5 Biggest Pitfalls of Blended Learning

Whether you’re deciding to implement blended learning at your school or you’ve decided to take the plunge already, there are pitfalls to consider and avoid when doing so. In this blog, we’re discussing the pitfalls of blended learning and giving tips on what can be done to avoid them.

So when we’re considering the five biggest pitfalls of blended learning, there are some things you shouldn’t do when implementing a model at your school. Here we explain the five pitfalls and what you can do, as a principal, teacher or Head of Academics, to avoid and anticipate them. Let’s discuss them.

1. Not preparing a timeline with goals

The first point is not being prepared with a goal or timeline, which is the most important point. To make a blended learning strategy successful, you need to set specific and measurable goals with timelines for the blended learning model so everyone knows where they need to be and how they’re going to get there.



By doing this, you can look back and reflect on your plan and identify any areas where intervention is needed or perhaps where different techniques may be needed. These conversations and insights are valuable and can be done with a solid plan.

2. Not planning or preparing your team properly

The next point is not preparing your team properly. It’s not enough to just say “we’re going to do blended learning today”. You need specific goals and timelines and to ensure your whole team knows how blended learning should work and to train them on it.

So when we look back, you must not only outline the plan and consider any nuances specific to your school, but train your team properly on it too to make sure they know about it and have what they need. By making sure of this, you’ll be able to think ahead and see anything else you need to consider.

3. Not having the proper curriculum

One other point is to make sure that the blended learning model you’re implementing supports a high-quality curriculum. You must ensure that content you have is not only engaging but linked to a curriculum and allows you to gain reporting in real time so you can easily adjust your teaching technique if necessary.


So now you’ve got a set of goals to follow for your implementation, a timeline and training for your teachers, we’re ready to get going. Everyone is excited to start and knows the outcomes. Now we’re going to give them a high-quality curriculum to start this too. Now it’s piecing itself together and we can implement this with more conviction.

4. Not getting stakeholder buy-in

It’s important that you let everyone in your school know why you’re implementing this model and its benefits. Having everybody on the same wavelength where they know why you’re doing this and what the outcomes are is essential, so you can all be in it together and can explain why these new techniques are crucial to creating 21st century learners.

With this point, we’re seeing how this is all resulting in a successful implementation. We’re sure you know what the fifth point will be though.

5. Not choosing the right blended learning model

SelectBlended Learninging the right model is important too, so when you do, make sure you think about your staff and their experiences with technology and how you want it for your students to be successful. This is important in making a firm decision about the right model for you.

If you know you have some anomalies in your plan, such as students who are maybe outside your curriculum, then that’s great in narrowing down what type of model will work, and it’s okay not to have the same model in your school. It’s mainly important to give your staff the appropriate training for it to be successful – by doing this, the model or models will take care of themselves.

It’s worth considering all these points to make your blended learning successful for both students and teachers. If you have any questions, please get in touch with the team by emailing international@edmentum.com.

7 Tips to Improve Test Scores

Whether you have a test day coming up or not, as any test day draws nearer, you may be thinking about ways you can prepare students, give them extra help and make sure they are optimizing their chances of success. We’ve put together seven top tips to help you give every student the best chance of succeeding and improving their scores on tests which you can adopt.

Test your students

It may not be right just now but make sure there aren’t any topics where more practice could be done by putting out a benchmark assessment. Although you may have done a lot of benchmarking so far, things can change quickly throughout the year so it’s a good idea to do this regularly, and doing it regularly will get your students used to testing too.

Evaluate your data

Take a look at data and make sure there isn’t something missing from your students’ knowledge throughout the year. It may be worth discussing data with your students to see where they are at and where they may need more practice so they can progress for the test.

Adopt a positive culture

Encourage and support students in setting goals and then make sure they never act as though they can’t reach those goals. Show your students that they should celebrate all their successes and model that culture for other students too. This can help with alleviating any anxiety before tests and during the school year.

As well as this, whenever possible, make any test practice a game, and make sure you give rewards so students are motivated and striving forward.

Encourage parental help

Keep parents informed of what’s going on with their child and their preparations for any tests or progress throughout the year. This means parents can get involved and help their children with any practice they are doing.

Just practice

So it’s obvious but practice really does make perfect. By putting together a review plan when it is appropriate, which includes different learning modalities and gives many chances for practicing content as well as the testing format, you can help students retain information they need to know and gain more understanding of concepts. Your students should be better prepared when testing day arrives by doing this too.

Bring healthy snacks

It’s important that students are fed and ready for their tests. You could make sure that on testing day, parents give children a snack, such as granola or energy bars, or something healthy their child enjoys, to set them up for their test.

Teach student techniques

It’s not just a hungry stomach that can bring down test scores though – any aching backs or necks can too! Show your students some seated stretching techniques and breathing exercises that they can do during the test and in any practice lessons too.

Our solutions offer great ways to help your students with test preparation and optimizing their scores. Take a look at our full range of solutions on our web page.

Grading and Marking Strategies to Save You Time

If you’re a teacher, that probably means you’re very used to lots of marking!

Grading not only shows students where they are with a piece of work, errors they’ve made and areas that they’ve achieved well in, but it also helps them with grasping a subject area; although, we understand it can often take a lot of time and sometimes feels like you’ve too much marking to do.

Well… we want to help! Take a look at the ideas below to help you reduce your grading and save yourself some time:

1. Schedule grading time

If you teach multiple subjects, grading could become tricky and time-consuming to keep on top of. Completing grading without an organized method can lead to wasted time as your work schedules can easily overlap into other activities you have going on throughout the day.

To help you save time, you could consider scheduling set times throughout your workweek to complete grading, by mapping out assignments, projects, and tests on a calendar.

2. Student self-grading

Another effective method of grading is to encourage students to work together in pairs or small groups to evaluate each other’s work, such as, homework, drafts and quizzes.

This will show that you have confidence in your students to identify areas that need improvement, and will help to build confidence where they can offer their peers advice to help build their knowledge. Once this is complete, you can quickly review the feedback and answer any questions students may have.

3. Set a threshold

Sometimes, you may come across an assignment where a student hasn’t demonstrated what you’re looking for to reach the objectives of the topic. If this occurs, it may be best to speak to the student, make sure they understand the objectives and then ask them to relook at the work they’ve done and offer pointers for improvement.

This helps you, as it saves time having to mark the same piece of work from the beginning, but also the student, as they’ll know the areas they need to focus on to meet the objectives. Don’t forget that communication and collaboration are key to academic success!

Have you explored our suite of solutions? They cater for many teaching and learning needs and can help you save time with grading. Explore them today!

The Station Rotation Model: 3 Ways It Can Personalize Learning

Blended learning – what is it and how do you do it? This is what we’d like to focus on with you today.

One commonly known approach to blended learning is the Station Rotation Model. This method is used at many different learning levels to help teachers personalize instruction. There are a number of ways this can be achieved, including, creating individualized learning plans, encouraging self-assessment and goal setting.

Let’s delve a little further into how effective implementing this rotation model can be…

Move learning forward

The model centers around providing opportunities for every student to make successful progress at their own pace, which involves creating centers that utilize technology, support, collaboration, and provide different ways to demonstrate learning in the classroom.

However, this doesn’t necessarily mean creating the same activity for the whole class. Students rotate through all of the stations, whether that be learning in small groups, individual tutoring or online learning.

This is brilliant, as it means that students can support one another during collaborative activities and stations, online instruction enables students to take their learning online and teacher-led might be where there’s whole class instruction and the teacher might be supporting the students who need that extra bit of help.

The student is in control

Once expectations are defined and students are aware of what they must work on to help them achieve success, they can start making decisions for themselves, such as, whom they work with, where they choose to sit, and how they wish to demonstrate learning that day.

Results are more likely to be seen if students are given the opportunity to take charge of their own learning, as no two students need to be doing the same thing if they are at different stages. This little bit of freedom can improve the feelings students develop about their educational experience; and even if there’s that one student who is reluctant to learn, when they realise that all of their peers are working, they won’t want to be left out!

Individualize instruction

A truly effective station rotation model allows you to simultaneously pull small groups of students aside so that you can work with them in a personalized setting. This could be part of the weekly lesson planning, where 30 minutes is put aside to work with students who are in different learning groups where their strengths and needs are similar.

The skill you’re working with students on one week may not be what your low performing group from the week before needs extra assistance with. Your time working with students is valuable to help them make the most of their strengths, encouraging confidence and maximizing success.

What does personalized learning mean to you? Please do get in touch with us on Twitter at @Edmentum_INT and let us know your approach.

Using Adaptive Technology to Create Personalized Learning Plans

Hi there! I’m just touching base with you to let you know about the events we’re going to be at very soon. From 20th-23rd October, myself, Derek Devine, will be at the AISA Educators Conference, and my colleague, Gavin McLean, will be at the NESA Leadership Conference between 18th-21st October. (We’re also going to be at GESS Turkey between 25th-27th October on stand D-01 and the Education Experts Conference between 30th-31st October.)

We’re looking forward to meeting all the delegates at the AISA Educators Conference and the NESA Leaderaship Conference and to demonstrate our suite of integrated curriculum and assessment solutions, especially as to how they can support teachers in helping their students find success in their educational journeys.

Personalized Learning Workshop

Furthermore, whilst at the AISA Educators Conference, NESA Leadership Conference and the Education Experts Conference, Gavin or I will be hosting an informative workshop to cover how technology and data can be used to deliver truly personalized learning.

To give you insight into the workshop, I wanted to discuss personalized learning plans today, and what they could include, as well as how you can use adaptive technology to aid them.

Personalized Learning Plan

Firstly, to really personalize learning in the classroom, we need to create plans. I’ve broken these down into six steps in my workshop – these points may not seem revolutionary but together, they’re a powerful force, and each one centers around the individual student.

Let’s spend some time going through the first four steps to create the optimal personalized learning plan.

1. Define Your Starting Point

Number one is to begin at your starting point and define it. We must understand where we’re going by looking at assessment results as the blueprint of your curriculum design. Also, the correct assessment needs to be in place to set benchmarks, which can be done through adaptive technology that yields reliable, fair results and gives you smart data that doesn’t require an interpreter.

2. Set Goals

Let’s move onto setting goals. When setting goals, we must remember that this isn’t necessarily easy for students. We should be setting goals with our students whilst asking them what their strengths and abilities are, what areas they would like to improve in, etc. Students need to set their own goals to achieve and understand how they’re going to get there to succeed.

3. Map Learning Modalities & Interests

Next, knowing our students’ preferences will help us when we’re developing learning plans. Whether we have visual or auditory learners, understanding these means we can tailor plans to students’ needs. Plus, by using adaptive technology such as Exact Path, you can design a program tailored specifically to a student’s needs.

4. Teach Students to Track & Focus

Then we must teach students to track their progress. You should find the right tracking tools for your students that give you what you need. For instance, adaptive technology such as Exact Path allows students to see their own progress easily and master any misconceptions. Ultimately though, students should be able to read all data and verbalize it.

The last two steps center around benchmarking and growth points, as well as relationship building. If you want to hear more about these points and the last two too, come and listen to the workshops. Let’s also discuss personalized learning together and how we can optimize it for student success. Looking forward to seeing you there!

If you’re not attending these events and want to find out more about the points in this presentation, I’m more than happy to send the full webinar recording from the events – just email me at derek.devine@edmentum.com.

You can find out more about the NESA Leadership Conference, AISA Educators ConferenceGESS Turkey and the Education Experts Conference on their websites.

Saving Time: Top 5 Lesson Planning Tips for Teachers

Do you find that your weekends are swamped with lesson planning at all? Or maybe you’ve spent all of your free planning time, and now you have 60 books to review!

Whether you’re searching the internet for the right presentation to show a certain topic to your class or you want the right worksheet to use for a lesson, for many teachers, weekends are full of lesson planning and locating the resources that you can’t find.

To help save you some time and make your weekends that bit longer, we’ve put together a few tips to make lesson planning that little bit quicker and a little less strenuous.

1. Find the right solution and keep to it

Find a planning style that works for you and use it all year. Although online searches may offer a wealth of ideas and resources, sometimes, too much searching can leave you feeling overwhelmed. Your school may have a particular plan you have to use or you may be able to develop your own, but do your research early and find a planning style that works for you – it will help in the long run!

2. Magpie!

Sometimes, copying someone is actually a compliment! Why should you spend loads of time creating something that already exists, and when someone else may have just been kind enough to give it to you online? By finding a website such as OER Commons, which is a dynamic digital library of teacher-created curriculum, you can see what suits you, and you can use it as your base when lesson planning, or put your ideas into the existing format – just pick out the best bits!

3. Think of the end first

This is sometimes also known as ‘backwards planning’ but essentially, it starts with setting a specific objective for your lesson and then bringing elements together to make up the lesson from that overarching goal. Although it may seem simple, even the most experienced teachers sometimes need a little reminder, and a clearly defined objective helps bring all lessons back on track. By centring all your lesson planning around one clear objective, you will help make sure your learners are at the center of instruction, and it will mean you have valuable actionable data to use for future planning and progress monitoring.

4. Work smarter, not harder

It may be an exhausted saying but it really does apply and it’s worth reiterating! It involves you making sure you’re researching resources that align to learning objectives and students’ needs at the start, and then using what you’ve found throughout the school year. By re-using resources you’ve found, you can give yourself back some time where it really matters – working one-on-one with your students or tracking progress to help inform future decisions.

5. Consider different learning styles

Are they visual, auditory or kinaesthetic learners? Are they a combination? Try to consider your students’ different learning styles and evaluate them at the start of the year. All students are individuals and all classes have different personalities, and it’s an idea to work these out to align your lessons to their preferences and needs. Take a look at this article from Edutopia which offers an interesting insight into multiple intelligences.

Edmentum International has a number of solutions that help teachers with improving student outcomes, instruction and saving them valuable time. We want to work with teachers to help them! See all of our solutions and discover how they can support you.

Reading and the Brain: Understanding How Learners Build Basic Literacy Skills

How does the brain acquire basically literacy skills? As you choose appropriate strategies to build your young learners’ reading abilities, it’s important to understand the internal command center that processes and builds these competencies. The generally agreed building blocks of reading include phonemic awareness, phonics, fluency, vocabulary, and comprehension. Here we’ll take a closer look at each of these five areas to appreciate the underlying brain development that occurs and how this can affect the instructional approach you take with your students.

Basic Literacy Skills: Phonemic Awareness

Definition: The ability to hear, identify, manipulate, and substitute phonemes—the smallest units of sound that can differentiate meaning—in spoken words.

The best way to think about phonemic awareness is to compare it to hearing in the dark. Learning to orally manipulate the approximate 41 phonemes in the English language doesn’t require being able to read printed letters. Instead, through phonemic awareness strategies, the brain is able to learn individual phonemes, then progress to join phonemes, and finally, to build words with phonemes.

As you consider this progression, it becomes obvious that, as part of developing phonemic awareness, the introduction of phonics skills must quickly follow. Research shows that teaching sounds along with letters of the alphabet helps students better understand how phonemic awareness relates to their reading and writing.


Definition: The ability to understand that there is a predictable relationship between phonemes (sounds) and graphemes (the letters that represent those sounds in written language) in order to associate written letters with the sounds of spoken language.

Phonics is the crucial link between what learners hear and how they read and write. Known as “cracking the code” on reading, phonics instruction is most effective when children start around the age of five.

Critics of phonics instruction argue that the English language includes many irregular spellings that don’t incorporate predictable phonics patterns. However, phonics instruction teaches children a system for remembering how to read words. Once children learn, for example, that phone is spelled this way rather than foan, their brain commits the spelling to memory, which, in turn, helps them read, spell, and recognize the word instantly. Building a memory bank of letter-sound relationships through systematic and sequenced instruction is found to be an effective approach to building phonics skills.


Definition: The ability to read text accurately, quickly, and expressively, either to oneself or aloud.

Fluency is critical to building a child’s motivation to read in the first place. When the brain has to focus on what each word means, reading becomes a laborious task that prevents students from gathering meaning. Once fluency skills are developed, though, students are able to recognize words and comprehend them at the same time.

Fluency develops gradually over considerable time with the repeated, accurate sounding out of words. For young readers who regularly interact with the same texts over and over again, fluency might be mistaken for memorization. At this point, students may know what a word “looks like” but may not have yet developed the correct neural-phonological models of the word.

As students begin to acquire words more easily, they should also practice dividing text into meaningful chunks, knowing when to pause and change intonation and tone. With regular guidance and feedback, students begin to recognize these cues during reading and develop deeper comprehension. Fluent readers practice reading consistently and can demonstrate their skills through natural reading that sounds as if they are speaking.


Definition: The growing, stored compilation of words that students understand and use in their conversation (oral vocabulary) and recognize in print (reading vocabulary).

The good news is that children are born to learn new words! Studies show there are direct links between how many words children hear spoken at home and how well they excel by the age of eight. This is because most vocabulary is learned indirectly—meaning it is absorbed in the brain through everyday experiences, i.e., via conversation, from being read aloud to by adults, or from independent reading. For those children who don’t experience these events regularly, vocabulary often suffers.

New readers use their oral vocabulary to make sense of the words they see in print. During early reading, students mentally search for a word in their vocabulary that matches the written word they see on the page. When their oral vocabulary comes up short, reading is momentarily interrupted. That new word must be learned, in both form and meaning, before it can be added to their mental vocabulary.

It goes without saying that readers cannot understand what they are reading without knowing what most of the words mean. This being the case, direct instruction of explicitly taught vocabulary, as well as word-learning strategies, can help build a flourishing vocabulary and improve reading fluency and comprehension.


Definition: The ability to understand, remember, and make meaning of what has been read—this is the purpose for reading.

Comprehension puts all the pieces together to make a student become a proficient reader. Even before students are reading for themselves, they can begin practicing comprehension skills when books are read aloud to them. Predicting, inferring, making connections, and analyzing what is read are all skills that can be modeled and practiced with an adult and help prepare students to do this work independently.

Students who have mastered the technique of comprehension are both purposeful and active readers. They use metacognitive strategies to think about the purpose of what they’re reading and monitor their own understanding as they read. This allows these students to isolate and feed back where they have a lack of understanding, which, in turn, opens doors for them to apply specific strategies to attain that understanding.

For additional information on proven approaches to teach key reading strategies in the classroom and at home, check out the full teacher’s guide, Put Reading First: The Research Building Blocks for Teaching Children to Read, Kindergarten through Grade 3, from the Center for the Improvement of Early Reading Achievement.

Interested in learning more about Edmentum International’s online solutions to support foundational literacy? Check out our solutions Exact Path and EducationCity to see how they fit your needs, and talk to our friendly Account Management Team on +44 (0)1572 492576. We’re here to help!

Improving Student Results with Data

Nowadays, many teachers have the ability to see student data, but it’s important to make sure that you’re getting the data that you actually need and can use in the right way to benefit your instruction. We’ve taken a look at five best practices that are designed to help you ensure the data you’re using through certain mediums such as assessments and online solutions are giving you what you need to support you. You probably already use these, or a similar format, but if you don’t, then why not give it a go?

1. Use formative assessments

To ensure you’re making the most of the data you’re gathering, you should continually assess throughout the year. This doesn’t mean you need to hand out tests during class time, but alternatively, you can use formative approaches to assessment within lessons with quick, low-stakes checks for understanding. By doing this, you’ll receive valuable data quickly which will allow you to adjust students’ learning.

2. Align lesson and assessment goals

It may not be ideal to use assessments solely as a quick check to see if students were paying attention on a certain day. To gain meaningful data, you need to ensure that tests you administer fully align with your main lesson purposes. This is important to make sure that students are gaining the knowledge they need. It will also help with determining your best teaching practices and will help with giving you relevant data to inform your teaching instruction for any misunderstanding.

3. Assessment goals should be clear

Students should know how they’re going to be assessed throughout a lesson. In fact, they should be able to tell you how they’ll do in a test before it is given to them.

We can use a golf analogy to help us out here. For instance, each golf course has a ‘par’, or a score a golfer should aim to score. Everyone knows the par of the course. During a round of golf, everyone knows how they’re doing in relation to the par. As they go through the course, they know their score so at the end it is not a surprise. As a teacher, you can take a similar clear stance. Every lesson should have a goal (a par) and students should know where they are in their learning in relation to it at each point of instruction.

4. Utilize data to formulate a plan

Many teachers feel negative when they see their students have misunderstood something or assessment results reveal they have not learnt as much as expected.

Gathering data, however, is ideal for formulating a plan. Formal and informal assessments given should be handed out with the view that learning may need to be reinforced. It’s ideal to view this process of assessment and review as a way to give students a chance for optimal success.

5. Speak to students about their results

Many students know their test scores, especially their high-stakes test results. Be forthright with students, evaluate their data and take the opportunity to ask them how recent assessments have gone. Talk with them about what they found difficult, and discuss any areas they scored highly in. By continuing this throughout the year, these discussions can help you evaluate instruction and connect with your students.

These tips are designed to aid you with optimizing student data to help with improving students’ learning and your instruction. Establishing meaningful connections with your students in relation to data is important but equally, utilizing data in the right way through formative assessment, clear goals, etc., to help them and your teaching is important too.

Balancing Reading for Skill and Reading for Pleasure

Isn’t reading a way to explore another adventure away from your own? That’s often what we talk about in education. But then again, there are so many children who don’t enjoy reading, and don’t see it in this way. They see reading as a chore or a task they’re not interested in doing. However, reading can be fun if the right novels are presented to children aligned with their interests.

That’s why it’s important to view reading in a positive light to children at school and pay close attention to how your students feel when they’re choosing a book to read. To gain more interest in reading, we need to consider students’ feelings and how reading is presented in school.

Perhaps some of your students are against reading because there is an imbalance between reading for skill and reading for pleasure?

To help, we’ve listed out three remarks you may have heard your students say about reading and how you can understand more about what’s missing from your students’ reading instruction.

“Reading is so boring!”

Perhaps this student hasn’t found a topic or genre they really like yet. In this instance, you could give your classroom a few more books that interest your students. You may want to help them in selecting books that interest them too.

“I hate reading!”

Here, a positive experience may not have been had with reading. Maybe the circumstances surrounding this person’s current reading experience need to be reviewed. Do they just read when they have exams? Or haven’t they ever read for pleasure?

“Reading is hard!”

This person may find reading difficult and need some help in reading confidently. Consider reading strategies, phonics practice, and phonemic awareness skills that might help support this reader, so it doesn’t feel so hard.

If you consider these remarks and responses, the imbalance may be starting to show itself. Now let’s take a look at reading for skill and reading for pleasure.

Reading for Skill

As teachers all have set criteria to follow, it probably makes sense that you’ve taught your students to read for skill. For younger learners, this will involve developing phonemic awareness, and then when they’re older, the focus may be on fluency or tackling vocabulary. We take our students through the stages of being able to read and hope that the love of reading organically occurs. For some, this happens but for others, they don’t grow up to enjoy reading.

We move students forward toward reading proficiency as literacy points to this approach.

Reading for Pleasure

Not all reading for pleasure needs to happen outside of school though! By demonstrating and showing that reading for pleasure can happen in the classroom, this can create positive experiences of reading that students take with them into their future.

So how do we encourage reading for pleasure during instruction time? Well you could read to your students for 15-20 minutes a week, or you could ask your students to have some time to read independently at the beginning of the day. Another way could be to look into books your class will enjoy and add more literature into the classroom library. All of this effort will mean students are more engaged in what they’re reading and you can connect with them about what they’re reading too.

One thing to note though is that you’re achieving the right balance of reading for skill versus pleasure. Connect with students and talk with them so you’re both building a love of reading together and establishing life-long readers.

Meeting Educators in the UAE

Dani & Training Session


Recently, our Edmentum International Team visited the UAE to deliver a number of training sessions to teachers there for EducationCity, our solution which helps support classroom instruction and reinforces learning for ages 3-11.

We met teachers from schools who taught to the UK and US curriculums and we wanted to share the feedback we received from the support sessions, as we’re thrilled with it, as well as what some of the teachers thought about EducationCity.



Feedback from teachers on the Edmentum International Team’s support…


“The support was excellent. It was all well explained, from the login to the content, and as to how to use different content.

“[EducationCity] helps us to enhance the learning of the students even at home with the activities given and is all interactive.”
Ana Sathish Kumar, Year 2 Teacher, Apple International School, Dubai


“The workshop on how to use it was great. I look forward to navigating through it with ease.”
Ashu Mirabel, FS1 Teacher, The Apple International School, Dubai


“Very clear information regarding all sections of EducationCity. Dani, [Implementation Manager], tailored training to staff comments regarding students and levels, etc.”
Kerry Brain, SEN Teacher, Modern Alternative Education, Dubai


“It was really great and helpful for teachers and students, as well as in reviewing lessons even at home.”
Mary Ann Macariola, Teacher, The Apple International School, Dubai



Feedback from teachers on how EducationCity helps with teaching and learning…


“It can really be a great help in setting activities that cater to different levels of students.”
Mary Ann Macariola, Teacher, The Apple International School, Dubai


“The resources are extremely beneficial for my students. The graphics are fun and age-appropriate, and it’s user-friendly… 

“I like how the program allows me to differentiate by grouping students and assigning tasks suitable for various learning levels.”
Mrs. Nika, 2nd Grade Teacher, Manor Hall International School, Al Ain



We’re exceptionally pleased you all enjoyed the training and using EducationCity itself. We look forward to returning to the UAE for more training sessions very soon!

If you’re a school who would like a demonstration of EducationCity or our other solutions, or you’d like to talk to one of our team about them, request a call back on our contact page.