children no longer have to choose between academic achievement and personal dreams. For example, after relocating
from India to Geneva and back again, rising tennis star and online IB student Varun was looking for a school where he could continue studying for the IB Diploma Programme, as well as balancing his burgeoning tennis career. Through King’s InterHigh he was able to seamlessly align his academic and athletic goals – the time zone difference between India and the UK worked with his daily tennis training schedule, and the online curriculum provided the flexibility for Varun to compete in as many tennis tournaments as possible. Not only has his tennis career flourished – ranking in the top 150 of the International Tennis Federation – but he’s also been accepted at the prestigious Yale University. The traditional dichotomy
of school ‘or’ career is being replaced with a liberating ‘and’. The flexibility of online learning, combined with asynchronous or tailored synchronous support, allows learners to access lessons and learn from wherever they are in the world, whenever is most convenient for them. This empowerment is the essence of a well-packed backpack – full of knowledge but also balance, autonomy, and purpose.
REDEFINING CONNECTION IN A GLOBAL AGE The word ‘connection’ and what this means looks very different in today’s world. For children growing up in a post-Covid society, building relationships isn’t limited to the classroom or playground. Inspired’s online and bricks and mortar schools all offer opportunities including global camps, exchanges and online communities to allow children to form meaningful bonds across time zones and cultures, developing cultural awareness and empathy far beyond their local communities. These virtual – and physical
– interactions mirror modern professional environments, where diversity of thought and background
drives creativity and innovation. In learning how to meet and collaborate with peers around the world, children are also learning to navigate the realities of future workplaces full of individuals with different histories, strengths, and skills. Take, for instance, a group
project on climate change involving students from four continents. They not only gain knowledge, but also learn to communicate across cultures, appreciate diverse perspectives, and collaborate toward a common goal. Another example is the Scholey
Smith family who have been travelling the world since 2019 and started online schooling with King’s InterHigh in 2021. After trying various education settings, the flexible nature, live classes, the ability to cater to different global time zones and offering a solid British curriculum made King’s InterHigh the perfect fit for Jacob and Erihn. Not only does online schooling mean they can join both live and pre-recorded lessons depending on their travels, but Jacob and Erihn have been able to meet other King’s InterHigh families from all over – including a safari in Mexico, a playdate in Portugal, and a South East Asia LEGO session over WhatsApp. They’ve learned to be more independent, manage their own schedules, and adapt to all the changes that come with a travel lifestyle. These are competencies that no textbook can teach alone and is something we place huge emphasis on.
STUDENT-CENTRED, SKILLS-FOCUSED EDUCATION The student-centred model is at the heart of this evolution. By allowing children to learn at their own pace, in a manner tailored to their unique needs and ambitions, we encourage them to take ownership of their journey. Our learning models empower students to manage their time, meet their deadlines, and be accountable – all critical real-world skills. This approach also respects
and celebrates individuality. For example, a neurodivergent student might prefer recorded lessons
81
they can replay at their own pace, while another might thrive in live discussions. The ability to choose how and when they engage with their education empowers students to
understand their
preferred
learning styles and advocate for their own needs, which is something that will build a foundational element for lifelong success.
HELPING CHILDREN PACK THEIR REAL-WORLD BACKPACK It’s well-known that education is not a one-size-fits-all experience. It’s a dynamic, evolving process that must be intentionally designed to fill each child’s backpack not just with academic content, but with life- ready tools. That includes resilience to bounce back from setbacks; empathy to connect with others in a meaningful way; independence to lead their own learning and growth; cultural fluency to thrive in diverse environments; goal setting to dream big and achieve even bigger. As educators, parents, and
society, our role is not simply to hand over a backpack and hope it gets filled. It’s to guide, support, and help pack it with intention, ensuring that when our children step into the future, they do so ready not just to succeed, but to thrive.
For more information, visit:
www.kingsinterhigh.com
Below: King’s InterHigh student, Varun
GLOBAL EDUCATION ONLINE LEARNING
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116
