Tag: Teaching

  • 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.

  • To Rediscover Your Purpose: Chop Wood, Carry Water

    To Rediscover Your Purpose: Chop Wood, Carry Water

    Learning is all about making connections. Connections with, and between students, between classroom learning and real-life, and between our passions and our experiences (jisedu.or.id). It is inevitable after two weeks of lockdown and 6 weeks into Distance Learning, that we may feel some of these connections are starting to break down. It can be difficult to remain positive when the only constant connection in your life is with your internet.

    For educators, Distance Learning seems to attack our very purpose- to develop relationships with students and inspire them to take control of their learning. Without the physical presence of a teacher, or other students to collaborate with, many students find themselves floundering. 

    From our homes, we feel helpless in supporting them, and can only watch the product of months of work and effort seemingly dissipate. It is often the children most in need of strong connections that regress when faced with working online, without the much-needed love and support of their teacher to hand. It is the struggles of these students that we find most difficult to accept.

    When working online, we often fail to experience the joys of seeing a student struggle through a problem to achieve the correct answer,  to laugh at an impromptu joke, or to be amazed at an original idea. Quite often, no matter how innovative a teacher’s approach may be, teaching and learning can become rather passive and didactic online. Without experiencing these moments of joy and celebration, the job itself can seem rather pointless, and we begin to question our own direction. 

    It is important to remember at times like these that our purpose remains the same. It is only the path that leads us there that has changed. Our students still know that we care, and they share the very same frustrations that we do. They want to be back in the classroom as much as their teacher. After all, school is fun. So, when we are feeling lost or disconnected from our purpose it is important to throw ourselves into the process. The work. The rewards will come later. Ryan Holiday writes:

    “Every time you sit down to work, remind yourself: I am delaying gratification by doing this. I am passing the marshmallow test.”

    Ryan Holiday

    This thinking reminds me of an old Zen proverb that my friend used to carry as his mantra. “Chop wood, carry water.” In other words, just do the work, no matter how tough it gets, how little reward or acknowledgement you feel,  just do the work.  If you stay in the present and focus on the process, you will learn a lot, and hopefully, emerge stronger for it. 

    As teachers, we are responsible for leading and guiding our students. This goes without saying. Many of us do this without thinking, at the expense of leading ourselves. During times of upheaval, leading ourselves can sometimes take a back seat, whilst we aim to stay in the race and get the job done. It is important that as we navigate the challenging circumstances brought to us by the pandemic, we do not lose sight of our ‘True North’. Reminding ourselves of our purpose can help the trying times seem less trying and look towards the rewards of the future. 

    “The hardest person you will ever have to lead is yourself.”

    Bill George

    These last two weeks in China have been amongst the most challenging of my career. Emotionally, physically and spiritually. I have had days of sheer frustration and days when I have felt helpless. On Thursday morning, I left a meeting so frustrated I called a friend and vented. I felt better, albeit briefly. Venting, however, solved nothing. Instead, I felt guilty for placing my frustrations on someone else’s shoulders. When a situation is out of your control venting does not help. Focussing on doing good work, however, does. When I look over the events of the last week there a definitely a few bright spots in the work, that reminded me of why we have chosen to do the work we do. 

    On Monday, the Senior Leadership Team informed teachers of some amendments in assessment policy that would be implemented in light of our online situation. A reduction in Assessment of Learning and a renewed focus on Assessment as Learning. With the pressures of formal assessment removed, we can be free to take risks as teachers and encourage students to channel their energies into their curiosities and passions. A small step, adding an element of fun to the online experience and a focus on teaching skills and character.

    On Thursday, a Grade 6 student sent an email to the leadership team. Her parent had tasked her with finding herself a new school in Australia and she was seeking some support. An 11-year old girl faced the challenge of doing this alone. My heart went out to her. She was asking for advice, and at that moment, I was reminded again, that these kids need us. We may not be physically present and yet, they turn to us. The same day, I saw “A Letter from That Kid”. This is an open letter from a student to their teacher posted on social media. The letter reminds us that we do not know the challenges our students may be facing at home, and whilst we may be experiencing frustration, remember that they are too.

    On Friday, we worked in Teacher Evaluation groups as part of our CIS accreditation process. My group was focused on Domain A: The Purpose and Direction of the school. I had prepared the Zoom session as best I could, and of course, things did not go as planned. Links would not work and many of us were called for COVID testing mid-session. The session, however, generated some rich discussion around the school’s guiding statements and it was clear that as a community we are indeed moving in the right direction despite the chaos that we find ourselves in. Much work to do, much to be proud of.

    “Resilience and humility go together. If you are grounded in your organization’s purpose, it gives you the energy to navigate the storms. Humility also helps you to recognize that you don’t know everything, so in moments of crisis you reach out for help; you learn.”

    Carolyn Dewar

    Friday afternoon did also present itself to be one of the most emotionally taxing moments of the week. The school held a town hall meeting to discuss the current difficulties facing those who wish to fly home for the summer. Many have not seen their family since before all this began, and wish to return home for the first time in three years. Flights, however, are currently only one-way and are extremely expensive, re-entering China is also problematic. The dilemma is real. Fly home and see family, potentially being trapped outside the country and forfeiting your job, or remain here for one more year and continue to work in whatever form it happens to be when August rolls around. The conversations were honest and heartfelt, with everyone present understanding and respecting the challenges we are facing at this time. Whilst not everyone will have left the meeting happy, I was reminded of the strength of our community, and that our core value, empathy, may just be the most important value that we possess at this time.

    Journeying:

    Image: Stockninja at iStock.com

    A Letter to Teachers From That Kid

    Empathy Is The Most Important Leadership Skill According To Research: Forbes.com

    Empathy Rules: Harvard Business Review

    Leadership Lessons From The World’s Best CEOs: Mckinsey.com

  • Flourish: The Road To Developing Student Character

    Flourish: The Road To Developing Student Character

    In his thought-provoking book “Creating Cultures of Thinking”, Ron Ritchhart asks the question “What would you like the children you teach to be like as adults?” This simple question has a very deliberate purpose, to cause educators to reflect upon what they are teaching and in their role in shaping a student’s future. Typical answers to this question include creative, happy, resourceful, resilient, critical thinker and innovative. Teachers rarely say I’d like my students to be an A student or a 7. We forget the grades and focus on skill and character.

    In the wake of COVID-19, skill and character development have become buzz terms, more so than before. The need to explicitly teach children the so-called ‘soft’ skills is crystal clear. Schools are responding in part, by realigning or developing their Social and Emotional curriculum. Programs such as SEE learning and the Positive Education Enhanced Curriculum (PEEC) are being discussed regularly in school meetings, at interviews and online. Such programs aim to support our children in their ability to thrive, flourish and be better versions of themselves. A lofty goal indeed. 

    “One of the most common responses from groups is that in a culture of thinking, there is a sense of purpose to the learning.”

    Ron Ritchhart, Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools

    Encouraging students and teachers to see past the grades, however, is no easy task. Especially, when university placements are dependent on them. It is a mindset shift and taps into the individuals own educational philosophies. It also forces schools to examine their own cultures and priorities. This will undoubtedly involve revisiting their own mission, vision and values. Take a walk around your school, look at the walls, listen to what is being said. Are you prioritising grades or are you focusing on developing thinking and wellbeing? Are the students being challenged? Are they excited to learn? Are they developing new passions?

    “We don’t become better because we acquire new information. We become better because we acquire better loves. We don’t become what we know. Education is a process of love formation. When you go to a school, it should offer you new things to love.”

    David Brooks: The Road to Character

    A pet peeve of mine is the overuse of the word ‘summative’. During my career, I have heard students referring to their summative assessment with fear and reverence. Teachers often plan units with the end in mind, prioritising success on the final assignment over skill and character development.  Does success on the assignment reflect skill development? More often than not, the answer is yes. Is this growth in skill and character explicitly communicated to the student? Often the answer is no. This is an understandable omission, but how do we make the shift from a culture centred upon exam success to one committed to developing well-rounded and happy individuals?

    This year we have attempted to start the culture shift. We have introduced the Positive Education Enhanced Curriculum (PEEC) and incorporated their lessons into our advisory framework. Moving the focus of our energies to value and character development. It is a long road, but one we are willing to travel. We know it is the right thing to do for our students and so we persevere.

    As we tap into the world of Social and Emotional Learning and consider how best to implement the program; it stands to reason that we re-examine our values, our priorities and our way of doing things. This helps to form new goals and a new way of seeing things. How we measure the success of our advisory program is now being considered and we have had recent conversations with The Mastery Transcript Consortium, a non-profit organisation committed to providing an alternative method of measuring student success. One that focuses on skill and character development over passing the test. We are new to the conversation and I look forward to seeing where it will take us. Being able to clearly see the impact of our efforts will be rewarding and powerful and provide a great deal of motivation to both teacher and student.

    The importance of tapping into student passion and interest whilst providing them with ‘essential’ worldly knowledge has again made itself known. If a student is not interested or engaged they will not learn. Whether a school focuses on succeeding on a test or on skill development is irrelevant. The learning process must inspire and generate ideas and curiosity. The path to mastery requires that students want to learn, that they enter a flow state and lose themselves in the process. And so whilst, I lose myself in the research process, I hope that our teachers lose themselves in the process of planning and delivering life-worthy learning.

    Journeying

    Image:

    JOHN TOWNER on Unsplash

    Links:

    The Mastery Transcript Consortium

    The Global Citizen Diploma

    Ron Ritchhart.com