International School Magazine - Spring 2018

Page 35

Features

Lively Minds work in deprived villages where children do not have basic educational opportunities

Get students engaged, inspired and involved Alison Naftalin explains how schools can help tackle poverty in rural African villages In choosing workshops for their students from the many possibilities available, teachers working in international schools may find it difficult to select the one that is right. Workshops should be educational while also providing students with the opportunity to do something practical and active. An increasing number of teachers now accept offers from international and local charities to visit their school and deliver a half-day or one-day workshop, during which the selected charity provides information about its work and actively involves students through small activities that contribute to the charity’s projects. The aim of these workshops is to raise awareness of the charity and its work. More importantly, the workshops serve to involve the students in the charity’s projects and to show that it does not take much to make a difference and to help their beneficiaries directly. Spring

Autumn |

| 2016

Lively Minds is one of a number of charities that work with primary and secondary schools through our Imagine Life Elsewhere workshop. We work in deprived rural villages in Ghana and Uganda where children do not have basic educational opportunities. Without these they will, like their parents before them, never have the chance to break out of poverty. Our community-run educational play schemes reach children at a crucial stage in their development, giving them a better start in life and a chance for a brighter future. Our Imagine Life Elsewhere workshop consists of two parts: First, we deliver a presentation which lasts around 20 minutes, followed by an activity where students make games and books that will be used at our play schemes. The workshops are delivered free of charge; all we ask is for schools to fundraise a minimum of ÂŁ500 over the school year to support our work. We provide a fundraising pack as well as

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Articles inside

How are students supported to engage with difference? Julian Edwards

17min
pages 70-72

Being biracial in Japan, Elin Nakayama

3min
page 69

people and places

6min
pages 65-68

Random acts of unprovoked kindness, E T Ranger

9min
pages 61-64

Counting the costs and benefits in transition to a digital world

7min
pages 57-60

The practice of including diverse perspectives, Carol Inugai-Dixon

4min
pages 53-56

A coherent IBDP core – reality or myth? John Cannings

7min
pages 49-52

Keep calm and scan on, Susana Almeida and Ingrid Kay

5min
pages 46-48

Learning is risky business, Malcolm Pritchard

3min
page 45

How to choose new technologies for your school, David Pitchford

5min
pages 41-42

The tourist teacher, Hedley Willsea

5min
pages 39-40

curriculum, learning and teaching

4min
pages 43-44

regulars

1min
page 36

Love your country: some thoughts on patriotism, George Walker

7min
pages 37-38

Get students engaged, inspired and involved, Alison Naftalin

1min
page 35

International education in early childhood – what does it look like? Nicola Weir

5min
pages 33-34

features

5min
pages 31-32

Increasing resilience in international school communities, Angie Wigford

6min
pages 25-28

Being ready for an earthquake – and the lessons learned, Dennis Stanworth

8min
pages 21-24

Are we facing the security challenges raised by terrorism? John Bastable

7min
pages 13-16

Security: some simple do’s and don’ts for the international teacher, Tom Marshall

8min
pages 17-20

comment

8min
pages 5-8

security

7min
pages 9-12

The security blanket, Peter Kenny

7min
pages 29-30
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