Written by Melanie Chambers, The British School of Brussels, Belgium

In the dynamic landscape of international education, collaboration stands as a beacon of innovation and progress. The partnership between COBIS schools like The British School of Brussels (BSB) and The English College Prague (ECP) exemplifies this ethos, where shared aspirations and a commitment to excellence drive transformative initiatives forward.

Among these endeavours, the collaboration has inspired a compelling project led by BSB teachers, focusing on skills-based education. This initiative not only underscores a dedication to fostering future-ready competencies but also serves as a testament to the power of collaborative inquiry in shaping educational paradigms and driving innovation in teaching.

At BSB, continual evolution and adaptation are fundamental to its mission of nurturing well-rounded, skilled individuals ready for the modern world. The Professional Learning Project (PLP), led by BSB teachers Jo Craig and Adam Johnson, underscores this commitment. Jo and Adam’s project focuses on embedding transferable skills into the BSB curriculum—a crucial step in preparing students for a rapidly changing world. It was with this objective in mind that they recently embarked on their fact-finding visit to ECP to observe how another leading school has embraced a skills-based curriculum.

As well as being a fellow COBIS school, ECP was chosen for its innovative approach to education, notably its decision to focus on a bespoke, skills-based pre-IB programme. This move has placed skills development at the heart of the curriculum, making the school an ideal case study for BSB’s project.

“When we applied for the PLP role, we were both keen on exploring skills-based curriculums,” explains Jo. “We know from research that industries are increasingly looking for graduates who possess transferable skills. While BSB already fosters many of these implicitly, we wanted to explore how we could make these skills more explicit and intentional in our teaching.”

The visit to ECP offered Adam and Jo a glimpse into how the school has successfully implemented a skills-first approach. They were impressed by how ECP’s curriculum is designed around key skills such as communication, creativity, critical thinking, and collaboration. “What really stood out was how they took a skills-first lens to planning,” Adam notes. “Instead of starting with content, they began by asking, ‘What skills do we want our students to have?’ and then designed the curriculum to build those skills.”

At the heart of BSB’s own curriculum development are the soft, transferable skills that are essential for success in any field. Jo emphasises that these skills are already being nurtured across BSB, from classroom learning to after-school Enrichment activities. However, making them more visible and structured is key.

“We surveyed students, staff, and alumni to identify the most critical skills,” says Jo. “Communication, critical thinking, creativity, and collaboration were consistently highlighted as essential. We believe that by developing these skills in a more explicit way, we will better prepare our students for the challenges they’ll face in higher education and the workplace.”

Adam adds, “It’s not just about students knowing they’re developing these skills—it’s about ensuring they can articulate and demonstrate them. In job interviews, for instance, it’s not enough to say, ‘I’m good at communication.’ You need to explain how you’ve used that skill and provide evidence.”

The visit to Prague was invaluable in bringing theory to life. Adam and Jo were struck by the depth of planning that went into ECP’s skills-based approach. Teachers at ECP had mapped out content across different subjects, identifying where skills overlapped and how they could be reinforced across the curriculum.

“One of the most exciting things was seeing the practical application of skills development,” says Jo. “They didn’t just talk about it; they had structured ways of integrating these skills into everything they taught. The enthusiasm from the teachers was palpable—they felt reinvigorated by the shift in focus.”

Adam agrees, highlighting that this approach not only benefits students but also creates a more dynamic and engaging environment for teachers. “It was clear that this shift had reignited a passion for teaching. Teachers were excited about the possibilities and the positive impact on their students.”

The visit to Prague was more than just an opportunity to learn from another school—it was a reflection of BSB’s adaptability and openness to new ideas. BSB’s guiding statements emphasise the importance of preparing students to be curious, outward-thinking, and resilient individuals. Adam and Jo’s project is perfectly aligned with this vision, and their visit to ECP reinforced that adaptability is key to staying ahead in education.

“We are constantly looking at how we can evolve,” says Jo. “This project is about enhancing what we already do well at BSB—building on our existing strengths and adapting to the needs of our students in a world that is changing rapidly.”

Adam adds, “BSB’s willingness to invest time and resources into projects like this shows that we’re committed to providing the best education possible. The support we’ve received from leadership to explore new approaches and integrate them into our curriculum has been phenomenal.”

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