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eAssessments: What does it mean in IB education?

Dec 11, 2016   //   by admin   //   News  //  No Comments

Wednesday March 22, 2017 – Thursday March 23, 2017

Avari Hotel, Lahore, Pakistan

View MapMap and Directions | Register


[ This is not an IB Authorized Workshop]


  1. To understand the changing approach to assessment in IB programmes
  2. To consider approaches to teaching and learning in light of changes in assessment.


  • To appreciate the context of changes to the MYP assessment model.
  • To consider the relationship between skills, concepts, content and assessment.
  • To inquire into validity and reliability in assessment.
  • To share ideas on the nature of authentic assessment.
  • To assess current practices with respect to formative and summative assessment.
  • To consider the implications for teaching of eAssessment in MYP and DP.
  • To discuss the nature of assessment ‘backwash’ on teaching and learning
  • To reflect on personal actions in order to support learning and achievement.

Workshop Leader:

Mr. Malcolm Nicolson
BSc. (Hons) Ecological Sciences, UK; PGCE (Biology and PE), UK; MA International Education, UK; MSc (distinction) in Energy and Environmental Management, UK

Malcolm Nicolson is the director of Erimus Education. After teaching in the UK, Bahamas and Thailand, he became Head of MYP Development for the IB from 2007 till 2013 and Head of Diploma Programme Development from 2013 to 2015. Malcolm was responsible for curriculum development across MYP and DP, including all subject review.

He led the MYP curriculum development department through a relocation from Cardiff to The Hague, and initiated and directed MYP: the next chapter, the first whole programme review conducted by the IB. Malcolm designed the new curriculum as part of a high performing team, including a conceptual model with an emphasis on ATL skills, and authored History of the MYP (2010) and MYP: From principles into practice (2008, and pilot 2012). He was involved in leading the development of the new eAssessment model for the MYP.

In 2013 he became Head of Diploma Programme (DP) Development. He introduced ATL to the DP, revised all departmental review processes, and initiated research into student workload and flexibility in the DP. Malcolm authored DP: From principles into practice (2015) and worked with assessment colleagues to plan for the introduction of onscreen DP examinations.

Malcolm has had several articles and papers published, including:

  • Incorporating circular economy in a quality secondary education (with Sarah Mitchell) (2016) org. Circular Economy News.
  • Preparing for success in the IBDP – beating stress! (2016) SmartPrep Blog
  • Foreword in Transitioning to Concept-Based Curriculum and Instruction (Erickson & Lanning, 2014)
  • MYP: the next chapter – International School, 2013, Vol. 15 issue 2
  • Inclusion: does MYP assessment cater for all? – International School, 2002, Vol. 4 issue 3.
  • The MYP: a key role in international education – IB World, Nov. 2002, issue 33.
  • Approaches to Learning and the Teacher (with Sue Hall) – IB World, May 2001, issue 27

Participant Fee

PKR30,000/- (Exclusive of all taxes)

Payment Methods

  • Pay Order/Demand Draft:

Please send Payorder or Demand Draft in favour of TRUST FOR ADVANCEMENT OF KNOWLEDGE AND EDUCATION to C/o The International School (First IB World School in Pakistan), F-23 Block 5 Clifton, Karachi, Pakistan with a cover letter identifying the participant(s) for whom the payment is made.


  • Wire Transfer

 Please wire transfer to the account below:

Bank Account Number :                   1-2-2-20311-714-158168
Bank Name :                                      Summit Bank (Clifton Branch)
Branch Address:                                Boat Basin, Clifton, Karachi, Pakistan
Swift Code:                                        SUMBPKKA
IBAN Number:                                  PK60SUMB0202027140158168



Call for Papers, TAKE Time Out, March 2013

Jan 3, 2013   //   by admin   //   News  //  Comments Off on Call for Papers, TAKE Time Out, March 2013

Please submit your proposals for presentation at TAKE Time Out in March, a conference for professional educators, held at Avari Towers, Karachi from the 5th to 7th March 2013. The Theme of the conference is ENHANCING CLASSROOM LEARNING.

The three formats available for your presentations are as follows

One of the HOUR long sessions will be run as an SPARK! session, where 6 participants are given five minutes to speak about their ideas and personal or professional passions. To make the best use of time, no visual aids are permitted. Your session should aim to stimulate debate in remaining 30 minutes of this session at the end. This session will be Chaired and a summary of this session will be presented by the Chair in the last day of the conference.

If you wish to present some ongoing work, debate an idea, look at difficult issues of practice or theory, but an SPARK! session is too short, then an HOUR long workshop is ideal for you. Here it is assumed that the audience will be a key part of the workshop, and you must suggest activities in your proposal.

For a more academic format presentation of your research and/or research findings, you should opt this ONE hour format which allows for 30-45 minute presentation followed by discussions.

For those selected to present at this conference, the registration fee will be waived for the lead presenter of format 2 and 3 only as per the ruling of TAKE Trustees.

To avail of this opportunity, please submit your paper by 28th of January

Short Course in Primary Mathematics

Sep 22, 2012   //   by admin   //   News  //  Comments Off on Short Course in Primary Mathematics

Thursday January 17, 2013 – Saturday January 19, 2013

Avari Towers, Karachi, Pakistan

View MapMap and Directions | Register



The 3-day course’s objective is to increase your confidence, effectiveness, knowledge and understanding of approaches to teaching Mathematics at the Primary level.

Over the three days you will work on your own understandings of mathematics and think about what the structures of mathematics suggest about how it might best be taught. We will explore tensions between the ways people (for example parents or text-book writers) might want or expect maths to be taught and how it might be taught to maximise understanding and creativity. Embedded in the sessions will be opportunities to explore issues such as sequencing and planning teaching, and particular pedagogical questions such as the organisation of problem solving and group work.

The course will include formal presentations, individual and small group tasks, discussion and reflection.

Subjects to be covered

• Expectations of Mathematics
• Teaching, Learning and Assessment of Mathematics
• Resource management and quality assurance

Course Features

• The course draws on expert knowledge and research on teaching of Mathematics

• High quality facilitation will be provided by an expert trainer. It is designed to achieve rich collaborative learning through drawing on participants’ own experiences and insights in relation to teaching

• Study materials will be provided to guide, support and challenge participants’ thinking and practice. These will take the form of, for example, conceptual frameworks and analytical tools which participants can use in their teachings. Participants will be encouraged to reflect on their learning as they progress through the programme, and to apply it to their future practice.

Course Assignment

During and following the course you will be asked to engage in a mathematical investigation in which you develop your understanding of an aspect of mathematics and explore its teaching in your professional context – we will discuss the nature of the assignment in more detail during the course.

Participants who fulfil all course requirements will be awarded a Certificate of Completion.

Outline of the course

Day 1: Counting and calculating: approaches and challenges

During day one we will consider the basics of number from counting to calculation strategies. We will cover:
• stages in learning to count,
• difficulties associated with learning to count,
• the ways in which counting and number recognition develop to enable basic mental calculations,
• strategies that teachers might use to support the development of more complex mental calculation strategies and informal written strategies,
• developing these into written forms of calculation
• ways of extending and further exploring calculation strategies

We will explore the difficulties of traditional expectations and formal methods of calculation and why consider why a more principled approach might lead to greater mathematical understanding and flexibility. We will also think about why this might feel difficult and ways of developing professional resilience.

Day 2: Place value and measures

During day one we restricted ourselves to integers (whole numbers). In day two we will think about the numbers between the whole numbers and the ways in which these are used in measurement. The difficulties children have in developing understandings of place value and measure will be explored. Is it possible to use these difficulties as starting points for teaching? Can they be used creatively to develop understanding rather than worried about as things to ‘avoid’ or ‘fix’? During the day we will explore:
• the nature of the number system including rational numbers
• place value (especially decimals) and difficulties with this
• conservation of measures
• the unit
• inaccuracy/continuousness
• directly and indirectly observable measures
• links to place value
• Shapes (Two and Three Dimensional)

Day 3: Multiplicative and proportional thinking, and the beginnings of algebra

Today we will extend our work on rational numbers to thinking about multiplicative and proportional thinking to challenge and develop additive thinking. We will also consider the ways in which the early stages of algebraic thinking can be brought out of work in the primary classroom. These ways of thinking are central to mathematics but are often experienced as more difficult by many people. Over the course of the day we will cover:
• multiplicative thinking – what makes it different to additive thinking
• proportional thinking – particularly ratio and percentages
• different ways of thinking about fractions
• function machines and ‘what’s my rule?’ games
• developing awareness of pattern
• explaining, justifying and proving
• describing and generalising
• the use of unknowns

Course Leader

Dr Tamara Bibby
Tamara Bibby is a Lecturer in Learning and Teaching in the Faculty of Children and Learning, Institute of Education, University of London. She is programmed leader for the BEd in Education and teaches Masters and Doctoral courses on Teaching and Learning in Classrooms and Psychosocial Studies. Her early career was as a Primary School Teacher and Mathematics Consultant in Inner London and she is particularly interested in student and teacher experiences of learning. Her recent ESRC funded research enabled her to follow a group of primary school children across three academic years. This work has enabled her begin to unpack the processes involved in the mutual production of learner identities in one primary school. Tamara has also researched the ways in which specific maths curriculum, policy and practice issues impact upon generalist primary teachers – the intersections of policy, curriculum and teachers’ personal and professional lives – and how teachers’ accommodations to policy impact classroom/pedagogic relationships.
• Bibby, T. (2010) Education – an ‘impossible profession’? Psychoanalytic explorations of learning and classrooms. London: Routledge.
• Bibby, T. (2010) ‘What does it mean to characterise mathematics as ‘masculine’?: bringing a psychoanalytic lens to bear on the teaching and learning of mathematics’ In M. Walshaw (ed.), , Unpacking Pedagogy: New Perspectives for Mathematics Classrooms. . Greenwich, CT: Information Age.
• Bibby, T. (2009) How do children understand themselves as learners? Towards a redefinition of pedagogy. Pedagogy, Culture and Society.
• Bibby, T. (2009) ‘How do pedagogic practices impact on learner identities in mathematics? A psychoanalytically informed response’ In L. Black, H. Mendick and Y. Solomon (eds), Mathematical Relationships: identities and participation. London: Routledge.
• Bibby, T. (2008) ‘The experience of learning in classrooms: moving beyond Vygotsky’ In T. Brown (ed.), The Psychology of Mathematics Education: A Psychoanalytic Displacement. Rotterdam: Sense.
• Bibby, T. (2002) ‘Shame: an emotional response to doing mathematics as an adult and a teacher’, British Educational Research Journal 28(5), 705-722.
Further information
• Bibby, T. (2002) ‘Creativity and logic in primary school mathematics: a view from the classroom’, For the Learning of Mathematics 22(3), 10-13.
• Brown, M., Brown, P., and Bibby, T. (2008) ‘Brown ‘I would rather die’: reasons given by 16-year-olds for not continuing their study of mathematics’, Research in Mathematics Education 10(1), 3-18.
• Stobart, G., Bibby, T., and Goldstein, H. (2005) Moving to two-tier GCSE mathematics examinations: An independent evaluation of the 2005 GCSE Pilot and Trial (Final report). QCA.
Further information



SIX Presenters Selected for TAKE Time Out, October 2012

Sep 22, 2012   //   by admin   //   News  //  Comments Off on SIX Presenters Selected for TAKE Time Out, October 2012

For the second TAKE Time Out Conference in October 2012, there was a remarkable increase of 500% in paper proposal submission from Pakistan and abroad. This made the task of selection more challenging then the previous occasion. The paper presentation committee heavily debated in the selection of the following six:

1) “Introducing Instructional Leadership” by Amna Usman Khan, Academic Head, Beaconhouse School Systems
2) “Making History come alive in the Classroom” by Ms. Aysha Shaikh, History Teacher, Karachi Grammar School
3) “Issues facing teachers in teaching for a UK qualification in Pakistan.” by Mr. Abdullah Nabi Yusufi, Programme Coordinator, Jinnah University College
4) “School Based Professional Development in Beaconhouse School System” by Mrs.Shazia Humayun Mirza, Teacher Trainer, Beaconhouse School Systems
5) “THE GREAT TRAINING ROBBERY: How School Heads derail change initiatives?” by Mr. Abbas Husain, Director, Teacher’s Development Center
6) “Understanding the Needs of the Child” by Mrs. Rubina Naqvi, Director, Teacher’s Resource Center

and by invitation Ms. Asyia Kazmi, Senior Education Adviser and Team Leader, Department for International Development (DFID), UK will talk on “Education and Development”

TAKE Trustees, Advice Members and Management are extremely grateful for the submission of abstracts by all our colleagues. The next TAKE Time Out will be held 5-7 March 2013 and we hope to welcome any abstracts from our colleagues for the next conference.

Call for Papers , TAKE Time Out, 2 – 4 October 2012, Karachi

Jul 1, 2012   //   by admin   //   News  //  Comments Off on Call for Papers , TAKE Time Out, 2 – 4 October 2012, Karachi

Please submit your proposals for presentation at TAKE Time Out in October, a conference for professional educators, held at Avari Towers, Karachi from the 2nd to 4th October 2012.

For those selected to present at this conference, the registration fee will be waived for the lead presenter as per the ruling of TAKE Trustees.

To avail of this opportunity, please submit your paper at <a href=”“>            Click here to take survey</a> by 20th July 2012.

The 3 day workshops inclusive of lunches, teas & material are priced at Rs 30,000.

Aug 9, 2011   //   by admin   //   News  //  Comments Off on The 3 day workshops inclusive of lunches, teas & material are priced at Rs 30,000.

The 3 day workshops inclusive of lunches, teas & material are priced at Rs 30,000 for 60 participants each. Each participant will be awarded a certificate of participation by IOE, University of London.

Educational leadership Management workshops lead by Dr Raphael Wilkins.

Aug 9, 2011   //   by admin   //   News  //  Comments Off on Educational leadership Management workshops lead by Dr Raphael Wilkins.

Educational leadership Management workshops in both cities lead by Dr Raphael Wilkins. Dr Tina Isaacs and Dr Tamara Bibby will lead the Teaching, Learning and Assessment courses in Karachi and Lahore respectively.

The short courses planned for 24,25,26 March 2011 in Karachi and 7,8,9 April in Lahore.

Aug 9, 2011   //   by admin   //   News  //  Comments Off on The short courses planned for 24,25,26 March 2011 in Karachi and 7,8,9 April in Lahore.

The short courses planned for 24,25,26 March 2011 in Karachi and 7,8,9 April in Lahore.

Forty Seven (47) schools from 10 cities in Pakistan have registered

Aug 9, 2011   //   by admin   //   News  //  Comments Off on Forty Seven (47) schools from 10 cities in Pakistan have registered

On popular request, the deadline date for the courses has been extended to the 18th of May for Karachi and 21st May for Lahore courses and TAKE is now accepting payment of course in installments*

Forty Seven (47) schools from 10 cities in Pakistan have registered more than 110 candidates.

The schools include :
Aga Khan higher Secondary School Chitral,
Aga Khan Higher Secondary School Kuragh.
Aga Khan School,
Aga Khan University Examination Board,
Aitchison College,
Aligarh Public School & College for Women,
American Grammar School,
Angels International College,
Bahria College,NORE-1, Karachi,
Bara Dari Campus Gujrat,
Bay View High School,
British Overseas School,
Cordoba School for A-Levels,
Commecs Institute of Business and Emerging Sciences,
DA SKBZ College, Education Bay,
Engro College Daharki,
Engo Grammar School,
Engro Foundation,
Engro model school Daharki,
Family Educational Services Foundation,
FFC Grammar H/S School,
Foundation public school,
Generation’s School,
H.H.Sheikh Khalifa Public School,
Haque Academy,
Ilmesters Academy,
Institute of Education & Research,University of the Punjab,
Karachi American School,
Karachi Grammar School,
KN Academy Foundation Bahadurabad Campus,
Lahore Grammar School ,
Links, NUML Islamabad,
Public School Sukkur,
Sheikh Zayed International Academy,
Springfield School,
St. Gregory’s High School,
Sukkur Institute of Business Administration,
Teachers’ Development Center (TDC),
Teachers’ Resource Center (TRC)
The A.M.I. School,
The Green Island Foundation School,
The International School, Karachi,
The Lahore Alma,
TNS Beaconhouse
Vali Asr Comprehensive School

Chitral, Daharki, Faisalabad, Gujrat, Islamabad, Lahore, Karachi, Kuragh, Rahim Yar Khan & Sukkur.

* conditions apply