BESA CORNER


This month in our ongoing feature highlighting the work of the UK education suppliers’ trade body BESA, we hear from RM and the International Curriculum Association (ICA).


Flipping the paradox of identity and internationalism in education Comment by Sarah Blackmore, Director, International Curriculum Association (ICA)


In today’s complex and interconnected world, educators across the world are working within a powerful paradox: how do we prepare students for a global future without disconnecting them from where they come from?


This is not a problem to solve, but a tension to embrace. When we approach it not with rigidity, but with curiosity – with play and passion – national identity and international mindedness are not opposites, but partners. Across the world, the ICA works with schools that are navigating this balance every day; meeting international benchmarks while also delivering subjects to meet the national curriculum requirements of the 90+ countries we operate in.


Education affirms language, culture, values and belonging. It should give students a stable footing from which to step into the wider world. But, when taught in isolation without real-world context or connections, classroom learning risks becoming disconnected from a student’s lived experience.


Our approach to curriculum is built around themes, concepts and connections. Through our International Curriculum, we help schools embed national identity within global learning journeys. Not as an add- on, but as a central thread that strengthens the whole. For example, a unit on migration becomes more meaningful when paired with local history studies. A global study of governance deepens when it includes regional civic traditions.


At Brighton College Dubai, the leadership team recognised that certain UK Curriculum topics didn’t resonate with their students’ lived realities. Utilising our International Primary Curriculum (IPC), teachers chose units like ‘Moving People’, which is highly relevant in a region shaped by migration. What started as a curriculum choice became a


spark for deep discussion, connection, and student-led action projects. This is what happens when curriculum becomes a space for play, not just performance.


At Al Basma British School in Abu Dhabi, IPC Exit Points became a transformative tool. These celebratory moments allow students to showcase what they’ve learned in their own way through storytelling, performance and cultural presentation. Teachers reported more engagement, more pride and more passion.


These examples show us what’s possible when we stop choosing between the global and the local and instead, weave them together: • Paradox invites us to hold complexity with confidence. • Play helps us reframe it, explore it, move creatively within it. • Passion keeps us anchored to purpose.


Together, they form a golden thread that sews the most vibrant, inclusive, and transformative learning environments. International education should never mean losing identity. In fact, the best global citizens are often the ones most deeply rooted in who they are. Our work as international educators should be to help build bridges, not binaries.


I believe every child deserves to see their identity reflected in the classroom and to see their world expanded by it. When we flip the paradox, when we let play in, and when we lead with passion, education doesn’t just prepare students for the future – it helps them shape it.


To find out more about the International Curriculum, visit: https://internationalcurriculum.com/


Embrace the digital future? An honest take on the options for educational leaders


Comment by Dan Braddock, Marketing Manager at RM


The role of technology in education is a more closely inspected discussion point than ever before. Building a robust, IT-led infrastructure can fundamentally transform how schools and multi- academy trusts function.


But are large digital transformation projects always the right course of action? Will they truly yield the benefits in efficiency, workload reduction, and learning outcomes that we’re told they will, or will they cause a degree of disruption that ultimately benefits no one? The mainstays of the education world are Google and Microsoft, with the former already being completely cloud-based, and Microsoft about to usher their users into the cloud through Windows 11. So, the question of “which approach should my institution take?” comes at an opportune time.


For many, the benefits of a strategic, IT-led approach are substantial. A modern, well-designed network can enhance everything from classroom learning to administrative efficiency. Visualise having integrated data systems that provide a unified view of a pupil’s progress, streamlining reporting and communication. These aren’t just minor improvements, they are foundational shifts that can create a more dynamic and effective learning environment. This level of change requires a clear vision and unwavering commitment. While the process can be complex, it can be managed effectively through a clear roadmap and phased deployment, ensuring disruption is minimised and all staff are supported and informed.


14 www.education-today.co.uk


But let’s be honest… the disruption still exists, and there are many associated risks which are well worth documenting ahead of deciding to progress with a project. The outcome of travelling this path should be an institution equipped to meet the demands of modern education and beyond.


Other leaders may choose a more cautious approach, and for good reason. The thought of overhauling a system that, while imperfect, is currently stable can be a significant concern. Leaders must weigh the initial cost, the potential for technical issues, and the need to manage staff who may be resistant to change. In this view, a strategy focused on maintaining stability holds significant value.


This approach does not mean rejecting technology outright. It often involves a more selective, targeted strategy. This method can be less disruptive, more predictable, help manage risk, and work better with budget levels.


Ultimately, there is no single “right” answer. The most effective strategy is the one that aligns with your institution’s unique context, resources, and vision. The decision to undertake a full transformation, maintain a stable system, or pursue more of a hybrid approach is a strategic one that must be a deliberate and informed choice. Each path offers its own set of advantages and challenges. The key is for leaders to be honest about what their institution needs to thrive in the years to come. It’s about choosing the path that best supports your students, staff, and community.


October 2025


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