Seminars & Workshops

This workshop explores the use of Skill Check as an effective formative assessment strategy for improving teaching and learning. Participants will learn how brief, targeted assessments can identify learning gaps, monitor student progress, and provide timely feedback that informs instructional decisions. Through practical examples and collaborative activities, teachers will discover how Skill Checks promote student engagement, support differentiated instruction, and enhance achievement by making assessment an integral part of the learning process.

Data with a Soul: Humanizing Assessment in the Age of Numbers explores how educators can strike a balance between the increasing use of assessment data and the equally important need to understand the learner behind the numbers. While test scores, analytics, and progress data provide valuable insights into student achievement, they do not fully capture qualities such as resilience, motivation, well-being, creativity, or personal circumstances. This session highlights the importance of combining evidence with empathy, to ensure that assessment supports the holistic development of every student.

Through practical examples, research-informed strategies, and interactive discussions, participants will discover how formative assessment, meaningful feedback, student voice, and professional judgment can enrich data-driven decision-making. Grounded in the Cambridge philosophy of developing Confident, Responsible, Reflective, Innovative, and Engaged learners, the presentation equips teachers with practical approaches to transform assessment from a tool for measuring performance into a powerful means of fostering growth, well-being, and lifelong learning.

As Cambridge English assessments continue to evolve, teachers are expected to prepare learners for more than just recalling information. These assessments emphasise critical thinking, communication, creativity, and the application of language skills in meaningful contexts. This workshop explores the key features of the modern Cambridge English assessment approach at the primary level, highlighting changes in reading, grammar, vocabulary, and writing tasks. Participants will engage in practical activities, analyse sample questions, and discover effective classroom strategies that develop the skills learners need to succeed confidently in Cambridge assessments and beyond.

For ten years, TIME has transformed how we teach. It is time to do the same for AI. Instead of just teaching kids how to use basic AI tools, Konov built a visual platform that lets them create their own tech.

This interactive workshop reveals a game-changing approach to STEM. Stepping into your students' shoes, you will see how young learners aged 6–16 can build real software projects without touching complex code. Together, we will initialize custom AI agents, sketch out conversational logic using an intuitive node-based builder, train machine learning models, and launch functional chatbot apps live.

Come discover how to turn your students from digital consumers into the next generation of software architects. You’ll leave with plug-and-play lesson plans to launch your own project-based AI labs instantly!

This presentation explores practical, low-cost strategies for integrating STEAM education into basic school classrooms using everyday materials. In many resource-constrained schools, limited access to laboratories, digital tools, and teaching aids often restricts hands-on learning. However, effective STEAM learning can still be achieved through teacher creativity and locally available resources. The session demonstrates how everyday materials (such as bottles, paper, cartons, sticks, sand, and recycled items) can be transformed into meaningful teaching and learning tools. It also highlights simple, learner-centred activities that promote problem-solving, collaboration, creativity, and critical thinking. Participants will be guided through sample classroom activities that can be immediately applied without requiring expensive equipment. The presentation emphasizes that innovation in teaching is not dependent on resources but on how teachers adapt and design learning experiences for their learners.

This seminar explores the transformative potential of art as an interdisciplinary educational tool that extends beyond conventional studio practice. Participants will examine how art fosters critical thinking, creativity, and cultural awareness when integrated into subjects such as history, science, and language arts. By showcasing practical strategies and case studies, the session highlights ways educators can leverage visual and creative arts to deepen student engagement and enhance understanding across curricula. 

Attendees will gain insights into designing collaborative projects that bridge artistic expression with academic content, promoting holistic learning experiences. Ultimately, this seminar advocates for a reimagined role of art in education, emphasizing its capacity to connect diverse disciplines and cultivate versatile skills essential for 21st-century learners.

Early childhood education sits at the heart of every nation’s future. The first five years of a child’s life represent a window of extraordinary neurological growth: a time when curiosity, creativity and the love of learning are either ignited or extinguished. Yet too often, early years classrooms default to rote memorisation, passive listening and one-size-fits-all instruction.

This interactive workshop reframes everyday lessons into ‘magical moments’ that captivate young learners. Participants will discover how to use simple environmental set-ups, sensory provocations and immersive storytelling to transform basic concepts in Numeracy, Literacy, Science and other subjects into unforgettable adventures. Participants will experience live demonstrations of wonder-based learning triggers, collaborate to redesign a standard lesson into an enchanting hands-on experience and explore the best ways to integrate Artificial Intelligence (AI) and Technology into their classrooms. Participants will walk away with a cost-effective practical toolkit, high-impact strategies to instantly elevate joy, curiosity and deep engagement in their early years classroom.

Schools are under increasing pressure to prepare students for a rapidly changing world, yet many still prioritize content mastery over the ability to solve real-world problems. 

This session presents a practical framework for designing school experiences that intentionally develop problem solvers through entrepreneurship, innovation, and authentic learning. Drawing on the speaker's experience leading the redesign of entrepreneurship and vocational programmes, establishing school innovation hubs, and embedding project-based learning in a secondary school, participants will explore how curriculum, learning environments, industry partnerships, and student-led experiences can work together to build future-ready competencies. 

Rather than introducing another programme, the session offers a systems-based approach that schools of different contexts can adapt to create meaningful, real-world learning experiences that equip students to identify opportunities, create value, and thrive beyond graduation.

Today's students need more than academic instruction to thrive — they need holistic development across intellectual, social, emotional, ethical, and civic dimensions. This session makes the case for structured co-curricular learning as the key to achieving that, with Model United Nations (MUN) as a leading example. Drawing on experiential learning theory, adolescent development research, and UN Resolution A/RES/77/336, participants will explore how MUN builds research literacy, public speaking, diplomacy, leadership, and global citizenship — and leave with practical strategies for establishing or strengthening co-curricular programs, including school-based MUN clubs and conferences, in their own institutions.

According to organizations like African Development Bank, The African Union, and The World Economic Forum, about 11-12 million young Africans enter the job market every year and only about 3-4 million formal jobs are available for them. This indicates a serious creative gap, with a highly dangerous compounding impact year on year. Africa needs creators urgently and the work starts at K-12, which must be now perceived as a continental talent pipeline and not just a school.

 What kind of content and learning experience will produce a creator? Design thinking starts with empathy which forces us to ask a very important question, which is, what is the connection between a topic to be taught and a real need, pain or problem in the society.

 “Every topic in every subject has a connection with a need, pain or problem in the society”. Anchoring learning in these contexts makes it more meaningful, relevant, and engaging. Design Thinking as a mindset for teaching enables teachers to move beyond knowledge acquisition, towards developing problem-solvers, innovators, and creators. By using curriculum topics as anchors for authentic problem-solving, learners develop foundational knowledge alongside creativity, critical thinking, collaboration, and higher-order thinking—transforming learning outcomes into solutions, products, discoveries, and impact.

The Enterprising Teacher explores the business dimension of teaching and how educators can identify untapped opportunities within their profession. By understanding the value of their knowledge, skills, ideas, and creativity, teachers can develop innovative ventures while building greater financial independence.

This session encourages educators to think beyond traditional teaching, protect and develop their intellectual property, embrace originality, and turn ideas into action. It highlights the importance of overcoming hesitation and taking purposeful action, reminding teachers that innovation begins not only with having an idea, but with the courage to implement it.

Project-based learning (PBL) is often introduced through frameworks and exemplars developed in well-resourced, Global North contexts, leaving school leaders and teachers to do the difficult translation work alone: How does this look with our students, our materials, our labor market, our community? This session closes that gap. Participants will explore the core design principles of high-quality PBL (authentic problems, sustained inquiry, student voice and choice, public products) and apply them to a local context audit, identifying community assets, workforce needs, and real-world partners already present in their own settings. With the extended time, participants move beyond a single draft to a full design and critique cycle: sketching a unit, testing it against an implementation planning lens, and revising based on peer feedback before leaving. Rather than treating PBL as an imported model to adapt, participants will leave with a strengthened, feasibility-checked project idea rooted in their school's actual community, along with a simple planning tool they can use with their own staff. The session models the same principle it teaches: learning becomes durable and motivating when it connects directly to the world learners will enter.

This seminar makes the compelling case that having a school nurse is not a discretionary provision, but an operational necessity in every institution, from Early Years through Upper Secondary. Drawing on direct clinical and classroom experience, this session offers an evidence-based look at how an on-site nurse safeguards student wellbeing, while allowing teachers and administrators to remain fully engaged with their duties. 

Discover how nurses provide immediate triage for injuries and allergic reactions, safely administer medication, and manage students with chronic conditions like asthma, diabetes, sickle cell, and epilepsy  whilst keeping them safe and supported in class.

For schools still weighing the value of a school nurse, this session offers a clear, practical case for making that investment today. 

Student health and wellbeing are fundamental to effective learning, positive behaviour and long-term educational success. This interactive session explores how teachers can become powerful advocates for student wellbeing by integrating health-promoting practices into everyday teaching and school culture. Participants will examine the relationship between physical health, mental wellbeing, emotional resilience and academic achievement while learning practical approaches to identify early signs of distress, foster supportive classrooms, encourage healthy habits and strengthen partnerships with parents and the wider community. 

Through real-life scenarios, interactive discussions and practical demonstrations, educators will leave with actionable strategies that can be implemented immediately to create healthier, happier and more resilient learners.

Students spend the majority of their waking hours in school, yet too often counselling services prioritise college applications over emotional and mental health. This session equips educators and administrators with the rationale and basic skills to build therapeutic relationships and offer 'first aid counselling” to students navigating anxiety, depression, grief, bullying, low self-image or abuse.  Drawing from developmental psychology and school experiences for students, the session will examine how educators may recognize warning signs, respond with empathy without overstepping, and establish classroom environments that foster psychological safety. 

Participants will leave with practical and evidence-based strategies to apply in their school settings, which will help strengthen safeguarding without replacing the counsellor’s role. It will help transform school culture to one that is relational, which is essential in assisting young individuals. Finally, it will inspire a shared responsibility for the well-being of students.

Work-Life Balance is something that we all strive for but rarely apply in an ever-changing society with increasing demanding work environments. Avoiding burn-out, eliminating compassion fatigue, and having high levels of career wellness feels impossible during the academic year. This workshop replaces generic advice with real-life practices and considerations to improve one's work-life balance and outlook on career wellness. Participants will be asked to engage in personal reflections, small group work, intentional sharing, and relaxation techniques within a safe, calming space.  

Educational conversations about accessibility often focus on accommodations, interventions, and support services. While these approaches are important, they do not fully account for the cultural contexts that shape how disability, learning, communication, family engagement, and belonging are understood and experienced.

This seminar introduces the concept of cultural access and invites educators to examine accessibility through a broader lens. Drawing from lived experience, professional practice, and evidence-informed inclusive approaches, participants will explore how culture influences participation, trust, and engagement within school communities.

Particularly relevant in diverse and international educational settings, this session challenges participants to consider how schools can move beyond inclusion as attendance and toward inclusion as belonging.

Learners do not enter the classroom with the same levels of prior knowledge, confidence, skills, or readiness to engage with academic tasks. For educators, supporting students who are academically underprepared or reluctant to engage can present a significant challenge, particularly when conventional approaches to motivation appear ineffective. 

This presentation explores practical and evidence-informed approaches to motivating low-ready learners by addressing the academic, emotional, and behavioural factors that influence their engagement. The session examines how teachers can create classroom environments in which struggling learners experience success, develop confidence, and become more willing to participate in learning. 

The presentation will also consider how teachers can shift from viewing low readiness as a fixed deficit to understanding it as a starting point from which learners can progress.

There is a growing global focus on the implementation of Inclusive Education (IE). In order to meet the worldwide objective of achieving 'Education for All', the Ministry of Education (MoE) and Ghana Education Service (GES), with the assistance of the United Nations Children's Fund (UNICEF), formulated the Inclusive Education (IE) Policy in 2015. The Standards and Guidelines for Practice of IE were established in 2015 to outline the government's strategic direction for implementing IE. Hence, the process of converting the IE Policy into its practical execution. After ten years of making this commitment, research evidence has uncovered obstacles that hinder the successful implementation of the IE in Ghana. The policy statements specifically stated that the goal of addressing the varied requirements of all learners would be accomplished by following the Universal Design for Learning (UDL) paradigm. Nevertheless, there is limited information available regarding the utilization of UDL in the execution of the IE program. This study uses document analysis to examine the IE Policy and its implementation, specifically focusing on the utilization of UDL to facilitate inclusive schooling practices. This review found a lack of progress in the application of IE and the utilization of UDL in both pre-service and in-service teacher education. The authors propose the adoption of an inclusive schooling practices framework (ISPF) that integrates the UDL framework. The ISPF aims to enhance pre-service and in-service teachers’ knowledge to promote the implementation of IE in Ghana.

Synopsis

Every classroom includes learners with diverse abilities, learning styles, interests, and levels of readiness. As class sizes grow, it becomes increasingly important for teachers to use practical differentiation strategies that ensure every student is meaningfully engaged and supported. This workshop explores effective approaches to planning and delivering differentiated instruction, including scaffolding the curriculum, adapting teaching strategies, and designing learning experiences that challenge high achieving students while providing the support needed for medium and lower ability learners. Participants will gain practical tools and techniques to create inclusive lessons that enable every child to learn, participate, and succeed.

This workshop will explore practical strategies for effective classroom management within inclusive learning environments. Grounded in the principles of Universal Design for Learning (UDL), the session will equip educators with tools to create classrooms that support diverse learning needs while promoting student wellbeing and engagement. Participants will examine differentiated instruction, structured routines, positive behaviour management, and the development of supportive classroom cultures that foster respect, collaboration, and belonging. Through real-life case studies involving learners with ADHD, anxiety, and dyslexia, educators will reflect on common challenges and develop proactive intervention strategies. The workshop also highlights the importance of positive teacher-student relationships, peer support systems, and collaboration with families and support professionals.

The human resource management (HRM) function is not neutral to any sector of organised institutions; be it private or public sector.

It provides advice and services that enable organisations to get things done through people. It ensures the provision of strategies, policies and practices to maintain and cater for everything concerning employment, development, well-being of workers, and the relationship  between management and the workforce.

The focus of this presentation is to expose the leadership of educational institutions to the principles in some of the recurrent functional areas of HRM to equip them with working knowledge of HRM practice for effective and efficient management of their workforce.

The presentation will highlight, among others:

a) recruitment and selection practices;

b) training and professional/management development; and,

c) performance management and motivation.

In addition to the principles underlying these HRM concepts, the presentation will provide best practice in HRM practice in both private and public sectors of Ghana. 

Occupational safety & security are often viewed as compliance functions focused on policies, inspections, and emergency procedures. Yet, its greatest impact lies in its ability to empower people. This session explores how a decade of embedding Occupational Safety & Security principles within a school transformed organizational culture, strengthened stakeholder confidence, and contributed to educational excellence. Drawing on practical experiences - including leading initiatives that earned international recognition through the ISOS Duty of Care Award and national HESS Awards - the presentation demonstrates how prioritizing the wellbeing of teachers, students, support staff, and contractors creates a ripple effect that enhances learning outcomes, resilience, and institutional performance. Participants will gain practical insights into moving beyond compliance to building a proactive safety & security culture where protecting people becomes a strategic driver of sustainable educational transformation. 

As financial crimes become increasingly sophisticated, criminal enterprises are seeking new avenues to disguise illicit funds, including institutions that enjoy high levels of public trust. Schools and educational establishments are not immune. This presentation examines how money laundering and pseudo-legitimate financing can infiltrate the education sector through tuition payments, seemingly harmless donations, sponsorships, procurement arrangements, and fundraising initiatives. It highlights the critical role of teachers and school administrators as ethical gatekeepers who must exercise vigilance, due diligence, and sound professional judgment. Participants will explore common warning signs, practical preventive measures, and the importance of fostering a culture of accountability and transparency. The session aims to empower education professionals to safeguard their institutions, protect their reputations, educate and protect their vulnerable learners, and contribute meaningfully to the national and global fight against financial crime. 

This session introduces teachers and administrators to the fundamental principles of workplace safety and the shared responsibility of creating and maintaining a safe school environment. It emphasises that safety does not happen by accident and requires both organisational controls and individual commitment. Participants will be guided to recognise workplace hazards, understand emergency procedures, follow established safety rules, and appropriately report hazards, near misses, accidents, injuries and illnesses. 

Through practical examples and interactive hazard-identification activities, the session will strengthen participants’ ability to identify unsafe conditions and behaviours, including electrical hazards, defective PPE, chemical labelling issues, poor housekeeping, and inadequate machine guarding. The session reinforces the importance of asking questions, avoiding shortcuts, taking safety training seriously, and remaining vigilant. Ultimately, participants will be encouraged to make safety a daily responsibility and contribute actively to a safer school community.

Teaching demands resilience and adaptability, yet many educators remain in survival mode—reactive, isolated, and exhausted. Transformation occurs when teachers move beyond coping into thriving, guided by reflective practice and purposeful professionalism. Reflection empowers educators to critically examine methods, outcomes, and choices, fostering growth and innovation. Professionalism anchors them in ethical commitment, lifelong learning, and intentional leadership, positioning teachers as agents of change. 

Together, these frameworks cultivate identity, resilience, and impact, shifting the narrative from survival to flourishing. In an era of attrition and burnout, embracing reflection and professionalism is not optional—it is urgent and essential.

Effective teaching extends beyond subject knowledge to encompass professionalism, ethical conduct, reflective practice, and continuous growth. This session explores how teachers can strengthen their professional identity while adopting learner-centred, inclusive, and evidence-based teaching practices that improve student outcomes. Participants will examine practical strategies for classroom management, assessment for learning, collaboration with colleagues and parents, and ongoing professional development. Through real-world examples and interactive discussions, the session will demonstrate how reflective practice and professional ethics contribute to resilient, adaptable, and impactful educators.

 Attendees will leave with practical insights and actionable strategies to enhance their classroom practice, uphold professional standards, and foster positive learning environments that support both academic achievement and holistic learner development.

Professional presence is the ability to inspire confidence, command respect and create psychological safety through authentic communication, intentional body language, clothing choices and emotional intelligence. It goes beyond personality type (introverts and extroverts), helping educators build powerful professional presence.

The Polished Educator seminar combines evidence-based practices from executive coaching, communication psychology and educational leadership to create a holistic framework for professional presence in the classroom. Participants will leave with immediately applicable tools, a deeper understanding of their personal brand and concrete strategies for elevating their impact.

Teaching is one of the most rewarding professions, but it also presents ongoing challenges that require resilience, adaptability, and intentional professional habits. While resilience is often discussed in the context of wellbeing, this interactive workshop focuses on resilience as a professional competency that enables educators to sustain high-quality practice throughout their careers.

Participants will explore practical, research-informed strategies for managing the demands of teaching while maintaining enthusiasm, effectiveness, and purpose. Through reflection, discussion, and collaborative activities, attendees will examine common challenges faced by educators and develop realistic approaches to building resilience through professional habits, supportive relationships, healthy boundaries, and reflective practice.

By the end of the session, participants will leave with a personalised resilience action plan and practical strategies they can immediately implement to strengthen their professional practice and sustain their impact on students and colleagues.

Talent is no longer enough. Two teachers can have the same skill, the same results, and the same dedication, yet only one gets noticed for it. The difference is visibility, and visibility is a skill, not a personality trait.
 

This session reframes personal branding as a core professional competency for educators, not self-promotion or vanity. Drawing on the B.U.I.L.D. and D.E.P.T.H. frameworks from the Brand or Be Forgotten programme, participants will learn why educators are systematically trained to stay invisible, and how to reverse that as a fixable design problem. The facilitator shares his own before and after story: one LinkedIn post led to an invitation to speak at an international summit as the only Nigerian presenter. Participants leave with a clear, repeatable method for making their expertise visible to the people who can act on it.

The seminar aims to investigate co-creation of knowledge between teachers and school leaders as a driver of strategic leadership and school improvement in international school settings. The seminar will discuss the benefits of sharing knowledge in an organised way to improve teaching, decision-making, and institutional effectiveness.

The seminar will also draw on research from collaborative leadership, professional learning communities, and distributed leadership. Participants will explore practical approaches to moving from individual professional practice to sustained collaborative inquiry within schools. The session will have a short conceptual seminar and interactive workshop elements to enable participants to reflect on current practices and design collaboration frameworks appropriate to their contexts. 

Through case discussions, facilitated reflections and group design exercises, participants will engage in creating practical strategies for building stronger professional learning cultures. This session will contribute to fulfilling the mission of the GIS TIME Conference to transform, inspire, motivate, and educate educators by providing practical tools to embed the co-creation of knowledge as a core element of school leadership and continuous improvement.

What would you do differently if you weren't limited by last year's constraints? 

In an era of rapid educational change, school leaders must move beyond managing the present to intentionally shaping the future. This session will reposition educational leaders beyond reactive administration toward proactive vision-casting.

The seminar will examine practical frameworks for conducting a future-ready needs assessment, engaging stakeholders in shared ownership of the vision, and translating strategic intent into daily administrative practice. Drawing on case studies from successful school turnaround efforts, leaders will be equipped with tools to anticipate challenges, communicate direction with clarity, and create alignment between long-term goals and short-term decisions. Participants will leave with a draft vision roadmap for their own contexts.

Many schools operate in constant “survival mode”, responding to immediate pressures without a clear pathway for sustainable growth. This session will support school leaders and administrators to move from reactive management to strategic school improvement. Drawing on practical school leadership experience, participants will explore how to define long-term goals, identify priority areas for improvement, and translate vision into step-by-step action plans linked to people, time, budgets, resources, and measurable outcomes. The session will highlight how schools can strengthen academic quality, staff capacity, parent engagement, student experience, operations, and financial sustainability through intentional planning. Participants will leave with a simple but powerful framework for aligning ambition with execution, helping their schools become more focused, resilient, and future-ready.

Modern education aims to foster both academic skills and strong character traits in students, such as discipline, responsibility, perseverance, confidence, teamwork, and leadership. Music education plays a key role in this process by offering experiences—like singing, playing instruments, composing, listening, and participating in ensembles—that help students grow personally, socially, and emotionally. These activities not only build musical skills but also help teachers identify and nurture positive character traits, making music education a powerful tool for overall character development.

This engaging and practical session explores how the structure and systems of an ant hill can provide a powerful framework for sustainable school growth. Participants will discover how administration, non-teaching staff, and teaching staff can work together like a thriving ant colony to strengthen leadership, improve systems, develop people, manage resources effectively, and build a strong school culture. Through interactive discussions, team-based activities, and a hands-on ant hill modeling exercise, school owners and leaders will identify strategies to increase enrollment, enhance operational efficiency, improve staff performance, and create long-term organizational success. Participants will leave with actionable tools, a customized growth plan, and a renewed commitment to building schools that are resilient, collaborative, and positioned for lasting impact. The goal is to have Administration, Non teaching and Teaching staff work as one.

This presentation showcases a innovative model of professional development that leverages leadership, collaboration, and technology to transform teaching and learning. By sharing a successful case study, we aim to inspire and equip participants with practical strategies for designing and implementing effective professional development programs that drive sustainable educational transformation.

Creating environments where learners feel safe,  seen and supported is fundamental to meaningful learning. This workshop will explore how trauma-informed teaching and safeguarding practices work together to foster psychological safety , strengthen student engagement and promote academic success. Additionally, the workshop hopes to deepen educators understanding of how trauma and adversity can influence learning behaviour  and relationships while examining the educator’s role in creating inclusive , responsive and culturally respectful learning environments. 

I grew up attending one of what people called the ‘good’ schools of my time. It had excellent facilities, opportunities, and support systems. Yet, despite all it offered, I rarely felt like I mattered.

Years later, after working across local and international schools as a teacher, counsellor, school leader, and even now as a licensed Educational Psychologist, I continue to encounter children asking the same silent question: Do I matter?

In an age of well-being initiatives, safeguarding frameworks, and learner-centred approaches, the challenge is not whether schools are doing more; it is whether children are genuinely experiencing what we believe we are providing.

Through compelling stories, practical strategies, and real-world insights, this session explores how everyday interactions shape belonging, resilience, wellbeing, and student outcomes. Participants will leave equipped to create school cultures where every child feels seen, valued, and known.

Schools excel at safeguarding students through road safety, cyber-safety, and fire drills. Yet, one of the leading global causes of preventable childhood mortality remains largely absent from school safeguarding frameworks: drowning.

This interactive workshop challenges educators to reframe water safety from an optional extracurricular luxury into a fundamental safeguarding responsibility. Led by an internationally trained aquatics expert, the session bridges the gap between child protection theory and practical application. Crucially, it demonstrates how drowning prevention can be integrated into existing well being and life-skills curricula, regardless of whether a school has access to a swimming pool.

Participants will explore scalable, "dry-side" teaching strategies to equip students with essential risk literacy, hazard recognition, and bystander emergency awareness. Educators will leave with an actionable toolkit to cultivate a whole-school culture of water safety that protects children far beyond the classroom gates.

Student activities are more than additions to the school calendar; when purposefully planned and effectively led, they become powerful opportunities for developing confident, responsible and well-rounded learners. However, creating meaningful student experiences requires more than organising events; it demands purposeful planning, effective leadership, student involvement and continuous reflection.

This practical and interactive workshop will take participants through the journey of transforming an activity idea into a safe, inclusive and impactful student experience. Drawing on practical experiences in student leadership, service learning, educational trips, school events and enrichment programmes, the session will explore planning, delegation, student voice, safeguarding, risk management, communication, behaviour management and evaluation.

Participants will engage with real-life scenarios and receive practical tools, templates and strategies that they can adapt to their own school contexts. By the end of the workshop, they will be better equipped to plan, lead and evaluate activities that move students beyond participation towards leadership, personal growth and meaningful transformation.

Child protection and safeguarding in international schools extend far beyond policies, procedures, and compliance requirements. Schools in Ghana operate within a unique context shaped by diverse cultures, international standards, local legislation, evolving online risks, family culture, faith-led values, strong discipline and respect, and growing student well-being needs. This session is delivered by an international Safeguarding Consultant, trainer and CIS-affiliated Consultant of ten years and over thirty years of safeguarding professional experience in social work. 
This interactive workshop will explore the most pressing safeguarding challenges facing international schools in Ghana, including staff recruitment and vetting, responding to disclosures, online safety, mental health and well-being concerns, culturally responsive safeguarding practices, and effective collaboration with families and external agencies. Through case studies, discussion, and practical tools, participants will examine how school leaders can move beyond compliance to foster a proactive safeguarding culture in which every adult understands their responsibility to protect children.

https://www.linkedin.com/in/ann-marie-christian-frsa-7116b71b/

In today’s educational context, teachers are expected to build not only academic success but also confident and emotionally healthy learners. This session explores the transformative power of classroom affirmations as a simple yet effective strategy for shaping positive student identity and self-belief. Drawing on a practical classroom experience, it highlights how an Affirmation Wall with a mirror and “I Am…” statements helped students develop daily habits of positive self-talk. Even after the mirror accidentally broke, students continued the practice, demonstrating that the affirmations had become internalized beliefs rather than routine activities. Through interactive discussion and practical demonstrations, participants will explore how affirmation spaces can be created in any classroom to strengthen confidence, improve classroom culture, and support social-emotional development. Attendees will leave with adaptable strategies to foster affirmation-rich environments that empower learners to recognize their potential and succeed.

Safeguarding is most effective when it is embedded within the culture, systems, and daily practices of an entire school community. This presentation explores a whole-school approach to safeguarding that extends beyond compliance and child protection procedures to encompass trust, wellbeing, inclusion, and collective responsibility. Participants will examine how leaders, teachers, support staff, students, parents, and community partners each play a vital role in creating environments where children and young people feel safe, valued, respected, and empowered to thrive.

Drawing on current safeguarding principles and practical school-based experiences, the session highlights the interconnectedness of policy, culture, professional practice, student voice, staff wellbeing, and community engagement. Attendees will gain insights into building sustainable safeguarding systems that promote prevention, early intervention, accountability, and a shared commitment to the welfare of all learners.

Through reflection, discussion, and practical examples, participants will be encouraged to evaluate their own safeguarding culture and identify actionable strategies for strengthening safeguarding practices across their educational settings. Ultimately, this session positions safeguarding not as the responsibility of a few individuals, but as a collective endeavour that fosters trust, wellness, resilience, and positive outcomes for every member of the school community.

When faced with unfamiliar or non-routine mathematical problems, secondary school students frequently default to a common roadblock: "We haven’t learned this formula yet." The challenge in modern mathematics education is shifting students from passive formula-reproducers to active architects of thinking who can confidently navigate ambiguity. This interactive, practitioner-focused workshop is designed specifically for mathematics teachers seeking to transform their classrooms into dynamic problem-solving hubs.

The workshop will explore the neuroscience behind language acquisition and translate it into practical classroom strategy. Participants will examine how neuroscience, neurolinguistics, and applied linguistics together explain why certain teaching methods work, and how neuroplasticity allows the brain to learn languages at any age. 

The session unpacks the real developmental sequence for grammar acquisition (implicit before explicit), the role of Total Immersion and Total Physical Response (TPR) in natural acquisition, and debunks the myth that songs alone teach language. 

Participants will also practise four evidence-based strategies — shadowing, self-talk, thinking directly in the target language, and scaffolding through Vygotsky's Zone of Proximal Development. Through guided discussion, video examples, and hands-on practice, teachers will leave with a brain-compatible framework they can apply immediately to lesson design, sequencing, and learner support across proficiency levels. 

Despite years of grammar instruction, millions of secondary school students complete their language education unable to hold a basic conversation, or navigate a real-world interaction. This seminar confronts a persistent paradox in language education: why does extensive grammar knowledge so rarely translate into communicative competence?

Drawing on foundational principles from Hymes (1972) and Savignon, alongside contemporary cognitive science — including Swain's Output Hypothesis and Long's Interaction Hypothesis — this session makes the evidence-based case for Communicative Language Teaching (CLT) as the bridge between classroom learning and real-world language use. 

The seminar moves beyond theory into immediate classroom application. Participants engage with four hands-on, research-backed activities — Information Gap tasks, authentic Role-Play scenarios, Jigsaw Reading investigations, and Task-Based Learning projects — each designed to integrate target grammar organically within meaningful communication. We address practical objections head-on: large class sizes, exam pressure, limited authentic materials, and student reticence — offering concrete strategies for each.

Keywords: Communicative Language Teaching, secondary education, task-based learning, language acquisition, classroom practice, teacher professional development.

This workshop explores how mathematics teachers can move from routine questions with one correct answer to rich open-ended tasks that allow multiple pathways to understanding. Using the Differentiated-Open Approach, participants will learn how one well-designed mathematical task can support learners of different abilities within the same classroom. The approach provides low entry points for struggling learners while offering opportunities for stronger learners to reason, justify, generalise, and deepen their thinking. Participants will examine examples from number, algebra, geometry, statistics, and functions, and learn how to transform closed textbook or examination-style questions into open-ended tasks. The workshop will also focus on teacher questioning, classroom discussion, and strategies for helping students compare methods, explain ideas, and connect their thinking to formal mathematical concepts.

In an increasingly interconnected world, education extends beyond academic achievement to preparing learners to understand, appreciate, and contribute positively to the world around them. “Raising Global Citizens: The Teacher’s Role in Shaping Tomorrow’s World” explores the powerful role teachers play in developing responsible, compassionate, culturally aware, and internationally minded learners.

The presentation will examine how teachers can intentionally cultivate values such as respect, empathy, inclusivity, collaboration, critical thinking, creativity, and social responsibility within everyday classroom experiences. It will highlight how teaching and learning can move beyond the classroom by connecting children to real-world issues, different cultures, diverse perspectives, and global challenges.

How can we move beyond teaching subjects in isolation to create learning experiences that are meaningful, connected and memorable? 

This interactive seminar explores how multimodal, interdisciplinary and theme-based learning can deepen understanding while inspiring curiosity, creativity and critical thinking. Through practical classroom examples, participants will discover how a single real-world theme can integrate literacy, science, mathematics, social studies, the arts and technology into cohesive learning experiences. 

The seminar will examine how combining multiple modes of learning supports diverse learning needs and encourages deeper engagement. Participants will explore practical strategies that can be adapted across age groups and curricula, demonstrating how creativity can become a powerful tool for learning in every subject, not just the arts. The session will equip educators with a practical framework for designing engaging, context-rich lessons that help children connect ideas, apply knowledge and become active participants in their own learning.

Join us in discussing the reality of working with students who frequently appear to have an extremely limited attention span in the classroom. We all wonder how they can play videogames for hours (days?) and yet hardly focus enough to read a chapter. 

We will discuss what we are all observing in the classroom, consider the recent scientific, evidence based research and outline strategies to build attention spans. We will discuss the gamut, from students who have diagnosed Attention deficits to those who can hyper-focus.

Educational systems have long sought to make learning relevant to students' lives beyond the classroom. Yet many learners continue to experience academic subjects as disconnected from the economic and social realities around them. This session explores a knowledge translation approach that helps students recognize the practical value of academic learning by connecting academic subjects to local economic sectors. 

Participants will examine examples such as Mathematics applied to garment production through measurement and scaling, Economics applied to trading through pricing and profit analysis, and Physics applied to carpentry through force distribution and structural design. Drawing on emerging work from the National Strategic Literacy Initiative (NSLI), the session will explore how structured translation activities can strengthen educational relevance, student engagement, and practical application of knowledge.

Play is not a break from learning, it is learning. This session explores the foundational role of play-based learning in early years practice and how educators can intentionally design environments, interactions, and routines that honour children’s natural drive to explore and make meaning. Drawing on frameworks such as How Does Learning Happen? and Reggio Emilia-inspired pedagogy, participants will examine what high-quality play looks like across diverse early childhood settings and how it connects to child development, curriculum expectations, and authentic assessment. Through practical examples, reflective discussion, and hands-on activities, this session invites educators to move beyond surface-level play and into purposeful, responsive practice that centres the child’s voice, curiosity, and belonging.

In an era of rapid-fire notifications, short-form media, and continuous multitasking, the capacity for sustained focus has become the scarcest commodity in the modern classroom. Driven by the constant pull of digital devices, today’s learners increasingly struggle to endure standard lessons or follow multi-step instructions, creating an unprecedented classroom attention crisis.

This workshop introduces a practical, evidence-based antidote: choral music training. By demanding acute active listening, split-second timing, high working-memory load, breath regulation, and real-time interpersonal synchronization, ensemble singing systematically targets and strengthens the exact cognitive faculties that digital overstimulation erodes.

Reimagined through a cognitive lens, collective vocal performance transcends its traditional extracurricular role to serve as a powerful form of "attention rehab”. Attendees will discover actionable strategies to leverage choir practice to rebuild students' capacities for deep focus, delayed gratification, and profound academic engagement.

Be part of an engaging, interactive professional development workshop designed to help teachers understand the critical role executive functions play in student learning, behaviour, and achievement. Through hands-on activities, real-world classroom scenarios and collaborative discussions, participants will explore key executive function skills such as working memory, inhibitory control, cognitive flexibility, planning, and organisation. Teachers will leave with a deeper understanding of how executive function challenges present in the classroom and co-create strategies to support learners in becoming more independent, self-regulated, and successful. The workshop emphasizes practical application, reflection, and immediate classroom implementation.

A well-managed classroom is the foundation of effective teaching and meaningful learning. This highly interactive workshop is designed for primary school educators seeking practical, classroom-tested strategies to create positive learning environments where pupils feel safe, engaged, and motivated to succeed. Through demonstrations, discussions, role play and hands-on activities, participants will experience strategies they can confidently adapt to their own classrooms, helping to reduce disruptions, improve pupil engagement and maximise learning time.

This workshop is for you if you want to:

• Reduce disruptions and reclaim learning time
• Keep pupils genuinely engaged and motivated
• Build a calmer, more connected classroom culture
• Add fun, purposeful activities to your everyday practice

This session explores a whole-child approach to education by integrating Brain Gym, student wellbeing, and academic development to support learners' cognitive, emotional, and social growth. It examines how purposeful movement-based activities can enhance attention, concentration, coordination, memory, and readiness for learning while fostering emotional regulation and resilience. Participants will explore practical strategies for embedding Brain Gym exercises and wellbeing practices into everyday classroom routines to create engaging, inclusive, and supportive learning environments. The session also highlights the relationship between student wellbeing, executive functioning, and academic achievement, emphasizing that optimal learning occurs when learners feel safe, connected, and empowered. Through interactive demonstrations, evidence-informed discussions, and classroom-based examples, educators will gain practical tools to promote learner engagement, improve classroom participation, and strengthen academic outcomes.

This workshop explores how Professional Learning Communities (PLCs) can drive meaningful, job-embedded professional development through collaborative practice. Drawing on examples from Mathematics and English Language classrooms, participants will examine instructional routines that gradually shift cognitive load from teachers to students, fostering greater independence, engagement, and deeper learning. Working in subject- or year-level PLCs, teachers will assume defined roles, collaboratively design a student-centred lesson using a shared planning framework, and engage in structured peer feedback and reflection. 

The session will equip participants with practical instructional routines, collaborative planning strategies, and tools for facilitating impactful PLC conversations within their own schools. Participants will leave with adaptable, classroom-ready approaches that promote active student learning and demonstrate that student-centred instruction is both achievable and highly effective, even in large classes. 

This workshop explores innovative approaches that can strengthen teacher effectiveness by promoting student-centred learning, leveraging technology, encouraging collaboration, and using data-driven instructional practices. It aims to provide practical strategies that educators can implement to create engaging, inclusive, and high-performing learning environments. 

<p>True inclusion extends beyond physical presence. It requires an intentional and flexible response to learner variability. This seminar equips educators with evidence-based differentiation strategies rooted in educational psychology. Participants will explore how to adjust content, product, process, and learning environment based on students' readiness, interest, and learning profiles. Drawing from Universal Design for Learning (UDL) and formative assessment practices, the session bridges the theory to classroom reality. Practical examples will be used to address common challenges, namely mixed-ability groupings, English language learners, and students with learning difficulties. Emphasis will be placed on low-preparation, high-impact techniques that sustain teachers' well-being while maximizing students' engagement. By the end of the session, educators will move from seeing differentiation as overwhelming to viewing it as an empowering framework for equity and excellence. Join this interactive seminar to transform inclusive ideas into daily instructional action.</p>

Many educators in under-resourced schools face challenges in accessing quality literacy materials that effectively support early reading development. This interactive workshop explores practical approaches to creating low-cost, culturally relevant literacy resources for foundation and early primary learners. Drawing on classroom experience and research, the session demonstrates how teachers can use affordable, locally available, and recycled materials to design engaging literacy tools that support phonics instruction, vocabulary development, reading fluency, and comprehension. Participants will engage in hands-on activities to create literacy games, decodable readers, word-building resources, and other instructional materials that reflect learners’ cultural backgrounds and everyday experiences. The workshop aims to empower educators to become resource creators and innovators, rather than relying solely on commercially produced materials. Participants will leave with practical ideas, adaptable templates, and strategies for enhancing literacy instruction and improving reading outcomes in diverse educational settings.

For the past 10 years, Coach Tanisha Marie has been committed to transforming lives through financial literacy education, entrepreneurship, and wealth-building programs for students, families, and educators. Through engaging workshops, textbooks, workbooks, and hands-on activities, she teaches youth and adults practical skills in budgeting, saving, investing, entrepreneurship, and financial empowerment. Her programs are designed to close the financial literacy gap in underserved communities while preparing students for real-world success. Working with schools, CBOs, Title I programs, and community initiatives, she has impacted over 55 schools annually through enrichment programming, parent workshops, and teacher professional development. Her mission is to create generational change by equipping students and families with the tools, mindset, and opportunities needed to build sustainable wealth, leadership, and long-term success.

Educators increasingly rely on digital platforms, including portals, payroll systems, school WhatsApp groups, personal Gmail accounts, and Mobile Money wallets. However, this expanding digital presence exposes teachers to sophisticated scams, credential theft, and account takeovers. 

Adapted from the international Cybersecurity Awareness Month 2026 framework, this interactive seminar demystifies cybersecurity for non-technical educators. Participants will learn how cyber-criminals exploit simple habits, and how adopting five zero-cost behaviors neutralizes threats. 

Artificial Intelligence (AI) is transforming education worldwide, yet much of the current discourse is characterised by optimism, uncertainty, and limited empirical evidence, particularly from developing countries. While AI-powered tutors, learning assistants, and agentic systems are increasingly entering classrooms, policymakers and educators continue to grapple with critical questions regarding effectiveness, equity, transparency, and the role of human teachers. In many resource-constrained educational settings, the challenge is not merely adopting AI but determining how AI can be designed and implemented to strengthen learning while preserving the public purpose of education.

This presentation shares findings from a doctoral research project conducted in Ghana that designed, developed, and evaluated a Human-Centred Pedagogical Agent Persona (PAP) to support project-based learning in visual arts education. Guided by the Design Science Research Process Model (DSRPM) and the ADDIE instructional design framework, the study developed an AI-inspired pedagogical agent capable of delivering instructional guidance while allowing varying levels of learner control over instructional pacing.

Using a mixed-methods research design involving senior high school students, the study compared three instructional conditions: System-Paced, Learner-Paced, and Learner-and-System-Paced pedagogical agent environments. Findings revealed statistically significant improvements in creativity, design quality, craftsmanship, and task suitability among learners exposed to pedagogical agent-supported instruction, with learner-controlled environments producing the strongest outcomes. The study further demonstrated high learner acceptance and usability while highlighting the continuing importance of teachers as facilitators of meaningful learning experiences.

Ultimately, this presentation argues that the future of AI in education should not be measured by the sophistication of algorithms alone, but by the extent to which AI enhances human learning, supports teachers, advances equity, and contributes to more inclusive educational futures for all learners.

Keywords: Human-Centred AI, Pedagogical Agents, Educational Technology, Learning Equity, Project-Based Learning, Ghana.

Your students are already using AI. Some are using it well. Some are using it in ways that should concern you. And most schools  including good ones are still figuring out what to do about it. This seminar is a straight conversation about where AI actually shows up in a school day, what that means for how you teach and how you lead, and how to make smarter decisions without overhauling everything at once.

Artificial Intelligence (AI) is transforming how we live, work, and learn, making it essential for educators to prepare learners for a rapidly changing world. This session explores how primary school teachers can harness the power of AI while nurturing the uniquely human skills that technology cannot replace. Participants will discover practical ways to integrate AI tools into teaching and learning, enhance creativity and critical thinking, personalize instruction, and improve classroom efficiency.

The session will also address digital citizenship, ethical AI use, and strategies for helping young learners become responsible users of technology. Through real-world examples and hands-on demonstrations, teachers will gain confidence in using AI as a partner in education, while ensuring that human intelligence, curiosity, empathy, and creativity remain at the heart of learning.

Data is transforming how educational institutions understand performance, identify challenges, and make informed decisions. This session will explore the practical application of data analytics in education through real-world examples that demonstrate how data can be used to uncover meaningful insights and drive positive outcomes.

Artificial Intelligence (AI) is transforming education by enhancing teaching, learning, and professional practice. This presentation explores practical ways teachers can use AI effectively both in and outside the classroom. It highlights how AI can support lesson planning, resource creation, assessment design, feedback, administrative tasks, and differentiated instruction, while also enriching classroom engagement through interactive and personalized learning experiences. The session will showcase real-world examples, discuss ethical considerations, and provide practical strategies for integrating AI responsibly. Participants will leave with actionable ideas and tools to improve efficiency, foster student learning, and confidently incorporate AI into their everyday teaching practice.

Artificial Intelligence (AI) is reshaping education, offering exciting opportunities to enrich teaching and enhance learning in primary classrooms. This interactive workshop introduces educators to practical, easy-to-use AI tools that can support lesson planning, differentiate instruction, create engaging learning resources, streamline assessment, and reduce administrative workload.

Through demonstrations, hands-on activities, and collaborative discussions, participants will explore how AI can complement and not replace the expertise and creativity of teachers. The workshop will also address ethical considerations, responsible AI use, and strategies for fostering critical thinking and digital citizenship among young learners.

Globally, we are seeing a shift and evolution in jobs, roles and institutions. It's called creative destruction, a season that follows the arrival of a general purpose technology like artificial intelligence (especially the generative and agentic dimension). For us in education, there is a question around how will this transform the jobs of teachers and what must teachers become to be relevant in the intelligent age ? 
A possibility that has been tested and proven is “Interactive Learning Designer”. In the previous dispensation, teachers would not approach this because coding was the fundamental building block, it was a technical domain so most of the tools we see today were not built by teachers. That skills gap has been closed by AI, because it can now handle coding. So if a teacher understands information processing theory, cognitive science, interactive design elements and their uses with power prompting, they can build tools that are very customized, speaks to the needs of their learners without having to always rely on external tools. I believe the next genetaion of innovators we will see in K-12 will be classroom teachers because the knowledge and technical gap has been closed, so teachers can now become interactive learning designers. 

Artificial Intelligence (AI) is rapidly transforming education, creating new opportunities for teachers to enhance learning, personalise instruction, and reduce administrative workload. As Ghana's education sector increasingly embraces AI-driven innovation, educators need practical strategies for integrating these tools effectively and responsibly into everyday classroom practice.

This interactive workshop, Work Smart, Teach Better: Practical AI Strategies for Every Classroom, will equip participants with hands-on approaches for using AI across the teaching and learning cycle. Through live demonstrations, collaborative activities, and real classroom examples, participants will explore how AI can support lesson planning, instructional resource development, assessment design, feedback generation, learner differentiation, and professional productivity. The session will also address ethical considerations, responsible AI use, and the limitations of AI in educational settings. Participants will leave with practical skills, ready-to-use prompts, and actionable strategies that can be immediately applied to improve teaching effectiveness and learner outcomes.

Artificial Intelligence (AI) and Robotics are transforming the way we learn, work, and serve our communities. This engaging workshop introduces participants to the exciting world of intelligent machines and their growing impact on education, industry, and everyday services. Primary and secondary teachers will explore how AI and robotics can enhance creativity, problem-solving, coding, and innovation through hands-on activities and real-world applications. School leaders and administrators will gain insights into preparing learners for future careers, integrating emerging technologies into teaching and learning, and fostering a culture of innovation. 

Participants will discover how AI-powered systems and robots are revolutionizing manufacturing, healthcare, transportation, customer service, and education. Join us to explore, create, and imagine a future where technology empowers people to solve challenges and shape a smarter, more sustainable world.

According to the World Economic Forum, 39% of workers' core skills are expected to change by 2030, with analytical thinking, creativity, resilience, leadership, and technological literacy among the most in-demand competencies. At the same time, UNESCO continues to highlight the growing need for education systems to evolve in response to rapid technological and workforce transformation.

The premise of this session is simple: the future of education is not about producing more coders—it is about developing adaptable, future-ready problem-solvers who can work alongside emerging technologies.

As artificial intelligence reshapes industries and transforms the nature of work, schools have a critical responsibility to equip students with both the technical and human skills needed to thrive. While digital literacy remains important, employers increasingly seek individuals who can think critically, communicate effectively, collaborate across cultures, solve complex problems, and continuously learn throughout their careers.

Drawing on global workforce trends, educational innovation, and practical examples from the UK and Africa, this session will explore how educators and school leaders can move beyond technology adoption and intentionally cultivate the skills, mindsets, and competencies that prepare learners for an uncertain and rapidly evolving future.

In addition to exploring the strategic implications of AI in education, the session will provide a practical overview of emerging educational platforms and tools that are transforming teaching and learning. Participants will gain insight into how platforms such as Canva for Education, Google Gemini, Microsoft Copilot, Khanmigo, MagicSchool AI, NotebookLM, and adaptive learning technologies can be integrated responsibly to enhance creativity, personalisation, assessment, collaboration, and student engagement.

Participants will leave with practical strategies for embedding future-ready skills into curriculum design, classroom practice, leadership approaches, and school culture, alongside a toolkit of technologies that can be implemented immediately within their own institutions.

Key Takeaway:

The schools that will have the greatest impact over the next decade will not be those that teach the most technology, but those that best prepare students to navigate change, solve real-world problems, leverage emerging technologies effectively, and remain relevant in a future that is constantly evolving.