What’s right for your child? Shaping your child’s educational journey

00:35:16
https://www.youtube.com/watch?v=LPQoUa9jj54

الملخص

TLDRThe panel at Malvern School in Hong Kong discusses how to choose a suitable school for children, emphasizing that academic achievement should not be the sole criterion. They advise parents to evaluate a school's culture, values, and hidden curriculum, which contribute to a child’s character and skills development. Guests are urged to visit schools in person to grasp their ethos truly. The conversation also touches on understanding different curricula, the balance between skills and knowledge, and the importance of active parental involvement and communication with school staff for fostering a supportive educational environment.

الوجبات الجاهزة

  • 👥 Engaging with a school's culture and values is crucial.
  • 🏫 Visiting the school offers the best assessment of its environment.
  • 🎓 Balance between academics and character development is key.
  • 🌐 Different curricula offer diverse skillsets; explore options.
  • 📚 Emphasizing skills such as critical thinking over mere knowledge memorization.
  • 🤝 Communication with school staff is vital for child’s development.
  • 🎒 Supporting transitions between curriculums can be challenging but feasible for younger children.
  • 🛠️ Skills development should start early and be interdisciplinary.
  • 🔍 Researching beyond brochures and websites is essential.
  • 📞 Schools encourage communication with teachers for tailored support.

الجدول الزمني

  • 00:00:00 - 00:05:00

    The video opens with Chris Parker, the COO of Top Schools, introducing the panelists from Malvern School in Hong Kong. He assures viewers of COVID-19 safety compliance and the topic of discussion: choosing the right school for your child. The panelists introduce themselves, marking the start of the conversation.

  • 00:05:00 - 00:10:00

    Robin, one of the panelists, highlights an anecdote about defining Malvern qualities, focusing on attributes they want students to embody beyond academics. The discussion emphasizes the importance of 'hidden curricula' and how schools should reflect their true ethos beyond just academics.

  • 00:10:00 - 00:15:00

    The conversation shifts to looking beyond glossy brochures when choosing schools, stressing the importance of value alignment and a balanced focus between hard academics and softer personal development. Importance is given to visiting the school to feel its culture firsthand.

  • 00:15:00 - 00:20:00

    Wayne adds by warning against relying solely on past educational experiences and encourages exploring modern approaches in education. The discussion touches on how schools have evolved, advising parents to understand new educational environments and methods.

  • 00:20:00 - 00:25:00

    Maria talks about the happiness and positive environment felt within Malvern. The curriculum's role is discussed, emphasizing understanding how a school delivers it beyond just the curriculum itself. The focus is on nurturing children aptly through their educational journey.

  • 00:25:00 - 00:30:00

    Robin discusses the importance of skills over knowledge in present-day education, with skills being crucial for future-ready students. It's emphasized that knowledge isn't purely academic but is about teaching students to critically analyze and adapt, showing IB's approach in skill emphasis.

  • 00:30:00 - 00:35:16

    The panel concludes by reiterating on the importance of collaborations between parents and schools, effective communication, and personal visits to assess school culture. They emphasize fostering a well-rounded development environment for children above mere academic achievement.

اعرض المزيد

الخريطة الذهنية

فيديو أسئلة وأجوبة

  • What are important criteria to consider when choosing a school for my child?

    Apart from academic achievements, a school's hidden curriculum, values, and culture significantly influence the decision when choosing a school for your child.

  • How can I effectively assess a school before choosing it?

    Visiting the school, interacting with teachers and students, and understanding the school's values and culture help in assessing a potential school effectively.

  • Is it challenging for my child to switch from one curriculum to another?

    Yes, transitioning is easier when the child is younger, but it requires careful consideration of the child's adaptability and the support provided both at home and school.

  • What should parents focus on for their child's education?

    Parents should focus on both academic results and the character development of the child, ensuring that skills such as problem-solving and critical thinking are nurtured.

  • How can parents support their child's development outside of school?

    Parents can further their child's development by actively communicating with teachers, participating in the school community, and reinforcing the school's values at home.

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الترجمات
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التمرير التلقائي:
  • 00:00:07
    good evening from hong kong very nice to
  • 00:00:09
    all be together here and
  • 00:00:11
    in person for the first time
  • 00:00:14
    so welcome to everybody out there in
  • 00:00:16
    internet land and uh welcome obviously
  • 00:00:18
    to the panelists and we'll let you know
  • 00:00:20
    exactly who they are in just one second
  • 00:00:22
    um i wanted to talk to you just a little
  • 00:00:24
    bit everybody out there know we have all
  • 00:00:26
    been fully vaccinated at least at least
  • 00:00:29
    three times
  • 00:00:30
    uh we have had
  • 00:00:32
    rat tests today and we have had um
  • 00:00:36
    and we are socially distant and we are
  • 00:00:38
    eating so we are fully compliant with
  • 00:00:41
    all of government regulations okay so
  • 00:00:44
    hopefully hopefully everybody is okay
  • 00:00:46
    and understands all of that
  • 00:00:49
    i'm chris parker
  • 00:00:51
    so i work for top schools i'm the chief
  • 00:00:53
    operating officer of top schools
  • 00:00:55
    and with me today i have some very
  • 00:00:56
    distinguished panelists from malvern
  • 00:00:58
    school so if i'm just going to go around
  • 00:01:00
    and ask them to briefly introduce
  • 00:01:03
    yourselves to the audience that'll be
  • 00:01:04
    fantastic can we start with you maria
  • 00:01:06
    thanks chris my name is maria gabriel i
  • 00:01:08
    am the head of prep here at melbourne
  • 00:01:10
    college and i've been here since the
  • 00:01:12
    start since july 2018.
  • 00:01:16
    i'm wayne marr i'm the head of senior
  • 00:01:18
    school
  • 00:01:19
    and although i've joined more than hong
  • 00:01:21
    kong i'm only at the beginning of last
  • 00:01:23
    academic year so i've been here for two
  • 00:01:24
    years i've been with more than for for
  • 00:01:26
    nearly seven years as i was previously
  • 00:01:28
    at morgan college in egypt
  • 00:01:31
    and i am robin lister i am the
  • 00:01:34
    headmaster here in more than hong kong
  • 00:01:36
    um and prior to coming here i was
  • 00:01:39
    the what was called the senior deputy
  • 00:01:41
    head in malvern uk and prior to that i
  • 00:01:43
    was a house master in northern uk
  • 00:01:46
    fantastic so lots of lots of in-depth
  • 00:01:48
    experience with mothers so if i haven't
  • 00:01:50
    been doing this so it's great stuff
  • 00:01:52
    okay so we've got we've got a few
  • 00:01:53
    questions that we're going to use to
  • 00:01:54
    sort of structure the discussion but the
  • 00:01:55
    discussion today is really around um how
  • 00:01:58
    to choose the right school for your
  • 00:02:00
    child this is a really really really
  • 00:02:02
    important decision as we all know and so
  • 00:02:05
    we're just going to just discuss about
  • 00:02:06
    that we're gonna dive into our tea and
  • 00:02:08
    biscuits i hope you don't you'll bear
  • 00:02:10
    with us if we do that we're trying to
  • 00:02:12
    keep it fairly informal uh we will have
  • 00:02:14
    time for questions and answers at the
  • 00:02:15
    end so hopefully if there are any
  • 00:02:17
    questions please check them into the end
  • 00:02:19
    of the comments there or into the the
  • 00:02:21
    chat box and we will get to them uh as
  • 00:02:23
    soon as we can so without further ado
  • 00:02:26
    let me uh let's dive over and grab robin
  • 00:02:29
    for the first one so
  • 00:02:31
    big question
  • 00:02:33
    robin okay so what criteria should i
  • 00:02:36
    look for when choosing a school for my
  • 00:02:38
    child
  • 00:02:39
    well i'm going to start off this
  • 00:02:41
    evening's conversation with something of
  • 00:02:44
    an anecdote and forgive me colleagues if
  • 00:02:46
    you've heard me talk about this before
  • 00:02:48
    um some years ago the headmaster of
  • 00:02:51
    morgan uk
  • 00:02:53
    uh anthony clark and i when i was the
  • 00:02:55
    senior deputy head we sat down one late
  • 00:02:57
    afternoon to try to work out
  • 00:03:00
    what it was that we wanted our pupils in
  • 00:03:03
    malvern uk to demonstrate once they've
  • 00:03:06
    left school
  • 00:03:08
    we had thought this conversation would
  • 00:03:10
    take uh an hour or so
  • 00:03:12
    in reality uh the conversation went on
  • 00:03:16
    for six nine months and ended up
  • 00:03:20
    involving not only the teachers in
  • 00:03:21
    modern uk but the old malvernians and a
  • 00:03:24
    wider and wider
  • 00:03:27
    community conversation
  • 00:03:29
    what came out of that
  • 00:03:31
    was what of what have come to be called
  • 00:03:33
    the malden qualities
  • 00:03:36
    we define those kind of things that we
  • 00:03:39
    wanted our pupils to demonstrate once
  • 00:03:42
    they had left school they've all had a
  • 00:03:45
    superb education
  • 00:03:47
    but beyond their academic credentials we
  • 00:03:50
    wanted our pupils to demonstrate such
  • 00:03:52
    things as
  • 00:03:53
    resilience
  • 00:03:55
    integrity
  • 00:03:57
    we wanted our people our pupils at their
  • 00:03:59
    school to be risk takers not silly risk
  • 00:04:02
    takers but educated risk-takers
  • 00:04:04
    we wanted them to
  • 00:04:06
    challenge the environment
  • 00:04:08
    if you want to read more about more than
  • 00:04:10
    qualities please go online and do so but
  • 00:04:12
    they are an integral approach of what a
  • 00:04:15
    modern education is all about and that i
  • 00:04:18
    think is what a potential parent should
  • 00:04:20
    be looking for you can understand that
  • 00:04:22
    every school has a good or great
  • 00:04:25
    academic curriculum
  • 00:04:27
    but what i would recommend is that you
  • 00:04:29
    look for the hidden curriculum of the
  • 00:04:31
    school and in our case that is all to do
  • 00:04:34
    with the so-called modern qualities and
  • 00:04:36
    they are qualities we take very very
  • 00:04:41
    our conversation may come back to those
  • 00:04:43
    in a moment
  • 00:04:45
    yeah absolutely i'm sure they will so
  • 00:04:46
    yeah thanks so much today for that so
  • 00:04:48
    it's kind of about it's not just about
  • 00:04:49
    the hearts or the hard the hard numbers
  • 00:04:52
    the hard qualifications it's about the
  • 00:04:54
    was that the personal
  • 00:04:56
    softer absolutely right and developing a
  • 00:04:59
    child's character developing a child's
  • 00:05:02
    personality and we try to put into place
  • 00:05:04
    various things to try to bring that into
  • 00:05:07
    fruition with a child so not just the
  • 00:05:09
    academics academics are frightfully
  • 00:05:11
    important but they shouldn't be seen
  • 00:05:13
    exclusively as to what a more than
  • 00:05:15
    education is all about okay and that
  • 00:05:17
    goes all the way through right from the
  • 00:05:18
    very early years of more than school by
  • 00:05:21
    the way through right from
  • 00:05:23
    i pyp
  • 00:05:23
    ones up to upper sixth they're they are
  • 00:05:26
    part of mole and identity these
  • 00:05:28
    qualities are told
  • 00:05:30
    can i add on to that and obviously
  • 00:05:33
    doing um talking about the mobile
  • 00:05:35
    qualities kind of leads into this in
  • 00:05:37
    terms of
  • 00:05:38
    the ethos and and the values and the
  • 00:05:40
    beliefs of a school and that's one of
  • 00:05:42
    the things i would say also i would
  • 00:05:44
    encourage parents to do
  • 00:05:45
    is doing their homework on your school
  • 00:05:47
    yes and looking for what are the values
  • 00:05:50
    of the school as well and obviously for
  • 00:05:52
    more than qualities
  • 00:05:54
    it's getting that balance right isn't it
  • 00:05:57
    i mean it's it's easy sometimes
  • 00:05:59
    relatively speaking for schools to focus
  • 00:06:01
    on the numbers on the rankings on the on
  • 00:06:04
    how many people's get an a-star or they
  • 00:06:07
    get distinctions at ib or whatever but
  • 00:06:10
    it's much more difficult somehow to to
  • 00:06:12
    look into the school and actually see
  • 00:06:15
    those slightly softer elements yeah
  • 00:06:18
    if i could add a little bit more to that
  • 00:06:20
    it i think the softer circle softer
  • 00:06:22
    elements are really really important
  • 00:06:25
    i would
  • 00:06:27
    warn potential parents not to be swayed
  • 00:06:30
    too much by looking at a website not to
  • 00:06:32
    be swayed too much by looking at lovely
  • 00:06:34
    brochures we've got great brochures most
  • 00:06:37
    schools have wonderful brochures
  • 00:06:39
    but i think you've got to see through
  • 00:06:40
    all of that and the best way of doing
  • 00:06:42
    that is actually to try to visit a
  • 00:06:44
    school
  • 00:06:45
    to pick up you can almost feel what a
  • 00:06:48
    school is like within 10-15 minutes uh
  • 00:06:51
    nothing can beat coming to a school
  • 00:06:53
    preferably when there's pupils around
  • 00:06:54
    and so you can see it in action and
  • 00:06:56
    preferably if you get a chance to speak
  • 00:06:58
    to me or my colleagues or teachers
  • 00:07:01
    that's when you really get to grips with
  • 00:07:04
    what a school is all about
  • 00:07:06
    and slowly we're getting back there to
  • 00:07:08
    the point where in-person events are
  • 00:07:10
    becoming once again more and it is
  • 00:07:12
    really really really important in terms
  • 00:07:15
    of the school to be able to assess that
  • 00:07:17
    culture even when i've been going around
  • 00:07:19
    schools in general and and
  • 00:07:21
    in particular
  • 00:07:22
    you do pick up a sense much more clearly
  • 00:07:25
    of
  • 00:07:26
    the culture of the school when i'm
  • 00:07:28
    talking about soft skills i don't know
  • 00:07:29
    i'm not denigrating them in any way
  • 00:07:31
    versus sort of hard hard skills it's
  • 00:07:33
    important to get a balance of both if
  • 00:07:35
    you're going to have a fully sort of
  • 00:07:37
    fully developed young person i think
  • 00:07:39
    that's that's really right yeah okay
  • 00:07:42
    great well thanks that was really useful
  • 00:07:45
    can i just um you know
  • 00:07:46
    go back to you and also perhaps bring in
  • 00:07:48
    bringing wayne on this one and then and
  • 00:07:50
    talking about the potential pitfalls i
  • 00:07:52
    mean we've sort of touched on them but i
  • 00:07:53
    mean what potential pitfalls you know
  • 00:07:56
    should parents be wary of
  • 00:07:58
    not just
  • 00:08:00
    well yeah when they're coming looking at
  • 00:08:02
    schools but i mean they're teachers and
  • 00:08:04
    curriculums and and all kinds of stuff
  • 00:08:05
    like that
  • 00:08:07
    i i would follow on from what we're
  • 00:08:08
    saying about
  • 00:08:10
    not just taking what's in glossy
  • 00:08:12
    brochures actually yes visiting the
  • 00:08:13
    school speaking to to teachers speaking
  • 00:08:16
    to pupils and allowing children when
  • 00:08:18
    they do tours around the school um new
  • 00:08:20
    new potential children to speak to the
  • 00:08:22
    current pupils and they get
  • 00:08:24
    a good understanding then of really what
  • 00:08:27
    the school is about obviously when
  • 00:08:28
    there's adults other teachers around the
  • 00:08:30
    students themselves might not be as open
  • 00:08:32
    as honest but we're trying to build that
  • 00:08:34
    in um but i'd say
  • 00:08:36
    it's a question that i i usually post
  • 00:08:39
    for
  • 00:08:40
    parents when they're coming on tours
  • 00:08:41
    around the school or what i'm hearing
  • 00:08:43
    from them is that quite often when
  • 00:08:45
    they're considering a school for their
  • 00:08:47
    child they've got maybe a bit too much
  • 00:08:49
    in the back of their mind what their own
  • 00:08:51
    education was and then they're trying to
  • 00:08:53
    replicate what they liked and what they
  • 00:08:55
    wanted um as a child and schools have
  • 00:08:58
    changed dramatically in in only the
  • 00:09:01
    reason was not just when i was at school
  • 00:09:03
    but just in the last two three four
  • 00:09:04
    years even what we've gone through with
  • 00:09:06
    kovid in the last few years the change
  • 00:09:08
    that online learning and technology and
  • 00:09:10
    schools have really transformed so i
  • 00:09:13
    would encourage parents to to really try
  • 00:09:16
    and avoid just thinking about their own
  • 00:09:18
    experiences at school yes we want
  • 00:09:19
    parents to be comfortable with the
  • 00:09:21
    school that they've chosen for their
  • 00:09:23
    child but also as we're saying we do it
  • 00:09:25
    trying to instill in the people's taking
  • 00:09:27
    a bit of a risk but parents need to do
  • 00:09:28
    that as well when they're looking at
  • 00:09:30
    school and think trying to
  • 00:09:33
    to spot modern approaches to education
  • 00:09:36
    and not just replicating what they went
  • 00:09:37
    through with your background because you
  • 00:09:39
    were in egypt before who were talking
  • 00:09:40
    talking earlier on do you see
  • 00:09:44
    similar issues in in hong kong as you
  • 00:09:46
    perhaps saw with parents there the same
  • 00:09:48
    issues apply it's the same theme yes i
  • 00:09:51
    think there um in egypt similar to hong
  • 00:09:53
    kong there's actually quite a
  • 00:09:55
    significant tradition of british schools
  • 00:09:57
    in in egypt and um sometimes some of
  • 00:10:00
    those schools were selling themselves on
  • 00:10:02
    being british curriculum and british
  • 00:10:05
    ethos but maybe didn't have as many
  • 00:10:07
    british staff and and the experiences
  • 00:10:10
    and and kind of ethos and values from
  • 00:10:12
    another school outside of um of egypt
  • 00:10:15
    but the parents who had been through
  • 00:10:16
    those schools in egypt and then were
  • 00:10:18
    looking for a school for their child
  • 00:10:20
    maybe
  • 00:10:21
    sometimes thought they knew what they
  • 00:10:22
    were getting into for their child and
  • 00:10:25
    then sometimes would would see the
  • 00:10:27
    school as being quite a bit different
  • 00:10:29
    and sometimes it
  • 00:10:30
    kind of made them a bit worried but most
  • 00:10:32
    of the time they would actually get
  • 00:10:33
    quite excited that um they're seeing
  • 00:10:35
    these values and the character of the
  • 00:10:37
    child um developing and and the focus
  • 00:10:40
    being on academics but also on these
  • 00:10:42
    other other elements
  • 00:10:44
    that's really useful
  • 00:10:46
    yeah i mean i think back to my to my
  • 00:10:48
    childhood i think i'm arguably the
  • 00:10:50
    oldest the oldest member of the audience
  • 00:10:52
    not sure about that
  • 00:10:54
    possibly possibly second but
  • 00:10:57
    we're over of an age
  • 00:10:58
    and i can recall and i
  • 00:11:00
    one of the things that are going around
  • 00:11:02
    hong kong schools has shown me is the
  • 00:11:05
    fundamental way and and modernizing
  • 00:11:07
    classically it's the way it's
  • 00:11:09
    fundamentally changed since since i was
  • 00:11:12
    at school you know it really was and i
  • 00:11:14
    mean that we know we're
  • 00:11:15
    just incredible
  • 00:11:17
    but the opportunities that there are for
  • 00:11:19
    for kids to learn all sorts of different
  • 00:11:21
    things
  • 00:11:22
    including as you say the the softer
  • 00:11:24
    elements of of life and and being a good
  • 00:11:27
    person and all that sort of thing
  • 00:11:30
    great okay well thank you very much and
  • 00:11:32
    the key question particularly you know
  • 00:11:34
    i'm sure the audience out there if
  • 00:11:35
    you've heard of ib you've heard of a
  • 00:11:37
    levels you've heard of all the different
  • 00:11:39
    which curriculum is best for my child
  • 00:11:41
    how do i decide
  • 00:11:43
    um well
  • 00:11:45
    i would say that there is more to school
  • 00:11:47
    than that curriculum and actually one of
  • 00:11:49
    the things that um
  • 00:11:51
    robin and i this morning don't remember
  • 00:11:52
    our conversation reception this morning
  • 00:11:54
    as we were greeting the children you
  • 00:11:56
    said when you walk around campus now
  • 00:11:57
    what do you feel
  • 00:11:59
    happy you feel you feel the happiness of
  • 00:12:02
    this building so i think genuinely we
  • 00:12:03
    talked about it yes we did we did then
  • 00:12:05
    we talked about it and we said okay it's
  • 00:12:07
    our fourth year we've built that culture
  • 00:12:09
    that community is
  • 00:12:11
    you know we feel it now happy
  • 00:12:13
    um a caring and nurturing environment
  • 00:12:16
    and i would say
  • 00:12:17
    yes look for the curriculum but also
  • 00:12:19
    look for that and see if you can pick up
  • 00:12:21
    that safe and nurturing environment
  • 00:12:22
    that's something that we definitely
  • 00:12:24
    do here
  • 00:12:25
    but also obviously the curriculum is an
  • 00:12:27
    important part and i think that's about
  • 00:12:29
    knowing your child how
  • 00:12:31
    you know how do they best learn are they
  • 00:12:33
    hands-on do they prefer to
  • 00:12:36
    learn things by doing things and
  • 00:12:38
    and
  • 00:12:39
    look for that curriculum and obviously
  • 00:12:40
    trying not to be influenced by your own
  • 00:12:42
    education at that point as well yeah
  • 00:12:45
    yeah
  • 00:12:47
    another great agree on that the
  • 00:12:49
    curriculum it's the it's a major part of
  • 00:12:52
    the school obviously but um it's not
  • 00:12:54
    everything about the school and schools
  • 00:12:56
    may may have the same curriculum there
  • 00:12:58
    are a number of schools in um here in
  • 00:13:00
    hong kong that do the nyp um but that we
  • 00:13:04
    that we do here as well but more than uk
  • 00:13:06
    doesn't do the nyp so we have a
  • 00:13:08
    difference to them but i would say we
  • 00:13:10
    have a lot of similarities to more than
  • 00:13:12
    uk with the values and the ethos that we
  • 00:13:15
    try and build into the school so the
  • 00:13:16
    curriculum is important as a school but
  • 00:13:18
    it's not for us as as the educators in
  • 00:13:20
    the school it's not the driving factor
  • 00:13:22
    for us so actually try and encourage
  • 00:13:24
    parents to so yes they need to consider
  • 00:13:26
    the types of curriculum that might be
  • 00:13:28
    suitable for their child look at online
  • 00:13:30
    there's plenty of resources and reviews
  • 00:13:32
    online for for comparing different types
  • 00:13:34
    of curriculum but really for the parents
  • 00:13:36
    to try and delve into the school and how
  • 00:13:38
    they
  • 00:13:39
    then kind of
  • 00:13:41
    deliver it deliver that curriculum
  • 00:13:42
    within the classroom what does the
  • 00:13:44
    classroom look like i think it's that
  • 00:13:45
    that feel for the school it really
  • 00:13:47
    there's no way of beating it by coming
  • 00:13:49
    into a school and seeing and hearing and
  • 00:13:52
    really is feeling what's happening in
  • 00:13:54
    this year
  • 00:13:55
    and when parents come in come into the
  • 00:13:57
    school
  • 00:13:58
    how
  • 00:13:59
    much can they get involved in as it was
  • 00:14:01
    the school day and they are able to go
  • 00:14:03
    into the stand at the back and see a
  • 00:14:05
    lesson or
  • 00:14:07
    how how does it how does it work when
  • 00:14:08
    they come to this classrooms are all
  • 00:14:10
    like fish bowls they're all glass so
  • 00:14:12
    they can easily look in from the outside
  • 00:14:15
    uh but yeah i think uh they can also go
  • 00:14:18
    in and have a look our pupils are very
  • 00:14:20
    welcoming i'm sure they'll be pulled in
  • 00:14:22
    as well by pupils into the classrooms
  • 00:14:24
    they're very interested so who's these
  • 00:14:25
    strange
  • 00:14:26
    strange tall people
  • 00:14:28
    i mean one of the greatest experiences i
  • 00:14:30
    have when as i had i'm stuck in front of
  • 00:14:32
    my screens for too long and when it when
  • 00:14:34
    i want to escape from my room
  • 00:14:37
    i go around the school and particularly
  • 00:14:40
    not exclusively but particularly in the
  • 00:14:42
    in the prep section the primary section
  • 00:14:44
    if i go into a classroom the children
  • 00:14:46
    will volunteer they come up to me and
  • 00:14:48
    say they want to explain what they're
  • 00:14:50
    doing and why and they gather around and
  • 00:14:53
    feeling that enthusiasm is just
  • 00:14:57
    it tells me that we're doing it right
  • 00:14:59
    here
  • 00:15:00
    to go back just briefly to the question
  • 00:15:02
    of what formal curriculum what academic
  • 00:15:05
    curriculum i'm going to be a little bit
  • 00:15:07
    biased here um
  • 00:15:09
    but i would say
  • 00:15:11
    in the
  • 00:15:12
    20 in 2022 what parents should be
  • 00:15:16
    looking for are curriculums that are
  • 00:15:19
    concentrating as much
  • 00:15:21
    on skills as on the transference of
  • 00:15:24
    knowledge now we are an ib school
  • 00:15:26
    because we believe that the ibp does
  • 00:15:28
    that that we are inculcating children a
  • 00:15:31
    whole range of skills as well as a
  • 00:15:34
    bedrock of knowledge and i think in the
  • 00:15:36
    years to come
  • 00:15:37
    children will need to develop all kinds
  • 00:15:40
    of skill base that perhaps when i was a
  • 00:15:42
    boy
  • 00:15:44
    just wasn't necessary so what we're
  • 00:15:46
    trying to do at malden is prepare
  • 00:15:48
    children for a future that we're not all
  • 00:15:51
    together clear about
  • 00:15:53
    the jobs are going to change remarkably
  • 00:15:55
    i think in the next 5 10 15 20 years
  • 00:15:58
    um so teaching children skills teaching
  • 00:16:02
    children to be
  • 00:16:04
    problem solvers teaching children's
  • 00:16:06
    children to collaborate with each other
  • 00:16:09
    to even question the teacher
  • 00:16:11
    question the validity of the textbook
  • 00:16:14
    we think in doing all these things we're
  • 00:16:17
    preparing children as best we can for a
  • 00:16:20
    world that's going to change and change
  • 00:16:22
    quickly
  • 00:16:23
    so look for a curriculum
  • 00:16:25
    like the ib i'm biased which is looking
  • 00:16:28
    at skills as much as knowledge that's
  • 00:16:30
    what i would say just that's good i've
  • 00:16:32
    come across
  • 00:16:33
    lots of
  • 00:16:35
    instances of children as young as i
  • 00:16:37
    guess eight nine years old starting to
  • 00:16:39
    look at computer coding and
  • 00:16:41
    all this sort of thing i mean the sort
  • 00:16:42
    of thing that was just completely
  • 00:16:44
    just not available to me let alone
  • 00:16:46
    anything else not sure i'd have been
  • 00:16:47
    terribly interested in myself to be
  • 00:16:49
    honest with you that being my personal
  • 00:16:51
    preference i'm afraid but but
  • 00:16:53
    nonetheless what a fantastic skill to
  • 00:16:54
    have as you as you go forward and of
  • 00:16:57
    course the
  • 00:16:58
    one the real pluses about being here in
  • 00:17:00
    hong kong is the language skills as well
  • 00:17:02
    because you're bilingual correct is that
  • 00:17:04
    yeah yeah well every child has um it's
  • 00:17:07
    generally uh a lesson a day in chinese
  • 00:17:10
    and occasionally they miss that but it's
  • 00:17:13
    generally five times a year so chinese
  • 00:17:15
    has taken various so it's very very very
  • 00:17:17
    important okay so that leads on very
  • 00:17:19
    neatly to the to the the key question
  • 00:17:21
    which i guess is if somebody is doing
  • 00:17:23
    one curriculum and it can go either way
  • 00:17:25
    i suppose you know
  • 00:17:27
    how easy is it for it to change you know
  • 00:17:30
    are there certain points when it's
  • 00:17:31
    easier or is it
  • 00:17:32
    where it's impossible
  • 00:17:34
    well i would say yes it's it's easier
  • 00:17:37
    when the child is still young and
  • 00:17:38
    obviously they can adapt to a a new
  • 00:17:40
    curriculum and so on but uh it's again
  • 00:17:43
    about what's the good fit is it that the
  • 00:17:46
    child is better off to continue with
  • 00:17:48
    that same curriculum path or is it
  • 00:17:50
    better for them to change
  • 00:17:52
    curriculums are not
  • 00:17:54
    suitable for all children and all
  • 00:17:55
    children might not find that their you
  • 00:17:57
    know that curriculum is a good fit for
  • 00:17:59
    them but i would say yes younger down
  • 00:18:02
    you can transition you can do that
  • 00:18:04
    adjustment quicker but perhaps not
  • 00:18:07
    higher up yeah it starts to become more
  • 00:18:09
    challenging as as the children become
  • 00:18:12
    older and move through the particular
  • 00:18:14
    curriculum and obviously a lot of the
  • 00:18:16
    teachers it's not just teaching one year
  • 00:18:17
    group at a time you're always looking to
  • 00:18:19
    the end point and we're pushing them
  • 00:18:21
    towards graduating with with
  • 00:18:24
    their qualifications but with these
  • 00:18:25
    skills and things as well
  • 00:18:27
    so it does become more of a challenge
  • 00:18:29
    but for us that's why we we put a lot of
  • 00:18:31
    time and effort into transitions not
  • 00:18:32
    just between curriculum from byp to mit
  • 00:18:35
    we put transitions on our prep sixes are
  • 00:18:37
    coming up to see the senior school at
  • 00:18:39
    the moment even though we're all in the
  • 00:18:40
    same building but but from one year
  • 00:18:42
    group to the next and welcoming in new
  • 00:18:44
    peoples and a huge success we've had
  • 00:18:46
    with that is actually
  • 00:18:47
    the pupils themselves welcoming in and
  • 00:18:50
    helping new people start to fit in
  • 00:18:52
    sometimes my experience has been
  • 00:18:54
    children moving from one curriculum
  • 00:18:55
    together again it's not about the
  • 00:18:57
    curriculum it's about the ethos and the
  • 00:18:59
    values and i know we've got a few people
  • 00:19:01
    that have come to to morgan and maybe
  • 00:19:03
    teenagers having to look at wearing a
  • 00:19:05
    tie and and blazers and and that's
  • 00:19:08
    something that they find as as a little
  • 00:19:10
    bit strange
  • 00:19:11
    myself
  • 00:19:13
    yeah so i think it's it it is
  • 00:19:14
    challenging for
  • 00:19:16
    children to change year groups but um
  • 00:19:18
    looking at what kind of support that the
  • 00:19:20
    school and and the family put in
  • 00:19:22
    place yeah i think that's the point
  • 00:19:24
    isn't it it's it's about support i
  • 00:19:26
    suppose i suppose
  • 00:19:27
    with the best within the world
  • 00:19:29
    anything is possible
  • 00:19:31
    but it's all about the support
  • 00:19:33
    structures that are in place both in the
  • 00:19:35
    home and and in the school probably come
  • 00:19:37
    back to that a little bit later on as
  • 00:19:38
    well so great thank you okay
  • 00:19:40
    oh
  • 00:19:42
    robin yeah we'll be talking about this
  • 00:19:44
    sort of more or less constantly and it's
  • 00:19:46
    it's definitely is a theme i think as
  • 00:19:48
    we're going through this but the big
  • 00:19:49
    question which is more important skills
  • 00:19:52
    or knowledge
  • 00:19:54
    when i was a boy on the spot
  • 00:19:57
    when i was a boy which is a long time
  • 00:19:59
    ago um it was absolutely definitely
  • 00:20:02
    knowledge i mean when i went to a good
  • 00:20:05
    school i didn't particularly enjoy it to
  • 00:20:07
    be frank uh we had desks in a row the
  • 00:20:10
    teacher was at the front wearing a gown
  • 00:20:12
    and he it was 99 percent of the time he
  • 00:20:16
    he put across a bunch of knowledge which
  • 00:20:18
    we then had to regurgitate
  • 00:20:21
    the world has moved on
  • 00:20:24
    a good school shouldn't do that anymore
  • 00:20:28
    in fact i think knowledge is becoming
  • 00:20:30
    less and less important why simply most
  • 00:20:33
    of us carry iphones of the equivalent
  • 00:20:35
    and we can get any knowledge we want
  • 00:20:37
    virtually instantaneously
  • 00:20:40
    that isn't an excuse not to teach
  • 00:20:42
    knowledge but it kind of puts knowledge
  • 00:20:43
    in its base
  • 00:20:45
    knowledge is also changing very
  • 00:20:46
    radically
  • 00:20:48
    so i think alongside teaching knowledge
  • 00:20:51
    and it's more important than the
  • 00:20:52
    knowledge is how to use knowledge and
  • 00:20:55
    then we're back again here to this idea
  • 00:20:57
    of skills so what we do what we do here
  • 00:21:00
    in melbourne is teaching how to analyze
  • 00:21:03
    knowledge
  • 00:21:04
    so children can make some kind of
  • 00:21:06
    initial judgment as to whether knowledge
  • 00:21:08
    is trustworthy or not perhaps they can
  • 00:21:11
    look at two different stories
  • 00:21:14
    and see which is more truthful
  • 00:21:17
    um we we teach children the importance
  • 00:21:20
    of
  • 00:21:21
    analyzing things we teach children the
  • 00:21:23
    importance of um being able to
  • 00:21:26
    critically analyze the knowledge that
  • 00:21:29
    that is out there
  • 00:21:31
    there's a lot as you and i know there's
  • 00:21:32
    a lot of knowledge now on the web that
  • 00:21:35
    isn't particularly trustworthy so one of
  • 00:21:37
    the things that we do is to try to give
  • 00:21:39
    children the the skill base and make a
  • 00:21:41
    judgment as to what knowledge is
  • 00:21:43
    actually trustworthy
  • 00:21:45
    i don't know uh
  • 00:21:46
    would you want to add what other what
  • 00:21:48
    other skills do you think
  • 00:21:50
    that we need to concentrate on well
  • 00:21:53
    it's quite a high order
  • 00:21:54
    skill if i'm thinking about my
  • 00:21:57
    rubric or whatever the the the
  • 00:21:59
    the levels of different knowledge it's
  • 00:22:00
    always about knowledge first being able
  • 00:22:02
    to analyze is at that higher level i'm
  • 00:22:05
    not sure entirely whether i agree that i
  • 00:22:07
    think you begin to teach very young
  • 00:22:08
    children analytical skills
  • 00:22:11
    yeah the ib obviously would be
  • 00:22:12
    approaches to learning skills that
  • 00:22:14
    starts right from the beginning and
  • 00:22:16
    through the units of inquiry the program
  • 00:22:18
    itself you
  • 00:22:20
    pick the key sub skills that you can
  • 00:22:22
    enhance through the unit and so we start
  • 00:22:25
    with research and and
  • 00:22:27
    actually even at that young age how to
  • 00:22:29
    ask questions and what questions to ask
  • 00:22:31
    and how to find the answers
  • 00:22:33
    and
  • 00:22:34
    obviously it varies then in terms of uh
  • 00:22:37
    analyzing what they are finding in order
  • 00:22:39
    to make sense of it so we talk about
  • 00:22:41
    obviously taking things and putting them
  • 00:22:43
    into your own words in order to to not
  • 00:22:46
    to copy and paste and so on so from that
  • 00:22:48
    age we do and the beautiful thing about
  • 00:22:51
    the atl skills the approach to learning
  • 00:22:53
    skills is every year they build on them
  • 00:22:55
    through a different unit
  • 00:22:57
    and enhanced in a on the next level but
  • 00:23:00
    that's that keeps on going even into
  • 00:23:02
    nypd
  • 00:23:03
    and this is this is another reason why
  • 00:23:05
    it's really important to come and visit
  • 00:23:06
    the school and talk to the teachers um
  • 00:23:09
    because you know i i didn't i didn't
  • 00:23:11
    know that i've always thought the
  • 00:23:12
    critical analysis of research was you
  • 00:23:14
    know something that that's that's a
  • 00:23:16
    university level but of course it it
  • 00:23:18
    needs to start now and more likely or
  • 00:23:21
    the better you started now the more the
  • 00:23:23
    easier it's going to be long term and i
  • 00:23:25
    would say that's probably from per hour
  • 00:23:28
    schooling and things that yes critical
  • 00:23:29
    thinking was considered something you
  • 00:23:30
    would only do towards the end of school
  • 00:23:33
    or at university but because we're doing
  • 00:23:34
    it from a young age and it's just part
  • 00:23:37
    of their everyday curriculum that it's
  • 00:23:39
    it's not then as challenging that
  • 00:23:41
    they're doing it all the time and in
  • 00:23:42
    senior school we try and kind of
  • 00:23:44
    encourage the people that skills are
  • 00:23:46
    across all of the subjects as well
  • 00:23:47
    rather than learning their scientific
  • 00:23:49
    skills and their their english skills
  • 00:23:50
    that there's an overlap and and a big
  • 00:23:52
    one for us is is communication it's
  • 00:23:54
    about not just the different languages
  • 00:23:56
    that they speak but how do they
  • 00:23:58
    communicate as a scientist using their
  • 00:24:00
    english skills or using their their
  • 00:24:01
    other skills and because we we do it
  • 00:24:03
    right throughout the school then the
  • 00:24:05
    people don't perceive it as something as
  • 00:24:07
    a significant hurdle to what we overcome
  • 00:24:09
    it's actually an enabler
  • 00:24:12
    if i could add one other thing which i
  • 00:24:13
    think is crucially important um one of
  • 00:24:16
    the things that the ib does really well
  • 00:24:18
    and we we latch on to it strongly is to
  • 00:24:20
    teach children
  • 00:24:21
    from uh little five and six year olds
  • 00:24:24
    onwards right up to 18 year olds that
  • 00:24:26
    they shouldn't always compartmentalize
  • 00:24:29
    the different subjects
  • 00:24:30
    we try to ensure that children realize
  • 00:24:33
    there are connections
  • 00:24:35
    between
  • 00:24:36
    physics and english and maths and
  • 00:24:39
    geography it's breaking down those
  • 00:24:41
    artificial barriers which i think is
  • 00:24:43
    crucial to a child's ability to actually
  • 00:24:47
    be a problem solver to look at things uh
  • 00:24:49
    in a fresh light
  • 00:24:51
    and that i think is pretty unique dare i
  • 00:24:53
    say to the eye to the ibe curriculum
  • 00:24:59
    i think you went to the same school as
  • 00:25:00
    me robin was possible without the gowns
  • 00:25:03
    but i'm sure there was a cane in the
  • 00:25:05
    corner
  • 00:25:08
    and it was used too
  • 00:25:10
    not on me thank god
  • 00:25:12
    it was on me yeah just once so uh okay
  • 00:25:15
    very important uh what can i do as a
  • 00:25:17
    parent to further my child's development
  • 00:25:20
    or to help to help further my child
  • 00:25:22
    um i think from for young children for
  • 00:25:25
    primary age children i would say um
  • 00:25:28
    connecting with the teacher it's a
  • 00:25:29
    partnership it's not home and school it
  • 00:25:32
    is very much communicating and
  • 00:25:33
    connecting with the teacher to find out
  • 00:25:35
    how the child is doing teachers do the
  • 00:25:37
    same they reach out to the parents and
  • 00:25:39
    do that as well and knowing from them
  • 00:25:41
    what is it that the parents can be doing
  • 00:25:43
    at home um and continuing that so it's a
  • 00:25:46
    continuation
  • 00:25:47
    of the learning but at the same time you
  • 00:25:51
    know those key things of spending time
  • 00:25:52
    with your child reading uh talking about
  • 00:25:55
    how the day was and seeing if they can
  • 00:25:58
    transfer the you know those skills as
  • 00:26:00
    well at home
  • 00:26:01
    um
  • 00:26:02
    it's yeah it's um
  • 00:26:05
    say it's we let it happen naturally
  • 00:26:07
    and
  • 00:26:08
    we try not to focus so much on
  • 00:26:10
    homework or
  • 00:26:12
    uh cramming lots of activities uh it's
  • 00:26:15
    very much we say reading is actually a
  • 00:26:17
    habit it shouldn't be homework it's
  • 00:26:19
    something that you do as a
  • 00:26:21
    many children will be going oh yay
  • 00:26:29
    working with parents to so they're
  • 00:26:31
    having the same sort of values not the
  • 00:26:32
    values that they necessarily had when
  • 00:26:34
    they were at school yeah but the values
  • 00:26:36
    that they're trying to develop in their
  • 00:26:37
    children with with more than in this
  • 00:26:40
    case
  • 00:26:40
    yeah absolutely
  • 00:26:42
    okay um talking about that i mean values
  • 00:26:45
    in children how do you instill values in
  • 00:26:48
    children
  • 00:26:50
    why don't you say i think there's two
  • 00:26:53
    ways of doing it
  • 00:26:54
    one is you
  • 00:26:56
    grab the bull by the horns and you
  • 00:26:57
    actually give an assembly or a tutorial
  • 00:27:00
    period or lesson on integrity for
  • 00:27:03
    example that's exactly what i did with
  • 00:27:04
    an assembly last week i gave an assembly
  • 00:27:06
    on into integrity
  • 00:27:08
    but i think more important than that is
  • 00:27:10
    to teach these values
  • 00:27:13
    more subtly
  • 00:27:14
    what i mean
  • 00:27:16
    by actually demonstrating to the pupils
  • 00:27:18
    that's how we run the school so they
  • 00:27:20
    just pick up on how the school runs
  • 00:27:23
    so teaching skills teaching these things
  • 00:27:25
    explicitly is good and it's very helpful
  • 00:27:28
    but i think the implicit almost
  • 00:27:30
    infecting the children
  • 00:27:32
    with these skills is even more important
  • 00:27:34
    don't use the word infection
  • 00:27:41
    we're not quarantined
  • 00:27:43
    but what do you mean
  • 00:27:44
    it's about living living absolutely and
  • 00:27:47
    i would say our teachers do that they
  • 00:27:49
    role model uh those values that's the
  • 00:27:51
    phrase that's looking for right modeling
  • 00:27:53
    yes
  • 00:27:54
    um and when obviously with younger
  • 00:27:56
    children they they see the teacher
  • 00:27:58
    modeling they may not recognize it so
  • 00:28:00
    then it's about hey children did you see
  • 00:28:02
    what i just did that was me being a
  • 00:28:04
    risk-taker how was i doing that i
  • 00:28:06
    did this so it's um
  • 00:28:09
    maybe making a bit explicit but not
  • 00:28:12
    you know almost analyzing yes asking him
  • 00:28:14
    to analyze your your what you just did
  • 00:28:16
    in a in a critical sense which we were
  • 00:28:18
    talking about yeah
  • 00:28:20
    very interesting i mean in terms of just
  • 00:28:21
    going back to one of the questions we
  • 00:28:23
    were talking about before but it talks
  • 00:28:24
    about inside the school how can they
  • 00:28:27
    parents
  • 00:28:28
    what about outside the school well you
  • 00:28:30
    know what can what can
  • 00:28:31
    the school do to support the parent more
  • 00:28:34
    you know um i think i mean we do the
  • 00:28:37
    usual formal
  • 00:28:39
    you know events such as workshops for
  • 00:28:41
    parents um when we work obviously we
  • 00:28:43
    mentioned transition we obviously have
  • 00:28:45
    transition as well for our preschoolers
  • 00:28:47
    coming into uh morgan college but i
  • 00:28:49
    think
  • 00:28:50
    one thing that um
  • 00:28:52
    one thing that we do which might be a
  • 00:28:54
    bit hidden is if we notice that a parent
  • 00:28:56
    or a family might be having a challenge
  • 00:28:58
    whether the challenge is with the child
  • 00:29:00
    or the challenge as a family
  • 00:29:03
    from a certain perspective then um i
  • 00:29:06
    tend to reach out
  • 00:29:07
    you know in a personal way by
  • 00:29:10
    picking up the phone and actually that
  • 00:29:12
    goes a long way than writing an email
  • 00:29:14
    and maybe being misunderstood in the
  • 00:29:16
    email as well and just to working with
  • 00:29:19
    the parents so if you know it's a it's
  • 00:29:21
    it's holistic so the pastoral side
  • 00:29:23
    doesn't just stop with our pupils it's
  • 00:29:25
    also
  • 00:29:26
    for our parents sometimes so we offer
  • 00:29:28
    support uh
  • 00:29:30
    if there is a challenge and we also talk
  • 00:29:32
    about if there are things that they
  • 00:29:33
    could perhaps reach out to the school
  • 00:29:36
    and talk about
  • 00:29:37
    um and it's always confidential it's
  • 00:29:39
    always a safe environment to talk about
  • 00:29:40
    that so
  • 00:29:42
    i think yeah that's something that our
  • 00:29:44
    parents themselves have actually
  • 00:29:46
    written back and said
  • 00:29:48
    how grateful this is it sounds like this
  • 00:29:49
    sort of skills skills for the child but
  • 00:29:51
    also if if they would need it or if they
  • 00:29:54
    feel they would like it there's also
  • 00:29:55
    potentially skills help for the for the
  • 00:29:57
    parents and something to happen
  • 00:30:00
    we did a tremendous workshop the other
  • 00:30:02
    week on uh child behavior and how to
  • 00:30:04
    support behavior yes i thought that was
  • 00:30:06
    yeah i thought that was incredibly well
  • 00:30:08
    done yes and and that's an opportunity
  • 00:30:10
    for parents then to also at the end say
  • 00:30:13
    can i schedule a meeting with
  • 00:30:15
    whoever's running the workshop um we
  • 00:30:18
    leave our emails on on the slides and so
  • 00:30:20
    on if they want to reach out and have a
  • 00:30:21
    personal conversation
  • 00:30:23
    by building that relationship as well
  • 00:30:24
    between teacher and parent and and and
  • 00:30:27
    teachers across the school and parents
  • 00:30:29
    because
  • 00:30:31
    masters you have a house system here as
  • 00:30:32
    well
  • 00:30:34
    which is another another way of
  • 00:30:36
    sort of being able to focus in on the
  • 00:30:38
    child a bit more personally and all that
  • 00:30:40
    sort of so it's great is that really
  • 00:30:41
    saying about communication we want
  • 00:30:44
    parents to communicate with us let us
  • 00:30:45
    know if something's happening at home
  • 00:30:47
    but we put a big focus on that our
  • 00:30:49
    teachers and things should be
  • 00:30:51
    communicating home that should ever be
  • 00:30:52
    surprises when parents get the report at
  • 00:30:54
    the end of the year there should always
  • 00:30:56
    be that communication actually our house
  • 00:30:58
    system the class teachers in in primary
  • 00:31:00
    um but the house tutors in in seniors
  • 00:31:03
    there's a lot of communication that they
  • 00:31:05
    do one-to-one either with the pupils to
  • 00:31:08
    see how they're getting on and but also
  • 00:31:09
    with the parents and that's something i
  • 00:31:11
    think that schools should value that the
  • 00:31:13
    communication out to the parents we're
  • 00:31:14
    not teenagers like in senior school they
  • 00:31:16
    don't always want the communication
  • 00:31:18
    going between home and school but it's
  • 00:31:20
    something we kind of think it's really
  • 00:31:21
    important i can remember back that far
  • 00:31:23
    but anyway i understand yeah well and
  • 00:31:25
    then i think you know we're we're sort
  • 00:31:27
    of
  • 00:31:28
    about
  • 00:31:29
    35 minutes or so so we it would go on
  • 00:31:31
    for too long but i think just before we
  • 00:31:33
    have two questions and answers how do
  • 00:31:35
    you
  • 00:31:36
    if they're people are if people are out
  • 00:31:37
    there if they would like to know more
  • 00:31:39
    information about marvin about the
  • 00:31:40
    malevolent method about the skills of
  • 00:31:42
    the
  • 00:31:43
    the
  • 00:31:45
    attitude the culture of melvin how how
  • 00:31:47
    should they get in touch how should they
  • 00:31:49
    reach out
  • 00:31:51
    i shouldn't have denigrated uh our
  • 00:31:53
    website or brochures
  • 00:31:57
    they are a good place to start uh to go
  • 00:32:00
    on the web website um and read about the
  • 00:32:03
    school but i think even better that is
  • 00:32:04
    to contact our admissions department and
  • 00:32:06
    see whether you can uh have an
  • 00:32:08
    appointment to come up and see the
  • 00:32:10
    school as i say i think we all agree the
  • 00:32:12
    best way of understanding what we're
  • 00:32:14
    about is to come and see us in action i
  • 00:32:16
    think that's the most important i think
  • 00:32:18
    absolutely right yeah well thank you
  • 00:32:19
    very much indeed for that uh absolutely
  • 00:32:21
    brilliant um i think we're gonna just
  • 00:32:23
    break now see if we've got any any
  • 00:32:24
    questions
  • 00:32:25
    from the public no
  • 00:32:27
    okay so we haven't got any specific
  • 00:32:29
    questions at the moment but i think what
  • 00:32:30
    i'm going to try and do is just just go
  • 00:32:31
    around and ask you just to give a quick
  • 00:32:33
    a quick summing up if you're in in i
  • 00:32:35
    don't know
  • 00:32:36
    30 seconds if we can
  • 00:32:38
    okay
  • 00:32:40
    so who's going to start keep it simple
  • 00:32:42
    i'm going to come to you first robin
  • 00:32:45
    i would i'd i'd emphasize
  • 00:32:48
    a couple of things one to go back to the
  • 00:32:50
    conversation that we had a few minutes
  • 00:32:52
    ago about the importance of skills um
  • 00:32:56
    skills alongside knowledge i think that
  • 00:32:58
    is where a good education
  • 00:33:01
    has to go over the next few years it's
  • 00:33:03
    um it is skill based and the other thing
  • 00:33:06
    is is
  • 00:33:08
    to come to malden and any other school
  • 00:33:11
    you might be interested in the best way
  • 00:33:12
    to find out what a school is like is to
  • 00:33:14
    try to set up a visit
  • 00:33:17
    absolutely thank you very much
  • 00:33:19
    and for me i think just kind of
  • 00:33:20
    summarizing the um parents should take
  • 00:33:23
    some risks and kind of think of um
  • 00:33:26
    schools being different
  • 00:33:28
    what they went through and but exploring
  • 00:33:30
    what the schools and when they do visit
  • 00:33:31
    schools to really question um the
  • 00:33:34
    schools in in terms of what is behind
  • 00:33:36
    their curriculum okay the grades and
  • 00:33:38
    statistics are one thing but but really
  • 00:33:41
    can they kind of delve into the values
  • 00:33:43
    of the
  • 00:33:44
    actual school
  • 00:33:46
    and maria um last but not least
  • 00:33:49
    many things i would say communication uh
  • 00:33:51
    once at that point of choosing the
  • 00:33:53
    school communication ensuring that
  • 00:33:54
    communication is an open channel if
  • 00:33:56
    there is something done you know that is
  • 00:33:59
    happening um don't shy away from telling
  • 00:34:01
    it to the teacher as i mentioned you
  • 00:34:03
    know knowing is actually better because
  • 00:34:05
    we can support um an informed way but i
  • 00:34:08
    would say um
  • 00:34:10
    also looking for
  • 00:34:12
    from the visit pick up the culture of
  • 00:34:14
    the school and see if you know you'll be
  • 00:34:16
    able to tell a child pulls you in like
  • 00:34:18
    and they never rehearse it when they
  • 00:34:20
    come up to you and pull you they it just
  • 00:34:21
    happens
  • 00:34:22
    um that's that gives you an indication
  • 00:34:25
    of the environment yeah the environment
  • 00:34:26
    of the school it's fantastic
  • 00:34:28
    i've been i've been around a number of
  • 00:34:30
    schools and they have been distinctly
  • 00:34:32
    different so i can highly uh endorse
  • 00:34:34
    that go and have a look at a number of
  • 00:34:36
    schools by always and have a look at the
  • 00:34:38
    culture and see which works for you but
  • 00:34:41
    if modern culture does then then let's
  • 00:34:43
    uh reach out to the admissions team and
  • 00:34:44
    they'll be only too happy to help
  • 00:34:46
    so i just want to say a big thank you to
  • 00:34:48
    robin wayne and maria and to all of you
  • 00:34:51
    out there um you know it's hard to know
  • 00:34:53
    whether you are actually out there i'm
  • 00:34:54
    just staring at a camera but anyway i'm
  • 00:34:56
    sure you all are and i hope you found it
  • 00:34:58
    useful what we'll be doing obviously is
  • 00:35:00
    making this into a youtube and a podcast
  • 00:35:02
    to be able to refer to it at your at
  • 00:35:04
    your leisure um but please feel free to
  • 00:35:06
    reach out to the admissions team here at
  • 00:35:07
    mormon and they'll be too happy to help
  • 00:35:09
    thanks again and uh see you soon cheers
  • 00:35:12
    thank you very much
  • 00:35:16
    you
الوسوم
  • School Selection
  • Children's Education
  • Malvern School
  • Academic vs Personal Development
  • Parental Involvement
  • Curriculum Choices
  • Skills vs Knowledge
  • Education in Hong Kong
  • School Visits
  • Hidden Curriculum