I am incredibly inspired by the schools that applied to take part in this year’s World Education Week. Their commitment to improving the life chances of their learners by nurturing expertise and wanting to share their experience with others, especially in these challenging times, says a lot about the global education community. They are our heroes and World Education Week provides us all an opportunity not just to learn from them, but to celebrate their successes, too.– Vikas Pota, Host & Convenor of World Education week
Our Global Showcase Schools 2020
Our Global Showcase Schools are organised alphabetically by country, below.
Mentone Girls’ Grammar School | Developing a culture to promote entrepreneurship to girls
8th Oct , 08:00am to 9:00am GMT
At Mentone Girls’ Grammar, we will be showcasing our focus on nurturing the next generation of enterprising women that learn by making a difference for others. Our Enterprise Academy provides an operational Centre of Excellence and a model for best practice through which our bold, enterprising young women can be inspired and empowered. We work with our girls, industry partners and the local community to create real jobs and to give our students a clear advance to succeed in the world of work.
We have had over 150 students start their own business working with the EA. We are able to create individual learning plans for students that provide opportunities to learn new skills through enterprise and entrepreneurship.
We aim to facilitate a discussion with our students around their experience working with our Enterprise Academy and the benefits of starting a business at school.
Kandapara Poshchim BRAC Primary School | How a one-teacher rural primary school is run
7th Oct , 09:00am to 10:00am GMT
We will be showcasing how a single classroom school and a single teacher, teaches all subjects for one cohort (5 years of the primary cycle).
- As a single teacher stays a 5-year cycle with her students, she is able to understand all her students’ needs, improvement areas and can closely work on those to ensure the students’ learning through joyful & participatory process.
- The teacher conducts monthly parents’ meetings, contacts individually with all the students and their parents & students.
- Mandatory group involvement of students is maintained.
- Teachers’ basic training, monthly refreshers training, close monitoring & supervision of the classes are done.
- BRAC’s activity-based pictorial books are used.
Sauderosri BRAC Primary School | How we motivate communities to enrol girls in education
7th Oct , 10:00am to 11:00am GMT
We will be showcasing how motivation is given to parents who are usually unwilling to send their girls to schools. They are made to understand the necessity and benefits of education.
Girls are encouraged to attend classes and acquire knowledge. They are made aware of their personal health and hygiene and natural calamities
Our school is in a poverty-stricken and hard-to-reach area. Moreover, it’s a natural calamity prone area. It is very difficult for girls to come to school particularly during the rainy season when girls are helped, offering communication facilities.
Communities are engaged to keep girls in schools with local elites and teachers motivating parents and girls to continue their education.
Salla, Sunamgonj is a very remote water-surrounded haor (wetland) area. Flash flood take place more than half of the year-round. People move from one place to another by boat with natural calamity a common phenomenon during that period. This makes it very challenging for our students to continue their education and so, drop-out is a regular phenomenon. Our school started with 29 students among them, 14 are girls. The speciality of this school is to continue the students’ study.
Vati Jamal Gor BRAC Primary Boat School | Making schools more resilient to climate change
5th Oct ,10:00 am to 11:00 am GMT
Vati Jamal Gor BRAC Primary Boat School is a very special type of school. We make the impossible, possible. We provide education to children living in the remotest part of Northeastern Bangladesh where land is only one metre about sea level and now remains underwater for more than half of the year. During this season, roads are submerged leaving children from poor families without access to traditional schools.
Working in partnership with families and local communities, our Boat School not only provides a safe space for education to continue, but it also replaces the need for school buses, picking children up and dropping them off after their lessons have finished.
Climate change is the biggest global crisis we have ever faced. Floating Boat Schools enable education to continue despite rising water levels.
We will showcase how we achieve this, ensuring teaching and learning can continue, providing hope for children for a better future.
The Royal Academy | The 5 Areas of Development (Cerebral, Physical, Social, Emotional and Spiritual) Framework
6th Oct ,10:00 am to 11:00 am GMT
We understand wellbeing as a journey where each individual in the school is able to lead their own growth and contribute to the creation of a harmonious society; within the school and the wider communities that each learner is associated with.
The School’s curriculum is based on 5 Areas of Development; Cerebral, Emotional, Physical, Social and Spiritual. Through the 5 Areas, learners are provided with opportunities to grow in all 5 Areas helping them actualize their potential to become constructive contributory citizens of their communities.
Although the Five Areas of Development are discussed separately, they are by no means independent of each other and one of the key underlying philosophies of the Five Areas of Development is their interconnectedness. Examples of the interconnectedness of the different areas of development can be found across all aspects of everyday life.
Bosnia & Herzegovina
General Gymnasium of the Catholic School Centre & Bl.Ivan Merz Banja Luka | Supporting gifted and talented students
8th Oct , 19:00pm to 20:00pm GMT
During our event, we will showcase how we support gifted and talented students.
- Promotion of science, popularization of subjects and musical arts in a way that is adapted to gifted and talented students.
- Providing training of divergent opinions for all students participating in the event.
- Motivate and develop creativity in order to provide students with more opportunities to acquire knowledge, skills as well as the formation of attitudes and value systems for personal development and community development.
- Multiplying the creative potentials of students and interconnecting different talents.
- The richness of science and its possibilities to be realized and presented (virtually and live) by applying teaching methods, forms, strategy, tools and aids that are not otherwise used to a large extent in regular classes.
Humpty Dumpty Nursery School | A new approach to play
9th Oct , 14:00pm to 15:00pm GMT
At Humpty Dumpty and REWA Little Einsteins, we created a hybrid play-based programme that could be delivered remotely as well as in-person.
Our new approach is inspired by our love for children’s books; our goal to inspire a love for literacy from the early years: The REWA Story Curriculum. This programme reflects evidence-based research for engagement, deeper learning and developing executive functioning skills – the most critical component to school readiness & lifelong success -cultivated during the formative early years of a child’s life.
Our Story Curriculum engages children with inquiry-based themes that young children are typically interested in. Still working within our Rainbow Play framework (developed by our NGO Partner Learn To Play), our daily lesson plans are now built around a particular story.
This nurturing pedagogical approach provides opportunities for our little learners to develop empathy and independence despite the distance. Weekly activities include art, music and movement, literacy extension activities, games, story-yoga, dramatic play, sensory play, cookery, scientific exploration, cultural awareness, and outdoor fun.
Escola Bosque | How we excelled in engaging our students using tech during Covid-19
7th Oct , 14:00pm to 15:00pm GMT
We have been sharing our good practices in many national and international events. We would like to share the use of technology to enhance teaching and learning, share projects about sustainability and our approach to social and emotional learning. During the schools closures we developed and excellent remote learning and we have many nice examples how to develop SEL and nice strategies our teachers are using to engage our students from 3 to 14 years old.
We are used to making these kinds of presentations for many years during Bett Brazil, when we hosted the Microsoft Showcase Tours visits, providing inspiration and guidance for schools and educators. We will also share how we are using technology for inclusion and equity. Many resources that are easily replicable to help students with special needs.
EMEB Viriato Correa | Viriato Maker: using technology, invention & imagination to re-think, re-build & re-mix!
7th Oct , 20:00pm to 21:00pm
We’ll be showcasing how our school promotes projects focused in the diversification of educational experiences involving regional and local cultural and economic context. Emotions and play are intimate connected to the learning process that are practiced in the school daily-life, considering:
- Content diversification
- Opportunities to bond students and knowledge
- Qualification of teaching and learning
- Full-development of the students
- Playful experiences
- Children as protagonists
- Diversify and qualify student’s experiences
- Peer-based learning balanced with individual work
- Connect students from different classes
- Foster diversity and equality.
Our school has also created a program called Viriato Maker, that is anchored in the idea that people can build, fix, modify and create a diverse kind of objects and projects with their own hands, tinkering: rethinking, rebuilding, remixing in a perspective of learning from experimentation, investigation, exploration and re-using of different electronic components, from playing with knowledge, from invention to imagination.
Chung Hwa Middle School, BSB | Rethinking teaching, learning and assessment in order to drive deep 21st century competencies
6th Oct , 02:00am to 3:00 am GMT
At CHMS, BSB, we celebrate our truly pioneering efforts and innovation in rethinking teaching, learning and assessment in order to drive deep 21st century competencies with an exclusive community of premier schools around the world. We continue progressive approaches with technology that empowers holistic education to the young minds and is committed to the wellbeing of the future generation.
Our school is always at the forefront in harnessing modern pedagogies, well supported by our IT structure. We adapt contemporary pedagogies such as blended learning and flipped
learning into a reality.
During the wake of the pandemic, we efficiently practised remote learning, followed by hybrid learning when the de-
escalation plans set in. Our students were well-accustomed to technology integrated into their lessons and standardized tech tools, so the efforts instigated by our school helped our
students to transcend time and geographical limitations by A3 and remote learning through different learning means.
Colegio Alberto Blest Gana | How to use tech to improve STEM
8th Oct , 18:00pm to 19:00pm GMT
We believe and we’re going to showcase that learning is achieved through the well-being of our students focusing on the 21st Century Skills where the student is the protagonist. Our strength is in the well-being of our community and a strong pedagogical strategy to implement technology to inspire the future of the workforce.
We have two support focuses:
- Pedagogy with online classes, asynchronous classes and technological support with innovative solutions in STEM
- Socio-emotional support and orientation by welcoming the needs of the community. On this showcase, we will focus on innovative tech solutions in STEM to empower students for the future of the workforce.
Our students today more than ever need an education that suits their interests and personal motivations, through active learning, inquiry-based based and project-based learning, we have allowed them to build their knowledge; and at the same time with meaning in their lives; that encourages meaningful learning. One example in STEM is the use of Lab4U in our science programs where teachers and students use smartphones to design and run experiments with a lab in their pockets, students are the centre of the learning experience through inquiry and experimentation.
Institución Educativa Rosedal | Bio-Titans: students as researchers to improve maths & solve real-world environmental issues
7th Oct , 14:00pm to 15:00pm GMT
At Institución Educativa Rosedal (Rosedal School) we have developed a student research team called Bio-Titans to strengthen student learning in maths and science through research whilst also raising the ecological and environmental awareness amongst the school community.
Bio-Titans is led by Gustavo Martínez, who teaches maths and science in 8th and 9th grade. Gustavo is also an environmental engineer and as a result of his interest in environmental issues and the history of our school, he decided to create Bio-Titans and integrate this into his maths teaching.
Since 2019, the Bio-Titans team has developed two main initiatives and several activities including:
- School orchard (2019-2020). Through this project, students have learned to plant, take care of, and use water in an efficient way, amongst many other things.
- Research project (2020): Using the school orchard and also working with their own plants at home, students are doing research about the water requirements for growing vegetables.
Our school was built on dry land. Thus, Bio-Titans connects a specific problem of the school community with (a) students’ learning and (b) students’ leadership development and community engagement.
Bio-Titans has helped our school to improve teaching effectiveness and learning outcomes in maths by using maths to solve problems related to the school orchard and the research project, making the subject more engaging for students and helping them connect theoretical concepts with real-life issues.
It has also helped keep students motivated and involved while they study from home. They have developed small gardens at home and are experimenting with vegetables they have on hand.
Finally, the project has also helped to address the environmental challenges faced by the school community like solid waste management, efficient use of water, and deforestation.
Join us to learn more!
Jardín Infantil Buen Comienzo – San Antonio de Prado | Improving teacher well-being
8th Oct , 14:00pm to 15:00pm GMT
We want to showcase our experience improving our teachers’ well-being in a comprehensive way, to improve education quality and teacher-learner interactions.
Two members of our school teaching staff were selected to participate in ‘La Vuelta al Mundo’, a strategy which addresses teachers’ well-being challenges and supports them to discover new ways to improve their emotional health, transform their pedagogical practices and better manage their communications, created by United Way Colombia Foundation.
After participating in this program, our teachers replicated the model with other educators, consolidating expertise in social-emotional well-being in our school. This expertise has been key to improve our school climate, that was very complicated since tensions among teachers were common and longstanding. Also, taking into account that we work with children aged 0 to 5, this systemic transformation we have experimented with has been relevant to improve our practices and offer more meaningful interactions to young learners, which are crucial to providing them with supportive and effective caregiving so that they can reach their full potential.
Institución Educativa Jaime Garzon, Bogotá | How we pioneered a Parent’s School to deepen engagement
6th Oct ,15:00 pm to 16:00 pm GMT
Our school has managed to develop socio-emotional skills in families through our Parents School. By working together with parents and caregivers, understanding both their context and the socio-emotional skillset they already possess, and impelling them to raise the expectations they hold for their children, the school seeks to transform mentalities and ultimately help students thrive.
In Alianza Educativa, when we enrol a child in one of our schools, we enrol that child’s family as well. We understand that the school is not alone in the students’ learning processes, and recognize the parents’ crucial role in their education, including both academic and socio-emotional learning.
When Jaime Garzon School first opened its doors 20 years ago, not only were academic results low, but teachers were also concerned about low parental involvement. If the school was to hold high expectations of its students, then we needed to start by raising expectations of its families. Family engagement became a priority and school leaders decided not to wait for parents to come to school and start participating in school life, but rather go visit the homes themselves and get to know the families.
Osnovna škola Čazma | New teaching methods for distance learning
6th Oct ,12:00 pm to 13:00 pm GMT
This school year, our school is implementing two very important Erasmus + projects. These are the projects Beyond the Classroom Walls and Culture and Traditional Games in the Eyes of the Young. The goal of our school was to develop innovative ways of teaching teachers and to transform teaching from conventional teaching methods into a reverse classroom.
We wanted to give students the opportunity to use digital tools at the same level as in other modernized schools. Therefore, our teachers felt the need to upgrade their knowledge, and as teachers we have an obligation to participate in various teacher training programs and follow modern trends in teaching.
With the use of computer equipment, especially Android tablets and smart boards, the teaching process becomes a very important challenge for all teachers and students of our school. Through better use of computer equipment, we strive to direct students ‘attention and attention to teaching content and increase the diversity of students’ activities in the framework of modernized and modern teaching with the aim of developing their digital competencies
International School of Billund (ISB) | Placing Playful Learning at the Heart of Education
8th Oct, 8:00am to 9:00am GMT
At the International School of Billund (ISB), our vision is to cultivate a community of lifelong learners who will create a better world with courage, compassion and curiosity. We do this by placing PLAY at the heart of education and in doing so we stimulate every child’s natural desire to LEARN.
We believe play is a core approach to learning…and to life. Playful people of all ages are actively engaged and driven by an internal desire to understand and reshape the world. They test the limits of their abilities without fear of failure, knowing that mistakes are the key to progress and, ultimately, success. They share ideas and make new rules. They laugh.
At ISB we believe that by creating a culture of playful learning— by consciously introducing elements of choice, wonder and delight into the classroom— we are nurturing the qualities that will carry our students not only to their next educational destinations but through life. No matter the paths they choose, ISB graduates will seek knowledge, take risks and care for one another.
In our Global Showcase, we will share how we have pushed the boundaries of ensuring that play is incorporated into every aspect of school life.
HEI School Ruoholahti | Learn about a new research based approach to early learning and play
8th Oct , 11:00am to 12:00pm GMT
We’ll showcase that at HEI Schools, our mission is to bring a holistic education to each child. We specialize in providing an education that empowers children to reach their full potential in all aspects of their life, from academic success to socio-emotional intelligence to physical health.
In order to accomplish this objective, we take an innovative approach to early childhood education in which we foster play, creativity, independence, confidence and socio-emotional skills. This brings about better outcomes across the board.
Children have plenty of time for free play throughout their school day, and play is used as an important tool for learning because it is a natural and effective way to teach children different skills. We allow them to express their creativity in their learning and our teachers plan pedagogically informed activities and moments for children to practice their growing independence with support, which builds their confidence. Socio-emotional growth is an important aspect of our curriculum and explicitly taught through activities and everyday moments.
We derive our approach from the Finnish education system. Finland is the epitome of societal wellbeing throughout the Nordic countries and arguably throughout the world – education is an essential factor in fostering this wellbeing. At HEI Schools, we have created a globalization model to provide Finnish education and to therefore foster a similar sense of wellbeing in all children.
Ilia Chavchavadze Sachkhere Public School N2 | How we integrated formal, informal and vocational education in our school curriculum
8th Oct , 11:00am to 12:00pm GMT
Due to its performance, our school was selected as one of the top finalists of the National School Leadership Award, 2020. Currently, the school is competing for Grand Award to be announced on 19th of September at a special ceremony.
Besides, in response to our activities and because of our contributions to the promotion of VET education, we were awarded by the Ministry of Education. That is why any student of the 7th-12th grade from Sachkhere Municipality is eligible for the basic vocational education for free. From 2021 our school will be one of the pioneers to issue the vocational education certificate along with the school diploma.
STEM education is also an integral part and one of the top priorities for our school that we’d love to showcase. Therefore, to help boost students’ interest in STEM subjects we decided to do a number of things:
- Using Project-Based Learning approaches
- Outdoor activities (e.g. Natural Science Picnic)
- Cooperation with relevant universities
- Participation in thematic competitions
- Establishing relevant school clubs (It is noteworthy that throughout pandemic lockdown seven clubs would operate online).
Afiadenyigba D/A Basic School | Empowering girls for school re-entry in COVID-19 times: the role of the community
9th Oct , 11:00am to 12:00pm GMT
The high rates of early exiting amongst girls in our school due to teenage pregnancy and menstrual health-related issues resulted in conversations about retention rates for girls pre-COVID-19. The school engaged the District Girl Child coordinator and NGOs in these discussions and even started a Girl’s club to that effect.
What this event seeks to achieve is to scale up that drive in the face of a bigger challenge of a possible increase in dropout rates in girls of up to 60% because of early marriage and pregnancy due to the long COVID-19 break. We aim to achieve this by bringing together key stakeholders such as; Chiefs, the member of parliament for the constituency who also serves as the ranking member for education at Ghana’s parliament, parents, teachers and school pupils, at one table to discuss the problem.
Through this partnership, we aim to create sustainable solutions and resolve to leave no girl behind irrespective of their condition when school resumes.
Yoo R/C Junior High School | What makes a successful engagement for families and the community?
5th Oct , 11:00am to 12:00pm GMT
Our school event will focus on deepening family and community engagement. Panel discussion would be used as a means for dealing with the subject matter. The panel will consist of two students (male and female), two teachers, a representative from the Parent Teachers Association (PTA), hostess and an expert from the Ghana Education Service or from a local educational foundation. We will discuss the importance of home visits and other forms of family-community engagement. Our discussion will provide the space for both students and parents to share the impact that home visits have made on particular areas such as students’ academic outcomes, parent-child relationships, boosting parental concern and confidence etc. The experts would touch on the appropriate ways of engaging families and community and the expected challenges and how they can be mitigated. We will also touch on the heterogeneity of the classroom and how to make every student (having a disability or not) feel welcomed in our classrooms.
Dual Language School Balatonalmadi | Using technology and storytelling to enhance language learning inside and outside the classroom
9th Oct , 17:00pm to 18:00pm GMT
One of the strongest assets at DLSB is the exceptional quality of our second language (English) teaching. The bilingual focus of the school prepares students particularly well for higher education in Hungary as well as abroad.
To succeed, our students are provided 18 lessons of English during their first preparatory year and civilisation courses which together include all aspects of language learning and learning about English-speaking countries and the world.
In our ESL curriculum, we put a special focus on storytelling and reading, because according to latest research findings in applied linguistics and reading research consistently show a strong correlation between reading proficiency and academic success at all ages, from the primary school right through to university level: students who read a lot and who understand what they read usually attain good grades. We are using storytelling apps, graded readers, audiobooks as an essential part of the ESL classes.
Chevella Freedom School | Promoting student agency – let them decide what, when and how they want to learn
9th Oct , 10:00am to 11:00am GMT
As knowledge regarding human development and learning has grown at a rapid pace, the opportunity to shape more effective educational practices has also increased. Taking advantage of these advances, however, requires integrating insights across multiple fields and connecting them to the knowledge of successful approaches that are emerging in education. To meet the new global standard of education and to ensure our students developed more agency we adopted the concept of a Freedom School.
What is Freedom School?
The core principle behind the Freedom School is to make learning fun by giving chance to choose and follow what the student is interested in, rather than being told by teachers to focus on one thing in particular. The idea is also to liberate students from the traditional clutches of educational practices which are just making them passive learners.
This enhances children’s development and learning by enabling them to own and create their own experiences and opportunities for meaningful interactions, by taking into consideration environmental factors, interpersonal relationships etc. Learning opportunities through experience both in and out of the classroom along with physical, psychological, cognitive, social and emotional stimulation is critical in ensuring that our children are truly ready for the world we live in today.
Choithram School | Entrepreneurship through experiential learning
9th Oct , 13:00pm to 14:00pm GMT
We’ll be showcasing the art of promoting entrepreneurship in school: Choithram School aims to nurture the entrepreneurial spirit of its students by providing an eclectic mix of experiential, hands-on activities which provide students with exciting real-world experiences.
There are three main channels through which we do this. The first of these is our ‘Entrepreneurship Cell’ set up in the year 2013 for students to engage in group discussions and workshops with entrepreneurs and business executives. This ignited a real interest in entrepreneurship amongst our students and has encouraged them to act on their passionate ideas through the vehicle of our Campus Company. The Campus Company enables students to set up their own company in the school while delving on the need of the product in their community.
Then in the year 2014, we began taking part in Teach A Man To Fish’ global entrepreneurship programme, the ‘School Enterprise Challenge’. This has proven to be a great way of exposing students to real-world situations which allow them to develop essential skills which they would not have the chance to develop inside the traditional classroom setting.
Over the years multiple cohorts of students have taken the School Business ‘Good Earth’ from just a small project of a few students to what is now a fully-functioning business of over 59 members that competes with other student-led businesses around the world on the Gold Level of the School Enterprise Challenge.
Government Primary School Aadi Peepli | We started a night school without electricity and improved outcomes
7th Oct , 11:00am to 12:00pm GMT
The specialism our school will be showcasing is the collaboration that exists between the school and the community. As children of this community were involved in daily wage work, therefore more hands mean more food. As a result, enrolment and attendance was a very big challenge, set aside learning. This resulted in the constitution of a ‘night school’ run collectively by the youth from the community, parents, and Village Panchayat (Village governing body).
Children would spend their evenings learning at the night school, some of who would travel from far off distances to reach their destinations. The night school gained a lot of students owing to its popularity and acceptance by the community as a tool for their children to learn. After 6 months of running the night school without electricity, the community came together to reach out to local CSOs and the local government to make solar powered lamps available to the school. The community also rallied together their resources to demand ration supply from the local governments to ensure Mid-day meals for the children were available. In the most pressing times, each household of the community themselves contributed to the ration supply. They also came together to clean and fix the playground.
The night school run within Government Primary School in this tiny village serves as an example of the power in mobilizing communities towards change on the ground. Today the night school has a footfall of 50 students.
iTeach (RSM) Rajarshi Shahu Maharaj English Medium Secondary School | Tackling mental health challenges of teachers
6th Oct , 09:00am to 10:00 am GMT
iTeach RSM believes in staff wellbeing as one of the core pillars of our school, so we’ll be showcasing, among the multiple initiatives, what we have found, and they are two having the highest impact:
- Weekly Wellness Check-In: A45 minute conversation between their Coach and the staff member, here we discuss progress and learning across the many hats each teacher plays. Through reflecting together, we find solutions to hurdles and ways to be our most effective selves.It is also a space where we discuss (depending on the comfort levels) personal challenges of staff members – creating a listening or a mentoring space as needed.
- Fearless Voices: This is a voluntary space (once in two weeks) for all staff members to join. We run this circle once every three weeks or so, where our school counselor leads the space. Staff members sign up as Listeners or Speakers.
Mahatma Vidyalaya | How we convinced parents to allow their children to pursue vocational skills
6th Oct ,10:00 am to 11:00 am GMT
We’re showcasing the biggest challenge we faced in the execution of this project, which was convincing the parents and teachers about the project of parents to allow their children to pursue vocational skills. Initially we had a staff meeting, highlighted the concept and convinced the teachers that each child is important and each child is different. Hence, it is important to know the interests of the child and give them the opportunity to develop these skills. We requested professionals from different fields to address both the teachers and students.
We had a 3-day training seminar for both students and teachers. Post this, we saw that both the teachers and the students saw value in the project and were interested. On the final day, we requested the parents to attend the same seminar. We spoke about the limitations, abilities and opportunities available for each child, the importance of such skills in everyone’s life and how this could benefit the child in the long run. This also made the parents see the value in this project and bought into this idea.
We are lucky enough to have teachers who were already skilled in the fields of carpentry, plumbing, mechanics etc, and we leveraged the strengths of these teachers to execute the program.
Riverside School | Building a HumanE Culture in Schools. By Design
7th Oct , 13:00pm to 14:00pm GMT
If we are Human by Chance, can we become HumanE by Choice?
Over the last 20 years, The Riverside School has used ‘design thinking’ to use a systems approach to design and implement processes that will graduate HumanE citizens – students who live out the values of E-Empathy, E-Ethics, E -Excellence, E-Elevation and E-Evolution. We have since codified and amplified the processes to help schools embed this value proposition in their schools. Covid has offered us yet another opportunity to explore and prototype to test if our processes can still offer the HumanE value proposition online.
It is towards this that we are excited to share 3 simple ‘design hacks’- that any school can immediately include in their programme and be assured that you are planting the ‘seeds’ of empathy in the practice.
Join us as we share about :
- Online virtual Home visit – a Parent Partnership process
- Alumni Circles – A Buddy Interaction process
- Citizenship for Change – A Student Agency process
Samaritan Mission School, Kolkata | We develop soft skills in Kolkata’s poorest children
5th Oct , 13:00pm to 14:00pm GMT
Collaboration is key. Collaboration not only helps in building relationships with the ecosystem but also helps in saving costs and better access to resources. By working closely with the ecosystem, we are able to build a connect with the local administration and resources and supplement resources from peer schools. Through various activities of school we are inculcating it to our students, to make them future ready.
To overcome the multiple challenges faced in the adoption of these new processes, 2 groups of teachers and students were formed for training. After successful completion of the program, these groups disseminated their learnings in the application of technology for knowledge and employability with their respective peers through collaboration. Hence, the importance of peer learning was realized by all. Cohorts were formed, and our school succeeded in inducting technology in education as an integral part of the teaching through collaborative way.
To reach the expected level of expertise towards the model, we have undergone different stages. They are: fostering motivation, forming groups to develop collaboration and peer learning, and lastly leveraging relationships through collaboration to have access to better resources. Due to success of this model Howrah Municipal Corporation has also engaged with SHM to run their defunct schools.
School of Excellence, Delhi | Creating a culture of in-school professional development among teachers
8th Oct , 10:00am to 11:00am GMT
We are part of the Teacher Development Coordinator programme in Delhi, which aims to create a co-learning environment in which every member of the education system gets the opportunity to experience a journey of professional growth.
Through this programme, our in-school Teacher Development Coordinator leads on professional development through regular teacher networks. Prior to the global pandemic, we focused on promoting the science of learning with all of our teachers.
We want to showcase how professional development can be led within schools to continuously improve teaching and learning, increase teacher motivation, develop open mindsets for peer learning and enhance teacher capacity.
Zilla Parishad Primary School Kallikhetpada | Why it took a children’s parliament to improve the governance of our school
8th Oct , 13:00pm to 14:00pm GMT
We’ll be showcasing how Kallikhetpada is an inspiring school to showcase its journey towards good governance in education.
‘Tomorrow’s future is chirping here’ is the vision on which the Zilla Parishad Primary School, Kallikhetpada is being run. The seeds were sown in 2008 by a teacher Mr Nagalgawe by involving parents and community for the enrolment of children in school. Between 2008 and 2020, enrolment in the school increased from 14 to 140 students as a result of teachers’ efforts to involve parents, SMC and Gram Panchayat in enrolment drives, improvement of infrastructure and provision of learning materials to the school.
One of the key initiatives for improving enrolment was ensuring accommodation for the children whose families were migrating for seasonal labour (3-5 months – Oct to Feb).
Now the teachers, parents, SMC and Gram Panchayat are making efforts for ensuring grade-level learning outcomes for all children in the school. There is an increasing focus on the preparation of Child Wise Action Plan and implementation of the same. The progress of each child is shared with the parents and SMC on a regular basis. Due to joint teacher and community efforts, study groups, study corners, parents’ awareness meetings, children parliament are effectively conducted. The school is also leveraging on collaboration with officials and people’s representative for continuous improvement in the school.
ITT Ettore Majorana | Creating successful enterpreneurial projects to impact our local community
8th Oct , 13:00pm to 14:00pm GMT
In the last years, entrepreneurship education has been consistently increased in the curriculum activities of our School. We took part in the company programme for the past five years. Thanks to the great work of the teachers involved the school was able to win the national competition of the Company Programme – Biz Factory 2020 with the mini-company Green Savers JA and to win the Creativity Award of Walt Disney Company with SOS Food JA.
Entrepreneurship education activities started in the school year 2015/2016 and involved for the first time five courses. The project had from the beginning a strong impact on our students and so the school decided to extend the Company programme to all the third classes of our school. Since the school year 2016/17, this work experience has become compulsory involving about 300 students, 13 teachers and a contact person for each student.
Today more than 1500 students have successfully carried out the Company programme while the teachers appointed as tutors are about 40. Even all the teachers of each class support the students in their project. At the end of the year, all the 13 projects were presented publicly in the school and all the teachers and students were involved also in the FB contest. In September 2020 a modern Fab Lab will be activated in our school.
According to the project, some laboratories will be realized to be used as business incubators, to help new start-up companies to be developed by people of our territory even in extracurricular hours.
N High School | Teaching students how to build a business model and engage customers
5th Oct , 09:00am to 10:00 am GMT
The school will be showcasing creativity, communication skills, and management skills. In Project N, the students form a small group, regardless of grade levels, and use real-world situations to think about the problems, find solutions, and present their findings. The teacher first teaches the student the necessary skills and knowledge required in problem-solving and provides advice when needed. The students will also receive guidance from external experts related to the subject, including lectures and supplemental materials. Furthermore, the school offers a program named My Project, in which students who have studied in Project N implement a project to solve a problem in their community or in their immediate surroundings. A non-profit organisation called KATARIBA participates in this program as an advisor. Through this program, N High School has produced award-winning teams in the National High School Student My Project Award competition. In addition, the school offers Entrepreneur Club, which selects five groups of students each year through application screening and interview among the applicants. This club offers a practical education to teach students how to build a business model and create a business plan with a support from outside experts. The school provides up to 10 million yen in corporate funding to support the start-up business ideas from the student groups.
Ritsumeikan Primary School | Using Technological development to expand students’ knowledge
9th Oct , 11:00am to 12:00pm GMT
At Ritsumeikan Primary School, we utilize the latest technology while preserving the traditions of Kyoto. These traditions include pottery and tea ceremony. While learning about these historical traditions, we also offer programming classes to build robots at the same time.
Online Education in a country where ICT is considered to be lagging behind, what steps have been taken to introduce online classes from grade 1?
We will share how we did it!
We were the first school in Japan to successfully deliver a graduation ceremony online.
We will explore some of the methods and philosophy behind it, including:
- Education using games – using Minecraft in the classroom. This is a program to recreate a World Heritage Site in a game and we plan to introduce it to schools abroad, in English.
This event will be presented by Hidekazu SHOTO, who was nominated for Global Teacher Prize 2019 Top 10.
New English School | “Make a Difference” – improving well-being and school life for students and teachers
8th Oct , 12:00pm to 13:00pm GMT
Our school will be showcasing how we approached wellbeing in several different ways, which are:
- We have a long-standing “Challengers” Department which focuses on supporting students with learning difficulties and counselling.
- We have implemented the PHSE (Personal, Social, Health and Economic) Education curriculum in a weekly lesson across all grades. We have a full-time, dedicated Wellbeing, a Designated Safeguarding Lead ( DSL) who is appointed to the take lead responsibility for child protection and safeguarding issues in school who tracts development and morale.
- There is a mentoring campaign entitled “Make a Difference Campaign” which focuses on improving the school life experience for an individual or group of individuals for both students and teachers.
- In the Secondary School, we have had great success with students in leadership positions, as this instils a sense of purpose and belonging. Careers counselling and personalised timetables are ongoing throughout the year, so students have a set goal and opportunities. The school has an array of subject choices, co-curricular and extracurricular activities to allow everyone to get involved and be proud of what they can add to the NES community as a team or as an individual.
Al Manar Modern School | How we integrate well-being into online delivery of education
9th Oct , 17:00pm to 18:00pm GMT
We are a leading school in implementing Education for Sustainable Development. During online teaching and learning, we are using an inquiry-based approach and performance based assessments. As well, especially this year, we are integrating the concept of wellbeing into our academic objectives
We encourage students to ask for help whenever they need it. It’s important that our students feel comfortable asking for help. Otherwise, they may be more likely to keep to themselves and this could lead to additional problems for them. We remind students that we are there for them and happy to listen when they need to talk. Also, saying something like, “Talk to me if you have a problem. I’m here to help.”
We’ve adopted a caring attitude towards all students, and we avoid favouritism. We avoid showing favouritism towards certain students and not attending to the needs of others. Treating all of our students in a kind and caring manner. Telling them that we care about their well-being and remind them that we’re here to help them.
St. George School | Peacebuilding; How we raise a generation that shows empathy, love and respect
7th Oct , 12:00pm to 13:00pm GMT
We believe school is a second home for our students. In a country that has suffered from civil war due to sectarianism and hatred, we have to go beyond teaching knowledge and values in our classrooms. Incorporating a peace-building programme and teaching life skills, is vital, especially for the coming generation.
Alwan is a programme organised by Adyan Foundation, a Lebanese NGO that works locally, regionally and internationally for pluralism, inclusive citizenship, community resilience, and spiritual solidarity, through homegrown solutions in education, media, policy, and intercultural and inter-religious relations. This programme promotes a national culture amongst youngsters, particularly high school students. It is based on the knowledge of the Lebanese cultural and religious diversities, and on the values of coexistence and inclusive citizenship within Lebanese schools in all regions and communities.
Through many training sessions that we lead at school in Alwan Club, our students recognise the importance of coexistence, civilization, communication, humanity, civic engagement, respecting other religions and accepting diversity.
Join us and we will share our story of raising a generation that values empathy, love and respect for all.
Methodist Girls Primary School | Safeguarding our cultural traditions
5th Oct , 13:00pm to 14:00pm GMT
We’ll be showcasing how our school is a girls’ school that produces many charismatic women who contribute to the development of the country in various sectors and fields. Some of them even make names at the international stage. All programs organized lead to the well-being of students where holistic development is paramount.
All five of our programs are conducted comprehensively and systematically and as a result we produce girls who are highly motivated and at the same time maintains the superiority of eastern women who are known for their politeness and decency. Our school is a girls’ school that excels in almost all areas of curriculum and co-curriculum. Recognizing the importance of English to compete globally all our programs are conducted in two languages which is Malay our national language and English.
A very good teamwork is also vital. It is the culture in our school that the teachers can work under pressure and under short notice.
A strong cooperation and mutual respect among all family members of the school regardless administrations, teachers as well as the parents.
A devoted Parents Teachers Association who are willingly to support in terms of money, time, energy and ideas.
Aliat Universidades | Encouraging entrepreneurship as a way to improve community wellness
6th Oct , 19:00pm to 20:00pm GMT
Our School has created a program called “Desafío Aliat” Aliat Challenge. It’s a project based on helping students to face reality and context to set up the entrepreneurship culture in students, making them aware of the context and helping them to see entrepreneurship as professional and personal development understanding the otherness regarding employment.
From the organisational basis, our institution has departments in every area which work together when designing and executing programs and events, considering the interdisciplinary efforts is the key to archive the integral development of the students.
However, the challenge now is to create some criteria for a fairer and wider way of assessment considering important aspects such as the economic, cultural, geographical among others.
Desafío Aliat or “Aliat challenge” is the main and most important entrepreneurship event in our corporation which allow us to appreciate the best projects from our entrepreneurship festivals.
Avalon International School | Improving social emotion learning using e-learning
8th Oct , 18:00pm to 19:00pm GMT
Our school has created a sophisticated e-learning Program to facilitate academic, social, and emotional support for students who must learn remotely during the current pandemic.
The program utilizes a combination of free and paid online platforms and resources as well as direct daily contact with classroom and subject-specific instructors. Through this innovative and creative program, students continue to make necessary progress even though they are unable to attend classes in person for at least the start of the current school year. Not only does this e-learning program address the academic achievement of all students, but is also supports students’ social and emotional needs during the pandemic and it addresses the importance of family support and participation in the child’s at-home learning program.
Finally, the program has been personalized so that classroom teachers, administrators, and school support personnel can continue to address the individual needs of every student while confined to their homes. Please note: This program is NOT a home-schooling program.
Colegio Valle de Filadelfia | Tackling the learning crisis – a whole school approach
5th Oct , 20:00pm to 21:00pm GMT
We are renowned for our early learning and early reading programs, and for our diverse curriculum that focuses strongly on art, music, physical excellence and global citizenship.
There are a total of 11 schools or learning centres operating in Mexico and Latin America using our model. Also, there are a few hundred schools and several thousand students using our approach to reading comprehension and learning to read.
Research has shown that brain plasticity is as it fullest during the first years of life. But for centuries it has been believed that tiny children cannot, and should not, be taught to read. Many have warned us against the perils of teaching a child who is “not ready”. But children are born with brains primed for language. And reading is language. We should begin early, exposing our children to a rich vocabulary within their context, enjoying language. Reading and playing are not opposing terms.
Heritage International School | Using tech tools to engage learners in our hybrid reality
9th Oct , 13:00pm to 14:00pm GMT
‘How do we integrate technology for learning in schools?’
Heritage International School has expertise in using technology in education, thus we became one of the three partners of the Ministry of Education in the COVID-19 pandemic, supporting the entire country to move to distance learning. We delivered a webinar on how to use Google tools for teaching remotely, and we also shared our distance learning plan with the Ministry. and. Our online safety policy has been adapted to be used nationwide.
We have wide experience in using technology to connect with classrooms around the world and deliver global collaboration in the classroom. What we want to showcase is a range of technologies that can be used to enhance learning in the 21st century. If something works particularly well, then it should be shared with others, so that they can implement the same. For example, if a particular web tool works well for primary students, then other primary educators could make use of it, too.
Sharing is caring.
Ibnou Rochd | Promoting citizenship education
8th Oct , 15:00pm to 16:00pm GMT
Through the Project Citizen curriculum, our students use cooperative learning to select a public policy problem, research the problem, identify options, select a policy to advocate, and develop an action plan to address the problem.
Typically the Project Citizen’s action plans involve our students in working with policymakers, the community, elected members and other authorities to adopt their public policy. Through these projects, students gain the knowledge, skills and attitudes of good citizenship while also benefiting their communities.
We established Professional Learning Communities (PLC) to promote the wellbeing of our students through the reinforcement of positive behaviour both in the school and its surroundings.
Recently our school established a PLC that includes parents, NGO leaders, community members and the school principal to promote school violence prevention. We started holding regular meetings to discuss the role of citizenship education to prevent school violence and support positive behaviour inside and outside the classroom.
In this session we will share how we achieved this.
Tilila Preschool | Positive parenthood for pre-school success
7th Oct , 15:00pm to 16:00pm GMT
Parents and the community have been involved from the beginning of our school project (even in the prospection phase) in order to sensitize them to the importance of pre-school, and the importance of enrolling all children (girls and boys aged 4 to 6 years) in order to prepare them for primary school.
The community-based preschool program, as an ANEER’s model, include a positive parenthood program coupled with monthly awareness modules designed to make parents and broader communities familiar with early childhood stakes. It also mobilizes the community to help with the daily management of the preschool units. The community involvement ensures better integration of children within their environment and facilitates the transition to primary school.
In parallel, Zakoura Foundation creates and/or reinforces local associations or local champions, capable of taking charge of the school by the end of the two years of initial funding.
The capacity building of local associations through awareness building and project management training allows them to be actively involved in ANEER, and guarantees the sustainability of the program after the funding period has ended.
UWS Mude | How we are transforming early childhood education in rural Nepal
5th Oct , 09:00am to 10:00 am GMT
United World Schools works in one of the most rural parts of the world. In Nepal, since its establishment in 2016, the Education Development team – comprising UWSNepal Teaching Fellows, Education Officers, Community Teachers and GovernmentFunded Teachers – have been dedicated to ensuring the systematic operation of its schools. UWS Nepal in collaboration with EOs arranges required training for its fellows and community teachers as they explore solutions to problems within their schools while living their journey as teachers. Our training is not a one-time thing but happens on a regular basis. We conduct timely training throughout the year in collaboration with various organisations, and national and international trainers from various backgrounds. After 2 years of rigorous training and continuous monitoring of the impact of the changes, we were able to keep 98% of all ECD students enrolled and attending with improved learning achievements.
Communityschool de Vuurvogel | Personalising curricula for special needs in a mainstream school
6th Oct , 17:00pm to 18:00pm GMT
Our school will be showcasing that we are a regular primary school with a temporary special needs class inside our school for children who have a lot of difficulties in learning.
We are now pioneering for almost 2 years with an internal special needs class ‘X-tra’. Normally, the children who attend this class are going to a special needs school only. But as a school we want the children to be and stay in their own safe context.
The class is a maximum of 13 children where we enhance reading and math skills together with entrepreneurship and life skills. We do this in cooperation with business and secondary education. This contributes to inclusive education and all the children have a personalised curriculum. If the children achieve a high improvement in their levels and goals it is possible for them to return to the ‘regular’ class.
Everyone must observe and research the needs and talents of the children. They need other additional skills than only the national curriculum. As a team, you must know and be aware that these children have another process than the mainstream and they are not able to achieve those goals. But they have other talents and skills. They are going to work early after secondary school. So they need communicational skills, life skills, mindset-lessons and a more practical approach.
Green School | Using competencies instead of exams to demonstrate student mastery
6th Oct , 20:00pm to 21:00pm GMT
We are showcasing a nature-based, exam free environment where we commit to a competency-based approach and explore concepts such as what happiness and success mean to an individual. Co-creation with learners and families of a bespoke curriculum and High School Diploma means a meaningful, catered learning experience for each individual that recognises and develops competencies and passions for life.
Competency-based learning can be demonstrated in many different ways, and therefore whilst you want to offer programs for your learners that create all the opportunities they need to show mastery in real-life learning, you also want to create enough space so that they can pursue passions and spontaneously pick up opportunities to grow and further their entrepreneurial learning.
Often expertise is not just found within the teaching profession, but in the community of parents, you have. Tapping into the expertise and potential of parents to help create meaningful real-world learning a line to competencies is a powerful way of creating a mastery-based approach to learning.
Baptist Primary School | How a low-income, low-resource school went online during Covid-19
9th Oct , 14:00pm to 15:00pm GMT
Following the COVID-19 pandemic that necessitated the shutting down of schools worldwide, we started a project to digitize the Nigerian curriculum for our pupils. The majority of educational content online are from the west and were not user-friendly for our pupils.
We went ahead to install those lessons alongside non-conventional educational materials like games and movies on tablets which were distributed to all the pupils in a class, for free. This way, all those pupils have been able to continue learning during this period.
SchoolLinka will also share how the team have been able to design a program that equips teachers with the tech skills they need to power digital learning in their classrooms. Through an instructor-led online learning model, they are creating a large community of educators who are able to drive learning outside the classroom effectively.
Christ Anglican Primary School | How we integrated a financial literacy curriculum into our school
5th Oct , 14:00pm to 15:00pm GMT
When coming up with solution ideas for the needs of people, one has to build a relationship with them that will breed trust. Then engage with them more deeply to understand their mindsets, their vision for their children, the root of the problems, their views about the problem, and what they would like to see as solutions.
We will present programmes on skill acquisition and financial literacy that have been set up for students and their parents. This is to equip them with tools for economic empowerment, enable parents to conveniently cater for the education and needs of their children.
The first stage is designed to be a train-the-trainers program. The next stage is community training, where students and parents trained would train others in the community. These would include older children, teenagers and other women in the community. One of the ways by which students can be inspired is also by getting them to interact with professionals, particularly in the areas which they aspire to function in the future.
Stories of how these individuals have overcome similar hurdles can be shared, alongside strategies to help the students achieve their dreams.
Ikangba Erinlu United Anglican Primary School | Strategies for Parental Involvement
9th Oct , 12:00pm to 13:00pm GMT
Our school has created a system that ensures that families and the community are engaged in our schools’ vision of achievement for the students.
We have also implemented capital projects in the school fully sponsored by the community. Several relevant needs in our school have also been addressed.
The engagement of the community in our school helps the schools’ management policy decisions. The school has also been recognized as a school dedicated to improving learning outcomes in the community.
We host consistent conversations with members of the community in our school and also in the community. We also ensure that parents play a key role in designing solutions to address learning challenges in our classroom.
Learning outcomes have been improved by deepening family and community engagement because parents are aware of where their children should be at each point in their academic journey and so do their part in achieving these outcomes.
The specific metrics can be seen in the response to children as regards their assignment, projects and acquisition of learning materials.
Dream Catchers Academy | Combining the arts with formal education to enhance girls’ futures
5th Oct, 16:00pm – 17:00pm GMT
Our Dream Catchers Academy for Girls is an educational and performing arts academy for gifted underserved girls. Nigeria is known for its rich culture in the arts but is almost impossible to find a school where children from low-income communities can also pursue their passion for the arts while getting a formal education.
We value the benefits that the arts afford our students and the positive impact this can have on their more formal studies. Dancing and acting improve their motor abilities and concentration.
We let our students understand the importance of our program and they also know that their formal education comes first. They are inspired to put their best in all, so they do not lag behind in any aspect. This is what sets Dream Catchers Academy apart.
Join us and learn how we have achieved this!
Local Government School III, Sango-Ota | How we improved well-being by 40% to reduce student absenteeism
8th Oct, 17:00pm – 18:00pm GMT
7 out of 10 schools in Otta lack access to good water, hygiene and sanitation facilities. Our kids in school use the toilet without water to wash their hands and in turn eat with the same dirty hands. School sanitation is done mostly by using hands to pack the gathered dirt.
Integrating the WASH Project as a performance driver for learners focuses on providing water, renovating the toilet block and making water accessible to the classrooms as well as provision of sanitation materials.
The aim is to improve the hygiene and overall well-being of learners which in turn reduces the rate of absenteeism and enhances learning outcomes. The culture of proper hygiene being cultivated in the school has directly impacted learning outcomes by:
- Learning time is maximised by all learners as toilet trip time has reduced to due to more toilets blocks
- The sickbay has less congestion due to improving the overall health of learners
- The rate of absenteeism has reduced from about 40% to less than 5% daily.
LGEA Kurmin Mashi | Integrating approaches focused on learners to enhance the learning outcomes
6th Oct ,11:00 am to 12:00 pm GMT
Building effective relationships with students and their parents should come up the priority list, because no meaningful learning can take place without meaningful relationships. Let’s always remember that alone we can do so little; together we can do so much more.
Needs of these communities are enormous, and governments alone cannot successfully cater to these needs. We need everyday people to be part of the change in these communities. You need to invest in understanding the uniqueness of your community and what education means to them. It can help to build more extension to their own children who are often healthier and more educated because their parent have seen the important of school.
Engage them in creating the vision for the school and different classrooms. This collective vision design keeps alive what the statement say all through the year, for the student and school feels as part of the process
Having the right mind-set is also as important as implementing the right strategies. As respect is earned by the actions a person does day in, day out. Respect should not be earned by titles, but by the strategies, we use in doing things.
H20vgs upper secondary school (Hersleb) | It takes a village AND the power of mentoring
7th Oct , 15:00pm to 16:00pm GMT
Teachers alone are not enough; our pupils also need access to change agents as
- Environment Gardeners
- Capabilities Coaches
- Competencies Teachers
- Values Mentors
- Identity Sponsors, and
- Systems Transformers
working together in a H20mentorvillage dedicated to entrepreneurial education methodologies, ensuring pupils are engaged, empowered and deep learning through
- social entrepreneurship,
- sustainable development (UN SDGs), and
- “global is local”-citizenship.
Our H20 upper secondary school (Hersleb) is reinventing itself to become the Green School at the heart of Oslo (den grønne sentrumsskolen). We offer Oslo’s widest service offerings, both 2-year fast-track, 3-year standard, and 4th-year extension academic programs, as well as multiple vocational health and social care programs, and adult education catch-up and feeder programs for recent immigrants and refugees. The majority of our pupils are third culture, just as 40% of Oslo.
We will share a radical new direction for post-Bloom pedagogics, and learning to learn practices around student-centric journal digital platforms
H20 engages four neighbourhood mentor triggers to change and grow its pupils:
- Junior Achievement (JA) Company Program (ungdomsbedrifter (UB))
- Local Innovation Networks and Neighbourhood Incubators
- Rotary Mentors at Individual and JA Company level
- Local Mentors and Growth Programs from multiple village partnerships.
We collaborate with pupils, alumni, teachers, advisors, local businesses, local government and non-profit organisations to teach, MENTOR, and sponsor the pupils, ideally through Real-World-Problem-Solving in team competitions, work programs, leadership programs and Best Practices Mirroring and Mentoring Mobilisations.
We believe it takes a village to raise a child! or in our words;
“It takes an H20mentorvillage to sustainably teach, MENTOR and sponsor a child!”
Beaconhouse School Margalla | How we built a strong alumni network to promote community engagement
5th Oct , 13:00pm to 14:00pm GMT
Beaconhouse Margalla Campus Islamabad promotes and focuses on the importance of community engagement in students. Our school introduced a program two years ago, named Active Creative Engagement (ACE) that validates the maximum involvement of the students in the activities, community engagement being one of the key components, under which they have to complete at least 30 hours of community service and leading up to 150 hours as per the international standards to be eligible to get a certificate.
The purpose of the program is to develop empathy and to address the issues affecting the well-being of the underprivileged people. It is a powerful tool for bringing about environmental and behavioural changes. In the spirit of this program, Beaconhouse signed an MOU with Special Olympics-Pakistan by offering them our purpose-built campus facilities; which includes a sport’s ground, gym and other indoor sports facilities. We are simultaneously running many other community engagement programs such as various food, plantation, cleanliness and clothing drives. All these activities are led by students.
As responsible citizens, it is inculcated and embedded in the curriculum that it is our duty to give back to the community in times of need and natural disasters and our students have always been in the forefront in all such initiatives and contributed in a variety of ways.
Beaconhouse School Multan | Using an inquiry-based approach for life-skills development
6th Oct ,13:00 pm to 14:00 pm GMT
Our school will be showcasing what we offer, which are classes from Early Years till Class O Level for Boys and Girls. Our school had initiated various club activities for all of our school students along with Life Skills Club as Beaconhouse espouses an Inquiry Based Approach which resonates throughout the curriculum, across every subject and class level.
As mentioned in Wikipedia, the World Health Organization in 1999 identified the following core cross-cultural areas of life skills: Decision-making and problem-solving, creative thinking, communication and interpersonal skills, self-awareness and empathy, assertiveness and equanimity, Resilience and coping with emotions and stress.
The objectives of our Life Skills clubs were to educate and guide students on how to be independent at handling real-life problems and to take responsibility for their actions. The goal of these activities was to make them take pride in doing their own work and by helping others. Through these activities, we aimed at improving problem-solving and creative thinking skills of our students, which in turn compelled them to be empathetic and self-sufficient.
Xavier School | Connected Learning: Leveraging Pedagogy, Relationship, and Technology for Education in a Pandemic
7th Oct , 7:00am to 8:00am GMT
We will showcase our Online Distance Learning and EdTech journey to help the other schools in the Philippines cope with the ‘New Normal’.
Combining the best of Jesuit education tradition with innovation, Xavier School is a pioneer in the use of technology among schools in the Philippines. Our school is an innovative and compelling learning environment that engages students and provides tangible evidence of academic accomplishment. We continue to expand the application and integration of technology tools in learning and teaching through various programs initiated by the Grade School and High School units, such as the inclusion of coding and robotics in the STEAM curriculum, creation of Makerspace opportunities, and support for more relevant professional learning for teachers, locally and internationally.
This school year, the pandemic has prompted us to shift to online distance learning. Our new program aptly called Xavier School E-Learning or XSEL will enable our students to be “persons fully alive, endowed with a passion for justice and the skills for development” through meaningful learning experiences, facilitated outside the confines of the physical classroom. XSEL is adapted for diverse contexts, designed for academic excellence, and aimed at holistic formation of the Lifelong Learner.
Alem Elementary School | Reaching indigenous communities
8th Oct , 9:00am to 10:00am GMT [RESCHEDULED DUE TO TECHNICAL ISSUES]
We’ll be showcasing how we reach out to indigenous communities, helping them in terms of education.
Capannikian has the second-largest populace among the 22 barangays of Pudtol, Apayao. Among these residents is a small community of Agtas who think very lowly of themselves and which are, most of the time, taken for granted and are left behind in terms of livelihood and most especially education. The Agtas of Barangay Capannikian lived by fishing and hunting. They try, at least, to send their children to the formal school but due to natural calamities and accessibility to schools, many of their children would drop from school and had to move elsewhere to make a livelihood. Most of them were not able to adapt to the different ways of life and eventually return to their families with nothing.
While the community’s primary needs remain to be food, shelter, and clothing, education is still a very important need. In partnership with the appropriate government and non-government agencies, as well as private individuals, PROJECT AETA (Accessible Education to Agtas) will help bring quality and accessible education to them as it shapes their future through bridging gaps and unlocking opportunities. This project aims to improve numeracy, literacy skills, and livelihood competencies of the AGTAs and to develop in them a sense of pride in their cultural heritage.
SEK International School Qatar | How to make hybrid learning work for everyone
5th Oct , 12:00pm to 13:00pm GMT
We live in uncertain times, with impacts around the world, that have changed the way we live. The Covid-19 pandemic has made us painfully aware of the global nature of our human existence, and the dependence we have on others, as we address the current impact of the pandemic and work together to find a vaccine to bring it under control.
We have learned the importance of bringing our community together and listening carefully to their personal stories, not just through surveys, but also through conversations with individual families, students and staff. We have also engaged with regional, national and international authorities, and with schools across the world, and have benefitted from their advice and experience.
Our success to date has rested much on the power of maintaining, sustaining, and listening to our local communities and our global networks.
The workshop will consist of some brief formal presentations, based on background research and our experience of putting theory into practice, as being developed in our Playbook. This will lead to discussion and exploration, in breakout groups, and a final plenary Q&A and summary session, including ideas for next steps.
Hospital School | Ensuring education’s continuity in hospitals
8th Oct , 09:00am to 10:00am GMT
Annually, more than 4000 students are taught at hospitals in Moscow either in hospital school if they can attend it or in wards or cubicles if students cannot leave them. Long absence from classes, interrupted schooling, reduced social contacts and unstable emotional status cause learning problems and decline in academic achievements. An educational gap between in-patients and their healthy peers is often 1-3 years. To make matters worse some surgical treatment and medicines impair children’s cognitive functions and form more barriers to learning.
The Project “We Teach/They Learn” has set the task to improve children’s lifestyle by providing quality literacy development and advancing equity.
The Project showcases an innovative model of hospital school that has been rolled out to other regions of Russia. Since the launch of the Project in 2015 new hospital schools have been opened in 34 Federal children’s hospitals in Russian cities and towns outside Moscow.
To meet the task a completely new type of full-fledged school in hospitals (“hospital school for long-stay patients”) as an innovative model in its structure, organization, administration, and methodology has been created.
Primary School Milan Rakic | How we integrated experiential learning in our school
5th Oct , 16:00pm to 17:00pm GMT
Our school encourages the development of a methodology for a holistic approach of learning under the open sky. What we are promoting is the living proof evidence of еxperiential learning under open sky- The Magic Village- which proved to act like the gateway to overcome the Covid 19 virus and the pandemic issue!
The concept name, the Magic Village, wasn’t accidental since it is completely wrapped in a fairy tale. When coming up with this learning concept, we had in mind that our childhood habits often define us even as adults. We also took into consideration that children who grow up in urban areas are, in a manner of speaking, handicapped, because they don’t grow up in nature and often hardly experience it. For someone who lives in a rural area, it’s sometimes difficult to comprehend that there are children in cities who believe that milk comes from a carton, eggs from the fridge, tea from the pharmacy, and bread from the shop. This is because children in the countryside live in harmony with nature from the day they are born, while children in cities get to see nature through their screens.
Isn’t this reason enough for every city parent to take it upon themselves to provide their child with moments spent in the countryside and in harmony with nature? We found out that most children don’t have opportunities to visit and enjoy the countryside unless they have grandparents who live in a village, so we decided to start a children’s research centre on a farm, in the purest nature.
The School of Economics | Progress on gender equality by creating entrepreneurship programmes for girls
6th Oct , 09:00am to 10:00 am GMT
We’ll be showcasing our aim of Economics school and its Regional centre for entrepreneurship of south-east Serbia, which is to stimulate gender equality, women and girls enterprise. We have succeeded so far since the girls’ population is dominant in our school. They are stimulated by formal and informal education to express their potential, ideas, creativity and inclusive work.
Their business ideas brought numerous recognitions and awards at national and international competitions. The national competition “Na Pred”, by Regional agency of Serbia, enabled our students to take part in panels, important talks on women enterprise, promotion of their business ideas in the Chamber of Commerce of Serbia and negotiations with real investors. Their ideas tend to diminish inequality within the country between the much more developed north and the developing south where our city and school are situated.
Their formal knowledge together with well-supported business ventures will connect urban to rural areas and make them better for the future. This collaboration is supposed to enable partnerships important for sustainable development. The Economics school in Nis has encouraged and supported about a hundred student companies and business ideas which were promoted at national and international competitions and fairs. They simulated real performance of companies which earn a profit.
EducAid Maronka Primary School | How we created a school management plan in partnership with our parent community
8th Oct , 10:00am to 11:00am GMT
We have evolved a checklist of roles and responsibilities for parental bodies (School Management Committees & Community Teachers Association [equivalent of UK PTA]) that re-establish even the less literate members of the community.
The checklist + a workshop run in collaboration with the school-leadership that re-engages everybody in a common understanding of what the minimum standards are for a good school, however basic these might be and supporting the community groups to take up their role in upholding these standards.
This is used in our own school and has been used as part of EducAid’s outreach programme for school improvement across well over 150 schools. It provides a good source of local governance in a context where the Ministry of Education has limited resources and staff to reach regularly and provide formal support to the raising of standards.
African Leadership Academy | Effectively teaching entrepreneurial leadership
8th Oct , 12:00pm to 13:00pm GMT
As part of our core curriculum, all students in the two-year program take an Entrepreneurial Leadership (EL) class.
The EL program at A is designed to build the interpersonal and leadership skills (project management, communication, collaboration, problem-solving, reflection, values and ethics, peer feedback) that are essential for future agents of positive change.
Through this program, students develop the mindset, approach, and skills necessary to be entrepreneurial leaders on the African continent and beyond. The syllabus includes a variety of teaching methods, including team-based design challenges, guest speakers, mini-lectures, simulations and games, case studies and experiential learning.
The Student Enterprise Program (SEP) is a cornerstone of the ALA experience that sees second year ALA students running businesses or non-profit organizations for a full year, providing them with hands-on training in leadership, entrepreneurship and management and preparing them to pursue leadership and entrepreneurial opportunities on the continent.
Hyacinth Primary School | Hip Hop Maths!
7th Oct , 17:00pm to 18:00pm GMT
Our school’s specialism focuses on seamlessly merging music, maths, dance and design with a strong focus on Hop-Hop Based Education (HHBE / #HipHopEd).
It is a performative, multi-disciplinary and energetic method that caters to the kinaesthetic, auditory, visual and traditional learning styles. Also, it broadens the learners’ experience beyond the banking model of teaching.
We have a variety of locally made unique educational materials including CDs, posters, choreography and a booklet which are aesthetically pleasing and support our teaching method.
After years of teaching this way, we have seen kids come alive and get excited to attend class. We literally have kids run to our class to start working. We’ve also seen learners develop their critical thinking skills and improve their reasoning, which benefitted them beyond the math classroom. In addition to this, we’ve seen many kids’ marks improve.
Jakes Gerwel Technical High School | Implementing a career-based curriculum
5th Oct , 12:00pm to 13:00pm GMT
We’ll venture into teaching high school students high-demand skills that are directly aligned with the needs of local employers, which can substantially increase access to dignified employment in the local economy for low-income students with significant learning deficits, measured by improvements in pass and placement rates.
Researchers have identified that students in developing countries have large learning deficits, a result of weaker students falling further and further behind the curriculum until no learning takes place.
In South Africa, a key finding that has emerged is that by Grade 3, low-income students are already three years’ worth of learning behind their high-income peers and that this gap grows as they progress through school to the extent that by Grade 9 they are four years’ worth of learning behind. More than 60% of children in South Africa never finish high school.
Learn to Live School of Skills | How we teach students with developmental disabilities the technical skills
9th Oct , 10:00am to 11:00am GMT
We will share our 21st Century Educational Approach to learning.
Our learners require a different approach to learning. They could not cope in mainstreams schooling and are either intellectually challenged to some degree or suffer from socio-economic deprivation.
Project-based learning (PBL) is a student-centred pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based, note memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems, or scenarios.
Moving away from traditional “chalk and talk” teaching methodologies to authentic education prepares learners for productive engagement within the world they find themselves in. In the very least this is the ability to build and maintain a sustainable livelihood, preferably thriving, even flourishing livelihoods – requiring a state of work readiness that enables them to engage in value-adding and worthy transactions in the workplaces.
Parklands College | Preparing learners for their futures
7th Oct , 18:00pm to 19:00pm GMT
As an Apple Distinguished School we offer an innovative and compelling learning environment that engages our learners by creating meaningful learning experiences with technology. Global citizenship, creativity, collaboration, communication, and problem-solving skills are key components of every aspect of learning and ensure our learner’s future-readiness. Our approach uses Project Based Learning and real-world platforms, where learners create positive outcomes, products and solutions for an ever-changing, environmentally challenged world.
We will be showcasing the following components of our learning programme:
- How we integrate Project Based Learning, Art and Design, Robotics, Coding and 3D Printing in our Preparatory Faculty to keep our learners engaged and excited about learning.
- Our comprehensive Robotics programme is core to learning from Grade R to Grade 8. This has promoted an interest in Science, Technology, Engineering, Art & Design, Mathematics (STEAM) and Coding where our learners develop problem-solving skills. This offering also extends into theme-based robotics competitions that inspire creativity and invention.
- Our Mobile Application Development Incubator where our learners make free, professional applications for the global market. A key focus here is for our learners to help society by solving current challenges with software solutions.
- Parklands College Studios is the home of our Film and Sound Engineering facility. In this space we offer an experiential, professional platform for young creative talent to create film, animation and sound products for a global audience.
At Parklands College we believe that the best way to prepare our learners for the future is by offering an environment where they can focus on their interests and passions, learn by doing, innovate, make decisions, and work together towards solving real community challenges.
Pinelands High School | A transformation journey: tackling bias and racism in a diverse society
6th Oct ,14:00 pm to 15:00 pm GMT
Twenty-one years ago, the school developed a four-day residential programme, entitled “Rainbow Camp,” for Grade 11 students (ages 16 – 17).
The camp-based workshops have enhanced learning as students’ learning stretches beyond the academic to the intra- and interpersonal spheres of life.
Learning more about themselves, their ideologies and biases, as well as about others has expanded their worldview and encouraged open-mindedness, tolerance, acceptance, peace-building and celebration of diversity.
The programme’s content focuses on personal growth and development within the context of a multi-cultural and diverse society, and in particular in our South African society which was fractured by apartheid and which continues to carry the damage in its fabric.
A critical focus of the programme is anti-racism education and the term “Rainbow Camp” reflects the desire to embrace the diversity of our South African Rainbow Nation.
Roedean | Helping inner city’s disadvantaged children with schooling
6th Oct ,13:00 pm to 14:00 pm GMT
One of the frameworks that inform an approach to achieving Living a Life of Significance, is including in this definition the notion of transcending self as encompassed by the social responsibility programme that is entrenched in both the curriculum and extra-curricula activities of the school.
Critical thinking and the ability to work as a team are crucial skills for 21st Century learning. The social responsibility programme allows girls to work in teams not only in the school family but within the broader community, thereby deepening their engagement.
We believe that building a sense of social entrepreneurship within the school not only fulfils the ideal of service but is imperative for educational and economic equity and social justice, as well as personal and societal well-being.
School readiness is also an issue in SA, and many children are neglected due to parents needing to work, but who are unable to afford quality Early Childhood education. The difference between Independent and State schools in SA is stark, and the need to form partnerships, and share resources and skills is essential.
IES Las Musas | How we develop Spain’s next generation of researchers
7th Oct , 17:00pm to 18:00pm GMT
Our school will showcase the experience of our students as researchers with the collaboration of some of the best scientists and National Research laboratories. We will provide some of the best projects done by our students. We will provide information not only from the final result but also the beginning of each project as well as the development and its duration.
The school stands out for its innovation and research. We have developed programs to help our students to increase their interest in research in any subject, especially in STEM. We are currently developing a project to put a nano spacecraft in orbit by our students. We have also established exchanges with schools in all Europe, Canada, the US and Ecuador. Finally, we will demonstrate how this idea and this program has helped the school to introduce and increase the interest of our students in science.
Kringlaskolan | Trust package – a program for every child’s wellbeing
6th Oct ,14:00 pm to 15:00 pm GMT
Our school has developed a successful program for a healthy, safe and supportive learning environment. The program clarifies for instance school-wide approaches, employee training and content / exercises for each grade, during the student’s 10 years at school.
The aim of Kringlaskolan’s program is to empower the students to grow, prosper, and become the best version of themselves – and also to develop compassion for their fellow human beings, their surroundings and society at large. All employees at the school (teachers, caretakers, management, school nurse, curator, catering staff, etc.) are engaged in the program, and to some extent, if possible, also the students’ parents / guardians.
The program includes ongoing training of employees, in order to deepen the understanding of the program, and also to constantly develop the program’s content together. The effects of this are that regardless of which teacher / adult the student meets, everyone has a similar approach and always focuses on building a healthy and safe learning environment.
The program is fully integrated into the school’s annual structure and subject planning. And it is based on the national curriculum’s requirements for work on key values and to understand Sweden’s grounds for discrimination. The program involves all school subjects and all situations in the school – including the breaks.
Vittra Vallentuna | Using the case method developed at Harvard to advance contextual education
5th Oct , 14:00pm to 15:00pm GMT
Vittra Vallentuna has, since it started 2006, worked very consciously with programs for “Contextual education”. We are, as far as we know, the only compulsory school in Sweden that so clearly developed Harvard’s case methodology as part of our education program. It’s, for us, a successful approach to developing students’ employability, entrepreneurship and life skills. Each school in Vittra (Vallentuna is one of 23) have divided the academic year into six periods, each period followed by “Development and planning days” when the teachers evaluate the previous period and plan and prepare the work in the next.
Every new period is the starting point for a case study, where the education is based on a common problem that must be solved. Together. The case consists of several topics that are linked together, planned, assessed and evaluated together. The designs and progressions of the cases are adapted to students’ ages, school forms and the Swedish national curriculum
During 2020 – and in a situation with high absenteeism (from both students and teachers), lots of worries and uncertainty – we could see that our case-based education created increased meaning to the students. They felt energetic and gained energy from continuing to solve problems and share responsibility together.
United World College Thailand (UWCT) | Mindfulness and its Role in Well-being In Schools
5th Oct, 15:00pm to 16:00pm GMT
Since our founding in 2008, social-emotional learning and mindfulness have been one of our school’s five pillars. The motto of the school—”Good Heart, Balanced Mind, Healthy Body”—is alive and genuinely infuses our programme as we seek to raise great human beings who know themselves so that they can help others and the planet. Although there has been a lot of world-wide uptake on mindfulness lately, our experience with embedding mindfulness across a Nursery to Grade 12 curriculum for over a decade, as both a stand-alone and integrated part of the programme, is a story and strength worth sharing. Built on our three-part approach of “be mindful, teach mindfully, teach mindfulness”, we can explore the training we offer to staff, the building of time for mindfulness into the timetable and overall wellness curriculum, how we support students and parents through courses and classes and more.
Istanbul Kültür Education Institution | How to host speed debates to improve critical thinking
7th Oct , 12:00pm to 13:00pm GMT
We will be presenting a debate on improving critical thinking. Our school prides itself on creating worldwide citizens, whereas academic success still plays a significant part. We also give students opportunities to develop different skills. Our school has its own radio station where students can learn about how to broadcast a programme. We also compete in many international competitions so that our students have an opportunity to develop entrepreneurship and also to be able to create life learning skills.
Our students who are interested in science have currently developed a new food film that prolongs the shelf life of food. These have made it through to the final round of an international competition. We also take great pride in our history as we are one of the oldest private schools in Turkey.
We have a museum in our school that is maintained by students alongside our alumni. We have been invited to visit the Nobel awards ceremony twice, the second time our students interviewed the winner of the physics prize.
Technology & Humanities College (TINK) | Developing techno – entrepreneurial skills
6th Oct ,12:00 pm to 13:00 pm GMT
The actual expertise that Tink wishes to showcase during the presentation part of the event is the integrated techno-entrepreneurship curriculum and the Innovation & Entrepreneurship case projects that the students have developed during the course of the last 3 years. The presentation part will be followed by a panel discussion with thought leaders on employability, entrepreneurship and life skills in the digital age.
In the context of the United Nations Sustainable Development Goals related to education, Tink specializes in entrepreneurial-minded teaching and techno-entrepreneurial skills formation.
Tink has created a unique diploma program that combines the digital age soft skills, innovation & entrepreneurship skills, and technology skills on a theoretical and practical level leading to higher employability and life skills. The STEAM curriculum also supports creative solutions development and project implementation approach of the techno-entrepreneurial curriculum in a cross-disciplinary manner. The Tink education model brings the concept of solution-oriented young people, who combine thought and action in their personalities.
Turkish American Association Cinnah Preschool | Social-emotional learning in early childhood education
9th Oct , 16:00pm to 17:00pm GMT
Within the framework of wellbeing, we want to share our school’s social-emotional learning programme that is implemented during class meetings. These are held at the beginning and end of the school day.
We name our meetings as ‘circle times’ so we conduct morning circle time and closing circle time each school day. Through integrating our social-emotional learning program into our circle times, we firstly aimed to support children who have difficulties about managing their emotions and behaviours. After we aimed to create a safe and supportive learning environment where every child can learn mindfulness, develop healthy decision-making skills and establish healthy relationships. Our social-emotional learning program differs according to developmental needs and ages of children in our school.
Within the framework additional sub-theme, we want to share our atelier system that is our pedagogical approach in our kindergarten. Based on our atelier system, our curriculum is designed. We implemented our atelier system to support skills like creativity, expression and exploration. Through this approach, children learn through experiences of touching, moving, listening and observing. Our atelier system also provides more active learning for children.
Zübeyde Hanım Kindergarten | Combining two education philosophies to place children at the heart of learning
6th Oct ,16:00 pm to 17:00 pm GMT
Our school will be showcasing a Child Focused Development Program (ÇOGED) project: Montessori- Regio emilia- Waldrof education models applied in pre-school education were combined and developed and turned into a 21st century education model.
The implemented project has been integrated into the Turkish education system and has become a holistic education model suitable for the child’s individual skills and interests, self-regulation skills, individual learning speed and character traits. A sample curriculum has been prepared, making it applicable in every country, and its sustainability has been ensured. In this model, children work with the materials they want, whenever they want, wherever they want.
To give the child freedom of movement and activity in a pre-prepared environment so that he / she can improve himself. Learning in nature has priority. In the project, 9000 teachers were trained and 17,000 children benefited from education. Our education coordinator wrote a book and this book reached 25,000 people.
Our study was selected as the project short film was shot in Turkey and that makes a difference. This movie has been watched 1,000,000 times in the world. Our trainings continued online during the pandemic process, and the project was introduced to 3400 teachers living and training in different regions through the Teacher Academy Foundation, a stakeholder of the Varkey Foundation.
Hartland International School | Our Covid-19 strategies – teaching PE and competitive sport when school’s reopen
7th Oct , 13:00pm to 14:00pm GMT
Hartland International School Dubai will be showcasing our efforts to deliver outstanding experiences in Physical Education in:
- The Past: Distance Learning
- The Present: Hybrid Learning and Social Distancing
- The Future-: Where We Go From Here
We will share some of our success stories in engaging students in learning from remote locations and how we maintained daily PE provision for 14 weeks. Furthermore, we will share our efforts to facilitate competitive sport for students through online competitions and interactions with schools from different countries. The discussion will include the benefits of live streaming, live calls, incorporating AI and VR as well as facilitating theory-based learning for exams.
The panel will also share their insight into how we are facilitating Physical Education for students in class and at home, as well as what the future holds for our Physical Education and Sports Programme.
Kindergarten Starters | Fostering understanding and partnership with parents
6th Oct ,11:00 am to 12:00 pm GMT
Building kindness and generosity into the core curriculum and living these values through donating one’s time, effort and/or money to provide access to quality education for the underprivileged children across the world. When students are engaged in value-based activities linked to their curriculum and positive education, they are able to relate to it, build character strengths and their learning is life-long.
As reflective practitioners and educators, it is important to engage in action research to question and enquire into one’s own current pedagogical practices, collate and analyze data and evaluate the impact of innovative practices on student outcomes so that they can further inform teaching and learning on the school improvement continuum. Action research fosters evidence-based learning, which is a fundamental premise for school improvement!
Shining Star International School | Technology, Our New Lifology! How we’re increasing student engagement
9th Oct , 12:00pm to 13:00pm GMT
Setting “GLOCAL” Goals, at Shining Star International School, we have paved the way for integrating digital citizenship into our curriculum, making every learner tech-savvy.
We are passionate about the Sustainable Development Goals and using technology for social good, equipping our students with the life and employability skills they need to build a brighter and more sustainable future for all.
We aim to educate everyone in order to save our Mother Earth – what we have today we want our children to have tomorrow.
Join us as we showcase how our use of technology has led our students to leave their footprints on a global level! We will share our journey of ‘Think Global, Act Local’ and how technology helped us in making this happen.
Wakadogo School | Sharing power & responsibility with your community
5th Oct , 11:00am to 12:00pm GMT
Our school has created a programme that meaningfully engages families and the community to ensure children, especially girls, attend school and learn. This is especially important in a post-COVID-19 world where we will need to find and bring back children, especially girls, who have been out of school for over 5 months, many of whom will have been forced into the labour market, early marriage or teenage pregnancy, and/or exposed to gender based violence.
Wakadogo is a grassroots charity, registered in Uganda, Canada and the UK. It is a pre-primary and primary school in the village of Acoyo in northern Uganda. Wakadogo School is fully registered with Ministry of Education and Sports in Uganda with registration number PPS/W/51. The school serves and educates 450 girls and boys from the local community. It provides high quality, accessible education, a nutritious meals programme and free basic healthcare for Wakadogo School students, its school staff and the local community members.
We deepen family and community engagement by using a strong Parents Teachers Association (PTA), local leaders and state workers in our community to build a strong school – community network. As a result, we are made aware when a child is unable to attend school and the reasons why. We are therefore able to personally engage with this child and their family/caregivers to help remove the barriers to attending school and support the child to return to school. Our strong and engaged PTA has meant that parents and caregivers are fully engaged in the operations and policies of the school, they make decisions on a range of issues relating to the school and even contribute financially to make improvements to the school.
Alperton Community School | Embracing multiculturalism to strengthen learning
8th Oct , 16:00pm to 17:00pm GMT
“It takes a village to grow a child,” this very famous African proverb encapsulates the ethos that is felt at Alperton Community school where the engagement and collaboration of the community is necessary and vital to the success of every student.
At Alperton, we fundamentally believe that a strong partnership between the home and school is vital to establish and embed the roots for every student to thrive. As a result, the themes of Pastoral, Community and Inclusion are the golden thread and are placed at the core of everything that we do.
You will experience the different ways in which cultures are celebrated within the curriculum and how they are interwoven within the whole school ethos. You will witness how parents and externals are engaged and collaborate with us as partners in order to create a community where education is not just the responsibility of those in the school. It is our belief that every child from every background is unique, important and matters.
Dunoon Grammar School | The Greatest Show(case): immersive & creative learning for entrepreneurship
6th Oct ,16:00 pm to 17:00 pm GMT
Join us for an energetic, innovative and engaging seminar led by our pupils, and involving our parents and partners! We will showcase the diverse range of creative and immersive learning experiences that contributed to Dunoon Grammar School receiving a positive Inspection Report. Our school was also the first Scottish school to win the European Entrepreneurial School Award!
Our showcase will open with a brief performance – a Scottish flavoured adaptation of the Greatest Showman opening involving pipers, drums and dancers.
Our fully costumed, in-character acts will draw on experiences to illustrate key features of creative learning – pinpointing key strategies delegates can adopt/adapt.
Acts will imaginatively engage you, the audience through a range of activities to deepen your understanding of creativity and how you can innovate within your schools.
Our young people will lead our high-paced seminar throughout – host, musical performances, practice sharing and delegate engagement. This involvement will exemplify the impact creative learning has had on their skills/confidence.
Scotland’s Enterprising Schools will join us to share how they can support delegates with their creative enterprise journey – from planning through to implementation and review.
The Greatest Show(case) will immerse and inspire you!
Feversham Primary Academy | How to teach music to all children
9th Oct , 09:00am to 10:00am GMT
Our school will showcase how music can be taught in child-friendly ways which enable ALL children to develop as musicians with well-rounded skills in reading, writing, auditing, improvisation, composition, listening and appraisal.
Our music programme contains sequences devised by leading music education and neuroscience researchers to improve outcomes for dyslexic children and boost literacy throughout the school. The programme is proving very popular with many schools following suit. We will share how we have adapted traditional music education approaches to provide a high-quality music education using play, singing and movement alongside a meticulously sequenced curriculum.
In addition to the above, since implementing the music and arts-rich culture, the school has moved from being a failing school in “special measures” to being an OFSTED “Outstanding” school in the top 1% of schools in the country for pupils’ progress and has gained spectacular academic success.
Sevenoaks School | Nurturing student-led social entrepreneurship whilst deepening community understanding
8th Oct , 17:00pm to 18:00pm GMT
This session aims to share ideas in relation to supporting students in their leadership of social entrepreneurship activities. Students from Sevenoaks School will share details of their social enterprise projects, before reflecting on what they have learnt in the process, and exploring how schools can best support the impact of similar initiatives.
We will explore a structured pathway to enable students to have guidance in developing their own solutions to problems that they identify in local, national and global communities, looking at how we can ensure that students reflect on notions such as sustainability and inclusivity, whilst developing critical thinking skills and challenging their own assumptions.
At Sevenoaks School, students look to understand and address various forms of inequality through a combination of a curriculum-embedded approach and extensive co-curricular opportunities, with many students engaged in nearly 40 weekly service partnership placements. We will share details of our innovative Year 7 Curriculum ‘Society and Change’ curriculum alongside the structure of our new Kent-wide social leadership partnership and social entrepreneurship competition.
We will also reflect with our student panel on how schools can best create a culture of student-led response to community challenges, and ask how teachers can support the development of meaningful relationships with community members in this process, that are transformative for all involved. We look forward to learning from other schools through this T4 opportunity.
The Charter School East Dulwich | Supporting children with autism in the UK
7th Oct , 16:00pm to 17:00pm GMT
We’ll showcase our plan, which is developing sector-leading practise in integrating the teaching of a neurodiverse population of learners.
The school has built a therapeutic infrastructure that supports children with autistic spectrum disorder (ASD) to study towards a suite of mainstream qualifications (GCSEs and A levels). The school operates a personalised curriculum for these students in which the extent of their participation in mainstream classrooms is based on a rigorous assessment of their need. The school has also developed a framework for parental engagement specifically focused on the need to build capacity in families of neuro-atypical children.
Supporting students with ASD in a mainstream setting is a complex process that requires investment in resourcing and specialist expertise. Neither can be developed quickly. Schools should craft a detailed target operating model and expect to take at least three years to build towards it. Each step should be cautious and should capture learning to date in order to ensure that children are fully supported as you grow.
Parents whose children have ASD are often understandably anxious about their children’s schooling. They need additional contact time with school leaders and other specialists in order fully to understand, buy-into and support the school’s specific model of provision. Parents whose children are neurotypical need to understand the place of specialist provision in the school’s ethos and operations; as the expectations of their children and the benefits of being educated in a neurodiverse environment.
Queen Mary’s College | Using competitive gaming & eSports to raise retention, engagement and recruitment of students
8th Oct , 15:00pm to 16:00pm GMT
Through the creation and launch of the new eSports BTEC and enrichment, combined with the use of new technologies, our school will demonstrate how the use of technology has helped raise retention, engagement and recruitment during a pandemic as we train our students with future-proof skills.
The eSports industry is expected to be worth £2 billion by 2022 whilst the impact of CV-19 has seen streaming platform Twitch go from 5 million streamers to 7.5 million streamers since lockdown. We know this is a contemporary subject but clearly not a fad so it was key to work alongside both exam companies and the students to form a new course that engages new tech and robust curriculum units that would prepare them for a new future. Students don’t want to just game, they want to learn about the business behind that.
There’s nothing wrong with fun within education and seeing our students engage with new technologies either competing in the BEA Championships or helping to informally structure the new BTEC course has certainly seen some fun along the way. The payoff has seen further improvement with retention and engagement. Our students are already gamers, so linking new tech within gaming and fun achievements can only lead to success long term.
Swiss Cottage School | Supporting and empowering teachers to lead on the design of learning and inclusive pedagogy
8th Oct , 16:00pm to 17:00pm GMT
We’ll be showcasing the role of technology in supporting and empowering teachers to lead on the design of learning and inclusive pedagogy. Highlighting:
- Use of video analysis to promote the role of formative assessment in personalised learning.
- Use of learning journals to support parents and families in understanding specialised approaches to teaching and learning for special educational needs.
- Use of technology as an operational tool to ensure a Professional Learning Community empowers teachers in connecting with peers to promote collaborative planning, reflection, and learning design.
- Use of technology as an operational tool to capacity build inclusive pedagogies and support staff through the expertise of a cluster of teachers within a formal Professional Learning Community model.
Melitopol Specialized School 23 | Our commitment to a values-led education
6th Oct , 15:00pm to 16:00pm GMT
We’ll be showcasing how we can encourage 21st century skills. Our school has mixed formal and non-formal education within a school that causes development of soft skills / 21st century skills. We will practically present the recipes for an effective combination of formal and non-formal education based on the example of an ordinary school from a small town.
We will share the secrets, consider the possibilities and challenges, and show how everyone can see the opportunity in each challenge. Participants will get acquainted with good practices and cases, receive successful recipes and useful tools that they can use in their schools and communities.
Novopecherska School | How to include fun physical education in every lesson
8th Oct , 14:00pm to 15:00pm GMT
At Novopecherska School we have created a unique approach to short, energetic and everyone engaging workouts, which our students use in between their lessons. It is initiated by the teacher, who uses national music (it is a very important aspect in our country to promote national language and local artists), it is highly popular with our students of all ages. It unites groups of students, teachers and families. When learning was happening online, it united families, as the parents actively participated, as well as all the siblings in the family.
What made the project popular is that it helped our students to stay connected by doing the physical activity together online. This went viral on social media, and the teacher supported it with strong messages of the importance of balance in between sitting in front of the computer and doing physical activity. This is not only taking care of your body but taking care of your mind as well.
In addition to that, the teacher shared the important message that physical activity is very important for both body and brain, the impact it has on concentration, memory, mood and other aspects of wellbeing. This is a fun way to teach students to get physically active, either on their own or with family/friends.
Opal School | Playful Inquiry: engaging children in democratic processes
5th Oct , 17:00pm to 18:00pm GMT
Based in research processes, Opal School has developed a practice of Playful Inquiry that supports children’s engagement in meaningful democratic participation through connecting their personal and collective experiences and concerns to serious issues .
PS 55 – National Health, Wellness, and Learning Center | Growing Healthy Students with Indoor Academic Gardens
5th Oct , 18:00pm to 19:00pm GMT
Green Bronx Machine uses the art and science of growing vegetables aligned to whole school, all subject, daily instruction integrating Common Core, Next Generation Science Standards, P21, International Baccalaureate and the UN Sustainable Development Goals to grow high performing schools and healthy behavioural outcomes.
GBM grows food year-round, indoors, regardless of seasonality, using 21st C technology and 90% less water and less space generating tonnes of food annually in communities that are food and resource-challenged.
Our program is 100% wholly replicable. By integrating a whole-school, community-oriented, project-based learning model that integrates low cost, readily available technology aligned to key performance indicators, teachers, students and all community stakeholders readily and willingly respond.
It is our belief that schools are the epi-centres of the community and that by integrating systemic instruction with wellness, food production and food distribution that scale to living wage opportunities, we grow vegetables, our vegetables grow students, our students grow schools and our schools grow communities that are healthy, inclusive, self-reliant and thriving. To date, over 10,000 schools in America are using our technology daily!
Sayre Language Academy | Family Creative Coding Nights: Cultivating Connections by Creating with Code
9th Oct , 16:00pm to 17:00pm GMT
At Sayre Language Academy, we are passionate about engaging families in creative learning at home.
We will explore the 4Ps framework – projects, peers, passion & play, a framework that we have adopted at our school that focuses on bringing creative learning to families both in-person and virtually.
We will also share insights from our Family Creative Coding Nights and partners, as well as share a facilitation guide we have developed to support other schools from hosting similar virtual events with families.
Think Global School | Understand the power of place-based learning by the world’s only travelling school
7th Oct , 16:00pm to 17:00pm GMT
THINK Global School has built a curriculum based on place- and project-based learning that puts students in charge of their own learning. We emphasise mastery, autonomy, and purpose, and in doing so, prepare our students to be global citizens who are equipped with a wide range of 21st century skills.
How can schools around the world use place-based learning to explore ecological, political, economic, and social themes firsthand while adding a local-to-global context to their classroom? In their discussion of place-based learning, Russ or one of our lead educators will explain how the real-world experiences that are at the core of a THINK Global School education can be scaled down for schools of any size or budget by relying on local experts and leveraging the environment.