The Chair will welcome delegates to the second day of the conference, which will focus on two interrelated themes: EdTech and Management and Teaching and Learning.

• What alternative pedagogies are available and how can European international schools employ them? 
• Re-evaluating and disrupting educational norms to better equip students with twenty-first century competencies. 
• How can schools be truly innovative with regards to their assessment practices? Indeed, should there be formalised assessment at all going forward? 
• How can schools looking to innovate their curriculum and structure get buy-in from key stakeholders to ensure meaningful, long-term operational changes? 

• As international schools in Europe progressively cater to a growing local population, rather than their traditional expatriate market, how should they adapt to their pedagogy and provision?  
• What is the purpose of international schools, and what does it mean to be internationally minded, in an increasingly ‘glocal’ market? 
• Understanding your USP: how can schools develop and communicate their identity and values to attract and retain staff and students? 
• The business case for DEIJ: how can schools embed their long-term DEIJ vision and measure its success? 
• What responsibility do European international schools have with respect to global sustainability goals? 

Delegates are invited to attend one of the below interactive roundtable discussions in the Teaching and Learning stream. Please note that these roundtable sessions will take place concurrently and at the same time as the roundtable sessions in the EdTech and Management stream. 

• What best practice strategies should teachers be employing to ensure that they are challenging and scaffolding all learners? 
• The importance of evidence-based assessment practices and how assessment can feed into effective challenge to ensure that students meet their maximum potential. 
• How can facilitating student agency and allowing children to take ownership of their learning aid differentiated teaching?

• What strategies and techniques should educators employ to benefit home language, bilingual, multilingual and EAL learners? 
• How can a whole school approach to EAL improve learning outcomes for all? 

• The importance of self-regulated learning and student agency for developing both academic and soft skills. 
• How can international schools best foster student’s critical thinking, curiosity and creativity through a child-centred approach to learning? 
• How can European international schools furnish all children with the skills required to thrive beyond academics and tertiary education? How can student co-collaboration help to achieve this end? 

• How can international schools develop and implement a methodology for whole-school evidence-based assessment practices? 
• Establishing buy-in from all key stakeholders when instituting new assessment strategies within your school. 
• How can evidence-based assessment improve student outcomes, build greater resilience within students, and manage both parent and students’ expectations regarding to individual outcomes and future pathways. 

• Beyond bilingualism: the benefits of instituting multilingual teaching and learning within your school. 
• The business case for multilingualism: what are the financial implications of establishing multilingual teaching and learning environments? How feasible is it for an international school to become truly multilingual? 
• How can multilingualism and translanguaging prepare students for the future of work? 
• The importance of establishing and sustaining a multilingual culture that prioritises students’ home languages as well as the traditional educational languages commonly used in European schools. 
• How multilingual international schools can provide additional support for neurodiverse and SEND students.

• What should the role of European international schools be with regards to the global sustainability agenda? 
• How can schools equip students with the skills to survive and respond to a rapidly worsening climate catastrophe? 
• Campus transformation: rethinking learning spaces to provide truly sustainable experiential learning environments. 
• How can school leaders meaningfully embed sustainability in their school’s values and strategic goals?