Head of School Blog
2017
The Non-Mystery of Examination Inflation
Coming from the UK and working in secondary education, I have grown accustomed to the annual media storm that centers on the release of the IGCSE and A Level results in the late summer. It’s a perennial British pantomime of which, happily, we get only a mild version in Hong Kong. It’s a...
2017
Escaping The Factory School
There are a number of well-established, even taken-for granted, features of school structure and organisation that seriously hold back education, particularly at secondary level. In each case, they are quite clearly inadequate, even damaging of learning, and yet in each case they linger on in the...
2017
Individual Differences and the Learning Environment
Perhaps the most effective way of exploring how ICHK aligns with the fourth of OECD’s transversal conclusions is to step outside of the South East Asian educational environment for a moment and to invoke the principles that have catapulted a European nation, Finland, to the forefront of the...
2016
The Role of Emotions in Learning
The third transversal conclusion drawn by the OECD speaks directly to the wealth of research that confirms that learning results from the dynamic interplay of emotions and cognition. Indeed, to one extent or another, emotions are always either supporting or inhibiting learning, and the job of...
2016
Human Technologies at ICHK
The second of the OECD’s “transversal conclusions” resonates so strongly with our approaches to education at ICHK that I would like to continue to explore it here in this second part of this piece. In the first part, I examined to ways in which our 5+1 model directly impacts on...
2016
Creating a Culture of Cooperation
In their review of current best practice in education, as informed by recent research in the learning sciences, the OECD draws this second “transversal conclusion”: Once again, this speaks directly to our 5+1 model, in not just one but several of its dimensions. It is also relevant to other...
2016
Active Engagement and the Curriculum
In their review of the lessons that should be drawn from latest research in the learning sciences, the OECD list seven “transversal” conclusions that, they insist, should be the hallmark of the 21st century learning environment, but which, they lament, generally are not. I thought it would be...
2016
Student Achievement, Adaptive Expertise and the 5+1 Model
Since 2013, we have adopted what we call the 5+1 Model at ICHK. Based on the insights of five thinkers working in education and beyond, but taking its inspiration more widely, the 5+1 Model gives guidance to our teachers about how best to engage with pre-teen and teenage learners so as to boost...
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