Encouraging Independent, Self-Led Learning in Students

The International Baccalaureate’s (IB) learner profile has ten attributes, and within its inquiry attribute states that the aim of all IB programmes is to help IB students strive to be independent lifelong learners.

Self-direction is a central tenet of the IB and is evident from the early stages of the Primary Years Programme (PYP), which states that “the PYP nurtures independent learning skills, encouraging every student to take responsibility for their own learning”. It is also continued through to the Middle Years Programme (MYP) which aims “to encourage and enable students to participate in a sustained, self-directed inquiry within a global context”.

Why self-led learning?

The IB, which puts student agency right at the centre of the PYP (see their recent Twitter post below), is trying to break the mould and push schooling to focus on changing learning environments and direct attention on the individual students to create lifelong learners.

This is interesting, especially in an international school setting. With schools including different cultures, academic levels, beliefs, backgrounds, etc., there is no longer a one-size-fits-all approach to  school environments, let alone learning. Subsequently, individualized learning is required to meet specific individual needs and encourage students to take more responsibility in preparing them for life after school.

Source: IB PYP Twitter

Methods of encouraging self-directed learning

We know that you, as teachers, understand your students best, but how can we encourage students to take more ownership over their learning? Below are a few strategies designed to support you in laying the foundations for self-directed learning:

Rearrange the classroom environment

First, consider changing the physical learning environment. When students can put their own spin on a classroom, they can alter how teaching and learning is viewed, improving their academic engagement, and sense of autonomy. One method of engaging your students in developing a student-designed environment could involve allowing them to rearrange the classroom at their discretion – this can include display boards and posters created by students and when put up, can help with improving their agency.

Empowering students to take the lead

The idea of a flexible learning environment can support students in developing their confidence which will help them to join peer groups or workshops to enhance learning and speak up where appropriate. This will help students become more aware of their strengths and weaknesses and deepen understanding. With the aid of an individualized learning tool, this self-awareness can be encouraged. You could also ask students to reflect on their learning and then place themselves along a certain standard and come with evidence of why they have put themselves where they have. It could be an idea to create SMART goals with students to help with this and encourage students to take the lead.

Encourage transdisciplinary inquiry

With these points above, you can see that we’re encouraging students to be “alive” in their learning, which leads us to how students should focus their learning on understanding and thinking about our world, rather than simply memorizing facts. In the IB, it’s concept-based learning which allows students to connect their school with their world. Students can be encouraged to ask questions and make links between concepts. This can help students gain an understanding of a unit which is more connected to their personal experience.

Ensure students are reflective

As touched on above, it’s worth encouraging your students to keep a diary. This can help them maintain and analyse their progress towards achieving their goals. The idea being, that they will see their progress, realize how far they have come and be inspired to push themselves further. With this though, the IB philosophy supports reflection as a central role in education. This means opportunities for reflection should be integrated into lesson plans. Students should work on how they can reflect on what could be done better. For example, you could reward and celebrate success, but always look to what is coming and what could be done to improve.

Take on a growth mindset

Firstly, in your classroom, you could adopt a growth mindset where you, as a class, know you can learn, succeed and excel together. A major US study recently revealed that adopting a growth mindset with two, 25-minute online sessions can raise lower-achieving students’ scores. With this in mind, it’s important we are mindful of this opportunity and encourage students to learn in a more efficient, confident and effective way. This will help them improve self-regulation, grit and increase engagement with learning.

Encourage opportunities for self-monitoring

There are two processes of self-monitoring – one is establishing goals and one is gaining feedback from yourself and from others. To help your students with self-monitoring, you can advance their use of self and peer assessments and ask them to judge whether they think the strategies they were using were effective.

A change to a more self-directed, transdisciplinary classroom can be challenging. However, as you gradually provide students with more control to support their success – or say ‘yes’ as much as possible to student ideas, or provide uninterrupted blocks of time – the more you will see a valuable learning environment come into play. This will help students flourish on the path to success and help develop them as lifelong learners.

Setting SMART Goals with Students

A key part of the International Baccalaureate Learner Profile is that students are able to show independence in their learning and goal setting is a great way to promote this autonomy.

Continuous goal setting can support the development of inquiry-based learning, reflective thinking and self-assessment, all of which are key to successful individualized learning and contribute towards building a lifelong learner, as well as developing key skills for careers.

So how do we produce specific goals with students?

Outlining a SMART goal

SMART goals are made of five components – they should be specific, measurable, attainable, relevant, and timely. This will help students of all ages get off to a good start with the school year or projects.

Start setting goals by encouraging students to consider their desired outcome. For example, this could be something like, “I am setting myself the goal of developing my communication skills as part of my PYP Exhibition.”

To make this a SMART goal, we need to enhance it. Factor in each of the components to create a more measurable outcome. For instance, “By the end of my PYP Exhibition on 18th May 2020, I will collaborate with one of my peers to develop my project and present my ideas to the class at least once.”

Writing SMART goals is a skill that needs to be learned, as we’ve touched on above with regards to individualized learning. But once it is and you have created them, you have a specific and measurable goal to help you succeed. Goals should be realistic – they’ll need timeframes and should be split into smaller, measurable goals so students can keep track of their attainment and make adjustments where necessary. So how do you set SMART goals with students?

Planning SMART goals in class

Planning SMART goals as a whole class is a great idea, particularly before a project or a task. Firstly, to plan for them, you could make students more aware of SMART goals and exactly what is needed to make them SMART, even if they already have some awareness of these. Talk with your class about the acronym and what each letter signifies. You can see our free resource in order to help you do this.

Now let’s compare goals. Why are some goals specific and why are some not? This is ideal in helping students distinguish between SMART and not so SMART goals, especially for those students who may still be struggling in understanding the differences.

Now get some paper and write out a mix of vague goals and SMART goals. Ask students to identify the SMART goals, and if they show that they are still not sure in understanding the differences between the two, talk them through the process of making a vague goal into a SMART one.

Let’s start writing SMART goals

Now, as a class, you can start writing SMART goals by creating a planning document with questions beside each component of the SMART goal.

After students have reviewed the planning document, they can then create a statement with their own SMART goals – it’s perfect for this!

You can display students’ SMART goals in the classroom or let them keep their goals for future reference – perhaps they’ll even be ideal for parents’ meetings too to reflect on them and how they have supported learning. You can even give this exercise to individual students too, if a student needs a little help with setting goals. This exercise is great in promoting motivation and independence, and giving you the information you need to produce individualized learning plans too!

Meet the Team: Gareth Bradwick, Senior International Schools Team Manager

With our team’s commitment to providing optimal support to our customers, we thought we’d start introducing the people who are behind the Edmentum International team. The first member we’re going to discover more about is Gareth, our Senior International Schools Team Manager. Here is some information about his time at Edmentum International, his school days and some quick fun facts.

What made you want to work for Edmentum International?

Meeting educators worldwide was a big draw for me. I wanted to be able to support all different types of schools and meet new people from different backgrounds along the way. Edmentum International gave me the opportunity to make a real difference to teachers.

What kind of schools do you work with and in which countries?

I work with all types of schools, whether primary schools with 50 students to all-through schools with 5,000. I support kindergartens to universities, and even large schools groups too. These schools can be located all over the world including in Europe, Africa, the UAE and Asia.

What are the most enjoyable aspects of your job?

I really enjoy getting our solutions set up in schools. I’ll speak with a principal or Curriculum Coordinator first to help with their goals, but it’s great to get the solution in the hands of the teachers and to show them what’s possible afterwards. Once a training presentation is done, a lot of the time, teachers come up to me with their own suggestions, itching to get logged on themselves.

Tell us a piece of advice you’d give to teachers about Edmentum International or its solutions.

Get in touch with us! We’re a team with a lot of knowledge and our aim is to make sure our schools make the most of our solutions. A school will have a dedicated Account Manager and an Implementation Specialist that you can always turn to. So whether you’re a teacher or principal, we really want you to reach out to us with your questions.

Tell us a fact teachers can use to utilize Edmentum International’s solutions to their benefit?

A common benefit throughout all of our solutions is the ability to easily differentiate between your students. Whether that’s finding engaging content or using data in order to help inform your instruction, there’s a lot we can offer to help you quickly make decisions that will benefit a student’s learning.

What is your favorite Edmentum International solution and why?

Courseware! It can be used in a variety of different ways and has the ability to be a huge part of a school’s eco-system both from a student level and from an administration point of view. The courses themselves are really in-depth, and having tried one myself, I know that they’re a challenge!

What have you learnt from travelling to schools?

I have travelled throughout the whole of the UAE as well as Thailand, Spain and America. I’ve learned so far that each school has specific differences that, even if they’re minutely different to the school next door or the school in another country, they pose unique challenges to the teachers on a day-to-day basis.

Who was your favorite teacher and why?

Mr Celf (Welsh for ‘Mr Art’). He taught me to play to my strengths and to learn through ideas and concepts that inspired me. Due to Mr Celf, I’m now a keen photographer!

What was your favorite subject in school and why?

Drama. I’ve always loved making people laugh and being creative, so my drama class was the perfect place to do that. I went on to achieve a BA (Hons) in performing arts and run my own drama company at the same time.

Quick Facts about Gareth

We also asked Gareth for some quick facts about him – not only does he provide fantastic support to schools, but he’s a very interesting character on the team as you’ll see!

My special talent is… doing the Welsh voiceover for a popular satellite navigation app.

On my way to work, I… listen to my weekly music playlist.

My home from home is… Aberystwyth in West Wales.

The best piece of advice I’ve ever had is… never put yourself down.

I am never without… a good album and a pair of headphones.

To find out more about the rest of our team, visit our Support page.

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.

We’re Speaking About How to Achieve Truly Personalized Learning

Hello! Next week, between 21st-23rd September 2018, myself, Derek Devine, International Business Development Manager at Edmentum International, and my colleague, Gavin McLean, International Business Development Director, are travelling to Dubai to attend IPSEF Middle East.

There, we’ll be showcasing how our suite of integrated curriculum and assessment solutions can support teachers in helping all of their students succeed, and we hope to meet teachers who attend to show them how we can help them achieve their academic goals too.

Find out more about all our learning solutions and what we’ll be talking about, as well as how we can help your school’s teaching and learning.

Not only this, I’ll also be hosting a workshop there to discuss how technology and data can be used to deliver truly personalized learning. And this is what I’m excited to mention to you.

Here at Edmentum International, our commitment to assessment, instruction and data lays the foundation for how we define and support personalized learning, which is why I’m looking forward to speaking about it more.

During my presentation, I’ll be speaking about:

  • how you can use adaptive technology to create an accurate personalized learning path for every student;
  • how as teachers you can manage personalized learning in a diverse classroom; and,
  • how you can link personalized learning to assessment data

So it’s designed to be a really helpful, informative workshop that provides you with more information on a very significant subject.

For us, it’s important to individualize learning as much as possible. And I know that when I visit schools around the world, personalized learning is very important to teachers, but it also poses a challenge to them in terms of time or resources.

But what is personalized learning? What is the best way to define it?

There are so many interpretations of what it is. But it’s all about putting students first – we’re sure you’ll agree with this! Guided by innovative teaching and supported by tools that pace learning to students’ needs, as well as tailoring instruction to students’ preferences and aligning education to students’ interests, these elements all define personalized learning. However, although that’s my definition, you may be thinking something different.

With individualized learning, differentiated learning and student agency however, we can deliver personalized learning.

So come along and listen to my workshop at IPSEF Middle East if you’re attending – find out more about personalized learning and we can discuss it together – hopefully you’ll learn a lot too! I look forward to seeing you there.

Don’t forget to visit our stand at the Intercontinental Hotel in Festival City, Dubai, if you’re attending IPSEF this year.

Tips & Tricks for a Flipped Classroom Model

Have you recently taken on a flipped classroom strategy? Or are you thinking about implementing one?

Flipped classrooms, delivering both online and offline content in a blended learning approach, are taking hold and changing classrooms. They’re full of benefits too. Students learn at their own pace as teachers set them work such as slideshow presentations or videos to do at home. This means students can learn at their own speed and then return to class and apply that knowledge.

There are many benefits to using a flipped classroom strategy, but here, we’ve listed a few tips and tricks for implementing one.

1. Take the time to apply it

Transition to your flipped classroom strategy slowly, and don’t worry if you hit any pitfalls. You may run into problems such as links in slideshows not working but this is just adapting to the new method of learning. You’ll want to start slowly by setting out one lesson at a time and then seeing how your class reacts to the changes to make it work.

2. Evaluate your changes

A flipped classroom method tends to take away traditional classroom instruction and there is more emphasis on the learner. You could move your seats and tables around to better suit your instruction within a flipped classroom environment, whether you’re working in groups or individually. One important tip – allow space for you to move between your students and communicate!

3. Record engaging lectures

Whilst you may not have to speak to a classroom of students, you’ll probably still lecture. If you choose to record your lectures, try and speak slowly and be in a quiet place. Be yourself too – you’re still teaching!

4. Encourage active learning

It may be worth letting your students know what they can do when they’re watching your lectures to help them learn, e.g., play/pause buttons, rewind, etc. This flexibility can improve their learning. You could also remind them that they should be in a quiet place too. Make sure they know about taking notes and how they can reach you for questions if this option is available. This will not only help your students’ learning but make them feel more comfortable with this new style of learning.

5. Involve parents

By involving parents in their child’s learning, this can help a child’s engagement. To support parents in getting on board, you could make sure they know about the flipped classroom model and how it works, as well as suggest ways to help their child learn, e.g., having a quiet environment. Again, you’ll need to be patient whilst you’re communicating this.

It may take time to fully implement a flipped classroom strategy into your teaching but once you have done it and you understand what works well, the opportunities will be great for personalized learning.

Do you use a flipped classroom? We’d love to hear from you – just email international@edmentum.com.

5 Tips for Differentiating Instruction

When you have approximately twenty students in one class, it can become quite time-consuming identifying each of their needs in order to achieve specific objectives. You may think, how is it possible to create an individual learning path for each student? Or do you even have the time dedicated to do this? Well, we’ve come up with five simple tips that can support you in differentiation and how you can apply it to your class.

1. Distinguish your students’ benchmark

As your first step into differentiating is knowing your students’ abilities and pinpointing areas that they may need more support on, a useful tip to remember is using benchmark tests. We all know how handy these tests are, which are great to measure your students’ academic path throughout the year, evaluating their grade level and understanding what learning goals are needed in order to reach their goal. There are many options to explore benchmarking, using either interim or formative assessment to diagnose any gaps in your students’ learning.

2. Defining standards

Use this as your starting point and work your way through each objective referring them back to your students’ capabilities. Don’t forget to ask yourself, are they meeting the grade level for each one? If not, identify what needs to be done in order for them to progress, which can be done through lesson plans, resources, activities and a range of different content.

3. Creating individualized learning paths

I know you’re thinking that this is time-consuming, or you’ve tried it and you’ve notice how tedious it can become, but this is where the fun happens! You’ve gathered all of your information with your students, now it’s time to use that and create a personalized learning path for them. The benefits of this are ensuring each student is working towards a specific goal and are not missing out on any learning opportunities. As you will know, it will allow them to work at their own pace, with tailored content for their educational paths.

4. Tracking your students’ progression

How regularly should you monitor your students? Do you do it throughout the year? If that’s a yes, then you will know that it’s a great way to get informative results by tracking it before and after. Tests and quizzes (formative assessment) always give a clear understanding of how well students have progressed, giving you an evaluation of what areas need more focus on for each student, or if they’re ahead, what adjustments can be made in your classes.

5. Repeat the process

The main aim is to be comfortable with each step, seeing the impact it has on your students’ learning and how they’ve progressed throughout the year. The great thing about differentiated instruction is that you can alter as you go along. Nothing is ever the same, so continue personalizing paths for your students who will be on their way to success!

Although this may sound overwhelming, the end results are worth it! Attempting this manually is quite time-consuming, which is why there are many classroom technology tools that can support you with personalization. Did you know Edmentum International has a range of learning solutions to get you started?

7 Top Tips for Teaching Internationally

Considering changing your teaching role to teach in an international school in another country? Make sure you’ve thought about the following before you hand over your letter of resignation.

Teaching in different countries is a great way to explore new cultures and traditions, while maintaining the elements of the teaching profession you know and love. You could benefit from a healthier work-life balance, less pressure, greater autonomy and have a mind-broadening adventure of your own at the same time – but what do you need to consider before you take the leap?

Is Teaching Internationally Right for Me?

It has to be said that teaching internationally does have a lot going for it. These include, but are not limited to, the following:

Career Opportunities. Most international schools offer excellent professional development.
Great Working Environment. International schools sit at the heart of a diverse and multi-cultured world. With small class sizes, motivated students and high standards, schools range from host country schools to schools catering mainly for the children of the international business community, and everything in between.
Healthier Work-Life Balance. In addition to longer holidays, many international teachers benefit from up to 7 hours planning and preparation time per week. There is also considerably more freedom to plan and deliver lessons with creativity.
Additional Benefits. Many international teachers are able to live comfortably and make significant savings, depending on their location. Many international schools offer attractive (and in many places tax-free) salaries and other excellent benefits, including free or discounted accommodation, annual home leave with round-trip air fares, health and life insurance, free or discounted places for dependent children, and good pensions.
Adventure. Living in a different part of the world opens up whole new geographic areas to explore, as well as a totally new social circle of potentially like-minded people.

It’s not always without its downsides, however, and as with all adventures into the unknown, caution is required. The longer holidays, smaller class sizes and reduced workload can come at a price. It’s a very competitive market which can drive salaries down rather than up, and teaching can be significantly more difficult if you’re communicating in a foreign language or when some of the class are operating in a language which is different to their own. What’s more, as parents are funding their children’s education, parents can be significantly more demanding than in the state sector. Then, there are the local laws regarding co-habitation, dress code, etc., that need to be respected or serious consequences can occur.

International Teaching Checklist

As with all things, research and planning are key to success. So before you dig out those flip flops, check out our teaching abroad infographic detailing our seven top tips to help you find that perfect international teaching position.

What to Do Next?

Once you’ve properly researched the opportunities that exist, wowed the interview panel, and got all the paperwork in order, you’re all set for the adventure of a lifetime. Now just to sort out that leaving party and get packing!


Roald Dahl Day

We all love Roald Dahl. He’s one of the most celebrated and prolific authors, and entertained both children and adults all over the world with his writing over the past century. Many of us are aware that 2016 was the centenary of his birth, but fewer know that there is an official day dedicated to celebrating him as an author!

When Is Roald Dahl Day?

Roald Dahl Day falls on September 13 each year and has been celebrated since 2006.

What Is Roald Dahl Day All About?

Roald Dahl Day is a day designated to celebrate the author and his works. There’s no set way to celebrate, but as he’s so revered here at Edmentum International, we’ve developed a fantastic free Roald Dahl Day Infographic to give you some background to his works and included some information below about him.

Read more to find out more about Roald Dahl…

So Who Was Roald Dahl?

Roald Dahl was born in Llandaff, near Cardiff, in Wales on September 13, 1916. Born to Norwegian parents, he was named after the Norwegian polar explorer, Roald Amundsen, who had been the first man to reach the South Pole just four years earlier.

His early years were difficult as both his older sister, Astri, and his father died, so his mother decided to send him to boarding school first in Weston-super-Mare, then to Repton in Derbyshire, both in the UK. Upon finishing school, he followed his desire to travel, going first to Canada then East Africa while working for the Shell Oil Company. When World War II broke out when he was 23, he enlisted in the British Air Force, where he was nicknamed Lofty because at 6 foot 6 inches (200cm), he was very tall.

Roald Dahl: The Writer

Roald Dahl first began writing during the war while working at the British Embassy in Washington D.C., US. His first book was about his experiences as a World War II fighter pilot, but when he had a family of his own after the war – he had five children, Olivia, Chantal, Theo, Ophelia, and Lucy – he began writing children’s stories.

Our infographic shows his most popular seventeen books, and when they were written.

In addition to these, he also wrote the screenplays for the James Bond film, You Only Live Twice, and Chitty Chitty Bang Bang, as well as fiction for adults too.

Roald Dahl’s Legacy

Roald Dahl died on November 23, 1990, shortly before the Minpins was published. He died from a rare cancer of the blood. His body is buried in the cemetery of St Peter and St Paul’s Church in Great Missenden, Buckinghamshire – the village where he lived most of his life.

In terms of legacy, Roald Dahl has left behind him a whole menagerie of characters, which are amongst the most recognized in the world, and he remains for many the world’s greatest storyteller. His books have been translated into 59 languages and it’s estimated that his worldwide sales have reached 200 million! What’s more, many of his stories have been made into films, stage plays and musicals.

He also leaves a passion for the English language and writing, which The Roald Dahl Museum and Story Centre in Great Missenden, Berkshire, UK, has been set up to celebrate. The museum houses the Writing Hut from the bottom of Roald Dahl’s garden and organizes workshops and storytelling sessions to inspire younger generations.

Last but not least, Roald Dahl invented over 250 new words to delight his young readers, including phizz-whizzing and sizzle-pan. Some of these have now been included in the standard Oxford dictionary, whilst the full complement appear in their very own dictionary, the Oxford Roald Dahl Dictionary.

Inspired by Roald Dahl and his achievements? Why not take a look at our Roald Dahl Day infographic and delve deeper into his many books?