Category Archive: Cobham

Staying connected to children during transitions

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Author: Anneke Theron

Early Childhood and Lower School Counsellor at ACS Cobham

Transitioning to a new country can be a difficult process for families, no matter how many times you’ve done it. As a counsellor at an international school, I am very aware of the impact of global transitions on families and how this process can be supported to help everyone feel settled in their new surroundings.

I hope to offer some practical tips to help parents who are going through a big transition to stay connected with their children during this time. Although some may seem obvious, they are often exactly what families tend to forget in the midst of a big life change.

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My experience of CAS (Community, Action, Service)

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Author: Sofia Soares

Student, ACS Cobham

I’ve been doing CAS for nearly 6 years now, and I truly believe that it helped to shape the way I grew, as a person and as a student. CAS encompasses a variety of different activities, split into three categories: Creative, Action, Service. Most extra or co-curricular activities fall into one of these categories, and it encourages us to think more deeply about what we are doing, how we are doing it and how it affects us and those around us.

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Highly Able Programme at ACS Cobham

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Author: Karen Herschleb

Highly Able Programme Programme Coordinator, Middle School and High School Divisions, ACS Cobham

ACS Cobham’s Highly Able Programme was created in 2014 to enhance provision for students who require an additional level of challenge due to their outstanding levels of aptitude or competence in one or more areas, enabling them to reach their full potential.

A bit about me …

There are two full time Highly Able Programme Coordinators; Emily Gordon and I. I am originally from Girdwood, Alaska and I began my teaching career in Seattle, since then I’ve taught all over the world – in Mexico City, Lisbon, Portugal and the UK.

I joined ACS Cobham in 2013 and in December 2015, I finished my Masters in Educational Leadership, which I studied at University College of London. I am deeply passionate about supporting students’ learning and encouraging them to pursue their interests.

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Healthy Eating in International Schools

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Author: Chris Owen

Catering Manager, ACS Cobham

 

For many parents, memories of school lunches conjur up images of unappetising meals eaten in a chaotic dining hall. Furthermore, it is common to hear horror stories of students arriving at university ill- prepared, unable to even cook basic nutritional meals. At ACS, this couldn’t be further from the truth.

Benefits of healthy eating

The benefits of healthy eating are wide-ranging; allowing optimal growth, high concentration levels at school, the maintenance of a healthy weight and the development of strong bones. Furthermore, research into the eating habits we develop as children has suggested that a healthy diet during the early years means we stand a good chance of carrying these habits throughout our lives.

At ACS Cobham, we encourage all our students to embrace healthy eating and by taking part in our cookery clubs, special events and competitions, students from all years learn about the importance of a balanced diet and feel confident in approaching us with their own meal ideas, suggestions and general feedback.

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Responsive Language

Responsive Language
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Author: Jane Kullmann and Lacy Chapman

Early Childhood Principal and Lower School Principal at ACS Cobham

Following our recent blog post on Responsive Classroom at ACS Cobham, we wanted to share with you a break down of Responsive Language – one of the key elements working within the Responsive Classroom approach.

To recap – Responsive Classroom (RC) is an approach to teaching that empowers students, through methods that allow them to be a part of their own learning. This is demonstrated through an increase in student choice, collaboration between students and teachers in forming class rules and an awareness of students developmental age.

Teacher language is an important part of RC, and can be broken into three categories: reinforcing, reminding and redirecting language.

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