Connect-ed+Issue+46+January+2019

Connect-ed Newsletter January 2019

Welcome to the
January 2019 edition of Connect-ed
We?re delighted to bring you the latest edition of our newsletter, packed with articles to
help you find out more about the professional learning, good practice and collaboration
opportunities that are available for you at Nord Anglia Education.
Read on to find out what?s new, what?s noteworthy and what we?ve been working on.
We?ve also highlighted the many significant contributions that we have received from
around the Nord Anglia Education family, all of which will enable you to See the Bigger
Picture with your own learning this academic year.
Contents
- How to change the world with Collaboration
- How does a global organization effect a Music Curriculum across all of its Schools?
- Talking together: Bratislava & Prague KS3 German project
- Case Study: Early Years collaborating & presenting
- January's Featured Courses
- Upcoming Webinar: Growing Minds
- Big Reading Challenge for January 2019
- From our archive: Featured Webinar & Seminar
- Developing Teamwork Skills with your students
- Beauty is in the (Pi) of the beholder
- Community Engagement Vlogs via NAU Talks
- A cross-divisional case study in Collaboration
- Collaboration and the IB Pathway
- Secrets of public speaking ? a TED Talk
- New Year Challenge ? try a new tool
- Using Theory of Knowledge as a platform for developing approaches to learning: Collaboration
and Presentation
- Want to be a better teacher? Go Swivl!
- Collaboration ? the bedrock of NAE?s Leadership Programmes
- Developing expertise through our Masters Programme
Looking to submit an article to Connect-ed? Contact nau@nordanglia.com and let us know what you are
wanting to write about!

How to Change the World with Collaboration
Collaborations (with a big C) are
a key component of the success
of Nord Anglia but collaboration
(with a small c) is just as
fundamental to our everyday
success.? From the high-profile
partnerships with organisations
like Juilliard, MIT, Kings College
and UNICEF, to the examples of
team work that happen in a
classroom, it?s the coming
together of knowledge, passion,
experience and curiosity that
ensures bigger and more
meaningful impact than could
ever happen by working alone.
Collaboration and teamwork
can uniquely drive forward learning and skills
development across every area of a school, office
or workplace with positive results.?It?s not just our
students who benefit from these opportunities to
develop creativity and negotiation skills, to
increase tool kits and communication, from
sharing and building on ideas. Parents, teachers,
support staff and Principals benefit equally from
working together in a meaningful way towards a
common goal.
However, great collaborations are a conscious
choice, and need encouragement and dedication
at every level to succeed, although it is definitely
worth making the effort to do this.?The author and
teacher Helen Keller said, ?Alone we can do so
little; together we can do so much?. It?s this
attitude to team work, partnerships and
collaborations, in whatever form they take, that
drives Nord Anglia schools forward to create
greater outcomes. Maybe your collaboration is the
great outcome that could change someone?s world
or even the whole world.
To get involved in our Collaborations you can visit
NAU and learn more about:
- Juilliard
- MIT
- UNICEF
- or to collaborate (with a little c) you could
try searching our list of communities and
find colleagues to collaborate with.
Camilla Woodhouse
Programme Manager for the Juilliard - Nord Anglia Collaboration
Education Team

How does a global organization effect a Music
Curriculum across all of its Schools?
3. European Music Festivals and Choral Concerts
4. Performing Arts Workshops with Juilliard
(including the Summer Performing Arts
European workshop)
For my Masters study I have been researching how
a global organization effects a music curriculum
across all of its schools. This arose from frequent
questions in my school community about how to
implement Juilliard Creative Curriculum (JCC)
alongside the four other music curricula that we
teach.
This involved researching previous collaborations
on music curriculum outside NAE and I found the
number one feature needed for continued success
is communication. I then went about utilising the
next Juilliard artist visit to communicate the
professional and organisational benefits and
needs to my colleagues. I put together a one day
programme that involved our guest vocal artist in
workshops and performances for parents, staff,
marketing and the admissions team plus some
local music stores. At all of the performances I
presented on the 5 key values of a JCC lesson and
how the collaboration could be seen in a variety of
ways around our school...
1. Performing Arts Resources via Juilliard
Creative Classroom
2. Professional development opportunities for
teachers
I presented on the core works and how best to
align Juilliard Creative Classroom with the
curriculum requirements in the form of policies
from Poland, UK Curriculum, IGCSE Music and IB
Diploma Music. The presentation finished with a Q
& A session and a short video which you can watch
below. The video shows how my department has
started this year taking our peripatetic
instrumental tutors to our early years campus and
exploring the core works through a one day
workshop.
A music curriculum specialist for the global K-12
programs has suggested in my study that ?I would
love to see more/all teachers sharing ideas and
resources regionally, and even globally on NAU? .
Because so much of this work is about the process
and experience, I think it?s important to find
creative ways of sharing the work (done in the
classroom) in a non-performance situation? (from
a personal communication, September 2018).
I believe this artist visit format goes a long way to
helping achieve this. You can get involved by
encouraging your colleagues to collaborate on
NAU and to have these same conversations ? is
your Collaboration developing teacher
collaboration?
Jamie Gibson
Director of Performing Arts
The British School Warsaw

Talking together: Bratislava & Prague KS3 German project
Learning a new language is about communication,
which is enabled by collaboration. To ensure
future development, the German department of
The British International School Bratislava and
Prague British International School have come
together to start a much closer cooperation,
relationship and collaboration between both of
their German departments.
the Goethe Institute in Bratislava (a German
cultural institute providing professional
development for teachers), German teachers from
Bratislava and Prague came together for training
on the use of iPads in German lessons. In a six-hour
session we learned which different apps we can
use to make our teaching more interactive for
Michala Bartosova, Head of MFL in Prague and
Sona Slobodova, Head of World Languages in
Bratislava, came together and organized a
collaborative German project where students in
Key Stage 3 could practise their German language
skills, come together, exchange ideas and teach
other students more about their school, city or
country.
Year 7 students produced and presented a video in
German about their school in Bratislava and set up
questions for their fellow students in Prague.
Year 8 students from Prague showed us in a video
message how their school works and what their
favorite places in the school were. Interesting tasks
and activities based on the video helped the
students consolidate their knowledge within the
topic, 'School and free time'.
To expand the international mindedness, Year 8
students from Bratislava taught in a video
presentation about the historical sides of the
Slovak capital, Bratislava.
All tasks enabled the students to grow in
confidence, further their German expressive skills,
expand their German vocabulary and expressions
as well as learn more about the city of Bratislava.
Not only students but teachers used this
opportunity to come together and develop their
teaching techniques. In close collaboration with
students and how to improve their
communication, presentation and knowledge in
German.
Practical tasks which we had to do on our own
showed us new approaches to teaching and led to
the exchange of ideas. This workshop has had a
positive impact on our teaching and the
development of our faculties, since the apps can
also be used in the teaching of other languages in
our schools.
The first stone of the cooperation has been set and
hopefully in the future we will improve and
enhance this to ensure the development of
international mindedness, communication and
inquiry in our
schools.
For more information on how
you can further your
communication skills, try our
quick course on Business
Report Writing Skills on NAU.
So?a Slobodová
German Teacher/Head of MFL
The British International School Bratislava

Case Study: Early Years collaborating &
presenting
As an early years teacher, I often observe children
with developing language skills who are able to
work effectively with their peers through the
medium of play. Whether a young child?s
language is developing as a consequence of their
age or because they are a dual language learner,
they still manage to build relationships, negotiate
and engage purposefully with one another. In this
way, the language of play translates across all
cultures, abilities and settings and is a powerful
tool for educators.
Play allows children to experiment and explore
different concepts freely and on a practical level as
they make sense of the world around them. It is
widely accepted that there is a relationship
between play and oral language development.
Play is collaborative and so is language.
As teachers, we must ensure that our provision
and teaching provide opportunities for children to
develop their language skills. In an Early Years
classroom, you will usually find role play, small
world and construction areas which are ideal
play-based activities for children to make sense of
their first-hand experiences and situations which
they have observed. It is essentially rehearsal time
for children!
Meaningful conversations which occur between
adults and children are so important to language
development. These conversations take time and
are not superficial or dominated by the adult
asking lots of closed questions. We should plan to
make time to ?serve and return?in conversation
with children like we do with friends and family.
In the new year, I will be launching a new coached
study course on NAU which will be examining EAL
in the Early Years so if you are interested in early
language development, please look out for the
enrollment details.
Joanna?s full
article is
available to read
on NAU, check it
out here.
Joanna Johnson
Director of Student Welfare for Toddlers to Year 1
EY & Language Acquisition Teaching Fellow
British International School of Boston

J anuary's featured courses
Collaborating and presenting plays an integral
part in your role as a teacher. With collaboration
being key to personal development, we have
made sure that there is no shortage of material on
NAU to develop your skills in this area.
Learn New I T Skills
When we think of workplace presentations, the
first piece of software that springs to mind is often
the ubiquitous Microsoft PowerPoint; but despite
our familiarity with the name, not all of us have
first-hand experience using it. In this quick course
you will learn to put together a presentation in
PowerPoint that will look like it?s been done by a
professional. Don?t worry if you have no prior
experience, this course is designed for beginners
who are looking to acquire fundamental skills.
Upcoming Webinar: Growing Minds
Present with Power
So, you have created your first presentation, it?s all
looking good on paper and you?re ready to share
your findings! This is where a lot of us get nervous;
it is, after all, quite a daunting experience sharing
your work with others. We all know how easy it is
to lose our audience if we aren?t keeping them
engaged. Try our quick course, Presenting with
Power, and learn how you can captivate, motivate
and inspire your audience.
Make Meetings Matter
What makes a good meeting? Good content,
structure or engaged participants? The answer is
all of the above, and more. There are so many
factors that contribute to the success of a meeting.
Our final featured course for this month is Making
Meetings Matter. This course will provide you with
the necessary skills required to make the most out
of your meetings.
Growing Minds: one school?s approach to
developing a Positive Education curriculum
Victoria Stec is an experienced international
English teacher who is passionate about creating a
curriculum that explicitly teaches adolescents
practical skills for developing and managing their
own wellbeing. Last year she took on the role of
coordinator for her school?s unique wellbeing
programme, Growing Minds, which takes the
implementation of Positive Education into its own
hands. Victoria has found that it has been a truly
special responsibility to have so much influence
over how to guide the young minds that will
become the leaders of the future, and is
passionate about sharing this with Nord Anglia
schools.
This webinar presents the challenges and insights
gained while attempting to answer questions such
as, ?What can be done to kindle the innate urge
within every child to learn and know??, ?How can
educators provide children with the opportunity
to take up responsibility for themselves and
others??and ?What can be done to inspire students
to continually strive towards personal
improvement through self-reflection and
self-development?? This session offers practical
ideas and resources for promoting mental health,
creating habits for happiness and fostering a
sense of social responsibility in students.
In addition, learning intentions include exploring:
- how to develop a curriculum that is responsive
to the specific needs of individual cohorts
- assessment strategies to measure the impact of
Positive Education on students
- the shared responsibility of educators to model
and exemplify ? not just teach ? growth mindset
To watch this webinar
live on NAU, tune in on
Monday 21st January
at 2pm GMT

Big Reading Challenge for January 2019
'Moving From Teacher Isolation to
Collaboration : enhancing professionalism and
school quality',
by Sharon C. Conley & Bruce S. Cooper
If you want to find out how to access the
book through NAU visit our Big Read area
(which also includes links to all of our other
Big Reads for the year).
You can also visit the library on NAU to find
thousands of journals, articles and e-books
on a range of education topics all of which
are free to use for all NAE staff.
Educational pedagogy isn?t static and it is likely
that we can all see major differences within our
lifetimes. The idea of students sat in silence,
listening to the ?all-knowing? teacher dictate
Shakespeare or mathematical formulae is slowly
being replaced with interactive technology, group
debates and a much wider curriculum. Computer
technology is ubiquitous, and there?s no denying
that it plays a vital role in the education process,
but how did we get to where we are in terms of its
implementation in the classroom? The answer,
according to Conley and Cooper, is simple:
collaboration.
Over a number of years, we have turned
technology from what was once primarily a
research tool into a collaborative means of
teaching our students ? but have we come far
enough, or is more work still required? To prepare
our students for the future we must continually
work together to share knowledge; collaboration
is, after all, one of the prime factors in our
on-going personal and professional development.
You can read the full book on NAU to understand
the diverse range of forces that influence teachers?
decisions to shape learning.
Advances in technology are only one example of
why we need to collaborate to better ourselves as
teachers; the concept of collaboration extends to
all aspects of life. The ability to share knowledge is
what defines us as species, and we can not only
learn from each other but expand on that
knowledge to explore new and innovative ideas
which can be passed onto future generations.
Don't have time for this month's Big Read?
Why not have a look at our Quick Read:
'Implications of Collaboration in Education',
by Stephanie Renee Laymon. Here you can
learn about the lesser acknowledged
collaborations that exist in education, and
the requirement for effective leadership in
facilitating these collaborations.
David Docherty
Programme Officer
Education Team

Fromour archive: Featured Webinar &
Seminar
As one of our regular features we like to
highlight content from our archive that relates
to our theme this month? and we encourage
you to explore our archive, which is full of
videos you might want to watch.
Featured Webinar: how the use of practical equipment promotes conversation in the
Primary Maths classroom
In this month?s featured webinar, Andrew Jeffery shares his passion for helping children learn through
understanding patterns and structures in Maths. Whenever we are presented with a piece of information,
we interpret it in way which is relatable to us ? some of us may relate to the number 40 in terms of age,
others in terms of a speed limit. So, when we are presenting, how do we frame it in a context that will be
understood by all? We need to understand what our audience already knows, and make use of three key
questions: what, how and why. For a more detailed insight into this concept, watch the video using the
link above.
Featured Seminar: the listening spectrum and active listening in the classroom
In this seminar, Nick Peachey explains the different types
of listening teachers utilise in the classroom to learn from
their students. The Listening Spectrum highlights how we
can go from simply hearing what is being said, to ?hearing,
understanding how people feel and actively listening?.
Watch the full seminar on NAU and learn how you can take
your listening skills to the next level.
Building Teams by Suzanne Ship
Another useful seminar we encourage you to check out is Building Teams by Suzanne Ship. If we are to
collaborate as part of a team, we first must understand the requirements for selecting team members.
Suzanne emphasises the need for us to ask three questions:
- Why? ? What is the reason behind forming a team? What will we gain from it?
- What? ? What are we going to discuss? Will each team member have their own role to play in
the discussion?
- How? ? In order to facilitate collaboration, who will be delegated specific tasks? It is vital that
each team member has a given role in the team that will contribute to the overall learning
experience.
Watch the video to explore these ideas further with Suzanne.

Developing Teamwork Skills with your students
"What makes good
teamwork? It?s the
ability of people to
co-operate in order
to achieve a common
aim or goal."
In a recent survey run by the Clear Company, 97%
of employees and executives said that a lack of
alignment impacted the outcome of a team task or
project, and 86% cited lack of collaboration as
leading to workplace failures. Yet only 18% of the
same staff discussed communication issues at
their performance reviews. This leads me to follow
two conclusions: first that teamwork skills should
be at the forefront of our staff development
agenda; and second that these are fundamental
skills to develop in our students. Imagine what we
could all do if we worked better together!
What makes good teamwork? It?s the ability of
people to co-operate in order to achieve a
common aim or goal. There are many skills that
make up good team work, including being
organised, taking and receiving feedback,
influencing and leading others, decision making
and problem solving. Sadly, personal priorities,
team dynamics and our own egos often get in the
way of the greater good. To develop teamwork
skills yourself I recommend that you head over to
our personal skills courses area and look for a
Joanna Lay
Programme Lead for NAU
Education Team
short course that could give some ideas for how to
change your relationships in a team dynamic. For
example, how about negotiation and influencing,
communicating effectively or managing meeting
personalities?
How do we foster a sense of teamwork in
students? How do you structure a lesson to
develop friendship, loyalty and motivation
towards a common goal? I?d like to suggest that
you watch one of our video library playlists. It
features a complete lesson where students work
together on a common project and you can see
real life examples of how the teacher has set up the
project work and how she facilitates it. As you
watch the playlist reflect on what you see ? is this
how you would approach a similar project? How
does she set the project up for success?
Lesson summary:
We join a KS3 class developing their teamwork skills.
They are writing a bid to host an Olympics event.
With an emphasis?on being creative and reasoning,
the importance of teamwork is highlighted.
At the end of the lesson, we see a plenary session
where individual and group reflection is followed by
feedback and?discussion on how individuals worked,
and how the team could improve next time. An
interview with the teacher gives?background to the
learning and teaching experiences.
You could even watch the playlist with some
colleagues and reflect on it together.
If you?re interested in seeing other
examples of real classroom
interactions, take a look at our video
library to find end-to-end planning and
delivery of lessons, including examples
from NAE schools.

Beauty is in the
of the beholder
Why do Mathematicians love Pi? The sixteenth letter
of the Greek alphabet. A universally recognised
symbol. 3.14159265? ? and all that.
Pi (?) is a type of number known as irrational; it
cannot be written as a ratio (fraction) and it goes on
forever without repeating. Every number you have
ever encountered from your telephone number to
your birthdate to your PIN code can be found
somewhere in Pi.
As a concept, it is wonderfully simple. Take any
circle and measure the outside (circumference) and
the width (diameter). Divide the circumference by
the diameter, and there you have it: Pi. Every time.
It is this universality that makes it a fantastic
opportunity for collaboration. It can be found in
every area of Mathematics linking algebra,
geometry, shape and data. However, there are also
a myriad of ways of celebrating Pi outside of
Mathematics.
Thursday 14 March 2019 is Pi Day (3/14), and we will
be celebrating all the wonders of Pi (?) across Nord
Anglia. Representatives in every school have been
sent information about how to get involved. This
could include Artistic Interpretations of the Number,
Memory Games, Pi(e) Baking Competitions, Pi Music
Composition, Pi Poetry, Pi Paper Chains; everyone
can celebrate this number!
Interested in collaborating with your
peers about Pi? Head over to the
Maths Community and let others
know what you are planning to do.
Stephen Dodds
Mathematics Teaching Fellow
The British School of Guangzhou
Community Engagement Vlogs via NAU Talks
This month we?re encouraging you to collaborate
and share, and a perfect example of this can be
found in Sarah Perkins?student engagement vlog
series. She has been talking to other Music staff
around NAE about the challenges they face and
their ideas for community engagement.
Each video is time well spent to get to know your
colleagues and really feel part of the community ?
why not check out the latest video where Sarah
talks to Tim Hainsworth about music projects at
Windemere Prep.

A cross-divisional case study in Collaboration
We designed a cross-divisional project between our Middle School (MS) and High School (HS) classes. HS
students, who launched their own businesses, created job postings for actual jobs they needed to fill. MS
students applied for these jobs with their resumes. Then, based on the MS students?applications, HS
students emailed the applicant with an acceptance or a denial. Lastly, the two classes met to share
feedback on the process.
Our project has been an amazing experience for both the students and us. ?We?ve all learned many
important skills:
- Consider the possibilities: think outside of the box and take risks.
- Organize the plan: backwards-plan to your goal.
- Launch the project: even if it seems scary, give it go! If you?re excited, the kids will be too.
- Leverage your skills: everyone brings different skills to the project. Leverage this diversity!
- Adjust as needed: pivot based on feedback.
- Be the example: model collaboration for students.
- Operate as facilitators: 'guide on the side' not 'sage on the stage'. Your students will amaze you if
you let them.
- Reflect, reflect, reflect: don?t move on without evaluating learnings.
- Appreciate your partner: thank your teacher 'partner in crime' for their willingness to participate.
- Talk about it: tell everyone. Share pictures. You might be an inspiration.
- Embrace the mess! Learn to let go and let students drive their learning!
Angel Bradford
Instructional Technology & Innovation Coordinator
NAU Learning Technologies Teaching Fellow
The Village School
Christine Galib
Director of Entrepreneurship Diploma (ED)
The Village School

Collaboration and the IB Pathway
Technology has given us the wonderful
opportunity to extend teacher collaboration
virtually through online sharing platforms such as
Google Docs, Trello, and more.? Teachers can
connect easily by exchanging emails to share
documents, edit worksheets or even share
humorous videos.?This is a great way to connect
with other educators both inside and outside the
classroom.? ?
As many hard-working teachers know, teaching
can sometimes be strenuous. Whether it's a?
particularly challenging?student or balancing a
work/home life, there are a variety of levels of
stress that come with teaching, and other teachers
are valuable sources of support.?When teachers
support each other, they develop relationships
based on trust and empathy.? These regular
interactions are crucial in forming lasting
professional and mentorship
relationships.? When teachers
feel supported, they can
transcribe their encouragement
to their students?.
Collaboration has been
something we have tried to
develop in the CS community
and bring all the pockets of
excellent teaching together.?
In order to?build more regular
communication, we decided to
make a Facebook group. Within
this Facebook group we set the
objectives to be:? ?
- IB?SoW?for new teachers to IB?
- Looking at the Paper 3 Scenario?
- Discussing the teaching of Options?
People have been amazing at volunteering
resources and ideas for specific topics or lessons
and simply uploading it to the shared Dropbox in
the group.?
We have started looking at collaborating on the
Paper 3 scenario as one giant faculty, with each
person bringing their own expertise to the table?.
We would look forward to welcoming?all of?our
NAE CS teachers to our Facebook group. You can
find it linked on the community forums. Please
include the school that you are at since we get a lot
of requests for invites.?
?
Kieren Reynolds
MIT School Lead
Computing Science Teaching Fellow
Collège Alpin Beau Soleil

Secrets of public speaking ? a TED Talk
The audience sits patiently waiting, all eyes on the
stage; your heart races and a feeling of dread
suddenly hits. Public speaking is no easy task.
There is a common misconception that teachers ?
the confident educators who discuss and debate
with a class of 30 students for eight hours a day -
take public speaking in their stride. But this
couldn?t be further from the truth.
Chris Anderson, in the above TED talk, highlights
that your number one task as a speaker is to
transfer into your listener's mind an idea. When we
are sharing information on stage, our mind is
taking a few million of the multiple billion neurons
in our brain and synergising them to create a
pattern: the idea! According to Anderson, this same
exact pattern is being replicated in the heads of
our audience. When we are presenting to our
students, we are sharing with them an idea that we
are very comfortable with and this is much easier
to deliver. When we are talking to adults this can
go awry and those nerves take over and disrupt
our pattern.
So how does this help with you with public
speaking? Well, we must remember that we are
speaking for a reason. We are sharing with our
audience a piece of knowledge that could
potentially shape their future views of the world.
They are in the audience for a reason, to learn, and
you are being given the opportunity to shape the
way they think and behave. Anderson provides us
with some key guidelines for public speaking:
1.Focus on one major idea. Make sure you focus
on the single idea you are passionate about.
2.Give your listeners a reason to care! Stir your
audience?s curiosity. Reveal a disconnection in
someone?s world view and bridge that gap.
3.Build your idea. Use the power of language to
bring together concepts they already
understand.
Metaphors put things into context for those
with no prior knowledge on the subject.
4.Make your idea work sharing. Will this benefit
your audience? Use your idea as a gift to your
audience and enrich their minds.
For further help improving
your presentation skills,
check out our quick course,
Presenting with Power, on
NAU today.
David Docherty
Programme Officer
Education Team

New Year Challenge ? try a new tool
Take up the challenge and try a new tool when you
present to your class, parents or colleagues.?Here
are some tools to explore. Share your experience in
the Learning Technologies community!
Swipe
Does your presentation need to include video?
Large image files? Participation from your students
or audience? Try Swipe.?There are no limits to file
size and your content
will adjust to any
screen size. Interactive
polls allow your
students or audience to?
vote,?show you what they know,?or share their?
opinion.?Presentations can either be shared on one
screen or to multiple devices via a link.?When you
share?to multiple devices, you control what your
students or audience see. Swipe is free for the first
five presentations you make. ?Click here to read
more user reviews.
Google Slides
At first glance, Google Slides is like PowerPoint,
but for free and in your browser.?However, its
strength lies in its?simplicity and?collaboration
tools. With?intuitive design?features,?
comments and a detailed revision log,
Google Slides is arguably one of the
best ways to collaborate on a
presentation. ? Google Slides is free
with a Google account. Click here to read more
user reviews.
Zoho?Show
Need a free presentation tool that is easy to use?
Try?Zoho?Show. Use templates, graphics and
animated features to create a polished
presentation that can
be viewed via any
device.? Zoho? Show?s
special super-power is
its built-broadcasting
tools that let you stream presentations. Click here
to learn more. ?Click here to read more user
reviews.?
Keynote?
Beautiful design and exquisite typography,
Keynote is what you expect from
the Doyens of Design, Apple.?
Known for its smooth animations,
Keynote is a great option if you
need a lot of movement in your
presentation. Unlike the other
options in this list, Keynote will
only work on Apple devices. ? Keynote is?free with?
an?iCloud account.?Click here to read more user
reviews.
Or head over to the Learning Technologies
community to find more product reviews from
teachers.
Sara Tindall
Learning Technologist
Education Team

Using Theory of Knowledge as a platform for
developing approaches to learning:
Collaboration and Presentation
Collaboration and presenting skills are at the heart
of our school professional development as well as
essential learning skills. This month, two tutor
groups were tasked with creating a thinking
challenge in which they had to show collaboration
and presentation skills. The tutor groups teamed
up with our ToK teachers and took on the
challenge of teaching younger students Theory of
Knowledge.
In the ToK presentations, our older students
taught younger students the Way of Knowing,
sense perception. They prepared for this with their
ToK teacher who gave them various resources for
teaching sense perception and collaborated to
produce a 30-minute lesson, presented solely by
students.
The results were a fabulous example of when
students understand the process of learning they
will be more effective learners. The idea of
students teaching other students is not a new one.
We are trying to create a difference through
metacognition and self-regulation. Self-regulation
is at the heart of the ATTL guide, with the key focus
being explicit awareness of transferable strategies
so that students have ownership of learning, and
can use, adapt and re-use skills in new contexts
and situations.
The learning outcomes for the ToK session were
not simply that students teach Sense Perception to
a younger year group, but that they understood
strategies for collaboration and presentation so
that they could use them in the ToK Presentations
and then adapt and reuse these skills in their
English Further Oral Activity; Language Acquisition
presentations; Group 4
research project; Art
exhibition presentations
and so on into their
future.
Lisa's full article is
available to read
on NAU; check it
out here.
Lisa Craddock
ATTL Leader
La Côte International School

Want to be a better teacher? Go Swivl!
Creating the opportunity for staff to peer support
each other in developing teaching and learning is a
challenge for any school. The process is extremely
powerful, but can be a difficult one to manage with
regards to creating opportunities where staff can
visit each other?s lessons and support their peer?s
professional development.
At Regents International School we have always
run a successful programme where staff identify an
aspect of their teaching that they would like to
develop, research and try new ideas and then
complete peer observations with one or two
partners in order to support their development.
Whilst this is a powerful form of CPD, it does
require a lot of support in terms of cover, giving up
?free? lessons and it does not always allow the
teacher the right environment to complete a
self-reflection on the activity.
This year we have introduced Swivl technology,
which allows a teacher to film themselves teaching
and not only share this with their peer support, but
also re watch it themselves and complete a
self-evaluation of their own teaching.
The Swivl docks are able to record a lesson in
excellent quality and with amazing sound quality
(it uses a recorder worn around the teacher?s neck)
in a non-obtrusive and non-judgmental manner.
We have found this to be a powerful tool for
supporting teachers developing their own practice
as well as reducing the disruption caused by
freeing up colleagues to physically observe
lessons.
Teachers are able to watch and re watch their
lesson either on their own or with their peer
supporters, identifying key moments or actions
that they could further develop in order to increase
their effectiveness in the classroom. Once this has
been completed they work alongside colleagues to
identify opportunities and strategies for
self-development and drive their own professional
development.
Whilst this programme is in its infancy at Regents,
we believe that it will be a powerful CPD tool
moving forward and will allow teachers to create
an increased number of opportunities to reflect
upon their performance and develop themselves
and their peers as practitioners.
If you?d like further details about this CPD model
please email Mike Harrowell, Assistant Head of
Secondary.
Mike Harrowell
Assistant Head of Secondary
Regents International School Pattaya

Collaboration ? the bedrock of NAE?s Leadership
Programmes
Nearly 200 colleagues from over 40 schools will
begin the NAE Leadership Programmes this month.
We describe collaboration as being at the heart of
these programmes. But what do we really mean by
collaboration and what does this look like?
Intellectually we have an awareness that we need
others?knowledge, skills and support to overcome
big challenges and develop. The Leadership
Programmes recognise this but we go even further
in how we put this into practise using our
international context. Our philosophy is
predicated on the belief that we can achieve more
than we thought possible by harnessing the ideas,
people and resources across our diverse family of
schools. The Leadership Programmes therefore
empower and enable colleagues with different
experiences, approaches and styles to develop
their leadership skills in collaboration with others.
Colleagues are encouraged to discuss and debate
big ideas whilst challenging and supporting one
another to explore how they might achieve their
objectives in their settings. Our Leadership
Programmes are ultimately aiming to develop
leaders?collaborative skills to attract and secure
the efforts of those within and beyond their
management, organisation and expertise in
pursuit of a common goal.
For those colleagues about to start the
programmes we encourage you to get stuck into
the first collaborative activities and push
yourselves out of your comfort zone if you?re not
used to debating online. For those who are
interested in applying for future Leadership
Programmes, we will be launching the application
process late in the Spring Term. For more
information please contact either
MLP@nordanglia.com or SLP@nordanglia.com.
Find more information on
our Leadership Programmes
here on NAU.
Jenny McWalter
Assistant Director, Professional Development
Education Team

Developing expertise through our Masters Programme
A significant part of our Professional Development strategy is around developing and harnessing
expertise both within and beyond our family of schools. In addition to our collaborations with The
Juilliard School, MIT and UNICEF, we collaborate with King?s College London to offer a bespoke Masters
in International Education, exclusively for NAE staff.
The Masters is a key NAU programme that combines a blended approach of online and face to face
learning. The Masters involves engagement with critical theory and evidence led by King?s academics.
Graduates from the first cohort have cited this alongside collaboration with peers to then learn from and
apply evidence from international practice from our diverse group of schools, as critical to the success
and impact of the programme. We are therefore looking for further ways to share, analyse and adapt
practice to meet the needs of schools?contexts. We are doing this by enabling more colleagues to
undertake the programme and encouraging them to share more of their
learning in their settings and via NAU.
We will be launching applications for the next cohort in February. We
strongly encourage anyone who is interested in applying to secure the
agreement and support of their Principal and for colleagues not based in
schools their Regional Managing Director or Exco Member. If you have any
questions about the Masters please contact us at Masters@nordanglia.com.
Find out more about
the Masters and what
you need to do to
apply here on NAU.
Jenny McWalter
Assistant Director, Professional Development
Education Team

Access
Nord Anglia University is the home of professional learning in Nord Anglia Education. It is available
to all of our people, wherever you are based.
If you work in a school:
Log in to your school Portal or VLE account and click the Nord Anglia University button.
Not sure how to do this or you don?t have an account? Please contact your school IT department
who can help you get online.
If you work in another location:
Visit http://university.nae.school/ and enter your Nord Anglia University account details. If you
have any problems getting online contact the NAU Team here: nau@nordanglia.com