Media Spotlight

The work and impact of the Thinking Matters approach and Thinking Schools has regular coverage in both National and Educational media press and publications. Recent coverage includes:

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Teaching Opportunities in Bangkok, Thailand 2020

Amnuay Silpa are looking for adaptable, experienced and committed Primary, Secondary and TEFL teachers who have high expectations of children’s learning, and an enthusiasm and passion for working with young people. The successful candidates need to be able to demonstrate excellent classroom practice, the ability to motivate pupils and a willingness to work in partnership with the staff team.

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Vote of Confidence for Barbara Priestman Academy

Barbara Priestman Academy is for students aged 11-19 years with an Autistic Spectrum Disorder or complex learning difficulties. They are also an accredited Advanced Thinking School. Judith Stephenson, Thinking School Coordinator at the school, shares the very positive and rewarding acknowledgement they have recently received for their first class Thinking School practices.

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Lithuanian Kindergarten embrace Thinking Schools

In Lithuania, we first heard about Thinking Schools in 2015. Richard Cummins together with Thinking Matters partner, Thinking Organisations, introduced the mission, philosophy and other main points at the event “Mokykla be sienų 2015” (trans. School with no walls 2015) which was held in Vilnius at the Lithuanian Exhibition and Congress Centre Litexpo.

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Thinking Matters in Norway

Hallagerbakken Skole in Oslo, Norway has been developing their approach as a Thinking School since 2015. A group of their experienced teachers and school leaders has recently commenced training to enable them to become a hub for provision of professional development and consultancy support for future Thinking Schools across Norway, with a view to extending the Thinking Schools network there.

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Exciting Developments in Northern Ireland

There is growing interest from schools in Northern Ireland to become Thinking Schools. The Thinking Matters’ approach provides a useful perspective for schools there, many of whom have been searching for more than decade to find an evidence-informed, student-centred model to assist their implementation of the statutory curriculum (CCEA, 2007) in which a ‘Thinking Skills and Personal Capabilities’ framework is ‘infused’ through the Areas of Learning.

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