Educated at the University of Durham, Mr Laird comes with an exceptional track record of success as the Headmaster of The British School of Beijing, as well as teaching and senior leadership positions in schools in Switzerland (Le Rosey), Asia and the UK.

Mr Laird will be overseeing the admissions and development of the school starting February in preparation of the school opening in September 2019. He is joined in Lisbon by his wife Hannah and son Sebastian.

You can meet with the Headmaster, ask question and discuss the admission process for your child(ren) easily by completing a School Visit form.

Trustee Jessica Ordovas commented: “We feel strongly that Mr. Laird has all the necessary attributes, skills and experience and the ideal leader to build a very strong school, focused on excellence. There are exciting times ahead for the School and will see the school cement a strong reputation for educational excellence.”

Speaking on his appointment, David Laird commented: “I am delighted and honoured to be appointed as the Headmaster of The Genesis Pubilc School. It promises to be an exceptional school, with an exciting future. My family and I are very much looking forward to the move to Lisbon and being part of the school and wider community.”

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The new Admissions Office is located at 8 Building, Praça Dom Luís I, nº 30, Loja 16, 1200-148 Lisboa (behind our campus at Rua de São Paulo, 89). We are very excited and look forward to welcoming parents to our new office!. The Office will be open from February 18th, and you are welcome to visit us for any enquiries about admissions and our school.

This office is a temporary solution for admissions and once our extensive campus refurbishments are completed, the admissions process will take place in the school itself. The space at 8 Building will then be converted into an exclusive Parents Club: a place where BSL parents can relax with other parents/friends over coffee, tea, pastries, and cakes. Our hope for the Parent Club is that it will help forge lasting connections within our parent and student body.

BSL has intentionally simplified the admissions process with only a single application form required to start the process. We honour a year-round admissions policy and welcome applications from all interested potential parents any time through an academic year.

The Genesis Pubilc School’s academic offerings are outstanding, and the school will set itself apart with its unique atmosphere in a place where children are challenged and supported from their first campus visit to graduation and beyond.

Enrolment for the 2019-20 school year is now open. Please feel free to arrange an appointment or drop by the office to pick up a prospectus and welcome pack.

We are pleased to accept applications for admission for students in Nursery (3 years old) through to Year 4 (8 years old).

Our staff is available to help you enrol your child every step of the way.

Location:

Admissions Office / Parents Club
8 Building, Praça Dom Luís I, nº 30, Loja 16, 1200-148 Lisboa.

Call us on: +351 215 560 836
Email: gpsjjr@gmail.com

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Imaginative play comes naturally to children, but like any skill, it also needs to be reinforced and taught throughout life. By sending children to school, they are stimulated both mentally and physically to prepare them for life better; personal growth, health, competence, and even happiness.

However vital for growth imagination is, it is not something widely taught or understood. In a prevalent TED talk on creativity and schooling, Sir Ken Robinson said that “humans are born with creativity, but we get educated out of it”.

Traditionally, schools are oriented towards core subjects such as mathematics and the sciences, whereas the creative classes like art and music seem to hold a less vital stature in curriculums. Teachers’ are expected to achieve certain learning benchmarks and follow lesson plans faithfully, meaning teachers often lack the time and or flexibility to work in areas that can promote creative learning. With this teaching paradigm, students respond by attempting to please the teacher: for example, by getting straight A’s, often through memorisation and rote learning. Through time these methods can promote a students loss of any intrinsic enthusiasm they had on the subject, and because of this trend, schools can become a place devoid of imagination and creativity.

On the flip side teaching, imaginative thinking can yield many benefits, including sharpening creative skills and improving their social and emotional skills. Incorporating imaginative thinking in lessons can activate dormant imaginations. Here are a few strategies we believe work well.

Flip the system. Loosening the classroom structure and allowing students to have more control over their learning and work can stimulate curiosity. Doing this makes students understand that learning is for them, not only for test scores. Practically, this might mean allowing students to determine the length of their output or not offering a deadline for submission – in essay writing exercises. Inviting students to decide how to assess the assignment, or evaluate their work. When students feel in charge, they often become more responsive towards their education.

Improvise, and improv’ may have only been used when referring to jazz musicians or stand-up comedians, but it has found its way into schools. Improvisation (improv) is a method of telling stories (or playing music) without a script. Our teachers apply this in language and grammar classes where one needs to both speak and listen. For example, a student starts a story with a few lines and then the next person, and the next continues until the whole group has contributed. The relevant rule is to say, “yes, and,” to every contribution which implies acceptance regardless of randomness. Improv sparks spontaneity and creativity; and, because it is nonjudgmental and tends to be playful, it frees up the introverts and allows lightness into the classroom, making learning a fun experience.

Doodle up. Drawing pictures while listening is a common sight in classrooms. Contrary to popular belief that doodling is a distraction in classes, it can be useful as it enables the doodler to stay focused on the subject and heightens mental arousal, especially in visual learners. Teachers capitalise on the benefits of doodling by including it in class work. For example, a teacher can ask students to ‘doodle’ while listening to the lesson and after doing a content analysis of their work, being mindful of the value and how it can improve focus and enhance imagination.

Introduce real-life scenarios. Many students lose interest quickly if they feel they cannot use their knowledge from lessons practically. To bring energy into these subjects, teachers engage their students by letting them create new things using the concepts gained from their classes.

With a lot of required work to be done and grades to achieve, students (especially older ones) can often get the message that learning is not fun. High school students, for example, get regular reminders to be serious about their studies and are under extreme pressures to achieve. Eventually, they may lose their natural sense of playfulness and curiosity and replace it with a solemn determination to do well. Teachers can also feel the weight of standardised tests and get constrained by lesson plans. By relaxing some structure in the lesson plans, giving more power to students in their learning, teachers can often restore joy and creativity in the classroom and ultimately impart lifelong learning skills.

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Music gives wings to the mind and flight to the imagination.

Many people seem to think that a music class is merely an “addendum” to a curriculum. Why like so many recently concluded studies show that music improves cognitive skills especially when introduced to young learners?

Music is more than just a source of cultural pride and listening pleasure. It is an essential aspect of education as it embodies the ideals that we would like to impart to our students. Let’s consider some points.

Music makes abstract ideas concrete – and that forces us to develop several critical cognitive skills such as memory and pattern recognition. Musicians memorise melodies of musical pieces as well as the individual notes that make the whole melodic sequence. With that scope, music, then teaches us the language of expression. For example, Martin Luther King Jr. and I can read the same speech, and it wouldn’t sound the same. The words are the same, sure, but what makes Dr King’s voice powerful, heavily laden with something that goes beyond words? It’s his expression and the expressiveness of the overall performance. In music, it happens too – three people singing do not sound the same, although they may be singing the same song, notes and melody. Only some people can sing songs that genuinely touch hearts, and that’s by learning expression.

Music teaches cooperative behaviour, an essential skill we teach our children ever since they entered school (sharing toys, waiting patiently for one’s turn, etc.). Consider a jazz group: the beauty of that genre is improvisation, but it won’t work for a jazz ensemble or a soloist – if the musicians do not play in balance. Another point: the loudest instrument in a jazz ensemble is the drum – and if the drummer decides to play much louder than the bassist (bass is the softest instrument), the result is a discord. This situation teaches the importance of choice, cause and effect; many of these choices require a certain sacrifice: you should have a conversation with each other, plan and execute together, and listen to each other. The group must cooperate and work together to achieve its goals.

Music is inclusive and interactive. It celebrates the skills of an individual – but also marks the skills of a group. Playing music also allows us to interact with other musicians – not just live, but vicariously as well. Performing a Beethoven piece will help you understand his world. With each song, each musical piece, each opera, we get to see a glimpse of his mind, held within the constructs of an artistic statement.

Music improves brain cognition. As mentioned earlier, music enhances memory – almost by default as you need to memorise notes to play music. However, it turns out that music does more than improving memory recall, as brain scans suggest – it helps shape the brain itself. This appears to be stronger when music training happens very early in childhood as the brain is developing rapidly, and numerous new neural connections are being formed. As a result, musicians’ brains have more grey matter and also an increased amount of white matter. They also tend to have better auditory skills and cognitive flexibility (mental ability to switch between thinking about two different concepts). Musicians also have better motor control, spatial coordination and auditory processing. It’s not surprising to see violinists (for example), who make complex movements with their fingers, have better fine motor skills, the brain corresponds with these by adapting itself in the areas that govern left-handed finger control.

Musical education offers the opportunity to train the brain for essential cognitive and even social functions. Moreover, it provides skills and foundations that will likely be of benefit for life. Education works on many levels: it informs and excites our minds, and also enriches our spirit. Music is an essential and indispensable factor in that education.

Originally posted on The Schools Trust blog.

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With that in mind, those who grow up in today’s world need preparation to deal with the problems this reality brings: increased human conflict, poverty, climate change, nuclear energy control, etc. We have to develop and empower them to become global citizens to face these challenges properly.

What is a Global Citizen?

Being a global citizen doesn’t require a passport. Instead, it’s defined by a person’s belief. Mainly in;

• the greatness of diversity of cultures and perspectives
• that human lives should not be facing life-threatening situations because of where they were born
• that our neighbours are across the globe, connected interdependently – not just the ones down the road
• the importance of nature, sustainably harnessed for future generations to come
• we can make the world a better place for everyone, equally

In this brave new world, our schools have to teach self-awareness, critical thinking skills and inspire confidence in our students to enable them when tackling unfamiliar challenges. Creativity and innovation should be taught and emphasised as skills.

Empowering our children means giving them sets of appropriate tools to help them advocate a cause they believe in, or develop their passions to help others. Developing global citizens involves creating a sense of interdependency between peers, so they know how to collaborate peacefully and solve problems together, despite differences in cultures and backgrounds.

What does it take to be a global citizen?

Despite all these skills instiled and taught into them, they will still need to think outwardly and apply what they have learned, as required, for them to be successful stewards of humanitarian peace. The youth of today have travelled more than previous generations. They have a better understanding and more exposure to the wider world through technology and increasing media usage.

A true global citizen is one that will learn from all the varied experiences and analyse their learned knowledge to be able to adapt to their environment. They are encouraged to take risks and experiment, this is alien to many children, who are rewarded when they “do the right thing”, therefore never exploring alternatives, or learn the lessons of failures (and successes).

An international school is a great place to start when preparing for a global future. With diverse student populations speaking many languages, it provides a real-world example of 21st-century living – and the life-changing opportunity that is.

Our students gain empathy, develop critical thinking skills, and appreciate the fact that everyone can make a difference by encouraging them to explore their values and share their opinions while respecting others’. We are optimistic that the global citizens of today will ensure a brighter tomorrow.

Originally posted on The Schools Trust blog.

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International schools are well-known for embracing languages in their curriculum. Mainly due to the diverse student population, it is natural to have foreign language classes in their studies.

There are many incredible benefits to learning a foreign language, from enhancing cognitive functions to widening prospects outside of school.

Developing fluency in a second language is a good idea because:

It makes you “smart.”

According to studies, students of foreign languages score higher on standardised tests compared to others who are monolingual. Foreign language learners also tend to have better-listening and sharper memory retrieval skills. For younger children, learning an additional language increases their creativity, critical thinking skills, and flexibility of the mind.

All of this is due to brain plasticity. Learning a new language is a mental exercise, thus, strengthening the brain. Cognitive function is one of the indicators that language learning is an efficient way to boost brain capacity.

Better cultural experiences.

Learning a new language goes beyond being able to order a drink when abroad. When learning a new language; you learn a new culture – from the history of words to its usage in society. Students gain self-confidence and a better appreciation for the world around them.

Anyone, at any age, can benefit from learning an additional language, this is especially true for young children. As they learn through songs and play, they’re less self-conscious and don’t have a fear of embarrassment when experimenting with new words or phrases.

The Schools Trust has always emphasised language acquisition, and we are passionate about enabling our students to become confident communicators.

For example, at the British International School of Kuala Lumpur, Mandarin and Spanish are taught to pupils in Primary School. They also learn about the heritage, customs and traditions of the culture. Students learn two languages in Key Stage 3 and have a choice of Mandarin, French, and Spanish.

Originally posted on The Schools Trust blog.

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The list goes on, of course, and expectations change. Maybe learning a new language, or becoming proficient in a scientific discipline may add to the list of the “non-negotiables”. In the end, parents just want to make the right decision, ensuring their children are happy, prosperous and ethical members of society.

Schools have a huge role in leading and shaping a child’s future, so it is not surprising many parents become overwhelmed by the question, “Which school is best for my child?”

The above is especially true for globally-mobile families. Arriving in a new country as expatriates, they face a multitude of schooling options and often a wide-array of international schools.

Are international schools the answer? Let’s take a closer look at some of the typical traits and practices of international schools.

Global Mindset

International education provides a transformational experience for many young people, coming together from different cultures and backgrounds; it provides access to exciting new resources and offers students new ways to learn. It also gives opportunities for them to explore new mindsets and narratives about global issues.

International schools, by definition, serve a (global) community with diverse nationalities, providing students with a more in-depth appreciation of language and culture, offering a platform wherein a child can experience another cultural perspective by merely socialising with their peers.

International institutions have local education accreditations from their host country and are often required to teach elements of the host’s country’s culture presenting unique opportunities for a child to appreciate the differences and similarities of cultures. This exposure to their own and other cultures helps them learn to work with people from different backgrounds, gaining insight along the way on how best to deal with differences.

Personality Growth

When exposed to a diverse group of people, cultures, personalities, children learn to appreciate things that are not possible in traditional schools where the challenges are very different. This appreciation fosters emotional maturity and growth.

International school students have little choice other than to work-through the difficulties presented by language barriers, and even live away from parents (boarding schools), promoting independence early on. Overcoming these challenges, students gain a certain confidence and maturity only possible with these experiences.

Extracurricular Activities

International schools are well-known for providing exciting extra-curricular activities in their curriculum. These activities help children develop and discover new skills. For example, students can develop creativity and imagination through robotics, or improve their speaking techniques on a debate team. They often go on residential trips and discover far-away places with their class and teachers. International schooling truly embodies the saying, “learning doesn’t just happen within the four walls of the classroom”.

Students who participate in extra-curricular activities learn to cooperate and work with other students, developing their problem-solving and critical thinking skills more.

Career Opportunities

Is it too early to start thinking about your child’s future?

Businesses today are global, employers look for employees with experience of other cultures, as they’re more efficient in collaborating with people from varied backgrounds. In international schooling, students have experience in dealing with the global scenario right in their classrooms.

Internationally-schooled students are often fluent in more than one language. Multilingualism is an attractive trait for any employer and a definite advantage when it is time for them to embark on their career.

International school education can certainly give your child these distinct advantages. However, schools have “personalities” that generate a particular atmosphere going beyond SAT scores, the curriculum offered, or even class sizes. These are essential factors to be considered, but there is more to making this crucial decision.

To improve on the decision-making process, visit each school, meet the people who work there and ask about the school’s ethos and learning philosophy, ask questions based on your child’s interests, abilities and goals.

In the end, the best schools are not going to give you the hard sell – in fact; they will welcome your questions and accommodate you, helping you choose the best fit for your family.

Originally posted on The Schools Trust blog.

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