The 10 best international schools in usa

In this edition of The Knowledge Review, we bring you “The 10 Best International Schools in the USA” that welcome students without worrying about their nationality and strive to educate them and turn them into responsible citizens of the world.

1. 2020 | VOL-04 | ISSUE-02
TUCSON
INTERNATIONAL ACADEMY
THE 10 BEST INTERNATIONAL SCHOOLS IN THE USA

4. EDITOR’S NOTE
W
e all know in this day and age, how education
has become crucial for our daily lives. Right
from knowing the basics to earning our own
bread, education helps in facilitating all of the necessary
factors that our well-being is comprised of. Education in the
United States of America has varied structures which are set
at state level. In America, education is compulsory to the
age of at least sixteen in all states. In some states, the
students require to be in the formal education system till
they are eighteen years old. The United States enables
various perks when it comes to studying in the country.
There are different set of choices and options a student can
learn from and all the necessary information is easily
available for them to decide what course of action is right.
Improving the education sector in the US has been one of
the hottest topics for debates and questions for a very long
time. The leaders all over the country leave no stone
unturned when it comes to advocating for drastically varied
solutions in terms of high-stakes testing to charter schools
with performance pay and more. A wide range of reformed
strategies are required to charter the school movement as
the headlines in the media suggests stories of a deeply
divided field in terms of reporting the differentiating
opinions of heads of teacher unions in America along with
many leaders in the educational space.
Amidst the ongoing debate, a private firm and a non-profit
organization has ventured to convince the national leaders
to jointly address tough policy issues, in order to explore
what an extraordinarily futuristic education system might
EDUCATION IN THE U.S:
HARBORING
TREMENDOUS
OPPORTUNITIES

5. look like for all the students. It has brought together key
leaders for a dialogue and has designed a highly creative
process that helped participants to engage and realize the
requirement of fundamental change in the American
educational system. This program has shed assumptions
about the different types of possible changes and re-
imagination of education in modern and advanced America
by role playing great learning experiences in the future. As
the discussion unfolded, it was observed that a shared
vision emerged concerning learner-centered education. The
vision showcases a paradigm shift from a factory model of
education where teachers imprint knowledge onto batches
of young learners to satiating the individual learner’s
curiosity and adversities. It has a potential to become the
driving force behind learning.
The strategically driven conversations later produced a
remarkable outcome. The union and charter leaders
advocated for technology and social emotional learning.
Others who were highly polarized came to a similar
conclusion that they also share a common vision for
America’s education system. The vision seemed so
compelling to the leaders that they have started the shift
from arguing and discussing about fixing the current system
to laying the groundwork for a national network of schools,
educators, and learners engaged in a learner-centric
education model. The future for the United States of
America’s education model looks quite promising if the
above mentioned strategies and policies are implemented
while bringing a hope for a brighter learning spectrum for
the future in a new light.

With the focus on enhancing education in America, The
Knowledge Review through its latest edition, ‘The 10 Best
International Schools in the USA ’ has brought an array of
incredible stories pertaining to some institutions that are
driving excellence in educating the young learners in the
country.
On the cover of the issue, Tucson International Academy
is encouraging learning which elevates motivation,
creativity, perseverance, and patience in its students where
they are nurtured to fulfill their dreams of college.
In the cluster, British International School of Chicago,
South Loop (BISC-SL) is an apex institute committed to
help each of its students by enabling a vibrant community for learning and achieving excellence academically,
personally and socially. Next in line is Christchurch
School that is providing an experience not limited to only a
student’s growth, but the growth of the overall community.
Six buildings of The Capitol School on the campus of
Alabama’s International School resonate with the voices of
variety of students enrolled from across the globe. It is on a
mission to educate responsible citizens of the world.
In the collection of Educator’s Viewpoint, Ruth Burke –
Director of Deira International School talks about the
young learners today and how they are going to be the
leaders for tomorrow. Next on the list is Dr. Jim Cianca,
Executive Director of Alliance Academy International
who is describing learning through an experiential
approach. Also, Tom Wingate – Founder of Wingate
School educates us on the innovative ways to encourage
active learning.
Read away what these institutions have to offer and
embrace the collective learning experience they are
providing in this latest issue of the magazine along with of
course, a few of the articles curated by our in house editors.
Happy Reading!
TR
Darshan Parmar

6. Expert Insight
Cookie Crumbs
and Learning:
The Experiential
Approach
Educator’s
Column
What are the
Innovative Ways
to Encourage
Active Learning?
Educator,s
Viewpoint
Today’s Learners –
Tomorrow’s
Leaders
TUCSON INTERNATIONAL ACADEMY
Sculpting Future-Ready Intellectuals
30 38
ARTICLES
A good Read
The United States
of America: A
Doorway to Endless
Educational
Opportunities
Dynamics of
International
Studies
Changing
Dynamics
44
Cover Story
08
26 42

7. The Capitol School
A Multiple Intelligence
School
CONTENTS
British International
School of Chicago,
South Loop
Empowering Global
Citizenship
18
Christchurch
School
Imparting Education
While Creating a
Vibrant Community
22
34

8. Abhishaj Sajeev
Savita Pandav
APRIL, 2020
Shruti Jhamble
Sneha Sinha
Darshan Parmar
Deepanjali Jena
Lisa Smith & Mark Taylor
Matt HenryBusiness Development Lead

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10. TUCSON INTERNATIONAL ACADEMY
Sculpting Future-Ready Intellectuals

11. TUCSON INTERNATIONAL ACADEMY
“Education is the most powerful
weapon to change the world.”
- Nelson Mandela
COVER
STORY

12. E
ducation is about instilling your child with the
academic basis to grow into a responsible citizen
and have a successful professional life. Finding a
school that nurtures your child as an individual learner with
his/her own strengths and interests, can often feel like
searching for a needle in a haystack. A school promoting
such education system is important, because it will aid the
growth of the student to become a confident adult, ready to
take on the world.
International schools are progressively providing this kind
of a holistic education. Nurturing the students from all
around the world, they offer an immersive experience
where all children learn, play, and live together. Viewing
education as the dynamic process of becoming the best
person you can be, these schools extend their potential
beyond academics. They encourage a curriculum that
promotes sports, arts, and great outdoors. To know more,
click here.
From teamwork, cooperation and healthy competition, to
drama, dance and art, students revive their cognitive ability
and build an innovative awareness. Lessons learned at
international schools go well beyond childhood, as students
grow into lifelong learners with a strong sense of
community, and global responsibility.
Incorporating learning which elevates motivation,
creativity, perseverance, and of course learning are deeply
ingrained in Tucson International Academy (TIA).
Starting from Kindergarten to Grade 12, the students of TIA
are trained and nurtured to fulfill their dreams of college.
The Epitome of Excellence
For the past thirteen years, 100% of the students of Tucson
are accepted to colleges, which has always been and
continues to be, a stellar achievement for the school. TIA
possesses four school campuses located in Tucson Arizona.
It serves around 600 students, Kindergarten through Grade
12, 150 students at each school campus. Remarkably, TIA is
a publicly funded independent school shining a positive
light on kids belonging to economically weaker
backgrounds.
Its principal focus is on helping students to break the cycle
of negative mindset, and grow up to become entrepreneurs
of their own. It wants to be a ray of shining light to the
students, and change their attitude to say, they can
accomplish the hardest turmoils.
The school provides students with all the essential skills
they need, to become well-equipped, team-oriented, and
effective leaders through outstanding facilities like sports,
music, and drama. Moreover, from STATE testing, projects,
study guides, to field trips, guest speakers, and clubs,
students have a variety of ways to learn and educate
themselves.
A Diverse Community
TIA, regardless of its specific culture of origin, strives to
provide the best it can for its students. It promotes
multicultural programs celebrating foreign festivals such as
Mexican Independence Day, Chinese New Year, and Cinco
de Mayo. Students participate in Dance, recite poems,
perform dramas and sing at the events, which makes the
school a peaceful and a harmonious place. All students from
grades Kindergarten through Grade 12, take formal foreign
language classes in Spanish and Mandarin Chinese
languages.
(Watch more in this video here.)
Academic Productivity
The school’s philosophy is well summarized in its school-
THE 10 BEST INTERNATIONAL SCHOOLS IN THE USA

14. The Founders, Dr. Jennifer Herrera and Mr. Wences
Herrera, have been unconventionally passionate in
helping their students accomplish career goals, and
helping them reach independent shores.
Dr. Jennifer Herrera, affectionately known as Dr. J., is
a successful entrepreneur, bilingual educator,
author, innovative businesswoman, a wife and a
mother. She first began creating generational
legacies with her four model K-12 schools by
achieving the outcome of 100% of her graduates
being accepted into college for the past 13 years,
and 99% are the “First Generation” in their family to go to college.
Her success with the graduates has drawn news coverage by NBC, CBS and ABC for career
exposure and goal setting and is celebrated in her book, “Making College Come True.” Dr. J. loves
helping communities and loves preparing the families and kids to fulfill their dreams.
Recently, she was featured in the international business magazine, THE POWERFUL in 2018. In the
magazine, she talks about her professional journey with TIA, her advice and opinions in the
educational space. Notably, she has unveiled some secrets to overcome obstacles.
Her schools promote business entrepreneurship through the business programs. Her excellent
contribution to TIA and leadership have resulted in student success in creating sustainable
businesses.
In her role as the Superintendent of Tucson International Academies K-12, she ignites enthusiasm,
passion and purpose for the lives of her past, present, and future graduates, helping them make
their dream of college education come true.
Dr. J. holds a BA in Elementary Education from Ball State University. Moreover, she has pursued an
MA in Bilingual Multicultural Education from the University of Arizona, and a PhD in Language,
Reading, and Culture from the University of Arizona. She has set up challenging world records in
rappelling, taking helicopter pilot lessons, walking on fire, running bare foot on broken glass. She
strives to be a role model to demonstrate that ANYTHING is possible! And to Dream Big!
Mr. Wences Herrera loves to see students’ living conditions improved. He values hard work and
encourages students to find their purpose in life. He helps students connect to the community by
volunteering in community food programs such as the GAP. Mr. Herrera is chairman of the
Language Department at TIA. He has a love of music and has toured with bands as well as
learning the art of being a luthier. Both Dr. J. and Mr. Herrera have traveled to more than 35
countries around the world, and they enjoy taking small groups of students and teachers on
international trips.
(Here is a YouTube video of one of the trips in Japan and Australia)
A FACE OF PERSISTENCE
AND ADAPTABILITY

15. wide learning results. Students are prepared for college
acceptance using a rigorous and challenging curriculum.
The school organizes contests like National Spelling Bee,
International Geography Bee, Debate Teams, and Math
Bee, with varying degrees of difficulty. The championships
and quiz competitions increase focus and accuracy in
learning and are excellent motivational experiences to be
the best one can be. It prepares the students to become
responsible citizens, critical thinkers, technologically
literate individuals, effective communicators, and life-long
learners.
The high-quality holistic education ensures that the students
make themselves well equipped for life. It is not surprising
that TIA students are in demand across the world and are
sought after by the world’s best colleges.
The TIA graduates that have gone on to colleges and
universities, are now Computer Scientists, Nurses,
Respiratory Therapists, Teachers, Administrators,
Accountants and many such professionals.
(Watch more videos about this here and here.)
A Journey that Boosts Success
If you want best for your kids, then you must want a
personalized experience wrapped in a sense of community
that helps develop a global perspective. Well, it can be
found at the TIA. Students are invited to travel abroad with
parents and teachers. This broadens the world views and
ways of thinking by experiencing different culture firsthand.
The skills and experience they gain by traveling abroad,
give them life-long personal benefits as well as a leg up in
the professional world.
TIA, till date, has organized school tours to China, Mexico,
Spain, England, France, Germany, Italy, Greece, Japan,
Australia, Papua New Guinea, Belgium, Netherlands, and
many more countries over the past eighteen years.
(Watch more about the school’s journey, here)
The Love of Reading Week
It is a wonderful thing to love reading, and crucial to a
child’s cognitive growth. It is at the core of his or her
education, alongside building strong skills. Also, it is a joy
to see a child’s face light up when he/she reads their
favorite book aloud. Or to see the kids so immersed in a
novel where they lose all track of time. Children who love

17. reading perform better in school. The more they
read, the more they do it, and the better they
become at reading.
And, when reading is fun and easy, kids like it
even more. It’s a positive cycle that pays off in
some really important ways. To instill the skill of
reading into the students, the school has a unique
approach. At TIA, authors of different books are
invited to come over and share the stories penned
in their books. This captures the kids’ attention,
making the whole story come alive, bring
entertainment, and promote the skill of reading.
(To know more, click here)
This year, TIA produced its first book author
Waylee Minter, age 10, who was recently
published by Paidion Publishing for her book,
“The Lion Without a Roar,” (available on
Amazon).
The Steps Ahead
TIA, for the last ten years has been bringing
magnificent business programs for students. It is
an opportunity for students to experience the
corporate world. TIA’s business program
encourages students to explore entrepreneurship,
and start their own businesses. Students work in
teams to create a business including products,
services, website, sales, and branding. Some of
these businesses turn into long term businesses.
(Watch videos of TIA student’s businesses here
and here)
Business Week is the event organized by the
school where students wear suits and office attire
for the week, giving presentations about their
business in English, Spanish and Mandarin
Chinese. Local businesses approach the schools
and conduct mock interviews so students learn
how to best answer questions about their
businesses and about their abilities. TIA also
created and hosts an exclusive Business and
College Fair in which 35 local businesses come to
share their professions and 15 college and
universities come to introduce the education they
offer to qualify for their desired profession.
For more information on the school, visit here.
TR

20. he building blocks of every
T
nation are the young minds that
need shaping so that they can
strive for a better future. Bringing in
the expertise required, exploring
countless options, enriching
themselves with ideas and
implementing them, are all part of a
student’s life. There are very few
institutions that are creating a space
that exposes young students to new
horizons and motivates them to go
beyond.
One such apex institute committed to
helping every student under its
umbrella for the past eighteen years is
the British International School of
Chicago, South Loop (BISC-SL).
The school enables a vibrant
community for students so that they
can achieve academically, personally
and socially. BISC-SL has a diverse
student body representing more than
forty nationalities. Also, there is a little
transience at the school as 85% of the
community is local. Since its origin in
2001, the school has always been a top
choice for American and International
families. Especially, the parents
looking for an inspiring and
challenging educational experience for
their children, find their way to BISC-
SL. It is a very unique school where a total number of 650 students are challenged and supported as required. This makes
the students stay engaged and keep learning at the same time. An
interdisciplinary approach allows
students to explore and take risks in a
safe and nurturing environment,
through both British and international
curricula.
Distinguished Curricula
The world-class curricula of BISC-SL
prides itself on preparing students for a
dynamic market and to keep track with
the technological advancements. The
students are prepared for college and
beyond. They are taught skills that are
required for innovation in the
economy. This skills-based approach
explores the idea of sharing and
negotiating, enhancing the social skills
of the students influencing their
characters like building empathy and
cooperation. By the time the students
complete their High School graduation
from BISC-SL, they are awarded the
prestigious International Baccalaureate
Diploma (IBDP). IBDP is different
from normal High-School diplomas, it
is a degree that sets the student apart
on transcripts and resumes, signifying
well-rounded global citizens that
colleges and workplaces around the
world are seeking.
Being a member of Nord Anglia
Education, a family of premium
education institutes around the world,
BISC-SL students benefit from
enriched curricular. The curricular
includes the school’s collaborations
with The Juilliard School,
Massachusetts Institute of Technology
(MIT), and UNICEF. Following is a
detailed description of the
collaborations:
1. Juilliard Collaboration
The school believes Juilliard is a
world-class education facilitator in
all three core performing arts,
which BISC-SL teaches in an
integrated fashion. It gives the
students a first-class learning
experiences and also provides
high-level professional training
with personal development
opportunities for the teachers and
faculty as well. “We are passionate
about all three performing arts.”
Students experience music, dance,
and drama forming an important
part of the curriculum from the
age of three through Middle
School.
2. MIT Collaboration
Science, technology, engineering,
arts, and mathematics (STEAM)
BRITISH INTERNATIONAL SCHOOL
OF CHICAGO, SOUTH LOOP
Empowering Global Citizenship
18 April | 2020

21. play an invaluable part in helping the children in developing academic, social, and personal success. MIT contributes
with an approach to practical, hands-on problem solving through which students develop skills such as creativity,
curiosity, resilience, resourcefulness, collaboration, and confidence.
3. UNICEF Collaboration
With the help of UNICEF, the students at BISC-SL are motivated to enhance their social consciousness. This helps in
making the students understand, care, and value the environment, the world and the people living in it. Through special
activities and events with UNICEF, students become equipped to make their voice heard on the world stage while
making a lasting and positive difference. “Your child will research, develop and debate challenges facing our society,
and take action to address them.”
We nurture an environment of
open-mindedness and cultural
understanding that enables us
to create a unique identity and
become responsible
global citizens
“
“
April | 2020 19

22. All of the students get to participate in
real-world learning activities and
international service-learning trips that
are offered in High School. The Global
Campus of BISC-SL allows students to
explore other countries virtually - in
school, online, and worldwide.
Academic Excellence & Beyond
At BISC-SL, the lessons are planned
and presented according to the learning
pattern of each of the students. “Our
teachers know every student
individually and can respond to their
strengths by adapting our learning
model to help them overcome
challenges.” Highly skilled in
differentiated learning styles, the
teachers instill a love of learning,
encourage independent inquiry, and
ensure that children actively participate
in the learning process. “We
personalize learning for each child so
they can understand and articulate
their own learning goals as well as
recognize the strategies that help them
learn best.”
The International curriculum of BISC-
SL combines the strengths of the best
in the world:
1. International Primary Curriculum
2. Early Years Foundation Stage
framework
3. English National Curriculum
4. International General Certificates
of Secondary Education (IGCSE)
5. International Baccalaureate
Diploma Programme (IBDP)
The engaging curriculum at BISC-SL,
coupled with high expectations and
academic standards enables students to
meet and exceed their potential. They
also perform well beyond expectations
for their age. “Our students are
internationally-minded, global
citizens.” The school embeds core
values such as mutual respect,
adaptability, resilience, risk-taking, and
reflection in students so that they can
feel safe to try new things in a
nurturing environment.
The school values socio-economic
diversity. It proudly offers need-based
financial aid. The financial aid awards
are based solely on financial need
regardless of race, religion or ethnic
background. Similar to all independent
schools, the funds for financial aid are
limited.
Opportunities, Exposures, and a
Guiding Light
‘The House’ system provides a whole-
school approach to nurturing self-
motivation, team building and friendly
competition amongst the students. All
of this contributes to the unmatched
school community spirit. Throughout
the school year, students strive to earn
points for their individual Houses
through community service, spirit
days, inter-House competitions, for
academic and pastoral achievements.
“We tally House points at the end of
the school year in pursuit of the
coveted House of the Year Award.” As
far as the career options are
considered, BISC-SL enables
Masterclasses in Primary which
polishes different skills that students
experience. Skills like podcasting, first-
aid, and story writing. By Middle
School, students participate in
C.A.S.E. (Creativity, Action, Service,
and Enhancement), a program to
engage students in broad learning
opportunities outside of the traditional
curricula or classroom environment.
Every school needs a personality who
not only oversees every aspect of the
institution, but also ensures the overall
well-being of the students first and
foremost, then the faculty as well. A
guiding benefactor who is able to show
the right direction to the people in
need, especially the young minds. One such person with extensive experience in teaching is Mike Henderson, the
Principal of BISC-SL. He is a
Computer Science graduate from Leeds University, and comes from a
family of teachers. Hence, there was a certain inevitability about him joining the profession. Even though his graduation was in computer science, he trained to become a mathematics teacher. His teaching career began in
1995 at a large secondary school in
Middlesbrough. Mike spent the next
twenty years working in state schools
in North East England, taking on a post
of greater responsibility each time he
moved establishments.
In 2013, Mike achieved his childhood
ambition of becoming the Headteacher
of his own secondary school. He led
and managed the school for three
years. Then an opportunity came to
take his skills and experience to
Washington DC as Head of Secondary
at the British International School of
Washington (BISW), a sister Nord
Anglia School. He spent two and a half
years at BISW and helped in
transforming the secondary school.
During his time there, he also
developed an understanding and
knowledge of the essentials to become
a successful school leader in an
International private school within an
American setting. “I am now proud to
have the opportunity to put my
learning into practice here in
Chicago,” says Mike. His educational
philosophy is ‘it’s all about the
learning’ and his focus remains on
ensuring that the teachers skillfully
ensure that their students master the
subject matter that is being taught. All
of this while having some fun and
creating memorable moments along the
way.
TR
20 April | 2020
SCHOOLS IN THE USA
INTERNATIONAL
THE 10 BEST
TR

24. ducation is the cornerstone of
E
every functional society. It
builds character and adds virtue
in individuals while contributing to
their overall self-development. Quality
education is what drives the young
minds towards something which can
only be attained in a progressive
environment. The atmosphere should
cultivate learning in a fun and
comprehensive manner. Enabling a
safe and progressive learning
atmosphere has become of paramount
importance nowadays. The dynamics
of the working environment and the
increasing competition is re-defining
the paradigm of how a functional
society in a particular demographic is
fairing. The world is growing at a rapid
pace. Its expansion is exceeding the
limits of imagination through
technological advancements beyond its
expectation. To keep up with this rapid
growth, the next generation needs to
become responsible citizens brimming
with humanity.
Christchurch School is providing an
experience that is not just personal for
its students, but also emphasizes the idea of community. The school fosters
an environment that is not just focused
on academics but also cares very much
about building relationships. It actively
encourages its students to think deeply
so as to absorb all of the experiences
that the school provides which can
potentially change their lives.
Leading Benevolently
Since its inception in 1921,
Christchurch school combines over
100 years of tradition, community, and
relationships with a dynamic and
innovative approach towards learning.
The school is transforming the way
students can fare in this rapidly
changing world by preparing them for
the future. Christchurch has been
inspiring and guiding students towards
self-confidence, purpose, and identity,
while always considering each
student’s uniqueness as a learner. At
the school, students get a chance to
discover their infinite value and
develop skills to become
compassionate, successful, and
engaged global citizens. All of this is
accomplished in a caring and
structured community.
Christchurch is located on 125 acres of
beautiful waterfront in Virginia. It is a
co-ed boarding and day school serving
grades 9-12. 70% of the students are
boarders and 30% are day students.
The average class size is 13 and the
existing enrollment of students in the
school is around 211, with 6:1 student
to teacher ratio. 25% of the student
body are international students with the
students coming from 14 different
countries and 15 U.S states.
John E Byers, fondly known as JEB,
is the Head of School. He is the
longest-serving head in the school’s
history (almost 19 years). JEB has
contributed greatly to the identity and
direction of Christchurch. Some
examples of his contributions include:
adopting the innovative and integrated
Great Journey’s curriculum, overseeing
the school’s transition into a co-ed
institute, and leading the school
through three major capital campaigns.
Christchurch School
Imparting Education While Creating a Vibrant Community
“Christchurch School inspires and guides each student’s
unique journey to self-confidence, purpose, and identity.”
22 April | 2020

25. Distinct Academics & Activities
The following are the various academic programs that the
school has:
• Computer Science
Students develop and express problem solutions through
algorithms using critical thinking, collaboration,
production/implementation, and historical/ethical
analysis.
• Humanities
Students study English, History, Social Sciences and
Theology in a contextually integrated way that takes
advantage of the many intersections between these
different disciplines.
• ESL (English as a Second Language)
The ESL program elevates students to a level of
proficiency within the Common European Framework
(CEFR) in three dimensions: language activities, the
domains in which they occur, and the competencies
drawn by the school while engaging them.
• Foreign Language
Students satisfy their graduation requirements in a
foreign language through the successful completion of
two years in the same language. Christchurch offers
Spanish and Chinese languages for its students.
• Learning Skills Program (LSP)
LSP supports the success of non-traditional learners and
allows them to thrive in a hands-on learning
environment focused on skill acquisition. LSP takes a
holistic approach to support students with learning
differences and those with diagnosed learning
disabilities such as Attention Deficit Disorder (ADD),
Attention Deficit Hyperactive Disorder (ADHD),
anxiety, executive function weaknesses, processing
speed and working memory deficits, Dyslexia, and a
range of other learning differences.
• Mathematics
Students study to become more confident in abstract
thinking and analysis, number sense and spatial Math,
so that they may have pride in the process required to
gain these skills. There is a particular emphasis on the
ability to prove and demonstrate, ‘real world’
applications of Math, a feel for numbers and relativity,
patterns/art/abstraction, special Math and thinking,
knowing v. memorization, and the true role of
technology.
• Science
Within an integrated Science Department, students are
introduced to the basic concepts of the physical and
April | 2020 23

26. TR
biological sciences. The Department utilizes a differentiated
program that includes problem-based instruction, hands-on
laboratory activities, class discussions, group activities, and
lectures.
• Visual & Performing Arts
This program includes comprehensive courses in applied
art, design, musical history & culture, performance,
theatre history, and acting. Opportunities for
performance and regular gallery openings nurture and
encourage the student to consider their perspectives and
their opinions as expressed through various mediums.
One special school program that inculcates values in the
students and celebrates diversity is the Unity Council. This
is a diverse body of students and staff supporters that
focuses on celebrating and supporting all members of the
Christchurch community regardless of race, sex, creed,
color, sexual orientation, or gender identity. Each year the
Unity Council sponsors Ally Week, a time dedicated to
demonstrating methods for community members to support
different minority groups that are part of the larger
community, as well as serving as their own ‘Ally.’

“The Council sponsors open forum conversations for our
entire community to discuss issues and concerns that may
cause division in the larger society such as race, rights,
religion, etc,” shares JEB.
One Step Forward
Christchurch School is committed to addressing the
financial need of its students and maintains a $2.5 million
aid budget for this purpose. Families in need of financial aid
are encouraged to apply as soon as possible for this finite
resource. The administration of financial aid is based on the
National Association of Independent Schools (NAIS) -
Principles of Good Practice. 100% of graduates from
Christchurch are admitted to four-year colleges and
universities, 90% of which are accepted to colleges and
universities on Princeton Review’s Top School List.
Frequent ‘Career Nights’ are hosted by the school for
current students, where students get to meet successful
alumni and talk about careers.
“Our graduates go on to a variety of professions including,
but not limited to, pilots, physicians, lawyers, CEOs,
entrepreneurs, Pulitzer Prize-winning authors, and Nobel
Laureate scientists,” explains JEB.
Christchurch is going to celebrate its Centennial by hosting
a large celebration on its campus for all of the students,
faculty, alumni, parents/past-parents-of-alumni, and friends
of the school, from October 2-4, 2020.
24 April | 2020
SCHOOLS IN THE USA
INTERNATIONAL
THE 10 BEST
TR

28. he United States is a world leader across
T
almost every sphere of human activity –
business, technology, politics, media,
science, and education. It is said to be the world’s
most popular study abroad destination. It has been
an attractive study destination due to its quality,
cutting edge technology, excellent funding options,
job opportunities, etc. Over 4500 institutions are
offering higher education.
A Doorway to Endless Educational Opportunities
26 April | 2020

29. April | 2020 27
A good Read

30. TR
28 April | 2020
-Shreevarshita Gupta
The American graduate programs are well known for their
comprehensive approach combining subject knowledge and
research opportunities. The most striking feature of higher
education in the USA is that it is quite structured. Almost all
programs include assessments and teaching units. This
benefits the student by developing a range of
complementary skills along with the degree.
Educational Hub
The United States is known as one of the best educational
hubs for international students. Many factors are supportive
of this statement.

• Valued Universities: The country has a reputation for
renowned higher education programs. Almost half of the
top 50 universities are located in the United States. A
degree from one of the world’s best higher education
institute looks good on the resume. It distinguishes the
students from their peers with similar backgrounds.
• Academic Flexibility: There is a lot of flexibility in
terms of the courses that are offered in the US. A large
variety of subject options are available to choose from.
Students are given the flexibility to specialize in their
choice of subject or field. In terms of duration also the
students get a benefit. Keeping in mind that every student
has their own pace of learning, they have the freedom to
take extra time to complete the course. One can also finish
the course earlier than the actual time needed according to
their convenience.
• Successful Career after Graduation: Once the course is
completed there are plenty of options for the students. The
country offers you a competitive edge once the student
enters the job market. Interacting with a diverse range of
people will enhance their ability to analyze and know
different cultures. In some cases, the students are allowed to
work in their related field of work.
• Commitment to Excellence: The selling point of
education in the US is its commitment to excellent quality.
Expertly trained faculty imparts their knowledge to
students. It is not easy to get into these universities as their
eligibility criteria are high. Only the best students are
admitted to these universities. The quality of education is
upheld year after year creating a worldwide respect for
universities of the United States.
Perks of Studying in the US
Apart from the educational benefits, there are other perks of
studying in the US. The country has many places worth
visiting. There are a lot of things that can be learned there
due to the exposure the country offers. Some of the perks
can be penned down as:
• Universities have Engaging Campuses: The campuses
of US universities are a small town themselves and the
students have a life of their own. Many engaging activities
like yoga classes, dance classes, picnics, etc. take place on
the campus. The environment on the campus is an
encouraging one to socialize with friends too.
• Easy to Overcome Cultural Shock: America has a
diverse and multicultural environment. This causes a
cultural shock in some of the students on the beginning, but
it is easy to adjust in any city or state of America. It is even
easier to adjust because there are newcomers each year and
everybody is facing the same issue. Making friends of new
cultures is an interesting experience for the students. They
might even end up finding friends from the same country as
themselves.
• Learn Self Reliance: Study shows that people who live
and study outside their home country are more motivated
and independent. They not only have good English
speaking skills but also have good ways of communication
and high self-confidence. Self-reliance can teach many
things for life and this can happen effortlessly for people
staying away from their own country.
Education is a never-ending procedure. The more you wish to learn the more you can. The United
States has emerged as a lucrative place for offering numerous educational opportunities. Studying
in a country like this is not only a lifetime experience but also exposure to one of the world leaders
of every aspect of life. A country like America offers one the chance to pick a course they love or
love the course they pick. The vast amount of options students get to choose among is an attraction.

32. COOKIE CRUMBS
AND LEARNING
THE EXPERIENTIAL APPROACH
S
oggy crackers, cookie crumbs, and students
breathlessly attempting to blow through straws…
what greeted me as I entered our 6th grade science
classroom sure looked like fun, but it was much more than
that. Instead of receiving a lecture on the subject of erosion,
students worked in pairs to determine the rates of erosion
under various forces. Crackers and cookies stood in for
types of rock as they weathered beneath the forces of
student-generated wind and water. The excitement was
palpable, and the learning was real.
Experiential learning, popularized by educational theorist
David Kolb, is a philosophy that promotes “learning
through reflection on doing” (Felicia, 2011). A generation
earlier John Dewey championed hands-on learning, and
millennia before him, Aristotle noted, “the things we have
to learn before we can do them, we learn by doing them”
(Chase Translation, 1911). Yet it doesn’t take an
educational philosopher to know that experiential learning
is a powerfully effective way to reach the highest levels of
educational achievement. We didn’t learn to ride a bike or
learn to cook by simply hearing lectures on the subject; we
learned by doing. As Bloom’s Taxonomy illustrates, rote
learning focuses on the most basic of learning objectives,
but is confined to these lowest levels, while the process of
experiential learning reflects the upwards movement of
learning towards the highest categories of educational
attainment.
The Experiential Cycle
What innovative ways can we use to foster experiential
learning? Kolb (1984) articulated this process as a cycle
which calls for four actions: Experience, Reflection,
Conceptualization, and Experimentation. We engage our
students in hands-on experiences, then call on them to
reflect on what they experienced, they then connect abstract
concepts to that experience, and finally advance the cycle
by experimenting with that idea. Let’s observe what that
looks like in various disciplines.
Applying the Experiential Concept
th
Consider our 6 grade science students-turned-geologists.
As they experimented with forces on their crackers, they
re-created what happens in nature, evaluating which
forces resulted in the most significant erosion. They made
predictions, experimented with the process, and reflected
on what they discovered – then repeated the process. This
active participation in the learning process reflects the
highest categories of academic achievement as identified
by Bloom.
Steinbeck’s Of Mice and Men is a meaningful work that
wrestles with challenging moral concepts. A literature
teacher could present students with various moral and
philosophical perspectives – is Lennie (spoiler alert!)
responsible for killing Curley’s wife? Should mentally
handicapped people be held liable for actions they don’t
understand? Do intentions matter if someone commits a
heinous crime but doesn’t intend to do evil? Is vigilante
justice acceptable if the justice system doesn't address a
crime fairly? Our literature teacher decided, instead of
lecturing on the subject, to put Lennie on trial. Each
student became a character, either for the defense or the
prosecution. They argued the case using evidence from
the novel. Throughout the process they experienced the
passions and struggles of the characters, and they
reflected on what the tragedy meant in light of their
newly-found perspectives. They conceptualized abstract
ideas through
concrete action, and they experimented with these
concepts as they argued for their side through the trial.
30 April | 2020

33. Expert Insight
Dr. Jim Cianca is the Executive
Director at Alliance Academy
International, an international
Christian school in Quito,
Ecuador with a 90 year
history of providing a US
style, English language
education to both expats
and Ecuadorians. Dr. Cianca
has bachelor’s degree in
English from Liberty
University, a master’s in
English Education from
State University of NY at
Buffalo, and a PhD in
educational leadership from
Columbia International
University. Jim has been
involved in high-quality
private education in many
roles, including as a head of
school, an academic
administrator, director of
marketing &
communications, an
academic department chair,
faculty member, and parent.
ABOUT THE
AUTHOR
Dr. Jim Cianca
Executive Director
April | 2020 31

34. • Planting a garden (environmental science/botany):
Students till the soil, choose plants, nurture growth, and
harvest results. They experience failure and success as
they interact with the natural world, engaging in the
experiential cycle over and over. Bringing the produce to
market introduces inter-disciplinary elements as well.
It doesn’t take complex activities like some of those listed
above, however. Every day, in little ways, we can foster
experiential learning. Students can create their own
questions, teach their peers, use manipulatives, take
risks – and participate in their own learning. So, whether it's
with crumbling cookies, outdoor activities, or global
markets, learning through doing will pay dividends now
and turn our students into lifelong learners.
References
Felicia, Patrick. (2011). Handbook of Research on
Improving Learning and Motivation.
Kolb, David A. (1984). Experiential Learning: Experience
as the Source of Learning and Development.
Nicomachean Ethics, Book 2. Chase translation (1911).
Our students didn’t learn about justice and its complexities;
they experienced it, solidifying abstract concepts through
active participation and reflection.
Consider the following examples of how I have seen
experiential learning achieve similar results:
• Societal re-creation (social studies/history/civics): Create
a fully operational society based on a political-economic
model (capitalism, socialism, etc.). Appoint government
officials, a press, business leaders, a financial system with
its own currency, and give students roles to play within a
socio-economic class structure. Students are given
objectives and are mentored through the struggles of
trying to accomplish their goals within the political
economic structure.
• Stock market game (math/economics): Students use real
global market data to simulate financial investing and
personal money management. Simulated funds are
impacted by the volatility of real-world markets.

• Culture and language immersion (modern languages): At
Alliance Academy International, our student body is made
up of over 30 nationalities, yet we are widely regarded as
the best English language school in the country. Why? In
part, because of our experiential approach – a full
immersion with our native speaking faculty in class,
sports, drama, and travel to English language countries.
TR
32 April | 2020

36. he world today is more
T
connected than ever; courtesy
of technology and
globalization. People are not confined
to just their homeland but have an
opportunity to go globetrotting
physically as well as virtually. High
school students’ families can choose a
world class school in the southern
United States for an opportunity to
graduate from an accredited high
school will open doors to universities
across the U.S.

Educating responsible citizens of the
world is the mission of The Capitol
School.. The six buildings on the
campus of Alabama’s International
School resonate with the voices of
some of the 87 nationalities of students
enrolled from across the world. The
campus is located in historic
Tuscaloosa around Capitol Park. One
of the school’s buildings dates to
1818 – the year Alabama was granted
statehood on Dec. 14 by the U.S.
Congress.
The Founders When Dr. Barbara Rountree was a
Professor at the University of Alabama,
she dreamed of a school where faculty could put into practice the latest research on the best ways to help students learn. Meanwhile, a teacher in a local public school, Margaret
Brown Hill, created a model
classroom for her students using best
practices from research. She was
recognized as “Teacher of the Year”
for her innovative and engaging
teaching and serving as a mentor to
interns from The University of
Alabama. Together, the two realized
their dreams in 1993 and founded The
Capitol School as a private school with
46 students in kindergarten through
fifth grade. Today, the school enrolls
175 students, from prekindergarten
through high school graduation and
continues to incorporate the newest
and most effective means of teaching
students.
Since then, Dr. Rountree has been
serving as the school’s Director. Her
remarkable team of faculty members is led by Mrs. Hill who have created a supportive and successful learning environment. The Capitol School has
made a mark in academic circles,
garnering accolades as a model school
for 27 years. For her out-of-the-box
thinking, Dr. Rountree was named one
of Edutopia magazines’ ‘Daring
Dozen’, an honor given to those who
are reshaping the future of education.
In 2018, Dr. Rountree was inducted
into the Alabama Education Hall of
Fame. Mrs. Hill has been named
“Teacher of the Year” twice in her
career.

Distinctive Feature

The Capitol School is a multiple ability
school. Faculty believe that each
student has multiple intelligence and
should have opportunities to learn in
all of these areas. The school bases its
The Capitol School
A Multiple Intelligence School
“Educating responsible citizens of the world.”
34 April | 2020

37. philosophy of learning on the Multiple Intelligences
Theory developed by Harvard professor, Dr. Howard
Gardner. At The Capitol School, teaching is tailored to meet
individualized needs and the teachers ask, ‘How is this child
smart?’ instead of ‘How smart is this child?’ Teachers use
various methods to assess a student’s progress and to report
the progress to their parents. These may include progress
reports, narratives, checklists, portfolios, and video
portfolios. Quarterly reports are provided to parents in
October, December, March and May.

A typical school day for High School students starts at 8:30
a.m. with a 7 period day of core and elective classes ending
at 3:30 p.m. Music, Violin, Piano and Art classes are
offered. The study of world languages is key at The Capitol
School. Students study Spanish, German and Mandarin
from ages 3 – 18 through daily lessons with native-speaking
teachers. After-school sports include cross country,
volleyball, bowling, tennis, golf, and a new soccer team
forming. Clubs such as Math Club, Key Club, National
Honor Society Club and Robotics Club meet weekly.
Spanish, German, Spelling and Geography competitions are
held annually. Students participate in weekly meetings with
the school’s counselor and Scholar Support Meetings take
place in small groups for peer interactions and
encouragement.
High school students age 15 and older participate in
Alabama’s Dual Enrollment/Dual Credit Program, which
allows students to take college courses while in high school.
Students with a 3.0 GPA may begin college classes at 10th
grade with EARLY COLLEGE at The University of
Alabama, a top 50 public university in the U.S. To learn
more about Dual Enrollment, visit
https://uaearlycollege.ua.edu

English support is provided for students who have just
moved to Alabama. Students participate in German and
Spanish state competitions with public and private schools
from across the state. ‘Linguists around the world concur
that the earlier you learn a language, the better,’ Dr.
Rountree says. It is the only PK-12 World Language
program in Alabama.
Celebrating Diversity

Through the years, students from 87 countries have
attended Capitol School classes, and the faculty recruited
from across the globe. That diversity is celebrated annually
with an International Festival where families host booths to
share their heritage. They display flags, maps, artifacts, toys
and favorite foods from their home country. Students of all
ages learn about the cultures of fellow students in the
school. One of five Capitol School students or their parents
were born outside the U.S.
April | 2020 35

38. Preparing for the Future
The school is a fully accredited school and all credits earned by students can be transferred to any other accredited school in
the world. AdvancED, a non-profit, non-partisan organization serving the largest community of educational professionals in
the world, in its 2018 review recommended that Capitol School earn the distinction of accreditation for a five-year term until
June 2023. AdvancED provides the Index of Education Quality™ (IEQ™) as a holistic measure of overall performance
based on a comprehensive set of standards and review criteria and reported on a scale of 100 to 400. The Capitol School
earned an institutional IEQ of 371 total points in this comprehensive review.

Capitol School’s “School to Career” program alignes students with a Mentor in the community selected for the student to
interview and “shadow” in a field of interest to each student. Weekly speakers about careers help students learn more about
careers in a variety of fields. Summer job placements are available for those students who complete course and safety
requirements.
The Capitol School has made a mark in academic circles,
garnering accolades as a Model School for 27 years. Some
of these have come in the form of testimonials by happy
parents. Read on.

One parent from Austria enrolled her son and said. 'We
wanted a school where our child would be really known by
the teachers. We wanted a school that placed as much value
on a student who is a gifted artist or musician as the value
placed by most schools on a gifted reader, writer or athlete.
After all, those attributes are all gifts.’
Another parent who enrolled her daughter said, ‘We wanted
our daughter to have the highest academic opportunities for
college after attending Capitol School.’
“My time at The Capitol School allowed me to develop both
academically and personally. My teachers gave me
individual attention, exposed me to new ideas, and
challenged me to be the best I could be.

The diverse student body, with students from all around the
world, provided me with a sense of community and gave me
new perspectives on issues both domestic and international.
I could not have asked for a better high school experience.”
Josh
Sophomore, Boston College
2018 graduate of The Capitol School
“I was fortunate to attend the Capitol School from 5th to
12th grade. I came in 2004 speaking very limited English
and the school helped me learn. My parents were born in
Croatia. I met a lot of people from many different
countries and learned about their customs and culture. I
was also very fortunate to attend Shelton State Community
College while still attending high school at The Capitol School and earned 45 college credit hours before
graduation from high school. They also helped me receive a
2 year full scholarship at Jacksonville State University. I
am very thankful for all that Capitol School has done for me.”
Jennifer
2012 graduate of Capitol School
Graduate of Jacksonville State University
Graduate School at University of West Alabama
“My name is Ye and I am from Hubei, China. I still
remember I was so excited and nervous when I took the first
step on the plane that I didn’t get any sleep at all. Arriving
in Alabama, everything was new for me. Now, I think I
made the right choice to study abroad at The Capitol
School. High school life was made easy for me as an
international student, especially thanks to the people
around me who gave me a lot of help, and I feel lucky to be
here. Also, my host family was amazing, and I enjoyed
them. They helped me a lot with my Early College courses.
I am especially fortunate that Dr. Rountree can give me this
opportunity. When my high school grades reached 3.0 GPA,
I was able to enroll in college classes through Early
College. Capitol School’s high school program provides a
way for international students to prove they can be
successful in college and not have to take the SAT or ACT
exam. My parents were thrilled when I was accepted to one
of the top 50 public universities in the U.S. Now I am a
student at the University of Alabama, I am proud of myself
and feel thankful. I love this big family here.”
Ye
2019 Graduate of The Capitol School
Currently enrolled at The University of Alabama
Words of Trust
TR
36 April | 2020
SCHOOLS IN THE USA
INTERNATIONAL
THE 10 BEST
TR

39. April | 2020 37

40. Learners-
I
n selecting a school for our children, there are
many elements parents will investigate. In
choosing the correct pathway and setting for
any child, decisions will be based on a range of
factors. Here in Dubai, the range of options is vast,
in terms of price point, curriculum and location.
One aspect of critical importance on any child’s
successful learning journey which should be
founded in success, challenge and happiness will
be their readiness and agility in selecting and
managing their own professional or vocational and
career pathway. Equipping students with the skills
necessary needs to be an area of focus for all
schools and educators, strategically embedded in
both the formal and hidden curriculum at schools.
TOMORROW’S
Leaders
TODAY’S
38 April | 2020

41. Ruth Burke, currently works as a Director of Deira International School. She is a school leader with
the distinction of having led outstanding schools in Dubai for over ten years.
Educated in Trinity College, Dublin and later in Bath University UK, Ruth holds a Masters’ Degree in
Educational Leadership and is a strong proponent of empowering staff through distributed leadership
models. Her strong connection with Learning and Teaching, as well as her aspirational approaches to
all aspects of education, make Ruth a very in touch and visible presence to students, staff and
parents.
Her relentless pursuit for excellence has been instrumental in building schools of considerable repute
where inspection, academic outcomes and aspiration levels evidence her high expectations approach
and a culture of collaboration, with parents as partners as a key component.
Mother of three, with children, spanning 6 years to 24 years of age, her passion for creating high-
performing learning opportunities for both students and staff is tangible and her drive to ensure
quality outcomes for all learners is refreshing.
Ruth Burke
Director
About the Author
Educator,s Viewpoint
April | 2020 39

42. An emphasis on developing leadership skills and opportunities in students within and beyond the school
gates should be significant. From primary age, a range of leadership groups can work closely with staff,
parents and their peers to positively impact practices, policy and provision. Groups such as our Wellbeing
Warriors, Heritage Heroes and Tech Gurus are an integral part of many school approaches to leadership
development with Student Counselors, Performing Arts Leaders, Journalists and Paparazzi groups work
diligently to impact both within and beyond the school gates.
A focus on communication, collaboration and connectivity, cultivated from early years with peer led
learning opportunities and a formalized buddy learning system in place can further develop the skills
required for students to be ready and able to maximize their learning opportunities. The Wakeham
Review of STEM (Science, Technology, and Engineering & Mathematics) degree provision and
employability (2016) stressed the importance of building transferable skills and providing work
experience. It commented on the need for ‘softer skills such team-work and project management’ to be
embedded in the curriculum and for more employers to offer work experience.
Many Schools offer a program of structured vocational support and work experiences including access to
a range of specialist speakers, mentors and facilitators who help to inspire students and make the world of
work tangible and highly accessible.
Internships for example, afford students great scope to develop their experiential learning. The IBCP
(International Baccalaureate Career-related Program) includes a work placement component, an area
highly valued by employers,59% of employers rating it as one of their most important factors when
recruiting graduates (CBI/Pearson, 2017). 65% of employers in the Employers Perspectives Survey
(2016) rated relevant work experience as critical or significant when recruiting too, rating it more highly
than academic or vocational qualifications (Duke of Edinburgh (DofE) awards, 2017). In addition, higher
education students who undertook any type of work experience are more likely to attain a graduate job
(BIS, 2013).
It's proven that school systems which systematically develop work placement opportunities engender the
success of students over the long-term.
Brandon Busteed, executive director of Gallup's higher education division, claims that setting up students
in a professional environment, interning, for example, is key in preparing them for a successful transition
to working lifestyle, expectations and the environment of the workplace. The traditional model of
preparing students for tertiary education needs review. Students must be nurtured, through all programs,
to develop and refine the skills, attitudes and knowledge for life beyond formal education.
The additional value brought by ensuring meaningful work placement with honest feedback and systems
in place to support improvement will contribute to personal growth and to deeper learning.
TR
40 April | 2020

44. Dynamics
of
International
Studies
42 April | 2020

45. April | 2020 43
-Shreevarshita Gupta
T
he study of the connection of major economic,
social, political and cultural issues on a global level
is referred to as international studies (IS). It is also
known as international relations (IR) or international affairs
(IA). International relations are the study of the way
international systems operate like investigating relations
between various countries and foreign policies. The study
helps countries to develop the ability to understand the
effects of globalization, cultural impacts, global policies of
countries, etc.
Many educational institutes have developed degrees and
courses in international studies. Institutes confirm that these
courses are to engage students in the issues that have arisen
in the globalized world of today. International Studies offer
a wide range of subjects to choose from like, foreign policy,
the role of international organizations, foreign languages,
and history, etc.
Why Study International Studies?
Studying international studies help individuals learn to be
analytical and objective while considering various global
issues.
• A Pool of Knowledge: This study provides the students
with core knowledge regarding international systems. It
helps them to analyze the global system and its impact on
the society, government, and businesses of various
countries. The students have the leverage to core knowledge
from numerous social science fields. In many cases,
students pursue these subjects in order to become more
aware regarding the particular field of the global
arrangement.
• Modern Foreign Language: Language study is a part of
the course. Studying languages of different countries
enhance the students’ overall understanding of the language
and culture of the regions. The program requirements
coincide with the types of languages and social science
courses. Work in a modern foreign language not only allows
students to understand their lifestyle but also various
aspects around which their lives are evolving.

• Choice of Subjects: International study students have
several subjects to select from. Major selected subjects are
social science, political science, economics, history, and
foreign language. While on campus the students have
various opportunities to apply their knowledge in. There are
student clubs like Foreign Affairs Clubs, Model United
Nations, etc. Involvement in such clubs not only increases
knowledge but also their interest in the program.
Dynamics of International Studies
Over the years international studies has evolved vastly. In
the beginning, international studies was only limited to a
field of activity, it gradually developed into a larger field.
International studies were subject to many changes in its
evolvement process. Some of the changes that took place
are:
• Better Faculty: International studies as a subject is a
huge topic. The guidelines of the program have been
modified with time keeping them updated. Unlike earlier
times, the faculty know what, when and how to teach. The
productivity of the faculty has improved due to proper
instructions. This has lead to an increase in the quality of
the course. Today, the faculty is also well versed in the
subjects that they deliver good classes. This helps the
students to gain as much knowledge as possible.
• Large Scope: Earlier the program was confined to a
particular field of activity. Now, the scope has widened
including many factors of the global market like language
study, economics, government policies, political sciences,
etc. Many students have opted for this course because of its
wide scope. It gives a lot of knowledge and learning in one
single course which is hard to find.
• Increase in Career Options: International studies
graduates are suitable for careers in business and
organizations’ international clientele. The foreign language
and economic skills together are a bonus to hiring
companies as both these elements are equally important.
The graduates of International Studies can get entry-level
finance jobs in the global market as security analysts and
investment analysts, etc. Many government agencies also
hire International Studies graduates. Over time this
degree/program has gained recognition in order to form a
career in many aspects of the global market.
TR
International studies can be defined as the study
of the relations between the various countries in
the world. It is said to be one of the skill
development courses. Over the years
international studies have evolved and improved
to gain recognition on the global level.
International studies not only improve the
analytical skills of the students but also increases
global knowledge among them. These programs
are attracting new students to the world of
international studies, acting as a bridge between
the countries.
Changing Dynamics

46. Tom Wingate, Founder of The
Wingate School was educated
at St. George’s College,
Weybridge, Surrey, in Great
Britain. His school’s mission is
to touch lives, promoting
excellent academic standards
imbued with values. He
completed his undergraduate
degree in English and History
and Theory of Art from the
University of Kent and
postgraduate degree in teaching
from the University of Leeds. He
kick-started his career as
teacher administrator at an
international school in Mexico
City. Later, in the 1990s, he
served as the Principal and
Assistant Headmaster of a
developing high school, also
receiving his Masters in
Administration and Supervision
from Georgia State University. Head of the intake Year 9 at City of London School in the
early 2000s, he coached many successful public speaking and debating teams, winning
the ESU's British and International Debate Competition in 2006. He also holds a
postgraduate degree in Victorian Studies from Birkbeck College, University of London.
Tom has taught from kindergarten to teachers in their Masters programmes. He is an artist
and photographer, greatly enjoying history of art. An avid collector of old documents, with
a special interest in the life of Dickens, he also contributes to the international “Dickensian”
magazine.
About the Author
|
Tom Wingate
Founder
44 April | 2020

47. T
his is a great question and one that we need to ask
ourselves on a frequent basis. In fact, it is the
question, par excellence, that all educators must ask
themselves. Happily, what a delight it is to sit down with
our Pre-Primary and Primary teachers and discuss great
ways to engage all our students in their learning.
First, we believe that our very environment sets the tone.
Although, in our case, we are a relatively new
British-international school in Mexico City, banish the
thought of our vibrant community working within the
confines of a concrete campus. Rather, think of a semi-rural
site on the city’s western edge, basking in sunlight most
days, and all surrounded by low smooth hills carpeted with
trees. And fortunate enough to have a purpose-built first
construction using spacious, light-filled classrooms in
which teachers experiment. With children hailing from
some thirty countries, and Buenos Aires sitting down with
Berlin, wonderful cross-cultural friendships burgeon.
To be truly modern and creative, innovative educators
continually need to mix the old with the right amount of the
new, furnishing pupils’ learning styles with sufficient
variety. To make our motto “Strive, Learn and Serve” a
reality, we also operate with the International Primary
Curriculum (both its Early Years, and its mainstream
Milestone programmes). The projects we select from it
always allow us that flexibility in both content and skills so
useful to any enthusiastic teacher’s heart. Teachers are not
trammeled, then, in what they can attempt to do with the curriculum. In our planning, main classroom teachers work hand-in-hand with specialist classes. We especially promote
music – every post-Kindergarten child plays a stringed
instrument – also linking it wherever possible to many
discrete subject areas within bespoke IPC projects. Wasn’t
it E. M. Forster who once said, “Only connect”?
“Serve” is extremely important to our school community,
providing us with plenty of opportunities to be innovative.
Classroom teachers very deliberately fuse the IPC with our
School of Character, exploiting teachable moments to
promote positive values. Moreover, innovative learning
stems from pupils – in an age-appropriate
way – researching and selecting practical initiatives to help
others. For example, it was the pupils, not the teachers, who
opted for writing letters for lonely old folks (and visiting
them subsequently), creating a whole World Cup football
competition with a local Primary, composed of fifteen full
teams, plus an extensive toy collection and distribution
campaign for the less fortunate in society. When children
sense the justice of something, they grow in confidence and
display tremendous drive.
Holding fast to the ‘traditional’ in education, the things time
and cultures have told us work, we have ensured we have
placed the library at the heart of our campus. Three of its
April | 2020 45
Educatorʼs Column

48. four sides are largely composed of glass. Children, walking by, both inside or out, cannot but help to peer in,
see and be intrigued by the constant activity. It welcomes them; it engages. With much mobile library shelving,
its spaces are instantly and effortlessly ‘redesigned’. Activities held there typically include: ICT classes using
Chromebooks; weekly assemblies underpinning IPC topics; drama practises; much live reading to groups;
personal assistance with book selection, and – naturally! – quiet reading and book processing.
(For books - new, old, bought, donated - are constantly being added.) Matching expressed interests, books are
frequently given to children by the school to keep, too. Books, stimulating innovative lines of thought in young
minds, still very much count and always will.
Yet, as we rocket into the new millennium, we inevitably reach out to the innovative and the new. Deliberately
sited within that large open library, staff and children access a lot of our technological gadgets. They are mere
tools to our academic ends, but, what tools! (We are setting up audio and visual contact with divers on the
Great Barrier Reef, in real time.) Most of our Smartboards are fixed within classrooms. However, others kept
in the library can be wheeled into action, like strange wooden fire engines fomenting those intellectual
“conflagrations” poet Alan Paton spoke of, rather than putting them out. What, then, is the nature of the
modern library? The speed of technological advance today is mind-boggling. Thus, the jury is still out, because
the fascinating conversation constantly twists and turns.
The classroom, where teaching and learning occur, now is so much more than a big box. We encourage a host
of innovative afternoon activities where young pupils (and their parents) can begin to choose less orthodox
areas of interest. For example, highly athletic Irish dancing can and does complement our official P.E
curriculum. Gardening Club, linked to the Royal Horticultural Society levels for schools, is ripe for
innovation. (For one, pupils have chosen where new bird boxes will adorn the campus.) Gardening, along with
woodland walks for our pupils in the huge ranch in which we are located, opens up so many avenues, both for
hands-on experiences as well as for incipient science-inclined minds. We have a Debate Club, too.
When all is said and done, our teachers’ collegiality is the engine that powers the active, innovative learning
throughout the school. However, as we genuinely try to put our pupils at the heart of our project, their sense of
contentment and ‘voice’ also are extremely important to us. Our pupils constantly use personal (but shared)
agendas in which all constituents – line managers, all teachers, the pupils and parents – write reflective
contributions. When ‘in class,’ collating knowledge, pupils are much encouraged to work in various teams.
They are crucibles in which to learn content and, more than that, the arena where they acquire and practise
transferrable skills. Invariably, their strengths and weaknesses are tested in the general give and take. That way
they, and their teachers, understand better the needs of patience and teamwork, analysis and critical thought.
TR
46 April | 2020