity to again thank our wonderfully inspiring keynotes and special guests - Jane Larsson, Professor Allan Walker, Natasha Devon MBE, Dr. Ian Jamison and Laurindo Garcia, as well as our generous Sponsors and supporters of this event. We are immensely proud of the enriching activities that our Member Schools host for both colleagues and students. As always, a huge thank you to all for taking on the logistical challenges of hosting. The feedback for all events from September 2018 until now has been incredibly positive. Well done to all of our participants too, the high standards of sharing best practice, skills, friendship, excellence and sportsmanship continue to prevail. This time of year is especially busy for recruitment within our Member Schools. Please do send any positions available into us at FOBISIA HQ, so that we can post them on the FOBISIA website. It is proven every year that our Recruitment pages experience the most traffic during Term 2, and this free service is a one of your many membership benefits. We are now working towards finalising FOBISIA's Calendar of Events for next academic year (2019-20). We are currently accepting bids for CPD events as well as FOBISIA’s student events. If you have any questions, please contact any of us at FOBISIA HQ. In addition to the articles in THE FOBISIAN, please keep up-to-date with the latest news and real-time updates on Twitter (#FOBISIA; #studentenrichment; #fobisiastudentevent; #fobisiastudentevent2019; #fobisiacpd; #fobisiacpd2019; #teacherlearning), and please Like us on Facebook (Fobisia). Because afterall, #FOBISIA = #fobisiastudentenrichment + #fobisiacpd! Very best wishes for the rest of Term 2. Tania Donoghue FOBISIA Chief Operating Officer
THE FOBISIAN: February 2019, Term 2, Issue 29
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Editor's Note
Welcome to the first issue of THE FOBISIAN for 2019, FOBISIA’s termly eNewsletter for sharing events and other FOBISIA news among the membership. The usual suspects are in the spotlight again, with reflections on Student Events that have taken place across Asia during Terms 1 and 2. FOBISIA Sport continues to shine with several Friendly Games and Sports Invitational reviews. The 2018 Music Teachers' Conference, held in New Delhi in Term 1, proved to be a highly successful and culturally rich event. FOBISIA wrapped up its 30-Years celebrations at the 2018 Leadership Conference in Bangkok in November - we reflect on the event by sharing our FOBISIA Photo Album: 2018 Leadership Conference! We also discover that maths IS in fact EVERYWHERE with proud ponderings on the 2018 Online Maths Competition and a sneak preview of the Senior World Music Festival held in Singapore last month. FOBISIA Member Schools have been recognised again this year at the prestigous International School Awards in London, with 10 shortlisted out of the total of the 33 outstanding schools from around the globe. And the winners are... And last but never least, we highlight UK Updates and the Latest Research around wellbeing in international schools. Our aim for THE FOBISIAN is to bring content that resonates across our readership, so that it remains an essential benefit to all of our members going forward. If you have any suggestions for content, do let let us know here at FOBISIA HQ. Happy reading!
Siobhan
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T H E e N E W S L E T T E R F O R T H E F E D E R AT I O N O F B R I T I S H I N T E R N AT I O N A L S C H O O L S I N A S I A
PUBLISHERS
FOBISIA www.fobisia.org/membership/THE FOBISIAN
EDITOR
Siobhan Bland, FOBISIA HQ
CONTRIBUTORS TO THIS ISSUE
Simon Mann, The British School Manila & FOBISIA Board Tania Donoghue, FOBISIA HQ Jenelle (Student), Bangkok Patana School (BPS) Matt Ferrier, Bangkok Prep (BPREP) Natalie Greenidge, Harrow Bangkok (HISB) Jean Marie Hussey, The British School Manila (BSM) Adam Berry, Pret-a-Portrait Clay Duggan, The British School New Delhi (TBSND) Neena Jain Sharma, The British School New Delhi (TBSND) Sarah Jasiewicz, Seoul Foreign School (SFBS) Fiona Shaw, Tanglin Trust School (TTS) Anne Keeling, ISC Research David Rowlands, Keynotes Author
ABOUT THE FOBISIAN
THE FOBISIAN is FOBISIA’s eNewsletter for sharing events and other FOBISIA news among the membership, including Member Schools and Affiliate Members. Three issues of THE FOBISIAN 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 the Editor at: siobhan.bland@fobisia.org
THE FOBISIAN: February 2019, Term 2, Issue 29
2018-19 FOBISIA STUDENT EVENTS CALENDAR January
7 Jan - 29 Mar 30 Jan - 3 Feb
February
1 - 2 Feb 8 - 9 Feb 20 - 24 Feb 24 - 28 Feb 27 Feb - 2 Mar 28 Feb - 4 Mar 28 Feb - 3 Mar
March
1 - 3 Mar 14 - 15 Mar 14 - 18 Mar 18 - 22 Mar 18 - 25 Mar 21 - 24 Mar 21 - 24 Mar 22 - 26 Mar
April
30 Apr - 4 May
May
4 - 8 May 8 - 12 May 12 - 16 May 16 - 19 May 26 - 30 May 30 May - 3 Jun
June
3 - 7 Jun
Creative Coding Challenge (Online) Environmental Conference (BPREP) Student Leadership Workshops - KS3 & KS4 (BPS) Basketball, Rugby 7s & Touch Rugby U19s (SBR) Friendly Games U13s - Pink Group (Phuket) Friendly Games U13s - Blue Group (Phuket) Drama Festival (POWIIS) Friendly Games U13s - Purple Group (Purple) Squash Invitational (SHR) Windband Festival - Brass Cluster (BISP) Climbing Invitational (GISKL) Friendly Games U13s - Green Group (Phuket) Friendly Games U13s - Yellow Group (Phuket) Tennis Invitational (TBSND) Secondary Maths Competition (KLASS) Primary Music Festival - Woodwind Cluster (BSM) Friendly Games U13s - Red Group (Phuket) Friendly Games Primary - White Group (Phuket) Friendly Games Primary - Pink Group (Phuket) Friendly Games Primary - Purple Group (Phuket) Friendly Games Primary - Blue Group (Phuket) Intermediate Festival - Woodwind Cluster (KSHK) Friendly Games Primary - Green Group (Phuket) Friendly Games Primary - Yellow Group (Phuket) Friendly Games Primary - Red Group (Phuket)
For more information on FOBISIA Student Events, visit the FOBISIA website: www.fobisia.org/calendar THE FOBISIAN: February 2019, Term 2, Issue 29
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THE FOBISIAN: February 2019, Term 2, Issue 29
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Friendly Games The Friendly Games provide students from Year 4 upwards with sporting opportunities at an appropriate level for all Member Schools in a safe and competitive environment, by ensuring equal opportunity and participation for both boys and girls, and providing a learning experience in sportsmanship, the value of healthy competition and the benefits of training in preparation for competition.
FOBISIA In Numbers By Janelle, Year 10 Student, Bangkok Patana School
The Friendly Games U15s - Yellow Group were hosted by Sports Camps Australia (SCA), in Phuket, Thailand, between 22 - 26 November 2018. The Under 15s FOBISIA Friendly Games were held at Thanyapura Health & Sports Resport in Phuket. The Bangkok Patana School (BPS) team and coaches left for Phuket on Thursday 22nd November. The Games started on Friday with Swimming in the morning and Athletics in the afternoon. The Girls’ team competed in football and the boys played basketball on Saturday. The last day of the annual sports event was Basketball for the girls and Football for the boys. The regional sports competition was highlighted with the gala evening and a celebration of team’s achievements. We thank the FOBISIA organisers, fellow athletes, coaches, parents and supporters for all the opportunities, the team trainings and the achievements that the FOBISIA Friendly Games have given us over the past seven years.
1(st): BPS came first in the Girls’ Basketball , overall Athletics and overall Swimming 2(nd): BPS came second in the Boys’ Basketball and Football 3(rd): BPS came third in the Girls' Football 4: Year 4 used to be the starting year for FOBISIA athletes, now it ’s Year 5 5: • • •
The five host schools before SCA were: Bangkok Patana School The Alice Smith School , Kuala Lumpur Shrewsbury International School , Bangkok • Dulwich College Shanghai Pudong • The Alice Smith School , Kuala Lumpur 6: Six girls and six boys were chosen from each year group to make the Primary FOBISIA team until 2015, when the numbers went up to 10 girls and 10 boys 7: Seven athletes from this year ’s Under 15s BPS team (their last year to participate) were in their first FOBISIA team in Year 4 (their first year to participate)
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THE FOBISIAN: February 2019, Term 2, Issue 29
BPS FOBISIA U15s Team Parade 2018
BPS FOBISIA U15s when they were in Year 4
U15s Boys' Basketball
U15s Girls' Football
BPS FOBISIA U15s now in Year 10
THE FOBISIAN: February 2019, Term 2, Issue 29
BPS FOBISIA U15s Team Photo 2018
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Sports Invitationals Sports Invitationals provide an opportunity for Member Schools to host sporting events, including golf, swimming, tennis, gymnastics and sailing, with the option of inviting nonMember Schools to participate, at their discression.
Swimming Invitational at New Bangkok Prep Campus By Matt Ferrier, Head of Aquatics, Bangkok International Preparatory & Secondary School
The Swimming Invitational was hosted by Bangkok International Preparatory & Secondary School, in Bangkok, Thailand, between 11 - 13 January, 2019. On the 11 - 13 January, Bangkok International Preparatory & Secondary School (Bangkok Prep) hosted the annual and high calibre FOBISIA Swimming Invitational with over 600 swimmers attending from 24 international schools from seven different nations. The wonderful facilities of Bangkok Prep enabled, for the first time ever, that this meet had a twilight theme to it - with the long distance events being held on the Friday evening, where our swimmers shone under the lights. Saturday was a full day of events where over 250 races were swum and the top four schools separated themselves from the pack with Bangkok Prep amongst them. Going into Sunday it was clear that our Bulldogs would repeat 2018’s achievements and come second to Bangkok Patana School. Without taking anything away from Patana, this maintained our reputation for being the best ‘pound for pound’ swimming programme in the FOBISIA region.
All our swimmers had strong swims and the school is proud to have them wear the white cap with the blue dog. A special thanks to the events team led by Genevieve Ahl who gave their heart and soul to ensure all visiting teams felt like they were VIP guests. A huge appreciation to our swim parents and Friends of Bangkok Prep who made everyone, from everywhere, feel like they were part of our Bulldog family. A massive shout out to the teaching staff who gave up portions of the weekend to assist and made the event fun to be at for the coaches. The appreciation of this by the Aquatics and PE team is unmeasurable. A great weekend to be a Bulldog both in and out of the pool and a wonderful culmination of the giving that is the fabric of our school community.
Our swimmers were well led by our senior swimmers and all swam with courage and heart. Many swimmers put their personal and individual accolades aside to register points for the benefit of the whole school’s team points. Particular recognition for this should be given to Bangkok Prep students, Dean from Secondary and Coco from Primary.
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2019 Gymnastics Invitational Hosted at Harrow By Natalie Greenidge, Head of Gymnastics Academy, Harrow International School, Bangkok
The Gymnastics Invitational was co-hosted by Harrow International School, Bangkok and The British School Manila, in Bangkok, Thailand, between 19 - 20 January, 2019. It was an absolute pleasure to host the FOBISIA Gymnastics Invitational at Harrow International School Bangkok (Harrow Bangkok) for the third year running. With a breaking record of 548 Gymnasts from 19 different schools competing, it was great to see the participation levels on the rise with the standard of performance improving year-on-year. Harrow Bangkok’s Level 2 Women’s Artistic Gymnastics Senior team won 1st place overall with the Junior team achieving 3rd overall. For the first time ever Harrow Bangkok managed to secure 1st – 5th positions in the allaround apparatus category with many medals achieved for the individual apparatus. Special mentions to Jan S, Pink L and Grace O for winning top 3 at a level against over 80 Gymnasts. At level 4, Alyssa H achieved 2nd place overall with a 1st place on the uneven bars and 3rd place on the balance beam. Harrow Bangkok’s Men's Artistic Gymnastics team won various medal positions on a number of apparatus with Domi W winning 2nd place overall and Alfie J securing 3rd place overall. A Fantastic achievement!!! All teams showed excellent preparation for the event in order to achieve the best they could. Their efforts impressively remained high throughout the whole competition, competing with high professionalism and team spirit. A big thank you to all involved; we look forward to next year!
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THE FOBISIAN: February 2019, Term 2, Issue 29
Record Numbers at 2019 Gymnastics Invitational By Jean Marie Hussey, Gymnastics Tournament Director, The British School Manila, Philippines Gymnastics FOBISIA 2019 had its largest participation to date with 19 school Gymnastic teams descending on Harrow Bangkok. Harrow was buzzing with noise and anticipation as we got started early on Saturday morning. The weekend flashed by in a blur of excitement as over 549 gymnasts (a FOBISIA Gymnastics record!) represented their schools with the enthusiasm, poise and skill we have become accustomed to at this event. Harrow and British School Manila (BSM) did a great job of organising, welcoming and hosting competitors in Australian MAG levels 1-7 and WAG levels 2-9. This is the first year that WAG level 9 athletes have competed showing the growth of the sport in our schools. This year we also welcomed several Member Schools to their first FOBISIA Gymnastics Invitational and we hope to see interest continue to increase across FOBISIA Member Schools in the future. A huge thank you to the staff at Harrow Bangkok and BSM for hosting. We thank each and every one of you that attended this year and hope to see you next year.
THE FOBISIAN: February 2019, Term 2, Issue 29
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Conferences Member Schools host a range of conferences throughout the academic year, with the
aim of bringing members of the FOBISIA community together, ultimately to enrich and inspire our students' learning and leadership skills.
Focus on Indian Culture at Music Teachers' Conference By Clay Duggan, Primary Performing Arts Coordinator, The British School New Delhi
The Music Teachers' Conference was hosted by The British School New Delhi (TBSND), in New Delhi, India, between 20 -22 September 2018. In September 2018, 60 music teachers from 30 FOBISIA Member Schools came together in New Delhi for the annual Music Teachers' Conference. The weekend was filled with informative professional development sessions as well as planning meetings for student music events planned for this academic year and beyond. Workshops were led by Charlie Tighe, a music educator from the United States, who emphasised the creative ways to enhance music learning and making in the primary school classroom. Another area of focus was Indian music, with a third of the sessions led by musicians from TBSND and the community devoted to different aspects of music and movement from the subcontinent. There were also sessions by Andy Gleadhill, Charanga and Musical Futures. Every session throughout the Conference was practical, and there was feedback about immediate applications in music classrooms across Asia. The visitors were also able to sample the cuisine and culture of our city with outings and concerts throughout the weekend. New Delhi is playing host to more events in the next 18 months, with FOBISIA Tennis this spring and the Primary Music Festival - Woodwind Cluster in March 2020. We at The British School New Delhi look forward to seeing many of you here soon. The next Music Teachers'
Conference will be held at The ABC International School, in Ho Chi Minh City, Vietnam, in autumn 2019. Participating schools: • British International School, Ho Chi Minh City • British International School, Phuket (BISP) • British Vietnamese International School (BVISHN) • British Vietnamese International School (BVISHM) • British School Jakarta (BSJ) • Charter International School (CHA) • Discovery Bay International School (DBIS) • Harrow international School, Beijing (HISC) • Kellett School, Hong Komng (KSHK) • Kinabalu International School (KIS) • North London Collegiate School Jeju (NLCS) • Regents International School Pattaya (REGP) • Seoul Foreign School (SFBS) • Shrewsbury International School (SHR) • St. Andrews International School, Bangkok (StAB) • St. Andrews International School, Green Valley (StAG) • St. Christopher's International Primary School (SCIPS) • St. Stephen's International School (SIS) • Taipei European School (TES) • Tanglin Trust school (TTS) • The British International School of Kuala Lumpur (BSKL) • The ABC International School (ABC) • The Alice Smith School, Kuala Lumpur (KLASS)
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THE FOBISIAN: February 2019, Term 2, Issue 29
• • • • • • •
The British School of Beijing, Sanlitun (BSBSLT) The British School of Beijing, Shunyi (BSBSY) The British School Kathmandu (TBS) The British School Manila (BSM) The British School New Delhi (TBSND) HOST SCHOOL The Regent's International School Bangkok (REGB) Wellington College International, Shanghai (WCCSI)
THE FOBISIAN: February 2019, Term 2, Issue 29
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FOBISIA PHOTO ALBUM:
2018 LEADERSHIP CONFERENCE
Celebrating 30 Years of...
THE FOBISIAN: September 2018, Term 1, Issue 28
Academic Competitions Member Schools organise a range of competitions throughout the academic year, with the aim of bringing members of the FOBISIA community together, ultimately to inspire and challenge students' learning in a range of academic subject areas, including English, D&T, ICT, Maths, and Social Science.
The British School New Delhi Secures First Place! By Neena Jain Sharma, Primary Maths Coordinator, The British School New Delhi
The Online Maths Competition was hosted by Seoul Foreign School (SFBS), on 8 19 October 2018. Five creative mathematicians from Years 5 and 6 participated in the Video Challenge round of the ONLINE Maths Competition held in October 2018. The students researched, recorded and uploaded a three-minute video on ‘Maths in our city: Delhi’. They explored and discovered maths in the plan of Lutyens Delhi, monuments, road signs, fuel prices and pollution data to score the highest. According to them, they didn’t know that Delhi was so ‘full of maths! 45 schools from South East Asia participated this year. The British School New Delhi secured FIRST PLACE in the Video Challenge round.
Platinum winners : Dahee, Lelia, Roma, Arihant & Nihal
In the Individual round, five Primary students completed the Platinum Level after solving some very challenging math’s problems. We are delighted and proud of the achievement of our maths stars and look forward to more such mathematical activities. FOBIS
IA Ma t
The Britis
hs Cha l
Group
Awarde d to
h School,
Video Round -
lenge
2018
New Delhi
First P lace Octob er
26, 20
18
Winners of the video round: Roma, Lelia, Taiga, Dahee & Ridhi
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THE FOBISIAN: February 2019, Term 2, Issue 29
Maths is Everywhere! By Sarah Jasiewicz, Mathematics Teacher, Seoul Foreign British School
The Online Maths Competition was hosted by Seoul Foreign School (SFBS), on 8 19 October 2018. The FOBISIA Maths Online Challenge was hosted by Seoul Foreign School (SFBS) between 8 – 19 October 2018. Students from both Upper Primary and Lower Secondary (Years 5 to 9) from 42 different Member Schools took part in this year’s online mathematics challenge. The competition was designed around the theme of “Mathematics across Asia” with the aim of getting students to see that mathematics is everywhere in the world around them! The challenge was split into two rounds: Individual Online and Group Video Challenge Individual Challenges There were four levels to the Individual round: Starter, Bronze, Silver and Gold. We were thrilled to see so much enthusiasm, with over 10,000 attempts on the website over the two weeks of the challenge: http:// fobisiamath2018.com/. To pass a level students needed to employ critical thinking and problem solving skills to solve five puzzles for each level. If all five puzzles were all solved in three attempts or less, students received a certificate and a code to progress onto the next level. Number of students passing each level: • Starter - 879 • Bronze - 847 • Silver - 422 • Gold - 198
Group Video Challenge This challenge provided an opportunity for teams of students to be creative with mathematics as they were tasked with showcasing the mathematical beauty of their city in a short video. Videos were judged on: Use of Mathematics; Creativity and Originality; Use of Technology. We were impressed with students’ ability to make and show links between a variety of strands of mathematics, including: population statistics; geometry of famous buildings and landmarks; ratio and proportion in traditional cuisine; tessellating tiles; estimation of the amount of plastic waste on beaches and much more! Top Five Entries: • 1st Place: The British School New Delhi (TBSND) • 2nd Place: The International School @ Parkcity, Kuala Lumpur (ISP) • 3rd Place: Garden International School, Eastern Seaboard (GISR) • 4th Place: Garden International School, Kuala Lumpur (GISKL) • 5th Place: Shrewsbury International School, Bangkok (SHR) To view these winning videos, see the challenge website: http://fobisiamath2018.com/2018/10/27/school-videochallenge-winners/.
Of these, 163 students completed every level and were awarded a Platinum Certificate! To view the list of
THE FOBISIAN: February 2019, Term 2, Issue 29
Platinum winners, see the challenge website: http:// fobisiamath2018.com/2018/10/27/platinum-winners/
Congratulations to everyone that took part!
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Arts Festivals Member Schools organise a range of visual, music and performing arts fesitvals throughout the academic year, with the aim of bringing members of the FOBISIA community together, ultimately to enrich and inspire students' learning in art, music and drama.
World Music Festival Focuses on Gamelan, Fusion, Cuban, African & British Folk Music By Fiona Shaw, Marketing & Communications Director, Tanglin Trust School
The Senior World Music Festival was hosted by Tanglin Trust School (TTS), in Singapore, between 19 - 20 January, 2019. Tanglin Trsut School's Senior School Music Department hosted the Senior World Music Festival in January 2019. We welcomed 60 guests from five schools from around South East Asia to participate. The focus was on Gamelan Fusion, Cuban, African and British Folk Music. There was a lot of energy and enrichment over the two days. Workshop leaders, Byron Wallen (World renowned Jazz Trumpeter and Ethnomusicologist) and Havana Social Club (Singapore based Cuban band) inspired the students to try new styles and discover their hidden talents.
perform in an environment where there’s no pressure.” Havana Social Club added on their Facebook page: “We are thankful for the invitation and all the attendees for putting a huge effort to learn and understand our music.” A full report on this wonderful event will be included in the June issue of THE FOBISIAN.
The festival enables students from different countries and cultures to interact and enjoy working together on common interests. They spent their time composing and performing up to eight pieces of music in one day, helping to develop their own creativity and improve their skills and confidence, whilst making new friends. Workshop leader, Byron Wallen said: “This event has unified many different schools and children of different ages and musical experiences. It’s been beautiful to see how music has brought everyone together. Many have tried some of the instruments for the first time and learnt new techniques, and they are willing to share and
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THE FOBISIAN: February 2019, Term 2, Issue 29
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FOBISIA Member Schools Celebrated at 2019 International School Awards Ceremony By Anne Keeling, Communications Director, ISC Research
The International School Awards 2019 Ceremony was hosted by International School Leader Magazine, with the support of ISC Research, in London on 21 January 2019. Winners of the 2019 International School Awards were celebrated at a ceremony in London on the night of Monday 21 January, including four FOBISIA Member Schools. Over 200 senior leaders from international schools and education organisations around the world attended the gala event which was sponsored by Pearson, and hosted by International School Leader Magazine and ISC Research. The awards recognised a number of exceptional initiatives led by international schools globally. Success for FOBISIA Member Schools There was success for FOBISIA Member Schools, Dulwich College Seoul, Dulwich College Beijing, The Alice Smith School, Kuala Lumpur, The British School New Delhi and Shrewsbury International School, Bangkok. Dulwich College Seoul won the Outstanding Teaching Initiative for its fluid Maths grouping model to meet the specific needs of learners. Dulwich College Beijing won the award for Creativity in Learning for the implementation of a transdisciplinary Design and Technology course that focuses on real world problem solving. The Alice Smith School, Primary Campus, Kuala Lumpur won the Outstanding Pastoral Initiative for its student-led positive playtimes initiative with Year 6 students developed as playground leaders supported by teaching assistants. The British School New Delhi received the Digital Technology in Learning Award for developing a gamification programme to help students develop maths proficiency. And Shrewsbury International School Bangkok won the Outstanding Initiative that Supports Students’ Pathways to Higher Education for its engagement with Shrewsbury alumni and a programme to identify the right higher education course for the individual student. Overall Winner for 2019 The International School of the Year 2019 was awarded to British School Muscat, Oman. The school was a finalist
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in two of this year’s categories which attracted over 230 nominations from international schools across the world. British School Muscat won the award for the Outstanding Strategic Leadership Initiative for its teacher and teacher assistant training programme for Omani nationals, which provides professional development to British international school standards, for educators in the school and within the wider community. The programme has resulted in the successful appointment of eleven new Omani nationals at the school, and eight new interns. The school was also a finalist for the Creativity in Learning Award as a result of its innovative ‘Discovery Learning’ teaching initiative which provides a child-centred, enquirybased approach to children in Key Stages 1 and 2. The Principal of the British School Muscat, Kai Vacher, received the overall International School of the Year 2019 award from Sharon Hague, Senior Vice President of Pearson. Other Category Winners The International School Kuala Lumpur won the Outstanding Inclusion Initiative for its programme to integrate students of all abilities into all aspects of school life including after-school and elective options. GEMS Jumeirah Primary School, Dubai received the Initiative to Support Wellbeing Award for its whole-school wellbeing programme including children, parents, staff and the community. British International School Riyadh received the Outstanding Community Initiative Award for its student-led support for over 600 refugee children in Lebanon which included the provision of learning resources and one-to-one digital links. JESS Dubai received the Innovative Technology Through the School Award for its development of an automated live reporting system for parents. The British School in Tokyo won the International Impact Award for its development of an off-site sports facility to enable links with schools and universities around Japan which promotes new sports including
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disability sports. And Anuradha ‘Anu’ Monga, Head of Bangalore International School was presented with a special Individual Achievement Award for her work, over many years, spreading the awareness of international education throughout India and beyond. A special award was presented to Corona Secondary School in Nigeria which was a finalist in the Community Initiative Award for its student-led water borehole initiative. Professor Clare Elwell, President of the London International Youth Science Forum (LIYSF) and Director of the Near Infrared Spectroscopy Research Group at University College London, presented the school with a student bursary to attend the 61st LIYSF this summer at Imperial College London.
Digital Technology in Learning Award - The British School New Delhi
There are now over 10,000 international schools around the world teaching over five million children. The International School Awards aim to recognise and raise awareness of some of the very best initiatives being implemented by international schools today. For more information contact Anne Keeling, Communications Director, ISC Research.
Outstanding Pastoral Initiative Award - The Alice Smith School, Kulala Lumpur
Outstanding Teaching Initiative Award - Dulwich College Seoul
Outstanding Initiative Supporting Students’ Pathways to Higher Education Shrewsbury International School, Bangkok
Creativity in Learning Award - Dulwich College Bejing
UK Updates FOBISIA supports it Member Schools in various ways, including keeping abreast of education and related developments in Britain and in the international context. David Rowlands' Keynotes publication provides updates on British curriculum developments and key issues affecting British international schools. UK Updates includes excepts from Keynotes, with permission from the author.
Salaries Review
In 2017, The School Teachers’ Review Body (STRB) advised the DfE that, to maintain parity with other professions, a significant uplift in salaries would be necessary by 2020. The government seems to have heeded the advice by announcing an increase in salaries of 3.5%. However, this increase only applies to unqualified teachers and those on the main scale. Teachers on the upper scale will receive 2% and those on the leadership scale 1.5%.
To ascertain a school’s group, a unit score is derived as follows: 7 units for each pupil at Foundation, KS1 or KS2 9 units for each pupil at KS3 11 units for each pupil at KS4 13 units for each pupil at KS5 The number of units is totalled, and this identifies the group: 0001 - 1,000 points 1,001 - 2,200 points 2,201 - 3,500 points 3,501 - 5,000 points 5,001 - 7,500 points 7,501 - 11,000 points 11,001 - 17,000 points Over 17,000 points
Leadership Pay £39,965 represents the minimum salary. Deputy and assistant heads might start on, or close to, this figure. Headteachers’ salaries start at £45,213. Pay progression, within a range, is at the discretion of the governing body. Group 1. Group 2. Group 3. Group 4. Group 5. Group 6. Group 7. Group 8.
£45,213 - £60,153 £47,501 - £64,736 £51,234 - £69,673 £55,064 - £74,985 £60,755 - £82,701 £65,384 - £91,223 £70,370 - £100,568 £77,613 - £111,007
Headteachers’ pay should not normally exceed the maximum for the group, unless the governors/directors feel it is warranted. Any additional payments should be limited to 25% of the upper limit for the group. (STPDC 2018, p16)
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8
Teachers’ Salaries (Main Pay Range: £23,720 - £35,008) The increments of old have ceased. Schools can pay teachers anywhere within the range, based on the teacher’s performance and “market forces”, e.g. higher salaries might be offered to attract specialists where there is a subject teacher shortage. Teachers’ Salaries - Upper Pay Range Salary range £36,646 - £39,406 Teachers at the top of the Main Pay Range can apply to be transferred to the Upper Pay Range; there being two criteria: 1. Teachers must be highly competent in all relevant standards 2. Their achievements or contributions to the school must be ‘substantial and sustained’
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Leading Practitioners (Salary Range: £40,162 - £61,065) The Leading Practioner’s salary can start anywhere within the range, but the 2018 STPCD document recommends that teachers appointed should have a salary that allows for ‘performance related progress over time’. (STPDC 2018, p21) Leading practitioners are expected to model and lead improvements to teaching within the school. Historically, they participated in outreach work, but this is no longer required. Teaching and Learning Responsibilities (TLRs) These payments are made to classroom teachers for undertaking sustained additional responsibilities to ensure high quality teaching and learning. These must: • Focus on teaching and learning • Require the exercise of professional skills and judgement • Require management and development of a subject, or lead pupil development across the curriculum • Impact on the educational progress of pupils other than the teacher’s own class • Lead, develop and enhance good teaching practice There are three TLR bands: • TLR 1 £7,853 - £13,288 (for larger schools) • TLR 2 £2,721 - £6,646 (for smaller schools) • TLR 3 £540 - £2,683 TLR3 is a ‘one off’ for specific school improvement projects; the duration being established at the start of the project. It is permissible for a teacher to hold a TLR1 or TLR2 post and a TLR3 post of finite duration. SEN Allowances (Allowance Range: £2,149 - £4,242) These are payments made in recognition of the particular expertise required when working with SEN children. Unqualified Teachers’ Pay (Salary Range: £17,208 - £27,216) Remuneration must be within the range, but additional allowances can be provided in recognition of the teachers’ qualifications and experience, or if they assuming additional responsibilities linked directly to teaching and learning. (STPCD 2018, p27)
Teachers’ Conditions of Service In theory, academies, free schools and independent schools are not bound by the conditions of service as defined in the School Teachers’ Pay and Conditions Document 2018 (STPCD) but most use it as a guide. The document stipulates: • 195 working days, of which 190 are teaching days • Not less than 10% timetable allocated for PPA • Rarely cover: Teachers should only provide lesson cover in unforeseen circumstances, not for preplanned activities • No tasks of an “administrative or clerical nature” • No invigilation of examinations • No lunchtime supervision • A maximum of 1265 “directed” hours per year • During their induction period, teachers should work no more than 90% of a regular teacher’s timetable The full details are available at: - STPCD 2018, p 47-50. For further information on salaries and responsibilities, visit: School Teachers Pay and Conditions Document 2018.
The Consequences of University Deregulation
The proportion of first class degrees being awarded has been steadily increasing in recent years - 28% in 2018, compared with 7% in 1995. The problem was exacerbated when the government removed the cap on student numbers in 2015. Universities are now competing for a finite pool of students and one big attraction is the prospect of a first class honours degree. But grade inflation is not the only consequence of deregulation:Entry requirements are significantly lower and there has been an exponential rise in unconditional offers (1.1% in 2013, 23% in 2018). Some courses are over-crowded and students are not necessarily receiving value for money. The Office for Students (OfS) is threatening universities with sanctions (including loss of their licence to operate) if they do not tighten up considerably. Taken from an article by Camilla Turner, writing in the Telegraph online “Highest number of first class degrees on record….” 17th January, 2019.
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Ofsted Set to Change Tack
Amanda Spielman, CEO of Ofsted announced an overhaul of the inspection process, to be introduced from September 2019. The intention is to widen the inspection focus. She feels that Ofsted has been putting too much store by examination results and league tables. “Exams should exist in the service of the curriculum, rather than the other way around,” she said. In recent years, schools predictably put all their energies into those subjects and exams which are going to be assessed. The predominance of English and Maths at KS2 has led to other subjects being squeezed is one example she quotes. “Focus on performance data is coming at the expense of what is taught in schools”. She would like teachers to be treated as experts in their field, rather than as “data mangers”. From an article by Matthew Weaver. Guardian online 11th October 2018.
Special Educational Needs – Problematic Labelling
Some of those working in special education have always found SEN labels problematic because the diagnosis is not always helpful in remediating the learning difficulty. This led researchers at Cambridge University to study the cognitive profiles of children identified with learning difficulties. Doctors D. Astle, J. Bathelt, and J. Holmes, “Remapping the cognitive and neural profiles of children who struggle at school” The authors’ key finding is that children with the same diagnosis do not necessarily have the same underlying cognitive abilities. Children that are slow to read, for example, may have difficulties processing phonics or they might have short term memory issues. An intervention that focuses on phonics will work for one child, but not the other. The authors are keen to point out that a diagnosis still remains helpful, if only to highlight the child’s need for additional support and to raise the child’s level of entitlement. As to a way forward, the authors recommend cheaper, easy to administer, cognitive assessments since these will help establish the cause of the learning difficulties. A second suggestion is more targeted training for teachers
to develop strategies for use in the classroom based on the child’s cognitive profile. Doctors Astle, Bathel and Holmes wrote an interesting summary of their work in the TES, November 2nd 2018 “Look Beyond the Label”.
Implementing Change
Schools are continually looking for ways to improve learning outcomes. To this end, managers will want to implement new strategies that they believe will enhance performance. However, identifying a different approach or teaching strategy is one thing, implementing it is something completely different. In your teaching career, how often have new initiatives been tried? Then, of these initiatives, how many have become successfully embedded in your school’s practice and how many have stalled, before eventually petering out? Jo Lamb, writing in the TES, believes that insufficient time and consideration are given to the implementation process. (Implementation: it’s not what you do, it’s the way you do it” TES Leadership 19th October 2018). She refers to the Education Endowment Foundation document “Putting Evidence to Work: a school’s guide to implementation”. There is evidence to suggest that effective schools commit as much time and energy on how to implement a change as they do to the change itself. Given this fact, Jo Lamb asks five questions relating to the process of change: 1. Has enough preparatory work been done prior to the change? In other words, are teachers on board with the proposals? Has time been allocated for INSET and mentor support? If experienced staff can lead from the front, the proposed change will have more credibility. 2. Is implementation a process or an event? Jo Lamb argues that it must be the latter; implementation should be part of a cycle of school improvement, not a ‘one off’. The EEF document identifies four stages to change:- explore, prepare, deliver, sustain. In the current climate, implementation should not increase workload but aim to do fewer things more effectively. How to sustain a new initiative should
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be thought through before its introduction; support should be proactive rather than reactive. 3. What is the problem? The school needs to be very clear, not only about what needs to improve, but also what are the factors necessitating a change of pedagogy. Jo Lamb gives the example of a primary school deciding that a reading intervention programme is needed – but is the problem due to the children’s lack of phonic skills, or is it a case of poor reading comprehension. 4. Will the intervention work for us? This requires a close examination of the evidence. Has the intervention been shown to work in other schools with very similar intakes? Ideally, a randomised trial should be conducted to see if the proposed changes are effective before the school adopts it wholesale. 5. How faithful do we need to be? When adopting new practices, schools must match the commitment made by others where the intervention has been shown to work.
NFER Survey
NFER has published an extensive study on factors relating to teacher supply in England. “Teacher Workforce Dynamics in England”, published October 2018 The executive summary, (pages 1-8 of the report) encapsulates the current issues relating to teacher retention. The summary makes 12 recommendations to the DfE that it believes might help to address the current problems. Amongst other things, the summary notes that: • The number of secondary age pupils is predicted to rise by 19% between 2017 and 2027. Whilst the government has concentrated its efforts in recruiting more graduates, the NFER, the National Audit Office and a House of Commons Select Committee have all urged the government to focus more on teacher retention. • In a five-year period, 2010 to 2015, the percentage of working age teachers leaving the profession increased from 8.9% to 10.3% in primary schools and from 10.8% to 11.8% in secondary schools. The report also notes a marked increase in the proportion of teachers changing jobs within the school system: - a 60% increase at primary level and a 97% increase at secondary.
• Maths, science and MFL leaving rates are above the average. Humanities teachers have the lowest leaving rate. • Unmanageable workload is the most common reason cited for teachers leaving the profession. NFER notes the “peaks and troughs” nature of teaching. The intensity of the work during term time, interspersed by periods of relative calm, is likely to contribute to stress. The data suggests that falling job satisfaction is a significant factor in teachers’ decisions to leave the profession. • Teachers are not primarily motivated to leave by the prospect of better pay. Teachers who move to other occupations take, on average, a 10% pay cut. • In secondary schools, a lack of part time working opportunities is contributing to teachers leaving the profession. Primary schools have a higher proportion of part time teachers.
Teacher Recruitment & Retention
Statistics provided by the DfE show that 29,225 post graduates started teacher training last September. The total is the highest for 7 years but still falls short of the DfE’s target. Only 49% of the target figure signed up for physics. Maths recruitment is also struggling, with only 71% of the target achieved. There are currently bursaries of up to £28,000 plus early career cash incentives, but shortages remain in many subject areas. Only geography, history, English and primary teaching have surpassed the government’s target figures. The principle difficulty the DfE faces is the fact that physics and maths graduates can earn considerably more in industry than they ever will as a teacher. The Times 30th Nov 2018 , ‘Too few maths teachers as golden hello fails to add up’. Nicola Woolcock. Taken from a YouGov poll of teachers on November 2018: • 84% do not feel their profession is valued by society • 83% feel stressed, 32% ‘very stressed’ • 46% feel that morale has declined in the last year • 38% have low morale • 83% responded that helping pupils develop and achieve was their primary reason for teaching. • 58% are satisfied or very satisfied with their job.
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Latest Research FOBISIA supports its Member Schools in various ways, including sharing of the latest research of relevance to British international schools within the Asia region. "Teaching needs an ecosystem that supports evidence-based practice. It will need better systems to disseminate the results of research more widely, but also a better understanding of reserch, so that teachers can be critical consumers of evidence." - Ben Goldacre, Senior Clinical Research Fellow, Centre for Evidence-Based Medicine, University of Oxford
Researching the Wellbeing of Students & Staff in International Schools By Anne Keeling, Communications Director, ISC Research This summer, over 1,000 international school teachers and leaders completed the first ever international school wellbeing research. The survey, which included quantitative and qualitative questions plus some interviews, asked respondents about their own wellbeing as a professional working in an international school, and the wellbeing of their students. The research was conducted by a partnership between International Educational Psychology Services (IEPS) and Cardiff University School of Psychology, supported by ISC Research. It engaged teachers and leaders from international schools in 70 countries, representing every region of the world.
Supportive relationships, robust communication, effective support systems and clear, strong leadership were identified as key factors for the establishment and maintenance of staff and student wellbeing in international schools. These factors appear to be very powerful in counter-balancing the impact of more negative aspects of international school life, which include workload demands and pressure for results amongst teachers, and mobility between schools and academic pressures amongst students.
Over half of the respondents (51%) were classroom teachers, 22% of whom had management responsibility. 21% were in a leadership role, 11% were specialist teachers, and 5% were teaching assistants. The international experience of the respondents was extensive; 40% had between 4 and 11 years, and 35% had over 12 years of experience teaching or leading in international schools. The size of schools varied significantly: 46% of the schools represented in the research had over 1,000 students enrolled, while 24% had less than 400.
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Authors of the research, Angie Wigford of IEPS and Andrea Higgins of Cardiff University School of Psychology commented that, “although we were very aware that international schools have significant challenges, some of which are reflected in the wider education sector (for example, academic pressure), the biggest surprise was how positive many people were, how their wellbeing was high, and how they were therefore able to take a positive view on challenging areas and recognise what was working well for them.” The survey produced some other unexpected results. It identified that a school’s environment, facilities, resources and class sizes do not guarantee that staff or students will be happy or work to the best of their ability, rather it is relationships that impact most on student and staff wellbeing. “We know relationships in education are really important for resilience and mental health, however, we were struck by just how fundamentally important they were for the people in the international school sector,” said the authors. “We felt that, in part, this was because people were often moving away from their families and established relationships, and that transitioning between schools can be traumatic for anyone.” The research suggested that teachers and counsellors play an active part in the wellbeing of their colleagues and students. “What they do can make a huge difference,” said the authors. “Attitude, positivity and respect are important. A sense of belonging is a basic
human psychological need, and leaders and teachers need to be aware of the importance of this for both student and staff wellbeing.” It became apparent from the research that some international schools have an ethos and practice that actively promotes and supports staff in their potentially challenging aspects of school life, but other schools do not seem to acknowledge it. The research identified that a lack of acknowledgement by the school caused difficulties for staff and presented barriers to the development of a sense of belonging. Several clear objectives for international school senior leadership teams came out of the results from the wellbeing study. One of these was recognising the value of positive relationships, which do not happen automatically but need to be enabled in strategic ways. Many respondents expressed that when positive relationships are encouraged in a range of contexts (staff to student, staff to staff, student to student, staff to parent, and so on), this impacts positively on the whole school. “Simple steps can make a big difference,” said the authors. “Ethos is important. Interventions do not work well without also having a whole school ethos encouraging positive relationships”. The research identified that frequent and unexplained change causes significant challenges to wellbeing
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and clear communication in preparation for change is beneficial. It also suggested that teachers value autonomy highly; feeling respected when they are trusted to do their work independently. Micromanagement and unexplained top-down decisions impact negatively on staff. International schools may face many challenges that staff and students have to manage, but it is concluded that where they have strong, supportive relationships, people are more able to cope. The full wellbeing report, which includes analysis of both the qualitative and quantitative research, is available free from ISC Research at enquiries@iscresearch.com.
SAVE THE DATE... 2019 Teaching Community Conference 15-16 November 2019
Be part of the third FOBISIA Teaching Community Conference in Asia Excellent CPD and networking opportunities A great opportunity to visit Penang, Malaysia Held at St. Christopher’s International Primary School (SCIPS)
Further details to come via your CPD Leader...
www.fobisia.org/teacher events/biennial teaching community conference
Wish you could connect with colleagues in your school and and others across Asia to ask questions, collaborate and share practice? Join the FOBISIA Community Forum.
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FOBISIA's Member Schools Thank you to our 61 Member Schools for promoting excellence, high achievement and best practice in British curriculum schools in Asia; and a warm welcome to our new MemberSchools! MEMBER SCHOOL*Associate Member LOCATION SCHOOL CODE Bangkok International Preparatory & Secondary School Bangkok, Thailand BPREP Bangkok Patana School Bangkok, Thailand BPS British International School Hanoi Hanoi, Vietnam BISHN British International School Ho Chi Minh City Ho Chi Minh City, Vietnam BISHM British International School, Phuket Phuket, Thailand BISP British School Jakarta Jakarta, Indonesia BSJ British Vietnamese International School Hanoi, Vietnam BVISHN British Vietnamese International School Ho Chi Minh City, Vietnam BVISHM Bromsgrove International School Bangkok, Thailand BIST Canadian International School, Bangalore Bangalore, India CIS Charter International School Bangkok, Thailand CHA Discovery Bay International School Hong Kong DBIS Dover Court International School Singapore Singapore DCISS Dulwich College Beijing Beijing, China DCB Dulwich College Seoul Seoul, South Korea DCSL Dulwich College Shanghai Pudong Shanghai, China DCS Dulwich College (Singapore) Singapore DCSG Dulwich College Suzhou Suzhou, China DCSZ elc International School Selangor, Malaysia elc Garden International School (Kuala Lumpur) Kuala Lumpur, Malaysia GISKL Garden International School, Eastern Seaboard, Bang Chang Rayong, Thailand GISR Harrow International School Bangkok Bangkok, Thailand HISB Harrow International School Beijing Beijing, China HISC HELP International School, Kuala Lumpur* Kuala Lumpur, Malaysia HIS International School Brunei Brunei ISB Jerudong International School Brunei JIS Kellett School Hong Kong KSHK Kinabalu International School Sabah, Malaysia KIS Kolej Tuanku Ja’afar Negeri Sembilan, Malaysia KTJ Nord Anglia International School Shanghai, Pudong Shanghai, China NAIS North London Collegiate School Jeju Jeju, South Korea NLCS Panyathip International School, Laos* NEW Vientiane, Laos PIS Prince of Wales Island International School Penang, Malaysia POWIIS Regents International School Pattaya Pattaya, Thailand REGP Renaissance International School, Saigon NEW Ho Chi Minh City, Thailand RIS Seoul Foreign School Seoul, South Korea SFBS Shenzhen College of International Education Shenzhen, China SCIE Shrewsbury International School Riverside, Bangkok, Thailand SHR Sri KDU International School Selangor, Malaysia SKISS St. Andrew's International School Bangkok Bangkok, Thailand StAB St. Andrew's International School, Green Valley Rayong, Thailand StAG St. Christopher’s International Primary School Penang, Malaysia SCIPS St. Stephen’s International School Bangkok & Khao Yai, Thailand SIS Taipei European School Taipei, Taiwan TES Tanglin Trust School Singapore TTS The ABC International School Ho Chi Minh City, Vietnam ABC The Alice Smith School, Kuala Lumpur Kuala Lumpur, Malaysia KLASS The British International School of Kuala Lumpur Kuala Lumpur, Malaysia BSKL The British International School Shanghai, Puxi Puxi, China BISSPX The British School of Guangzhou Guangzhou, China BSG The British School Kathmandu Kathmandu, Nepal TBS The British School Manila Manila, Philippines BSM The British School New Delhi New Delhi, India TBSND The British School of Beijing, Sanlitun Sanlitun, China BSBSLT The British School of Beijing, Shunyi Shunyi, China BSBSY The English School of Mongolia Ulaanbaatar, Mongolia ESM The International School @ ParkCity Kuala Lumpur, Malaysia ISP The International School of Penang (Uplands) Penang, Malaysia ISPU The Regent’s International School Bangkok Bangkok, Thailand REGB Traill International School Bangkok, Thailand TIS Wellington College International Shanghai Shanghai, China WCCSI
Ensuring high quality British-international-style education through shared professional development, student enrichment events, and mutual support between Member Schools in 15 countries across Asia for 30+ years.
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