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World Course: A New Model for Global Education｜世界课程：全球教育的新模式

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World Course: A New Model for Global Education｜世界课程：全球教育的新模式

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Comprehensive overview of Avenues' World Course curriculum, which integrates global perspectives across all subjects and grade levels, emphasizing critical thinking and cultural understanding.

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The table has two main components: elements (what our students learn) and learning experiences (the processes through which they learn). The 60 elements span the categories of thinking, character, well-being, understanding, purpose, interconnections, origins, nature, innovation and investigation. The 11 learning experiences-including language immersion, projects, and service-are staggered across different developmental stages, from toddler through graduation.

For example, the first Avenues World Element is empathy: the ability to recognize, understand and experience the feelings of others. Like the other elements, empathy spirals through our curriculum from the early grades to graduation. Our defined learning outcomes for empathy build on each other from kindergarten (e.g. identifying with characters in books), through 5th grade (e.g. recognizing that others' perspectives may differ from yours), through 8th grade (e.g. defining bias and prejudice with concrete examples), and finally through 12th grade (e.g. resolving conflicts by analyzing the emotions and thought processes of those involved).

Empathy might be combined with other elements like planning, beliefs and ethics, and the learning experience of service, in a community engagement project requiring students to take direct moral action. It might also be combined with creativity, design and entrepreneurship, and the learning experience of projects, to challenge students to solve a problem in their community using design thinking.

Discover the people, places and values that make Avenues unique.

Find out more about Avenues' admissions process and begin an online application for one of our global campuses.

Find your future at Avenues: join the growing team that's redefining K-12 education around the world.

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The table has two main components: elements (what our students learn) and learning experiences (the processes through which they learn). The 60 elements span the categories of thinking, character, well-being, understanding, purpose, interconnections, origins, nature, innovation and investigation. The 11 learning experiences-including language immersion, projects, and service-are staggered across different developmental stages, from toddler through graduation.

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Immersion Learning at Avenues: Language Acquisition in Practice｜爱文的沉浸式学习：语言习得的实践

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Immersion Learning at Avenues: Language Acquisition in Practice｜爱文的沉浸式学习：语言习得的实践

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Detailed examination of Avenues' language immersion methodology, including research on bilingual cognitive development and practical implementation strategies.

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At Avenues, students learn either Mandarin Chinese or Spanish by spending half of their day immersed in their new chosen language. Second-language proficiency is a key component of an Avenues education and is the foundation for creating global citizens.

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International Education and Schools: Moving Beyond the First 40 Years｜国际教育与学校：迈向首个四十年之后的发展

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International Education and Schools: Moving Beyond the First 40 Years｜国际教育与学校：迈向首个四十年之后的发展

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Critical analysis of international education development, providing context for understanding innovative approaches like Avenues within the broader international schools movement.

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Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools｜营造思维文化：真正改变学校必须掌握的八大力量

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Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools｜营造思维文化：真正改变学校必须掌握的八大力量

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Research-based approach to developing thinking cultures in schools, highly relevant to Avenues' emphasis on critical thinking and intellectual development.

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Comprehensive text on bilingual education theory and practice, essential for understanding the research base behind Avenues' immersion programs.

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Most Likely to Succeed: Preparing Our Kids for the Innovation Era｜最有可能成功：为创新时代培养孩子

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Most Likely to Succeed: Preparing Our Kids for the Innovation Era｜最有可能成功：为创新时代培养孩子

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Analysis of educational innovation and 21st-century skills development that aligns with Avenues' mission to prepare students for future challenges.

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Deeper Learning: Beyond 21st Century Skills｜深度学习：超越21世纪技能

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Deeper Learning: Beyond 21st Century Skills｜深度学习：超越21世纪技能

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Framework for deeper learning approaches that complement Avenues' emphasis on critical thinking, collaboration, and real-world application of knowledge.

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International Society for Technology in Education (ISTE).

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International Society for Technology in Education (ISTE).

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The ISTE Standards are a framework that guides educators, leaders and coaches in using technology to create high-impact, sustainable, scalable and equitable learning experiences.

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The widely adopted ISTE Standards provide a framework for educators to create high-impact, sustainable and scalable learning experiences for all students.

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But how do we know what today's learners will really need to know in the future? Future Educating Our Children for a Changing World is a toolkit for approaching that question with new insight. There is no one answer to the question of what's worth teaching, but with the tools in this book, you'll be one step closer to constructing a curriculum that prepares students for whatever situations they might face in the future.

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Future Wise: Educating Our Children for a Changing Worl…

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How to teach big understandings and the ideas that matt…

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Super Courses: The Future of Teaching and Learning｜超级课程：教学与学习的未来

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Super Courses: The Future of Teaching and Learning｜超级课程：教学与学习的未来

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From the bestselling author of What the Best College Teachers Do, the story of a new breed of amazingly innovative courses that inspire students and improve learning.

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From the bestselling author of What the Best College Teachers Do, the story of a new breed of amazingly innovative courses that inspire students and improve learning

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In Search of Deeper Learning: The Quest to Remake American High School｜寻求深度学习：重塑美国高中的探索

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In Search of Deeper Learning: The Quest to Remake American High School｜寻求深度学习：重塑美国高中的探索

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Drawing on hundreds of hours of observations and interviews at thirty different schools, Mehta and Fine reveal that deeper learning is more often the exception than the rule. And yet they find pockets of powerful learning at almost every school, often in electives and extracurriculars as well as in a few mold-breaking academic courses. These spaces achieve depth, the authors argue, because they emphasize purpose and choice, cultivate community, and draw on powerful traditions of apprenticeship.

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Grading for Equity: What It Is, Why It Matters and How It Can Transform Schools and Classrooms｜公平评估：其内涵、重要性与改变学校和课堂的力量

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Grading for Equity: What It Is, Why It Matters and How It Can Transform Schools and Classrooms｜公平评估：其内涵、重要性与改变学校和课堂的力量

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With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms.

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Learning that Transfers, Designing Curriculum for a Changing World｜迁移性学习：为变化中的世界设计课程

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Learning that Transfers, Designing Curriculum for a Changing World｜迁移性学习：为变化中的世界设计课程

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Learning That Transfers empowers teachers and curriculum designers alike to harness the critical concepts of traditional disciplines while building students’ capacity to navigate, interpret, and transfer their learning to solve novel and complex modern problems.

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Julie Stern, Krista Ferraro, Kayla Duncan, Trevor Aleo

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Oxford Handbook of Music Education｜牛津音乐教育手册 

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Oxford Handbook of Music Education｜牛津音乐教育手册 

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Early and middle school music education is built on child development and proven pedagogies like Dalcroze (eurhythmics) and Kodály (sequential, folk-based learning). Wind band education focuses on developing technical proficiency and collaborative ensemble skills within a comprehensive musical curriculum.

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The Impact of Technology Integration in Teaching on Student Performance in China

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The Impact of Technology Integration in Teaching on Student Performance in China

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The study asked: does it matter what that tablet is used for, how often it’s used, or which app is opened?
Researchers collected 259 students’ GPAs and their answers about three things:

1. What kind of tech they met in class (simple slides, VR goggles, coding software, etc.).

2. Why it was used (just showing pictures vs. letting them build a 3-D model).

3. How many days a week it appeared.

When the numbers were crunched, the “what” blew the other two away. Picking the right tool (say, a data-collecting lab app instead of a PDF reader) was linked to a jump of seven GPA points on a 100-point scale. Adding the “why” and “how often” helped a bit more, but together all three explained 61 % of the differences in students’ grades. In plain words: choosing the clever tool matters far more than simply using tech every day.

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Why We Do What We Do: Understanding Self-Motivation

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Why We Do What We Do: Understanding Self-Motivation

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This book explains how real motivation comes from meeting three needs: autonomy, competence, and relatedness.

For teachers, the book offers practical ways to create classrooms where students feel ownership, mastery, and connection — leading to deeper learning and well-being. It also reminds us as educators to nurture our own motivation and avoid burnout.

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Why We Do What We Do: Understanding Self-Motivation

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Why We Do What We Do: Understanding Self-Motivation [Deci, Edward L., Flaste, Richard] on Amazon.com. *FREE* shipping on qualifying offers. Why We Do What We Do: Understanding Self-Motivation

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John Dewey’s Art as Experience shows us that art is not only about paintings or museums, but about the meaningful moments we create and share in daily life. He believed that when children make or experience art, they are connecting feelings, ideas, and actions in ways that help them reflect, understand, and grow. In schools, this means art is more than a subject — it is a powerful way for students to build knowledge and make sense of the world around them.

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Participatory Creativity: Introducing Access and Equity to the Creative Classroom

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Participatory Creativity: Introducing Access and Equity to the Creative Classroom

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Edward Clapp’s Participatory Creativity challenges the idea of the “lone genius” by showing that creativity grows best when it is shared. He argues that all learners should have access to creative opportunities and that classrooms thrive when students build ideas together. In education, this means seeing creativity as collaborative and inclusive, giving every child the chance to contribute, imagine, and innovate.

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Slow Looking: The Art and Practice of Learning Through Observation

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Slow Looking: The Art and Practice of Learning Through Observation

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Shari Tishman’s Slow Looking highlights the importance of deliberate, careful observation in a world that often moves too quickly. What began as a museum practice is now recognized as a powerful approach across many disciplines, showing that when students pause to notice details, they deepen learning, strengthen attention, and build habits of reflection. In schools and beyond, slow looking demonstrates that understanding takes time—and that true creativity and critical thinking often begin with seeing the familiar in new ways.

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How We Learn to Move: A Revolution in the Way We Coach & Practice Sports Skills

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How We Learn to Move: A Revolution in the Way We Coach & Practice Sports Skills

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What is the new, revolutionary way people are becoming skillful? How is sports practice and coaching becoming more creative and fun – giving athletes the opportunity to explore and support their own individuality and creativity?

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Screenshot 2025-09-10 at 10-15-22 Amazon.com How We Learn to Move A Revolution in the Way We Coach & Practice Sports Skills eBook Gray Rob 图书

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The ‘traditional’ sport-driven, performance obsessed and arguably elitist delivery of physical education (PE) has, for many years, remained resistant to change. Why is that? Across the globe, obesity levels are rising, mental health concerns are sky-rocketing and physical activity participation rates continue to fall far short of CMO guidelines for so many. Meanwhile, PE curriculum time is being further marginalised in schools.