Olly Lewis

Looking forward to seeing how the use of AI expands within education. Some definite challenges to work through, but also some incredible opportunities for schools, students and educators. The question if not if we use AI, but rather when we use it. It is the future. #education #dubai #ai #schools #future #educators

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📣 "It is our responsibility as educators to help the students thrive." - Jeni Dellman, Primary Headteacher at British School Muscat 📹 Watch the full video recording of the energising session on school data here ➡ https://lnkd.in/esFCNist If you're a Senior Leader looking to use data to ‘create better learning conversations’, and generate the conditions for success, then check this link ➡ https://lnkd.in/d_uAbmY

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Dubai Schools Falling Behind? The Shocking Truth About #E33 Skills! 🚨 Attention Dubai Educator Network: Is your school ready for Education 33? The solution might surprise you! 🎮 🚀 At Sophia High School our Gaming Innovators Academy and Esports secrets are now being made available to beyond on classroom. They say collaborations are the new partnerships and we are building out our #counterpart strategy. We know what our unfair advantage as a 💯 digital school is and we want to combine it with your unfair advantage to power Dubai's Future🏆 So here is how we're revolutionising education to meet KHDA's E33 vision: Critical Thinking & Problem Solving 🧠 • Game Design Challenges: Pupils create games, developing analytical skills • Strategic Esports: Competitive gaming hones decision-making abilities • Coding Puzzles: Programming tasks build logical thinking Digital Literacy & Technological Fluency 💻 • Hands-on Coding: From basic scripts to advanced game development • Digital Content Creation: Designing assets for games and streams • Tech Tool Mastery: Using industry-standard software and platforms Global Competitiveness & Collaboration 🌍 • International Esports Tournaments: Compete on a global stage • Cross-Cultural Team Projects: Collaborate with peers worldwide • Industry-Standard Practices: Learn processes used by top tech companies Creativity & Innovation 💡 • Game Concept Development: Brainstorm and pitch original ideas • Modding Existing Games: Customise and improve upon established titles • Innovative Problem-Solving: Create tech solutions for real-world challenges Communication & Presentation Skills 🎤 • Esports Casting: Develop clear, engaging communication • Project Presentations: Pitch game ideas to peers and industry experts • Technical Documentation: Learn to clearly explain complex concepts Entrepreneurship & Business Acumen 💼 • Esports Team Management: Understand operations and marketing • Game Monetisation Strategies: Learn about business models in gaming • Personal Branding: Develop online presence and networking skills Don't let your school fall behind in the E33 race. The future is now and you can discover a new unique value proposition through the exciting lens of the gaming and esports sectors We’ve got teacher training coming up in Dubai but welcome all of our network to join us on our next virtual discovery day Check it out ⬇️ https://lnkd.in/dQixZcie #Education33 #FutureSkills #GamingInnovators #DubaiEducation #KHDA

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IMPACT of the ECIS, the Educational Collaborative for International Schools Middle Leader Certificate: Jaun-Mari Moraal's journey through the ECIS Middle Leader Certificate demonstrates how this programme empowers educators to lead effectively, manage challenges, and make a positive impact within their schools. Learn more about the courses: https://lnkd.in/dAqsHxJd #ECISMLC

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Bridging the Curriculum Gap: Foundation Stage to Key Stage One This is the title of the workshop I delivered at the inaugural BSME - British Schools in the Middle East TeacherCon 2024. When researching in preparation for this workshop, there were a few nuggets of information that really stuck with me. The first thing that resonated with me, I learnt from the incredible Karla Mediah at last year's EYFS conference and it was the inspiration behind this workshop. The quote comes from Dr Karyn Purvis, "Scientists have recently determined that is takes approximately 400 repetitions to create a new synapse in the brain - unless it is done with play, in which case, it takes between 10 and 20 repetitions." I recently observed this in action during a learning walk in Year One. During a 20 minute period, I watched as 24 children were completely immersed in child initiated learning, following their own interests and choosing their learning. After the observation, I counted no less than 14 National Curriculum objectives being covered within that time at a much deeper level than I ever seen in a more 'formal' learning environment. Over the next few weeks, I will continue to share snippets of information and the inspiration behind the workshop, and I would love to hear from other teachers and school leaders about their experience with play in Key Stage One. I am also delighted that child-initiated learning will be the main agenda item in the upcoming BSME KS1 Network meeting. #learningthroughplay #childinitiatedlearning #thepowerofplay #thebestbyeverychild

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🔆🔆 EQUITY in Leadership - a topic I hope to discuss further in the coming weeks 🔆🔆 Thank you Leisa Grace Wilson for raising such an important topic. As someone who has had the privilege of working under different leaders, I’ve experienced both ends of the spectrum. On one hand, I’ve had the joy of working with an incredibly amazing leader (shoutout to Jessie Joubert), who exemplifies what it means to lead with compassion, vision, and dedication to growth. Jessie always provided opportunities for us to grow, refine our skills, and truly believed that everyone can constantly improve themselves. She would go to war to protect her team, which speaks volumes about her commitment to those she leads. On the other hand, I’ve also encountered a leader who struggled with fairness and could be quite harsh at times. This individual, though capable, often leaned toward being mean and brutal, leading to a lack of fairness in the workplace. This kind of leadership can, unfortunately, foster an environment that feels discriminatory, where certain individuals or groups may feel targeted or undervalued. In my experience, a good leader is someone who not only champions growth and development but also understands that leadership is about lifting others up, not tearing them down. They provide opportunities to upscale and improve. Anyone can face challenges, quite honestly, especially when navigating a new working environment, whether they are leaders or team members. A good leader makes it their mission to ensure that everyone feels valued, supported, and treated fairly. Iron sharpens iron—great leaders understand this and encourage their teams to grow stronger together. When fairness is lacking, it can create a toxic environment where morale and performance suffer. So, while every leader has strengths and areas for growth, the mark of a truly great leader is their ability to recognize and work on these areas, ensuring they lead with fairness, respect, and a genuine desire to see their team succeed—even the seemingly feeble members who are often looked upon as a burden. Stephanie🌸

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Check out this wonderful Reading Comprehension workshop by Smriti Parikh from The Acres Foundation 📚

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🌍 Leading Your International School: 𝗘𝘅𝗽𝗲𝗿𝘁 𝗠𝗲𝗻𝘁𝗼𝗿𝗶𝗻𝗴 𝗳𝗼𝗿 𝗙𝗼𝘂𝗻𝗱𝗶𝗻𝗴 𝗣𝗿𝗶𝗻𝗰𝗶𝗽𝗮𝗹𝘀 • Are you a current Founding International School Principal? • Will you become a Founding International School Principal? • Are you in the early stages of your international school leadership career? Would your leadership and your school benefit from sound operational and strategic support and advice from industry experts who have been through the process multiple times and have your back? At Leading Your International School, we understand the unique challenges of founding an international school that you face, and we're here to help you succeed. Between us, we've opened nearly twenty schools around the world, each one an incredible learning experience we'd like to share back. Leading in isolation and managing investor relations continue to be one of the foremost reasons why some schools don't perform as well as they should do - particularly in the initial start-up phase. Even if your school is part of a large group of schools, our guidance and expertise can be invaluable. Getting the right support - early is key to success and in preparing for the likely challenges you'll experience. 𝗜𝗻𝘁𝗿𝗼𝗱𝘂𝗰𝗶𝗻𝗴 𝗢𝘂𝗿 𝗟𝗲𝗮𝗱𝗲𝗿𝘀𝗵𝗶𝗽 𝗠𝗲𝗻𝘁𝗼𝗿𝗶𝗻𝗴 𝗣𝗿𝗼𝗴𝗿𝗮𝗺𝗺𝗲: Led by Grainne O'Reilly, a seasoned expert who has founded over a dozen schools globally, our guidance offers practical support and solutions tailored to your needs. Gráinne has successfully collaborated with boards, owners and investors in both Profit and Not-For-Profit settings. She understands that every international school context is unique. 𝗪𝗵𝘆 𝗖𝗵𝗼𝗼𝘀𝗲 𝗢𝘂𝗿 𝗠𝗲𝗻𝘁𝗼𝗿𝗶𝗻𝗴? 🔹 Manage Up Effectively: Learn how to build strong relationships with boards, owners, and investors who often have sky-high expectations. 🔹 Navigate the 'Unknown Unknowns': Let us tell you what challenges you might face. Your behaviours, mindset, and attitude towards unforeseen challenges can make all the difference. We’ll help you develop these crucial skills. 🔹 Comprehensive Support: From school policy design and pre-opening checklists to accreditation advice and ongoing parental engagement and marketing strategies, we cover all aspects of school leadership. 🔹 Practical Solutions: Receive hands-on guidance about safeguarding and child protection, building your leadership team, your initial hiring priorities, and succession planning. Our mentoring programme is flexible and can be offered on a weekly or monthly basis to fit your schedule and needs. Think of us as your 'critical friend'—an additional insurance policy for your success, helping you assess and refine your internal decision-making processes. Connect with Grainne O'Reilly and Leading Your International School and ensure your school thrives under your leadership. [email protected] #startupschools #leadership #principals #governance #education

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This is a great opportunity for schools with a DfE URN such as many in AoBSO, COBIS - Council of British International Schools, FOBISIA and BSME - British Schools in the Middle East to adhere to the same principles outlined here but even extend it to all non-teaching staff. What is worthy of note by Ellen Peirson-Hagger in her article in Tes are: [1] The appraisal process should be “intrinsically supportive and developmental... conducted within a school culture that values openness and fairness”. [2] It should offer “a supportive and safe environment where individual teachers and their line managers can have open and honest conversations" [3] "Informal support should be offered for a set period that reasonably allows time for improvement. During this time the teacher should work towards clear and achievable goals." I know of many colleagues who have had very inconsistent experiences in such matters especially where unscrupulous line managers take advantage of locsl labour laws which may allow a deviationfrom DfE policies and guidelines. Hopefully this provides an opportunity to apply the same guidelines across all British International Schools especially those accredited with Department for Education. John Butterworth Dan Worth Mark Leppard MBE John Gwyn Jones MBE Debra Forsyth James McDonald Colin Bell Chartered College of Teaching Dame Alison Peacock DL, DLitt #BritishSchoolsOverseas #BritishInternationalSchools #StaffAppraisal

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Inspired by Nick Hart’s brilliant talk at the BSME - British Schools in the Middle East TeacherCon, I’ve been reflecting on how I structure my lessons to align with students' cognitive processes. In my latest blog post, I talk about my model for teaching, one that moves from activating prior knowledge to deepening understanding and mastering skills. This is just my takeaway, what works for me in my classroom, and anyway who has heard me talk before will know my thoughts on skills! #Education #Teaching #InstructionalStrategies #21stCenturySkills #ReflectiveTeaching #MentalModel

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First admin post and stepping stones... The end of a school year can be a roller-coaster of emotional turbulence for teachers.  For one thing, marking has to be done on time. The latest email doesn’t help, “it is mandatory (red, font size 16) that marking is finished by ….”  Once the marking is finished, safety is not guaranteed. Grades are monitored.  “How many students got As, how many failed?  Will the school leaders notice? Well, it wasn’t my fault, it was….”  Then there is that checklist to complete before teachers make their final ‘escape’.  “Where did I leave the library keys? Don’t tell me I left them in the ….”.  And don't forget scheduling.  “Will I get my favourite class next year, or will the scheduler give me classes the head of department doesn’t want to teach?”  Whoever thinks teaching is stress-free has probably never tried it. On top of all of that comes the dreaded annual appraisal.  Was I punctual, did I practice enough metacognition? Do I even know what it is? Did I manage that class of challenging students and their parents well?  It’s time to find out... But what if your school leaders offer you a position in admin. As head of department or running some other initiative?  First potential rung on the admin ladder?  You probably have more potential than you thought.  What should be your response?  Accept? Give it some serious thought.  You might be tempted to reject the offer - although teaching can be stressful, admin work can be majorly unpredictable and that takes stress levels to a whole new level.  “I see my boss getting stressed out every day!”, you may think. Some critical factors to consider include remuneration, potential future growth, love for something different, being passionate about change and many more....Let’s look at some of these. How much extra money do I get?  To be honest, remuneration for initial admin positions in international schools often seems disproportionately low compared to responsibility, accountability and the quality of decision making required.  However, your first admin post can be a stepping stone to something more valuable. You may enjoy teaching but do you want to stay as a teacher all your professional life?  You may seek comfort in predictability but when does that morph into boredom and repeated routines? Maybe you are risk averse but why?  If it does not work out, you can most likely return to teaching.  There are intrinsic reasons for moving into admin.  As for all those wonderful projects and initiatives that you have implemented as a teacher to support teaching and learning, you can now scale up and impact far more students than as a teacher of 3-4 classes. Each of you must make a decision that you believe in.  My advice is to take a risk and look upon new posts offered as an opportunity to gain experience, move up the ladder and enrich your professional life.  Before you give your final answer, seek Allah’s guidance and pray istikharah.

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ONLINE FIRST 'Teaching management in the context of Grand Challenges: A pragmatist approach' by Chantale Mailhot and Marc D Lachapelle Read here:

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Starting in September: Delve deep into the 'why,' 'what,' and 'how' of literacy as you equip yourself with the knowledge and tools to inspire and engage your students in a rapidly changing landscape. To find out more about the Inspire Citizens GCC and individual courses, visit: https://lnkd.in/giWru47U #GlobalCitizenship #GlobalCitizenshipCertificate #Educators #Schools #SGDs #ProfessionalDevelopment #professionaldevelopmentforteachers

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6 Practical Tips for families to consider when attending International School in the UAE. Speak to one of our consultants for more information. #Education #InternationalSchool #UAE

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Meeting an AR and VR expert Discussing how to incorporate the new technology into the extra curricular activities to support individual learning

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The conundrum of costing open schooling In a recent report entitled, The Price of Inaction, UNESCO estimated the global cost of inadequate access to schooling and school drop-out rate at a staggering USD 10,000 trillion annually. We have simply been unable to build enough secondary schools and adequately employ secondary teachers to accommodate all the learners exiting primary school or dropping out somewhere along the way. The scale of the challenge makes clear that it can be addressed only through open and distance learning (ODL). Read the insightful article at: https://lnkd.in/g8YQ6Eq4 Limpho Masupe Dr Lesedi Lesetedi (DBA) CIA,QIAL,CRMA,Msc IA and Management

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The #PYPx was a great success as students sharpened their inquiry skills, and understood more about themselves, their interests and making a better world. #SDGs The research process, art representations and presentations were the beginning of the journey. Since then many of our students have taken action on their chosen topic. This has included: Creating new systems during recess so all students ( no matter their ability) can access the basketball court and football pitch. Buddy benches for students who are lonely. Working with our canteen food partners to reduce food waste. Highlighting the importance of balance of using technology in and out of school. Together we can make a difference and the students we work with have the ability to be the change. How educators and schools equip them with the skills, understand andknowledge to make a difference will be crucial to #makeachange. #UnleashPotential

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Aligning learning objectives in schools with the National Curriculum Framework (NCF) vision for better outcomes. Read NCAER working paper which calls for attention to professionalisation of teachers for students to acquire relevant skills. https://bit.ly/3CkNc2V

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