Tag: Learning

  • Building A Future-Ready Curriculum: What It Might Look Like In Secondary Schools

    Building A Future-Ready Curriculum: What It Might Look Like In Secondary Schools

    Last week, during a curriculum planning meeting, one of our Heads of Department asked a simple question that stopped the room. “If we are teaching a five-year scheme of work for jobs that will not exist in five years, what exactly are we preparing them for?” Nobody had a tidy answer. We spent the rest of the meeting circling it, and I have been circling it since.

    It is not a new question. Every generation of school leaders has claimed to be preparing students for an uncertain future. What has changed is the pace. The World Economic Forum’s Future of Jobs Report 2025 estimates that 78 million new job opportunities will open by 2030, alongside significant displacement, and it names analytical thinking, resilience, AI and big data literacy, and technological fluency among the fastest-growing skills employers expect. A curriculum built around static content is unlikely to serve students well against a backdrop that is moving that quickly.

    So what might a future-ready secondary curriculum actually look like? Three shifts stand out to me.

    From Content Coverage To Competency

    The OECD’s Learning Compass 2030 offers a useful reframe. It is not a curriculum itself, but it sets out the knowledge, skills, attitudes and values students will need to navigate towards individual and collective well-being, including data and digital literacy alongside the more familiar literacy and numeracy. The shift it implies is significant. Instead of asking “have we covered the syllabus,” schools are pushed to ask “can this student act on what they know.” Coverage and competency are not opposites. However, a curriculum designed around competency tends to make room for depth over breadth, and for transfer over recall.

    Treating AI As A Curriculum Question, Not Just A Classroom Tool

    Much of the conversation in schools has focused on how teachers use AI, or how students might misuse it. That is important, but it is only half the question. The OECD’s recent work on evolving AI capabilities argues that curricula will need to give far more deliberate attention to problem-solving, data literacy and technology use as core competencies in their own right, not bolted-on digital citizenship lessons. The Learning Policy Institute goes further, arguing that the AI era requires schools to be redesigned rather than adjusted at the edges. Whether or not a school agrees with that scale of ambition, it is a useful provocation. Are we updating our curriculum, or are we simply updating our policy on calculators?

    Learning That Behaves Like The Real World

    The most convincing future-ready curricula I have seen share one trait: the work students do resembles the work adults do.

    Edutopia’s collection of interdisciplinary project-based learning case studies is full of small but telling examples, students investigating a real environmental problem in their own classroom, then presenting findings and lobbying local government; students designing and building an irrigation system for a garden they planned themselves. None of this requires abandoning subject disciplines. It requires designing the assessment task so that Science, Design and Civics have a genuine reason to sit in the same room.

    None of these three shifts are easy to implement at scale. Timetables resist interdisciplinary work. Universities still ask for familiar subject grades. Teachers are, understandably, cautious about redesigning something that already works reasonably well. However, I would argue that the risk of moving too slowly is now greater than the risk of moving imperfectly.

    A curriculum that only prepares students to pass the assessment it was designed around is not, by definition, future-ready.

    It is only ever present-ready, and the present does not hold still for long enough to make that a safe bet.

    So I will leave you with the question that stopped our meeting last week. If you are teaching your current scheme of work for jobs that may not exist by the time your students graduate, what exactly are you preparing them for? I do not have a complete answer yet. I suspect no single school does. But asking the question, properly and often, may be the most future-ready thing a curriculum team can do.

    Journeying:

    Related Articles:

  • “Belonging Over DEI? What Schools Want to Hear in Leadership Interviews”

    “Belonging Over DEI? What Schools Want to Hear in Leadership Interviews”

    A strong sense of belonging helps students feel safe, valued, and ready to learn. It also strengthens teacher-student relationships and improves school culture.

    Belonging isn’t just about including different perspectives. It’s about making sure everyone feels recognized and respected every day. While diversity and inclusion remain essential, recent shifts in education suggest belonging may be a better focus.

    A Harvard Business Review article, “What Comes After DEI?” argues that many DEI programs fall short because they don’t create meaningful, lasting change. Schools that build belonging go beyond policies and focus on everyday actions that help people connect.

    How can you create belonging in your school or classroom?

    Practical Ways to Build Belonging

    1. Get Names Right

    Names matter. When you say someone’s name correctly, you acknowledge their identity. Mispronouncing a name—especially repeatedly—can make a student feel invisible.

    • Ask for the correct pronunciation early and practice until you get it right.
    • Use tools like NameCoach or Forvo to check pronunciation.
    • Model respect by correcting mispronunciations when you hear them.

    2. Design an Identity-Safe Classroom

    Students feel safer when they see themselves reflected in the curriculum and environment.

    • Display books, posters, and resources representing different cultures, backgrounds, and perspectives.
    • Invite students to share their stories through assignments, discussions, or projects.
    • Use inclusive language that respects students’ identities.

    3. Use Jigsaw Learning

    Jigsaw learning ensures every student plays a vital role in group work.

    • Break lessons into key parts and assign each student a section.
    • Have students teach their section to their peers.
    • Encourage collaboration by rotating groups regularly.

    This method, developed by Elliot Aronson, improves engagement and helps students feel like valued contributors.

    4. Craft Inclusive Situations

    Every interaction in your school shapes belonging. Small shifts in how and where students interact can make a difference.

    • Pair students purposefully to encourage new friendships.
    • Rethink classroom discussions to ensure multiple perspectives are heard.
    • Offer leadership roles to students who might not usually step forward.

    5. Connect Learning to Students’ Lives

    When students see themselves in the material, they engage more.

    • Use case studies and examples that reflect diverse experiences.
    • Ask students to bring stories, music, or traditions that matter to them.
    • Create assignments with flexible formats so students can express themselves in natural ways.

    Angeline Aow, in Becoming a Totally Inclusive School, emphasizes that identity-safe spaces improve student confidence.

    How to Answer This in an Interview

    If a school leader asks, “How do you create a sense of belonging in your classroom?” they want a clear, structured answer. Use the S.T.A.R. method to give a strong response:

    1. Situation: Describe a challenge related to belonging.
    2. Task: Explain what needs to change.
    3. Action: Share specific steps you took.
    4. Result: Highlight the impact on students or staff.

    Example Response for an Academic Leader

    Situation: Some students in my school felt disconnected because class discussions often centred on dominant cultural narratives.

    Task: I wanted to create a more inclusive space where all students saw their perspectives reflected.

    Action:

    • I adjusted the curriculum to include stories from different backgrounds.
    • I encouraged students to bring in personal experiences related to our covered topics.
    • I used jigsaw learning, so every student contributed meaningfully.

    Result: Students became more engaged, and classroom discussions reflected a wider range of experiences. I also saw a shift in peer relationships, with more cross-cultural friendships forming.

    Example Response for a Pastoral Leader

    Situation: A new student from another country was struggling to make friends.

    Task: I needed to help them integrate into the school community.

    Action:

    • I paired them with a buddy who shared a similar interest.
    • I introduced lunchtime social groups where students played games and discussed their cultures.
    • I checked in regularly to see how they were adjusting.

    Result: The student became more confident, participated more in class, and formed strong friendships.

    What This Means for International Schools

    Many international schools have strong diversity statements. But will they stay true to their values if external pressures push against DEI work?

    Belonging offers a way forward. Instead of framing inclusion as a debate, schools can focus on creating environments where students feel connected. This approach moves past labels and into real, daily practices that benefit everyone.

    Takeaways for Educators and Leaders

    • Small actions, like learning names and rethinking classroom discussions, shape belonging.
    • A welcoming classroom is intentional, not accidental.
    • In interviews, use the S.T.A.R. method to show how you create belonging.
    • Schools should focus on sustained efforts rather than temporary initiatives.

    Creating belonging isn’t just about policies—it’s about what happens daily in classrooms and hallways. How will you contribute?

  • Leadership Interview Preparation and Recent Trends in Education 2024

    Leadership Interview Preparation and Recent Trends in Education 2024

    The interview season is upon us once again. Advertisements and job descriptions are starting to be posted online, and school websites are no doubt getting serious traffic. For those looking to step into leadership, it can be an exciting and daunting experience. After years of teaching and relevant experience, it can feel like it is time to make the move into leadership. Easier said than done.

    Talented competition, internal candidates, and gaps in your CV serve as genuine obstacles to gaining a position for which you are well-suited. We teach our students skills, and character education is as important as academics and grades. However, interview panels can still bias themselves towards candidates with years of experience in the role. It is both frustrating and understandable. The obstacles are real, although they serve as an opportunity for learning and reflection.

    Self-Awareness

    Self-awareness is a key principle of leadership, and understanding how your experience and identity impact your ability to lead is essential. The questions below force you to consider the ‘why’ of your application and candidacy, as well as your own identity and leadership philosophy. I have been asked these questions myself. Despite your level of preparation, they are challenging to answer in an interview setting.

    Consider the following questions as you start preparing yourself for any leadership positions:

    1. What is it about the job description and the school that led you to apply for this position?
    2. How have you developed as a leader over the last few years?
    3. Tell us about your identity and how it influences who you are as an educator and leader?

    The Nolan Principles

    School leaders demonstrate the Seven Principles of Public Life in their daily interactions and practice. These are also known as the Nolan principles. These principles form the basis for ethical leadership in our schools:

    • Selflessness
    • Integrity
    • Objectivity
    • Accountability
    • Openness
    • Honesty
    • Leadership

    Reflect on the above principles and consider those that resonate with you. How do you demonstrate these in your daily practice, and how can you evidence them? Link these to your personal values and consider how these prepare you for a life in school leadership.

    Your Leadership Philosophy Statement

    When applying for leadership positions, you may be asked for an educational or leadership philosophy statement. If you have not written one before, a quick Google Search will provide you with examples that may inspire you. This statement is personal to you, and whilst resources like ChatGPT may provide some assistance, any resources will detract from your individual skills and value if you overuse them.

    Having re-drafted my own recently, I can recommend the following resources to help you get started:

    A Philosophy statement is never truly finished, and the process can feel contrived. It is a worthwhile process, so stick with it. It will help you form new ideas, clarify your values and priorities and be more articulate in your interview responses. Follow the advice, avoid buzzwords, and re-visit and update it regularly.

    Recent Trends in Education

    Preparation is the key to ensuring that you are aware of the recent trends in education and how these are reflected in the leadership interview setting. It used to be enough to know a school website and why you wanted the position. Not any more. Recent interview questions are designed to avoid canned responses and get to know the “real you”.

    The following list of questions has appeared in recent interviews as either a candidate or hiring principal. Review them and draft your responses. You will be well prepared.

    Diversity, Equity and Inclusion, Belonging and Identity

    • Share a specific example of how you have ensured every student feels valued, cared for, and included in your current school?
    • Tell us how you experience and qualifications have prepared you to successfully lead a school supporting students, teachers and parents..[Insert context and job specification elements here].
    • How do you foster trust and repair trust if it is broken?
    • What strategies or activities have you employed to create a sense of belonging in your school/classroom? [Be specific- name and describe what you did].
    • How do you/have you gone about building a strong culture and community?
    • How do you help your team become cognitively engaged in their work?

    Your Values, Priorities and Leadership Style:

    • How do you inspire your team and teachers?
    • How do you ensure that your team maintains high levels of motivation to do good work?
    • What would you do if you heard via a colleague that a teacher who had attended a recent professional learning experience used this as a platform to discuss the school in a negative light?
    • What innovations have you successfully introduced in the last few years?
    • What would you introduce if you were successful?
    • What is the most exciting change you have made to your classroom practice in the past 12 months? Why?
    • What is your driving aim as a teacher?
    • Who is the most inspirational teacher that you have ever had? Why?
    • Teachers require a range of skills to be successful in the classroom? Which ONE skill do you think is most important? Why?
    • Values and character education are at the heart of what we do. What does this mean to you? How would you promote the values and mission of the school in your daily interactions with students?
    • Is there anything else you want to add that may help distinguish you as an ideal candidate for this position?

    Wellbeing

    • Are there steps to help ensure that your team members do not get burned out?
      • Talk about how you have built relationships with parents and the wider school community.
    • How have you helped promote student agency among students?
    • What would you do if a student was engaged in inappropriate behaviour outside school e.g. drinking alcohol with older people and entering bars.

    Managing Teachers and Conflict

    • Describe an instance when you had to lead through change. How did you manage resistance among staff or stakeholders?
    • Tell us about a successful professional development initiative that you have led. What was your approach? How did you measure the impact of this PD?
    • How do you create buy-in or help promote the necessary change when not everyone is on board?

    Role Specific Tasks

    • How do you manage a budget effectively?
    • How have you effectively used data to improve student outcomes?
    • What are the specific challenges faced by Grade # and # students, and what has been your experience supporting them?

    No amount of preparation will secure a job against a better candidate. But you will feel that you gave the best version of yourself in the interview, and any rejection will feel that little bit better. If you are true to yourself and your values, you will secure a job that is the “right fit” for you and enter a school that will value your contributions and leadership.

    A Note On The Future Of Learning

    Knowledgeworks has identified “Emerging Technologies/Automating Choices, Civic Superpowers, Accelerating Brains, Toxic Narratives and Remaking Geographies” as the 5 Drivers of Change in the Future of Learning.

    As we prepare students for an uncertain and rapidly changing future, it is worth researching the above and how you might best educate students to succeed in today’s world. I will explore this area in future posts.

  • The Assistant Principal Interview: Part 1 of 3

    The Assistant Principal Interview: Part 1 of 3

    The Assistant Principal interview is a process that is unlike any other. This means that you need to prepare for it if that is even possible. The Interview process is an opportunity to determine whether you are a fit for the school. It is also a check to see if the principal thinks that they can work alongside you. Fit, however, goes both ways. Do your homework and ask questions.

    It is essential that you read the school website and absorb the information. Consider the following:

    • What is the school context and demographic?
    • How are they ensuring that everyone is included? Are they deliberate in their creation of a culture of belonging?
    • What is the mission and how was it created? 
    • What are the school values, and how are they being taught and lived everyday?
    • What does learning look like in the school, for teachers and students?
    • How does the school build relationships with the community?
    • What practices or policy do they have in place to ensure high quality learning is taking place?
    • Do I believe in what this school is doing? Are my values aligned?
    • Does the school look like a place that you would enjoy working in?

    It is likely that you will experience a number of interviews before gaining a position, so what should you focus on?  Let’s take a look today at the first of three big ideas:

    1. What is the Assistant Principal job to you?
    2. How will you enter the role?
    3. How will the school be different because you are the Assistant Principal?

    What is the Assistant Principal job to you?

    The answer to this question will vary between candidates and will provide the interviewer with a sense of your character and priorities. When I have been asked this question I have always been very honest. There is no point hiding the truth in order to get a job. You will have to work in the school every day and develop a very strong relationship with the principal, so ensure you find out as much as you can about them. They are, after all, learning about you too.

    The Assistant Principal position, for me, has always centered upon this set of simple underlying principles:

    • Leadership is about relationships: Care personally about your community. Get to know them. This will allow you to ensure that you can best serve their needs. It also allows you to have the difficult conversations later on as they will know that you have their best interests at heart. For more information on this principle, read Radical Candor by Kim Scott.
    • Leadership is about building a culture of belonging: How many times have you seen this line being posted on LinkedIn or other forms of social media:” People do not leave a job, they leave poor leadership.” It’s true. Your school community want to feel that they belong and that they matter. People want to know the story of your school, how the values were created and prioritized, why you chose them (teachers) and where they fit into the story. Be deliberate in building an inclusive and psychologically safe learning environment. If people do not feel safe, then they cannot learn. For more on this principle read Leaders Eat Last by Simon Sinek, The Fearless Organization by Amy Edmondson and Belonging: The Ancient Art of Togetherness by Owen Eastwood.
    • Everyone is capable of learning: If we do not believe this then we should not be teachers. It is surprising however, how many people forget this when faced with a difficult student or teacher. Caught in in the moment, we may view their behavior as defiant rather than consider their personal circumstances or a sense of overwhelm. Remember that learning new skills can be daunting. We need to pave the way and create fertile ground for learning. To learn more about this principle read An Everyone Culture by Robert Kegan and Lisa Laskow Lahey, Switch by Chip and Dan Heath and Mindset by Carol Dweck.
    • You cannot do this alone: Being a successful Assistant Principal requires forging strong relationships and successful collaboration. It is essential that you study how to best manage a team and how to empower them to support you in making a difference. For more information on developing safe and successful work culture read The Culture Code by Daniel Coyle, Dream Teams by Shane Snow and The Five Dysfunctions of a Team by Patrick Lencioni.
    • The small things matter:  Your words and actions matter. As Kousez and Posner state in their classic book The Leadership Challenge, “Do What You Say You Will Do.” Failure to do so will result in a loss of credibility and trust. The small technical details such as sending the daily bulletin or assigning duties matter. These actions determine the details and flow of a persons day. Do them, and do them well. As John Amaechi PhD states in The Promises of Giants:

    “Winning requires that you vigilantly tend to everything that is within your control, including the dusty stuff in the corners that you’d rather not deal with. It requires doing lots of things you won’t want to do, spending time you won’t want to spend in ways that you don’t want to spend it. If you cannot commit to that, then you are not truly committed to winning.”

    John Amaechi PhD

    Being a successful Assistant Principal is about ‘winning’ at the small stuff so that you can focus on the bigger stuff. It all matters. For more on this read: The Power of Habit by Charles Duhigg and Atomic Habits by James Clear.

    Identify your principles and form your questions around them. They will help you to decide if you should accept the job should the offer come your way.

    We will answer questions 2 & 3 in future posts. In the meantime, clarify your principles. Write them down and consider how they will guide you in your work as the Assistant Principal.

    Journeying:

    Books: Read books cited above

    Videos:

    Building a psychologically safe workplace: Amy Edmondson

    How to build credibility, solve problems and multiply your impact #441. Liz Wiseman on the Learning Leader Show with Ryan Hawk.

    The Culture Code: Daniel Coyle. A Book Summary