Shaping the Future by Nord Anglia International School Dublin

Shaping the Future Nord Anglia Education Europe Regional Virtual Conference 2021 Thursday 11 March & Friday 12 March 2021

Dear Delegates I would like to welcome you this year’s conference as we share our understanding of what ‘Shaping the Future’ means in our schools today. We have presenters and delegates from our schools across the region coming together virtually rather than in person in Dublin as planned last year. An experience, of which we were sadly robbed last year at the eleventh hour by the escalation of COVID-19 in Europe. Teachers and Principals are joined by students virtually from our schools for the first time. They will also be presenting on the immense challenges that face our planet and what can be done to meet these challenges. Together we will learn and enjoy the camaraderie of being members of the Nord Anglia family of schools. Thank you to those of you who have volunteered to present at the conference and to share your expertise and experience specific to skills required to effect positive change with respect to the safeguarding of our planet. The topics included in this year’s conference are impressive and in line with our vision to enable transformational education across our schools. I hope that you enjoy our conference and that you will return to your schools with much to share and proud of the achievements in our family of schools. I look forward to meeting you virtually in Dublin. Kevin Foyle Regional Managing Director, Europe 2

Contents 4

Welcome from Dublin

Event Performance

Meet our Presenters

Agenda

Workshop Information

Hello and welcome to our European Virtual Conference! The Conference is entitled ‘Shaping the Future’ and is all about sharing ideas of how to do just that. We were all ready to travel to Dublin last year when on the eve of the conference we all went into lockdown. Unable once again to physically assemble here in Dublin, undeterred, we are pressing ahead enthusiastically with our virtual conference. We are delighted to have students from our European schools participating and presenting for the first time ever. This, the organising committee saw as essential because it is the youth of today around the world that has led a huge clarion call for the older generation to behave more responsibly and show more leadership with respect to the safeguarding of our planet. At the front of your awareness, as you listen to our Key-Note speaker, Sir Tim Smit, move through the workshops you have chosen and our final two plenary sessions, ask yourselves the question: “What sort of young people are inheriting the stewardship of our planet? Will they shape its future more effectively than their forebears?” What will your own answer be to those questions by the end of the conference? I look forward to a very insightful and innovative conference. Paul Crute Principal, Nord Anglia International School Dublin 4

Performance To open our conference "Irish style", we welcome Sophia Zaros, Grade 10 NAIS Dublin student, and Hannah Picasso, Head of Performing Arts at NAIS Dublin, to perform a song that aligns with the theme of environmentalism. "Song for Ireland" was chosen as it portrays the majestic beauty of Ireland, and in so doing, illustrates to everyone what we stand to lose if we don’t treasure our planet enough to safeguard it! Walking all the day, near tall towers Where falcons build their nests Silver winged they fly They know the call of freedom in their breasts Saw Black Head against the sky Where twisted rocks that run down to the sea Living on your western shore Saw summer sunsets, asked for more I stood by your Atlantic sea And sang a song for Ireland Talking all the day with true friends Who try to make you stay Telling jokes and news Singing songs to pass the night away Watched the Galway salmon run Like silver dancing darting in the sun Living on your western shore Saw summer sunsets, asked for more I stood by your Atlantic sea And sang a song for Ireland Singing all the day in old towns Where fiddlers love to play Someone touched the bow He played a reel It seemed so fine and gay Stood on Dingle beach And cast in wild foam we found Atlantic bass Living on your western shore Saw summer sunsets asked for more I stood by your Atlantic sea And sang a song for Ireland Dreaming in the night I saw a land Where no one had to fight Waking in your dawn I saw you crying in the morning light Lying where the falcons fly They twist and turn in your e’er blue sky Living on your western shore Saw summer sunsets asked for more I stood by your Atlantic sea 5 And sang a song for Ireland

Keynote Address Sir Tim Smit, Vice-Chair and Cofounder Eden Project, Cornwall Sir Tim Smit is best known for his achievements in Cornwall. He ‘discovered’ and then restored ‘The Lost Gardens of Heligan’ with John Nelson, which is now one of the UK’s best loved gardens having been named ‘Garden of the Year’ by BBC Countryfile Awards (Mar 2018). Tim’s book ‘The Lost Gardens of Heligan’ won Book of the Year in 1997.

Tim is Executive Vice-Chair and Co-founder of the multi awardwinning Eden Project in Cornwall. Since its opening in 2001, over 22 million people have come to see a once sterile pit, turned into a cradle of life containing world-class horticulture and startling architecture symbolic of human endeavour. Tim is also Executive Co-Chair for Eden Project International which aims to have an Eden Project on every habited continent by 2025.

Stacey Carmichael, UNICEF Programme Manager Stacey Carmichael is a US native currently living in the UK and having lived and worked across the globe. With a Bachelor’s in Education and a Master’s in Violence, Conflict and Development from SOAS, her current role as UNICEF Programme Manager within Nord Anglia’s Education Team marries her two passions perfectly education and social impact. In a former life, Stacey has taught in Kenya, South Korea and Kuwait, including police officers in the Republic of Georgia; has led teacher training workshops in Uganda, India and Myanmar; and has acted as a Special Rapporteur on Urban Infrastructure in South Korea. More recently, she has just launched a bespoke, international Social Impact Award, utilising UNICEF UK’s Rights Respecting Schools framework, to encourage all Nord Anglia schools to continue their great work of embedding the Global Goals and the UNCRC at the heart of their schools.

Ilike Kamsova, Prague British International School Alumna Ilike Kumsová graduated from the Prague British International School in May 2020. Finding her passion for the student magazine Emerge which she founded and led for two years, she is now studying her bachelor’s degree in Journalism at the Charles university in Prague. Activism has always been a great passion of hers. Organising events to raise money and awareness of the issues which concern UNICEF, Fridays for Future and other charitable and social justice organisations. In July 2019 she got the honour to speak in the United Nations in New York. Her speech in the General Assembly about Global Goal 16 Quality Education opened the Sustainable Development Goals Summit.

Kisum Chan, The British International School Ho Chi Minh City Alumnus Kisum is a Forbes 30 Under 30 social entrepreneur and co-founder of Rice Inc, an agtech startup that develops tech-based solutions to fight the 30% of production waste occurring in the rice industry. Rice Inc was founded in 2018 during Kisum’s time at UCL. Since then Rice Inc has been recognised as a leading social enterprise that’s changing the world by winning several accolades. In particular Rice Inc has won the prestigious $1 million Hult Prize in 2018, supported by Bill Clinton, and has even been featured in leading news outlets including the BBC, Business Insider and Forbes.

Aurelia McNicol, Programme Director at Collège Alpin Beau Soleil Aurelia McNicol is a Programme Director at Collège Alpin Beau Soleil. She has presented research on Reflection and the Implementation of the SDGs as part of KS3 as well as leading workshops on plurilingualism at conferences such as ‘Practical Pedagogies’. A synaesthete with Grapheme-color and Ordinal linguistic personification, she has closely worked on/with High Potential linguists for over 15 years with agencies and communities such as Gifted and Talented London, Eton and Libellule in Lausanne. Aurelia has always been passionate about stretching her students and peers through creative and inquisitive pathways, particularly enjoying the breadth of possibilities cross-curricular projects offer.

Hyeokjun Kim, British International School Bratislava Hyeokjun Kim is a passionate IB student who enjoys being put up against walls, whether it is related to academic studies or co-curricular activities. After being introduced into MUN in Year 8, he now has over 15 experiences under his belt which has opened doors for him to talk to big audiences about global issues that the youth must understand and encompass. He has had the chance of representing his school at the annual United Nations Summit of 2019, which allowed him to understand the power the youth holds. He is currently aiming to support and encourage the younger generation into strengthening their voice and delivering a powerful message. He strongly believes that the youth, together, can make an impactful change that can spread a tiny ripple of hope for the future generations.

Hyunsoo Kim, British International School Bratislava

Daniel Tsai, British International School Bratislava

Hyunsoo Kim is a year 13 student in the British International school of Bratislava. He has actively participated in the Eco committee as a member, giving ideas and opinions on projects related to environmental issues. He has organised the eco sleepover to raise awareness of the theme ‘Less is more’. Furthermore, he has contributed by opening assemblies to inform the whole secondary school of the yearly theme. Hyunsoo has a vision to encourage participation of students as well as parents on environmental issues as they can make a big change.

Daniel Tsai is an Eco Committee member. He has contributed on organizing assemblies and is enthusiastic about making a change in the school.

Kika Chen, British International School Bratislava

Jaeho Choi, British International School Bratislava

Kika Chen is a year 13 student and is currently an Eco Committee member and was the former Eco deputy student leader for 2020. She changed her thought about environmental issues a lot after joining the Eco Committee and she started to believe, ‘small changes make a big difference’.

Jaeho Choi is a year 13 student who is the former eco student leader of the school. He has been involved in the eco committee since the beginning of year 12 and has been actively participating in related activities such as organizing eco-sleepover, volunteering at a Christmas bazaar to raise awareness of recycling, and opening assemblies for school staff to increase awareness of our environmental goals. He is looking forward to make the best of this opportunity and work toward a better, sustainable world.

Ben Turner, Head of Secondary at The British International School Budapest Ben Turner has over a decade of international experience, across Latin America, South East Asia and Europe. Throughout his international career he taught in International Baccalaureate schools, teaching Mathematics and Theory of Knowledge. Ben believes that a first class education is one that secures academic success alongside the development of the skills and abilities to build confident, principled, independent and caring young people. This is best achieved through a broad educational provision including well-structured elements of service learning.

Rachel Rhodes, English Teacher and Service Learning/ CAS Coordinator at The British International School Budapest Rachel Rhodes has worked as an English Teacher in Nord Anglia schools in China and Hungary. Rachel is committed to an education that helps students become life-long learners with the knowledge, skills and mind-set to continue learning, developing and being successful long after they leave school. She is motivated by enabling students to achieve highly and engage with real world issues, and believes that through their education, students should be prepared to be socially responsible, motivated leaders, with the ability to make a genuine difference in the world.

Lyndsay Marcu, Teacher at The British International School Budapest

Richard Dyer, Principal at The British International School Budapest

Originally from Northern Ireland and a Primary class teacher for 18+ years. MA International Education, King’s College London. Teaching experience in UK and central/ Eastern Europe. I have worked for NAE 13 years in various roles: class teacher, key stage 1/ 2 leader, pastoral & service- learning coordinator. In my spare time I work alongside organisations who are keen to improve living standards for Roma families through education and training. I have partnered with local schools and NGO’s in Ukraine, Romania & Hungary to provide teacher training and led summer camps for young people and adults. I believe every child should have the opportunity to receive an education, regardless of their socio-economic background.

Richard Dyer has been Principal of The British International School Budapest since 2015. As a leader used to “getting things done working with and through others”, he employs a range of techniques in his day to day work to turn values into action. His school in Budapest has just launched a five year strategic plan with the headline, “Empowered Students; Sustainable School.” A long term supporter of ocean conservation, Mr Dyer has been involved in underwater fauna surveys and clean-ups in Hong Kong and The Philippines, and has had his underwater photographs published in campaign books by the World Wide Fund for Nature. Twitter @RichardMDyer LinkedIn: https://www.linkedin. com/ in/richarddyerbudapest

Alex Catallo, Teacher at The British International School Budapest

Kate Bayford, Teacher at The British International School Budapest

Alex is a Biology teacher at the British International School Budapest. She has enjoyed a diverse 20 year career, which includes teaching in the U.K. State System and International Schools in Japan and Bahrain. She has worked as a freelance curriculum designer in the United States and has a keen interest in empowering students to build a vision of a sustainable future. She holds a MSc in Sustainable Development and is a LEED Green Associate. In Bahrain she coordinated the TOK program and initiated a mentorship program to train Year 12 students to design and deliver Philosophy for Children within the school. Alex is an examiner for the IB in TOK, Extended Essays and IB Biology. Additionally, she is a faculty member at Sustainability Education and operates as their Education Designer and facilitates the webinar series ‘Case Studies for Change.’

Kate Bayford is a Geography teacher at the British International School Budapest with international experience in Asia and wide ranging experience of outdoor education. She is passionate about sharing with students a more positive approach to climate change and sustainability and to support them in developing the skills and confidence in their own agency to effect positive change in an increasingly volatile world.

Marta Gehring, Former Parent at Collège Champittet

Eva Attias, Collège Champittet Alumni

Marta is an ex-Champittet parent, and a current partner of the school for vocational and summer camp activities. Marta teaches Entrepreneurship at the University in Bern as well as with Innosuisse, the Swiss Government’s innovation arm, where she teaches at the EPFL innovation park in Lausanne. Marta co-founded TechSpark Academy which since 2015 has educated over 1’600 young people across 12 of the best schools around Switzerland from Geneva to Zurich. TechSpark Academy exposes young people to today's digital media, coding, cybersecurity and more, with a focus on practical, hands-on learning. In 2020, TechSpark Academy was the recipient of the UK’s Corporate Livewire award for most innovative education specialist in Switzerland.

A Champittet alumnus, Eva is passionate about sustainability and is currently completing her bachelor’s degree in Global Sustainable Development & Sociology at Warwick Eva is active in her University community. She is general secretary of Warwick Kickstart Society, dedicated to helping campusbased start-up and students to get the opportunities they deserve in the industries of the future. As secretary she is in charge of the well-being of the society's executive members, ensuring it was a comfortable environment for team members to thrive in, providing guidance and help, and organising socials for both exec and members of the society to enjoy. Eva is also president of the Warwick Bass Society is the sole underground-electronic music society on campus with 16 execs and +100 members, which has helped with the organization of music events of +200 attendees

Victor Kuznetsov, Collège Champittet

Kylia Maget-Peyre, Collège Champittet

Victor Kuznetsov is a highly motivated Swiss Maturité student in year 14. He has put in place led many different school projects like the MUN Club, the school newspaper blog based on politics and environment, the Global Challenges. He implements responsibilities as a class delegate, representative of Swiss Maturité Secondary section in the School Council, representative of the Champittet Foundation. Having a large amount of experience in the academic domain and in student driven actions, Victor is ready to share his ideas about the topic at the upcoming Conference.

Kylia Maget-Peyre is a bright, lively and very motivated IB student in DP1. She has always been eager to discover the world and to expose herself to different cultures, from humanitarian projects in Africa, to living with nomades in Mongolia, or going studying for a year abroad. She is a creative and proactive delegate in the Champittet Foundation and the MUN Club. She has also worked in student jobs to get some financial independence since the age of 14. Kylia is an excellent example of a young independent woman in today’s changing world.

Misha Alimov, Collège Champittet Playing a leading role as a students’ voice for many years in his school and being highly enthusiastic, Misha Alimov combines studying in the IBDP year 2 and multiple functions to which his was elected or chosen. Having led several charitable actions with the school’s Foundation, engaged with the leadership team at various levels and represented the student community as the head delegate of upper secondary and the boarding house, he remains energetic and reliable. All of the students have lived in different countries and can be called true global citizens, aware of its problems and engaged to solve them. They all appreciate the numerous opportunities Collège Champittet has given them to make and develop all the necessary skills.

Dana Bauer, Teacher at Collège Champittet Dana Bauer is an English teacher who has worked in Collège Champittet for 19 years. She is also responsible for the MUN school club and she has been the Global Campus leader for 8 years. She has accompanied students to different meetings (NAE UNICEF Summit in New York, Global Orchestra in New York, several MUN conferences in Switzerland) and expeditions (Tanzania).

Cendrine Colin, Teacher & CAS Coordinator at Collège Champittet Cendrine Colin is an art teacher and CAS Coordinator. She leads the Share a Dream project at the school and is highly engaged in the Foundation’s humanitarian projects. Besides working at Collège Champittet for many years, Cendrine exhibits her art at different exhibitions. She is fascinated by the artistic expressions of political doctrines and has travelled to North Korea for that reason. She thrives in helping students become a better version of themselves and lifelong active members of society.

Georgio Pauen, Collège Champittet Georgio is the CEO of ViaTalenta Group, the family’s investment and incubation firm. He drives innovation, sustainability and impact across Energy & Environment, Health Care & Wellness, Education, ImpactArt and Media & Entertainment portfolio companies. A reputable theatre director and executive advisor by trade, he designs, delivers and directs programmes, events and work sessions on the future of education, leadership and public engagements. He leads Group’s ViaTalenta Academy and GMP Studios.

Emily Lyons, Nord Anglia International School Dublin

Leah Rickard, Nord Anglia International School Dublin

Emily Lyons is an IBDP student. Her interests include the creative arts and sports. Emily loves to travel and be outdoors with her dog!

Leah is originally from America and is IBDP student. Leah is currently aiming to study Pharmacy, as well as to continue to thrive in her ongoing sailing campaign.

Nadia Zakaria, Nord Anglia International School Dublin

Kathy Liu, Nord Anglia International School Dublin

Nadia Zakaria is an IBDP student from Malaysia. Nadia aspires to be a doctor in the future and enjoys sports including cross country, track & field, touch rugby, and softball among others.

Kathy Liu is an IBDP student from China. Kathy is classically trained on the piano and aspires to be a psychiatrist in the future.

Tazkia Ayesha Sinan, Nord Anglia International School Dublin Tazkia Ayesha Sinan is a Maldavian Grade 7 student who currently resides in Dublin. Tazkia plans to study medicine in due time. She enjoys leisure activities of many sorts, and aims to devote herself completely to her work.

Venetia Hamilton, HR Manager at Nord Anglia International School Dublin Venetia Hamilton is HR Manager based in NAIS Dublin (MCIPD, MA), and is also a qualified Nutritional Therapist. Venetia is interested in all things related to health and wellbeing.

Raemie Begley, Teacher at Nord Anglia International School Dublin

Lawrence Hill, Teacher at Nord Anglia International School Dublin

Raemie Begley has a degree in Biochemistry and is a STEM teacher in NAIS Dublin, and has a keen interest in the environment and conservation, she has worked with students on sites of endangered species in local environments in Los Angeles. Raemie loves working outdoors and enjoys organising service-learning for her students.

Lawrence is a dedicated International Baccalaureate Educator who is a Senior Examiner of IB Diploma Geography and Extended Essays. After graduating from the University of Canterbury, Lawrence began his teaching career 11 years ago in West Auckland at one of New Zealand´s largest and most ethnically diverse high schools. His first international posting was in Jakarta, Indonesia and for the past 5-and-a-half years he has called Lima, Peru home. While in Lima, he has been a Head of Geography and in charge of Student Development and Opportunities.

Deniz Cem Sahin, Nord Anglia International School Dublin

Nicole Oprisan, Nord Anglia International School Dublin

Deniz Cem Sahin is a Turkish IBDP student and the Student Council President of NAIS Dublin. He has competed in fencing at the national level and aims to study business at a US university in the future.

Nicole Oprisan is an IBDP student Nicole is classically trained in the flute and aspires to study aviation to become a pilot in the future.

Jason Li, Nord Anglia International School Dublin Jason Li is an IBDP student. Jason is a classically trained pianist aiming to complete a diploma for Music Teaching and Performance before studying Medicine in the future to become a General Practitioner.

Adam Seymour, Assistant Head of Teacher at La Côte International School Aubonne Adam was born in the Northeast of the UK where he worked and lived until moving to Mexico City – where he began working at hs first International school. Adam then moved to Turin, Italy before working at Brighton College Abu Dhabi. Before teaching, Adam achieved a BA (Hons) History degree from the University of Leeds, followed by a PGCE. He also successfully completed his MA in Education from the Institute of Education, University College London. Outside of the classroom, Adam enjoys a variety of sports such as football, swimming and running. I also have a strong passion for music and like to unwind playing on my acoustic guitar

Sofia Pereira, La Côte International School Aubonne

Max Harley, La Côte International School Aubonne

Despite living in Switzerland for most of my life, Sofia was born in South Florida, and moved to Switzerland in 2006. She began her education in a Swiss public school and moved to La Côte International School in 2011. Currently, Sofia is in the first year of the IB, and will be graduating in 2022. She takes her studies very seriously, and loves learning as it allows her to expand her knowledge across a range of fields. In addition to academics, Sofia am passionate about a variety of things, including art, film, languages, and sports.

Max was born in South Africa but soon moved to Switzerland and lived there for nine years. Max then moved around a lot more before finally settling down in Switzerland again where he is currently completing my IGCSE course. Although Max believes school is a major part of his education, Max also enjoys sport and take part in as much as possible. Last year, amongst others, Max successfully summited Mount Kilimanjaro! Max also enjoys sailing very much and is currently competing in the national, and European tournaments in his category.

Hannah Frain, La Côte International School Aubonne

Olly Corbin, Teacher at Collège du Léman

Hannah was born in Switzerland and have always lived there since, yet she is Irish and French. She started her education in the Swiss public school. Then moved to La Côte International School in Year 6 and is now completing the DP. Hannah enjoys learning and school in general. With school, she have been given the opportunity to take part in the conservation trip in Tanzania, adding to this IA bronze which she is aiming to peruse with gold next year. Outside and in school, Hannah enjoys drama, geography, film and netball along with other subjects.

Olly Corbin has been a high school teacher for 12 years, mainly teaching IB Geography, Environmental Systems and Societies and IBCP Sustainability Management. He studied BSc Earth Sciences at Cardiff University and a PGCE Design and Technology through Exeter University. Before his involvement in Secondary Education, he worked for DEFRA, the Rural Development Scheme and in Environmental Stewardship (UK).

Ilan van Leeuwen, Collège du Léman

Anna-Lina Gharaibeh, Collège du Léman

Ilan is 16 years old. He is Swiss and Italian from his mother’s side and Vietnamese and Dutch on his father’s side. Throughout his entire life he has lived in Switzerland and attended Collège Du Léman. Beyond school Ilan has many hobbies; he is a very sporty person and plays in the schools’ varsity rugby team. He also plays a lot of basketball, works out every day and rides his bike to school each day to keep fit! He is very creative and likes to create online and animated backgrounds for others to use.

Anna-Lina is 16 years old, is Swedish-Jordanian and has attended Collège Du Léman for 9 years. She was born in Geneva and moved to Syria at the age of 3, where she attended an American school that was ultimately shut down due to the on-going conflict between the US and Syria. She moved to Jordan in 2009 and lived there for 3 years until her move back to Geneva in 2012. Anna-Lina enjoys teaching herself how to play musical instruments, such as the ukulele and the guitar. She has been a member of the CDL football team since she was 8 years old and played in the regional football club for 3 years. She enjoys going to new places with her friends and spending time socializing and meeting new people.

Seraina Lutz, Collège du Léman Seraina is 16 years old. She was born in the Netherlands and then I moved to Paris at the age of 2 months. She lived in Paris for 2 years and attended preschool there. She then moved back to the Netherlands for the next 8 years, attending the international school ‘Alberdingk Thijm’ in Hilversum. At the age of 10 she moved to Istanbul, where she attended the ‘Istanbul International Community School’ for 1.5 years before moving to Singapore. In Singapore she went to the ‘Stamford American International School’ for 4 years before moving to Geneva. Whilst in Singapore Seraina started playing soccer and now plays soccer both in and outside of school.

Mirsadi Mirhadiyev, Collège du Léman Mirsadi is 17 years old. He was born and raised in Baku, Azerbaijan and lived there for nine years. At the age of nine (grade 4), he moved to Berlin but had no English. In Berlin he attended the Berlin British School for 5 years before a move to Dubai, where he studied for a year in the Dwight School Dubai. He is now in Switzerland in his second year in Collège du Léman. Mirsadi’s interests and activities in and beyond school include boxing, horse riding and gaming. Throughout his experiences in different countries, he has participated in many sports, such as tennis, basketball, judo and volleyball. He recently discovered computer programming and, so far, is very bad at it but hopes to get better with practice!

Patrick Mcllduff, International College Spain Patrick McIllduff is an IBMYP 5 (Grade 10) student from Ireland. Patrick has actively participated in the NAE Tanzania Expedition two times and uses his experience to contribute to his academic life frequently. He will be supported by Dr. Jennifer Barnett who is from the USA and is the MYP Coordinator and Coordinator of Quality Assurance. Jennifer is also a highly experience school accreditor and evaluator of IB programmes.

Dr. Jennifer Barnett, MYP Coordinator at International College Spain Dr. Jennifer Barnett is from the USA and is the MYP Coordinator and Coordinator of Quality Assurance. Jennifer is also a highly experience school accreditor and evaluator of IB programmes. .

Fátima Del Rio Canto, International College Spain

Norah Kishinchand Figueroa, International College Spain

Fátima is Mexican and moved to Spain 2 years ago. Fátima has an exceptional sense of globalization, which has inspired her, alongside classmates, to start an in-school movement, called Inspiring Change in Society. It is a student-led group which raises awareness to crucial humanitarian issues such as climate change and poverty and motivates the ICS community to assume responsibility and take an action. As part of her campaign, she has a very strong and powerful video that describes teenagers concerns about global changes in times of COVID-19. The video got a lot of attention and was screened during the United Nations High Level Political Forum on sustainable development 2020.

Norah was born and raised in Spain but has Indian descendance. Norah has an exceptional sense of globalization, which has inspired her, alongside classmates, to start an in-school movement, called Inspiring Change in Society. As part of her campaign, she has a very strong and powerful video that describes teenagers concerns about global changes in times of COVID-19. The video got a lot of attention and was screened during the United Nations High Level Political Forum on sustainable development 2020.

Egor Kuzmichev, The International School of Moscow Egor Kuzmichev is a student in Year 11, who has a very keen interest in the sciences. He recently completed work experience in a hospital and aspires to become a neurosurgeon. He is an awardwinning MUN delegate and member of the school’s committee on tackling climate change. Egor is an accomplished musician, having played the saxophone for a number of years, and enjoys art. He has recently taken a lead role in working with school leadership to review how the curriculum can include more content on sustainability and how these can be linked to the Sustainable Development Goals. In June 2020 he was named Student of the Year in the Secondary School at ISM.

Ian Storey, Head of Secondary at The International School of Moscow Ian Storey is Head of Secondary and Krylatskoe Upper Campus (Years 5 to 13). Since joining The International School of Moscow in 2012 he has been involved in the organisation of whole-school International Week programmes, which include the themes of cultural identity, world hunger, life journeys and carnivals. He currently presents The ROAR, ISM’s breakfast radio show, and has initiated podcasting and broadcasting events with students on a range of topics and projects.

Sophia Eberhand-Zolle, The International School of Moscow

Phillippa Tichotova, Teacher at The Prague International School

Sophia Eberhard-Zolle is a Year 11 student who has always taken a very keen and active interest in charitable causes. In the past she has set up her own charity events, notably the Kilo Project to help the homeless in Moscow. She has participated in MUN conferences in Europe where she presented on the topic of sustainable energy. Sophia has also worked closely with the Science department and Charity Committee to create environmentally-friendly care packages for those most in need. Another of Sophia’s areas of interest and research is how healthier lifestyles can impact positively on the environment. She aspires to go into the world of international relations.

Phillippa Tichotova teaches English, TOK and Global Perspectives at the Prague British International School. She has been involved in her school’s work with UNICEF since 2016. In 2018, she completed her master’s in International Education with King’s College London, winning the class prize, ‘Other Schools and Our Own’. Her research project focused on engaging students with the Sustainable Development Goals. She is also the NAE-UNICEF Regional Lead for Europe and has created a number of materials for the Social Impact section of Global Campus, most recently the Global Goal of the Month activity. She is currently helping develop the upcoming NAE-UNICEF Social Impact Award.

Agenda Thursday 11 March 2021

Time (GMT)

Item

Speaker

09:00 - 09:30

Introductory Session & Musical Interlude

Kevin Foyle, Paul Crute

09:30 - 10:30

Keynote Address

Sir Tim Smit

10:30 - 10:45 10:45 - 11:45

Break Session 1

11:45 - 12:45

Lunch

12:45 - 13:45

Session 2

Various

13:45 - 14:45

Session 3

Various

14:45 - 15:00 15:00 - 16:00 16:00

Various

Break Session 4

Various End

Friday 12 March 2021

Time (GMT)

Item

Speaker

08:00 - 09:30

Session 1

Various

09:30 - 10:30

Session 2

Various

10:30 - 11:00 11:00 - 12:00

Break Session 3

12:00 - 13:00

Various Lunch

13:00 - 14:00

Full Conference Workshop

Kate Bayford & Alex Catallo

14:00 - 14:45

Plenary

Kisum Chan

15:00

Closing Comments

Kevin Foyle

Workshops *All workshops are 'student and teacher' friendly unless indicated. "What will you do today to save the world?¨ - A case study in schoolbased, student-led activism. Fatima del rio Canto & Nord Kishinchand Figueroa International College Spain

We ought to emphasize our crucial role as privileged children in the process of shaping the future by taking actions every day that have the power to eventually change the world for the better. A 20 minute presentation will be delivered by us, followed by a 20 minute workshop. The presentation will introduce our message, and will be divided into 6 sections, consisting of: 1. History – suggest the idea of a vicious cycle of denial that humanity appears to follow. 2. Reality – present a range of serious and pressing issues facing the world such as a lack of education, poverty, discrimination, climate change. 3. Our responsibility – identify our part in prolonging these issues and suggesting an alternative path. 4. Solution (Empowerment) – promote the role young people can have in social change. The world is in our hands and we are the ones who should assume the responsibility of changing reality for us, and those in need. 5. Solution (Engagement) - reiterate the need to find ways to engage young people and adopt a sense of urgency. 6. Solution (Change Train) – Outline the way little actions and the so called “change chain” can lead to grander solutions and sustainable change.

Rights Respecting School Award: Aware, Committed, Respecting* Lawrence Hill Nord Anglia International School Dublin In order to be active in activism, one must first be grounded in their rights. The UNICEF Rights Respecting School Award, originally launched in the UK and recently piloted in Ireland, aims to embed children’s rights in daily school life and empower children to grow into responsible active global citizens. This workshop will look at the steps in the journey to becoming a Rights Respecting School and consider what lessons can be learnt in light of the newly established NAE Social Impact Award. You will be an active participant in the workshop so be prepared to engage!

ViaTalenta Foundation - “Building the Sustainability Mind-set”. Al Gore’s “Inconvenient Truth” film’s impact revisited Georgio Pauen

Collège Champittet

Creating Awareness & Personal Engagement Through Shared Experiences through two examples. Illustrations of how to effectively engage in research and apply knowledge to create concrete outcomes that empowers the next generation. The exclusive preview of Al Gore’s “An Inconvenient Truth” sequel to Champittet students and its impact will be discussed, as well as a programme called CREO Kids will be shared.

Why, What, How: Lessons learned and approaches taken in implementing Service Learning Projects throughout Secondary School Ben Turner & Rachel Rhodes The British International School Budapest Almost three years ago we started the implementation of Service-Learning projects with all students in all years across the secondary school. In this workshop we will present a what went well, and even better if based on our experiences. We will outline what Service-Learning is and isn’t in our school, why we are doing it and what we see as the benefits to the individual, school and broader communities. We will outline how we have decided to structure the learning from a practical perspective, and more generally how we tried to get everyone on board and keep them on board. Delegates will have the opportunity to consider how Service-Learning of this type fits in with their current priorities and experiences as a school leader, teacher or student. There will also be the chance to explore some of the approaches and tools we used to help structure the learning and ensure projects were as meaningful, substantial and impactful as possible.

Will education be able to adapt to ensure it can meet the needs of the future? Sofia Pereira, Max Harley & Hannah Frain La Côte International School

Education has changed to some extent, but little in terms of classroom set up and structure of a lessons. As we move further into 21st century with the use of technology and AI, are we really preparing students for the future? Are we preparing students for jobs that have not yet been created, to tackle societal challenges that we can’t yet imagine i.e. such as extreme climate change?

In our TED talk, we plan to discuss and answer some of these fundamental questions and present/answer the following:

1. 2. 3.

What problems is education facing in 2020? What can we change and implement (short term/long term)? What should schools look like in the future and why?

Extension point: How can we ensure education is accessible for all? Linking this idea to global goal 4 “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.

Participate to Change Hyunsoo Kim, Daniel Tsai, Kika Chen, & Jae-Ho Choi The British International School Bratislava

The British International School of Bratislava is actively participating in the Eco-Schools project and we are the members of the Eco Committee, an action group leading eco projects at school. There are many environmental issues in the world, but we are always relying on others to act first. Our aim is to spread awareness of environmental matters and to inspire people to take actions. In the past few years, the Eco Committee have built a student body that is environmentally aware and responsible for their actions. With events and projects, we have successfully fulfilled our aim and we want to share our strategies and findings with other schools. We believe that participating actively is very important because changes are made only when people are taking actions. The basic idea is that “Small Steps Lead to Big Changes.” We want to show that if only a handful of students are taking actions, it won’t make much difference, however, if every student contributes a bit, then a huge difference will be achieved. Now, the question is, how? In this conference, we are going to share BISB Eco Committee’s knowledge and strategies which can be applied to not only to eco matters but other aspects of school as well. Our topic is “Participate to Change”, we want to motivate people to participate so a change will be achieved. By being active and caring for the environment, no matter how big your contribution is, eventually a huge change will be achieved when everyone contributes.

Facilitating great change - defining the role of the teacher in studentdriven action Victor Kuznetsov, Kylia Maget-Peyre, Misha Alimov, Dana Bauer, & Cendrine Colin Collège Champittet

This workshop will assist attendees in defining the role of the teachers in student-driven action. How much should the teachers be involved in projects that are meant to be led by the students? The role of the teacher will be analysed and discussed. A survey made by the students present at the workshop will be explained and its results will be analysed. A discussion about motivation will follow the analysis. Students and teachers will share their own experience. The workshop will be finished by a plenary discussion.

Opening Doors on Sustainability and Hospitality Anna-Lina Gharaibeh, Ilan van Leeuwen, Seraina Lutz, & Mirsadi Mirhadiyev Collège du Léman

The International Baccalaureate Career-related Programme (IBCP) offers novel opportunities to students in their final two years of high school. Collège du Léman offers both a sustainability and a hospitality track within its IBCP structure and four IBCP students, currently in the first year of the programme, will share some of their experiences. They will demonstrate how the programme opens up opportunities which are not available to them through the better-known IBDP programme and which engage them in a hands-on manner … often beyond the classroom!

Doing Good to Do Better Sophia Eberhard-Zolle,

The International School of Moscow

Social responsibility is a core value for students at the International School of Moscow and we have used this to explore ways in which our actions can be used to fulfil our ambitions for both a fairer and more sustainable world. In this session we will share our vision for connecting social entrepreneurship with positive activism. We will share ways that innovating and investing in the future can come from using profits from small, student-run and ethical businesses to aid social and environmental causes. Ideas and examples of possible small business and the types of causes that could be supported will feature as part of this session. We will explore the workings and management of such enterprises and discuss the challenges schools may face when choosing who or what should benefit from them. The ways in which impact can be measured and disseminated will also be discussed. The workshop will also consider methods of working with local, national and international industries and organisations to take projects further so that they develop a broader range of benefactors. This will also include a discussion on how the school community can actively encourage industries to reduce their carbon footprint and deploy ethical manufacturing processes.

Measuring the impact: strategic skills for empowering student change makers and activists Phillippa Tichotova

Prague British International School

We often engage with social and environmental issues with our whole hearts. While this is to be encouraged, the next step must be to engage with our heads so that we are empowered to make as big an impact as possible. Students are increasingly engaged and passionate about sharing their voices and achieving the global goals. They now need strategic skills to enable

them to create successful change projects and avoid the pitfalls of frustration and disappointment caused by the challenges they face along the way, particularly in difficult times. This workshop aims to introduce students to skills which they can use to plan and develop highly effective change projects, including learning to be flexible in their planning and action in times of uncertainty. It will offer students the chance to learn practical strategies for using both empathy and systematic thinking to research and better understand the issues they feel most passionately about. It will also explore how students can draw on methods of participatory action research to plan their steps when addressing global issues, measure the impact of their actions, adapt and consolidate their current projects. The workshop builds on some of the work in launched in last year’s NAEUNICEF Global Challenge with the target of helping young people to make a truly sustainable change in their schools, local communities and across the globe. The workshop is designed for students and teachers.

The Secret Science of Persuasion Richard Dyer

The British International School Budapest

Campaigning for a cause involves enrolling others in your vision. Once you have people’s interest and people are on board, there is the challenge of persuading people to act in productive ways. This could involve persuading people to join your team, getting the team members’ actions aligned and effective, or persuading others to reduce single-use plastic, walk to school, subscribe to 4Ocean, employ a representative cross-section of the community or reduce their carbon footprint. Whatever you are focussed on, this workshops’ techniques work! The workshop will provide some simple, scientifically proven techniques to help your powers of persuasion be efficient and effective. During the workshop you will be introduced to some key tactics and get an opportunity to practise with each other, using the context of particular campaigns or 40 causes that interest you.

Embedding the SDGs in the IMYC, MYP, ASDP and the DP as part of an ATL strategy* Aurelia McNicol

Collège Alpin Beau Soleil

It is, of course, the responsibility of governments to ensure their countries move toward the targets set out in the SDG by 2030. But we can all play an important part in achieving them, both as individual citizens and in partnership with others, by becoming more aware of the issues and acting for change. So why should it not become the responsibility of schools to embed the SDGs in all we do? Embedding the SDGs in the IMYC, MYP, ASDP and the DP is a powerful way to offer a truly cross-curricular programme across all year groups in the secondary school as well as aligning the school’s best practice towards thinking, communication, social, self-management and research skills for the whole school community. It also implies a more andragogic approach to teaching and learning. Aurelia McNicol will discuss, with practical examples, how embedding the SDGs in the IMYC, MYP, ASDP and the DP leads to: *a clearer and more unified approach to planning, through systematic collaborative planning, *International-mindedness being rooted in all curricular and co-curricular activities, *the key elements of the DP and MYP core playing a central, more tangible role in the curriculum, and both supporting, and being supported by, the subject disciplines. *empowering young people to take action for the SDGs, and supporting wider community engagement. SDG 4 Target 7 explicitly recognises the need for education for sustainable development and global citizenship: ‘By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.’ This session will help you and your school set this goal in motion.

Can Veganism save the Planet? Nadia Zakaria, Leah Rickard, Emily Lyons, Kathy Liu, Tazkia Ayesha Sinan, Jason Li, Nicole Oprisan , Deniz Sahin, Venetia Hamilton, & Raemie Begley Nord Anglia International School Dublin

The vegan diet has become more popular than ever due to claims that it will help save the planet from further damage, but how true is this? There are many sides to the argument, and in this debate we look at the potential effects of veganism on the planet whilst examining other ways that may impact the environment more positively. We will look at the findings of the EAT-Lancet commission who have come up with a diet to feed 10 billion people by 2050 to see if this is really the answer. This is a team debate involving some of the students from NAIS Dublin, presented by Venetia Hamilton, a Nutritional Therapist who is keen to examine the benefits of veganism and Raemie Begley, STEM Teacher and confirmed omnivore, who believes that there may be better ways to save the planet. Steak or kale you are invited to join the debate….

Going beyond the Eco Group in the campaign for a carbon neutral school Egor Kuzmichev

The International School of Moscow

Following a manifesto created by students during the school’s International Week on the theme of democracy, a campaign was launched to seriously address the climate emergency that is now ever so topical. Staff and students have committed to significantly reducing the school’s and their own carbon footprint year on year. We will share our short and long-term vision for our own fight for a better environment as well as the ways in which we focus on the UN Sustainable Development Goals. The session will explore what it actually means to go carbon neutral and how this can be addressed through actions that reach far wider than school eco-groups and after-school activities. 42

During the session we will present ways in which students and school leaders can collaborate to embed topics around sustainability into all areas of the curriculum in order to ensure that futures thinking can also have measurable academic outcomes. The ways in which serious issues can be made fun and engaging through themed weeks, in-school parliamentary debates, voting and referenda sessions and community action events will also be covered in this session. you are invited to join the debate….

How to make a voice thrive Hyeokjun Kim & Yun-seo ha

The British International School Bratislava

With the voice of the youth being empowered more than ever, global organisations and governments have started to put the opinion of the youth at the front and centre of their priorities. Voices that were once never recognised are now ringing across the world like bells, enlightening people with knowledge and warnings that will change the trajectory of the world we live in. However, the rapid changes in the ways our voices thrive have not always reached the people the speaker intended to communicate with. So in order to deliver effective and meaningful messages to communities that could be beyond the bounds of our physical reach, I aim to teach the 3 point method, ‘Visualisation, Realisation and Action (VRA)’ to students in the NAE family, so that they can act as a transmission post to their local area. Visualisation – Asking the local community/students/listeners to visualise the world they live in, or the current social, political, environmental, economic, demographic situation of the area of interest. This part is largely influenced by their subjective viewpoints, and by the way they consume knowledge – whether they rely on senses/reason. Realisation – This is the part where the speakers deliver the real situation – it could be very different or similar to what the listeners thought. The delivery should aim to be through visual communication, such as videos, photos 43

and interviews. Through this new knowledge the audience has encountered, there must be a reflection process that encompasses the 5Ws and 1H. Action – This is the section where the audience should communicate and collaborate to find the best action plan that could be taken into consideration. The group may not come up with a final resolution, but the process of brainstorming will open different doors for other communities that could access the information through the Global Campus. can collaborate to embed topics around sustainability into all areas of the curriculum in order to ensure that futures thinking can also have measurable academic outcomes. The ways in which serious issues can be made fun and engaging through themed weeks, in-school parliamentary debates, voting and referenda sessions and community action events will also be covered in this session. you are invited to join the debate….

Digitalisation and sustainability – Friends or foe? Digital tools at the service of sustainability Marta Gehring & Eva Attias Collège Champittet

Digital technology has revolutionized many aspects of our lives. Can it provide the same acceleration to sustainability efforts? Alternatively, do you believe that digital pollution such as from the manufacturing of digital devices and the use of IT infrastructure is part of the problem? In the first part of this workshop, we will review how innovators are tackling sustainability challenges with diverse digital tools. We will look at apps which have been developed to help people be more sustainable in everyday life For those who believe apps can help, we will encourage them to think about which app they would like to build. We will create digital “discussion corners” and give each group time to propose a sustainability app concept 44

Sowing the seeds for regenerative agriculture in schools* Olly Corbin

Collège du Léman

Regenerative agriculture is often lauded as a highly effective tool to combat many of this planet’s socio-economic and environmental problems. Wouldn’t it be great if schools around the world could introduce their students to the concept, benefits and challenges of these practices experientially. This presentation is a brief summary of our school’s progress on creating a garden which aims to showcase regenerative food production whilst creating a wide range of cross-curricular opportunities.

‘Not Just Another School Trip’ – The impact on student activism resulting from structured inquiry during school trips Patrick McIllduff

International College Spain

How much do students benefit from school trips? In what ways are these trips making an impact on the student, the school, the local community? In this interactive session, students will discuss the impact the Tanzania Expeditions have had on their personal and academic life and the importance of ‘humble inquiry’ as a basis for future activism. Students will use the Global Campus research project as an example of how this can contribute to a new generation of future leaders and change makers. Join this session for a window into viewing the expeditions as an ancillary resource for lifelong learning.

Lights, Camera, Positive Action! Ian Storey

The International School of Moscow

Student Voice and the right to be heard must be a fundamental part of the fabric of any school but it is only significant if actions are taken and positive outcomes can be seen. In this session we will show you how we have created our own recycled chat show studio to present live and recorded broadcasts that address a range of topics and areas of interest for its presenters, guests and audiences. We will explore how to go from the initial process of building entertaining environmentally friendly sets to deciding the format and style of each show as well as considering the subjects that you feel most important for your school. During the workshop we will also give hints and tips on how to not only reach and engage audiences, but also provide people with opportunities for their ideas, views and projects to be communicated through the medium of television broadcasting. Advice on getting the very best out of presenters, production teams and filming techniques will also be available during the workshop.

Connections – Service learning & the local community Lyndsay Marcu

The British International School of Budapest

International schools are in a unique position around the world to be agents for change. As international schools have grown exponentially, they have the advantage of growing leaders of tomorrow, but they can become isolated from the local society in which they are placed. International schools need to find creative ways to develop service learning projects within the local community, even in these unprecedented times. Both students and staff have a large skillset to offer – through the teaching of technology, the

training of teachers and many other talents. This practical workshop will allow students and teachers to reflect and share their own practices and evaluate how they can actively reach out to their local community as they seek to become globally responsible citizens. Example case studies will be shared to discuss how service learning can provide opportunities to bridge the gap between international schools and the community in which they are placed. It is hoped that this workshop will motivate each of us to shape the future for the better.

Empowered Students - Sustainable School Kate Bayford & Alex Catallo The British International School of Budapest In recognising the imperative to shape the future, for students to emerge from our system empowered from their education, to go out into the world and ask difficult, future-ready questions, Kate and Alex have been inspired to take action. How can we: • • •

Reverse engineer to embed sustainability at the core of our school system? Connect the structures and systems already in place? Ensure students are involved in this process?

The intention of this presentation is to share the agile framework we are building, inspired by these questions. This includes the importance of creating a common vision; co-creating and rapid prototyping ideas to inspire and flatten hierarchies to enable an authentic student voice. The intention is to enable students to see below the ‘tip of the iceberg’, becoming subject matter experts in changemaking. Additionally, we will share the Changemakers’ Action Lab, a place where we can collectively showcase our prototypes. Ultimately, this is coupled with a call to action, to collaborate, to co-initiate a vision in every school across our group that empowers students with the knowledge that they can shape our future. 47

Be Ambitious