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What kind of building is a mathematicians’ building? On a breezy mid-afternoon in late September in Oxford, Year 1 students studying mathematics at EF Academy Oxford were given the opportunity to visit the acclaimed and recently-constructed Mathematical Institute of Oxford University.
At precisely 2:45 p.m., 25 students assembled at the reception and were then accompanied by three Faculty members; Grahame, Nick and Richard to the Andrew Wiles Building, which is the mathematical department in the University of Oxford. Sir Andrew Wiles is a British Mathematician and Royal Society Research Professor at Oxford University, and specializes in number theory.
Upon arrival at the Andrew Wiles building, we saw what is called the “Penrose tiling” (named after Mathematician and Physicist Sir Roger Penrose), right in front of the entrance, mathematical sets which depict the application of mathematics in real life. We were then given a tour by the External Relations Manager, Dyrol Lumbard, at the Mathematical Institute, who told us about the structure of the building.
We learned that the Andrew Wiles Building was completed in 2013, and that it provides individual workspaces for over 500 mathematicians. As part of the design process, the users were consulted on what the building should be like. The Mathematicians said: (1) they wanted to talk to people only when they wanted to; (2) they wanted the building to represent mathematics; (3) they wanted to have a quiet space. So the mathematicians were given individual spaces, rather than an enormous room in which they would work alongside many other mathematicians (the arrangement common in a standard university library). Nonetheless, in case of the need for mathematical discussion, a common room or lounge was also built. In this space, as well as there being whiteboards, tables can also be used as whiteboards, and even the windows, too, were designed for doing mathematics.
Another key feature of the Andrew Wiles Building is its special sound-absorbing construction, which was also the architects’ response to the request of the mathematicians to help create the quietness necessary for intense concentration. To promote a similar atmosphere of calm, the flights of stairs present in this building are not obtrusive: they were designed as a zig-zag shape that connects beautifully – logically – all existing floors with one another. There is mathematical meaning in all aspects of the building. Even the glass located above the cafeteria has a special form that resembles the form of soundwaves.
This trip undeniably opened up our horizons as we learned that mathematics also underpins our understanding of aspects of human life and study as diverse as medicine and social media. Mathematics is not just a subject involving sums or equations in a room: it is life, the universe, and everything!
This blog post was a co-collaboration between Aruzzhan Kani and Boudicca Mahaseth. Photos are courtesy of Peter Grinde and Tora Skrivahaug.

Students studying mathematics at EF Academy visited the acclaimed and recently-constructed Mathematical Institute of Oxford University.

EF Academy Oxford visits the Mathematical Institute of Oxford University - EF Academy Blog

EF Academy Oxford visits the Mathematical Institute of Oxford University ‹ EF Academy Blog

EF Academy Oxford visits the Mathematical Institute of Oxford University

Ef academy oxford visits mathematical institute oxford university

<div class="single-post-thumbnail clear">Yesterday afternoon five of our alumni came to visit our current students! The returning students were:</div>
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Yexia Lin 
Nationality: Spanish/Chinese 
Studying at: Clare College, University of Cambridge 
Course: MSC Engineering
Julia Graef 
Nationality: German 
Studying at: Imperial College London 
Course: Medicine
Hannah Saskya Bingei 
Nationality: Indonesian 
Studying at: University of West England 
Course: Equestrian Sport Science
Sofia Sanborn 
Nationality: Spanish 
Studying at: Kings College London 
Course: Business and Management
Elena Trubavina 
Nationality: Russian 
Studying at: Queen Mary (London) 
Course: International Relations
The students talked about the things they enjoyed most about studying at EF Oxford (“karaoke nights!”, “living in an international environment”, “meals out on Cowley Road”) and gave advice to the first year students who have yet to apply to University. The most common advice given was to get involved in the opportunities offered by the academy “volunteering is very well viewed on University applications” “At Kings, it’s all about being culturally aware” but also advice on assignments. The returning students confirmed that the workload at University can be intense and students who have good time management and essay writing skills at sixth form will find the transition into University easier.
Although there were common elements between their university lives the students noted the differences between the university experiences at different institutions. Yexia Ling noted that in Cambridge they have shorter terms and a higher workload which could lead to more stress. Julia and Sophia noted the cost of living in London meant a lot of their course mates needed to find part-time work and many found the SU (Student’s Union) good for this.
Our students had a chance to ask questions about living in University Halls “it’s like a second family, you go to Tesco together, watch films together, eat together” and the alumni busted some myths “Engineering at Cambridge isn’t just theoretical!”.
The afternoon was interesting for both our current students and returners. It was nice to see the exchange of information and for the teachers to catch up with old students. We look forward to hosting more such events in the future!
Originally published February 22, 2017.
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Yesterday afternoon five of our alumni came to visit our current students! The returning students were from various nationalities.

EF Academy Oxford alumni return to their alma mater - EF Academy Blog

EF Academy Oxford alumni return to their alma mater ‹ EF Academy Blog

EF Academy Oxford alumni return to their alma mater

Ef academy oxford alumni return alma mater

Hi everyone! My name is Gianluigi and I am an IB, year-one student at EF Academy Oxford. I found out about my internship at EF thanks to my university counselor. I was really excited about getting work experience which could help me for my university application and also understand a little bit better the world of work.
I got placed in London working for the Hult Business School in the finance department. For almost one month, I gained new knowledge in the area of business and counting; as I have never studied these subjects at school before. Even though I have never had any interest in this area, I improved many skills in organization, accuracy and, moreover, I have learned how to manage time at work.
My co-workers, who were from every part of the world (a fact I loved), helped me a lot in explaining how a big school and company works. From this internship, I have definitely developed my strengths and weaknesses. Although I have realized that finance is certainly not in my future, I am now sure of what I want to do in my life and I think this is another good reason for this experience!
Thank you EF for this great opportunity!

I'm an IB student at EF Academy Oxford and this summer I got the opportunity to work in finance at Hult Business School in the EF office in London.

Discovering finance at my internship with Hult - EF Academy Blog

Discovering finance at my internship with Hult ‹ EF Academy Blog

Discovering finance at my internship with Hult

Discovering finance internship hult

To find out more about the University and the city of Edinburgh, on the 25 January we travelled up from Oxford by train, which took about four and a half hours. We left on Friday, which by complete coincidence was Scotland’s national day, or night. Burns’ night is celebrated in memory of Scotland’s most famous poet, Robert Burns, who wrote poems about all kinds of Scottish interests including haggis. That’s a traditional dish which we’re sure lots of people were eating that night, but not us. It’s made of sheep’s stomach stuffed with offcuts and barley.
On Saturday we explored the city before visiting the University. Edinburgh has really nice monuments, great cathedrals, and actually, the coolest part of all of it was that there is an old, inactive volcano just outside the city, called Arthur’s seat, after King Arthur. You can hike up it in about an hour, and have an amazing view of Edinburgh. We did that, and the wind up there was incredible – super, super cold. But the view was really beautiful. It’s definitely worth it. Afterwards, you might be interested in whisky bars, if old enough!
If you like hiking, and outdoor sport, Edinburgh is a university city you should consider, because it’s very easy to get out to the countryside. The city is also fun. It’s full of restaurants. We found that there is a newer and older part to the city, with Edinburgh castle, which looks really nice.
The University of Edinburgh is in the top five UK universities. It is one of the most applied for universities too, with only about 10% admissions. The university has some notable alumni, including Charles Darwin and Robert Louis-Stevenson. There are about 40,000 students, from all over the world. All sorts of sports clubs are available, and there is a busy student social life. The campus is spread out over the whole city, so we were only able to visit the science campus. We had one hour, which was just enough time. The library was huge, with four floors, and quiet study areas like we have here, and at Oxford Brookes. So for IB1s making applications, Edinburgh might be somewhere to consider. It’s definitely a very good university.
Written by IB1 students, Laurin Demmler and Bennett Thompson.
 
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Think you’d be interested in applying to Edinburgh University? At EF Academy, we guide our students through every step of the admissions process.

To find out more about the University and the city of Edinburgh, on the 25 January we travelled up from Oxford by train, which took about four and a half hours. We left on Friday, which by complete coincidence was Scotland’s national day, or night. Burns’ night is celebrated in memory of Scotland’s most famous …

A trip to Edinburgh University - EF Academy Blog

A trip to Edinburgh University ‹ EF Academy Blog

A trip to Edinburgh University

Trip edinburgh university

The Japanese have a concept ‘Jo-Ha-Kyu’ which articulates a sense and dynamic of time. In the western world our storytelling (usually) follows a cycle of three: ‘beginning, middle and end’ format. Jo-Ha-Kye suggests that there is a beginning, middle and end to each part of the cycle-
i.e. ‘the beginning of the beginning, the middle of the beginning and the end of the beginning…the beginning of the middle, the middle of the middle, the end of the middle, the beginning of the end, the middle of the end, the end of the end’
Due to unexpected traffic our trip to see The Kite Runner onstage was later than unexpected and we unfortunately missed the first 20 minutes of the show- arriving during the end of the beginning. 
Sadly, this meant we did not get to see Amir and Hassan’s childhood, something which is reflected on throughout the play.
This adaptation of Khaled Hosseini’s famous novel was poetic. Subtle nuances in lighting gave a sense of time and location. Much of the drama was relayed via monologue by the character of Amir following the first person viewpoint employed in the novel. The fact the style of the play stayed true to the novel is a positive though this required effort on behalf of the audience who needed to listen to the story being told rather than being shown the entire narrative visually/physically.
It was interesting to have a character such as Amir narrate his story as he is not particularly likeable- we are shown his cruelty to his friend Hassan (when he hits him trying to get a reaction) and his lying (by planting a watch under Hassan’s mattress to suggest theft) and, crucially, failing to intervene when he observes Hassan being attacked by their rivals. This cruelty has a ripple effect on relationships between Baba, Hassan and Ali which results in Ali and Hassan leaving the household (and making Amir feel in some way accountable for Hassan’s death). It is this guilt that motivates Amir to return to Afghanistan and rescue Sohrab (Hassan’s orphaned son, from Taliban captivity). 
Amir gains the audience’s sympathy not through his personality or actions (mostly self-serving, in stark contrast to the altruistic and loyal Hassan), but his honesty. 
We, the audience, benefit from dramatic irony throughout the performance as Amir confines to us all that he cannot to tell the characters onstage.
At one point in the second act Soraya tells Amir “sad stories make good books” and I would add, sad stories also make good plays. 
The subject matter is dark on a micro and macro scale- the strained relationship between Amir and his father and infertility in Amir’s and Soraya’s marriage show us struggles on a personal level. The rise of the Taliban- massacres, ethnic cleansing, rape and torture is darkness on a national scale. The Kite Runner manages to portray both respectfully and with feeling, marks of a good page-to-stage adaptation.
Our trip was poignantly topical given the USA’s recent travel ban restricting entry to America for citizens from nine (predominantly Muslim) countries. The Kite Runner shows us the difficulty of Amir and his father adjusting to American culture ” in Kabul, we snapped a tree branch and used it as a credit card. Hassan and I would take the wooden stick to the bread maker. He’d carve notches on our stick with his knife, one notch for each loaf of naan he’d pull for us from the tandoor’s roaring flames. At the end of the month, my father paid him for the number of notches on the stick. That was it. No questions. No ID”, the hazardous journey risked by the family to get to America, and the consequences of the Taliban’s rule on the people who stayed in Afghanistan (Hassan and his wife’s murder, their son’s experience at an orphanage and being taken by the Taliban) and Afghan institutions (the corruption of Zaman’s orphanage and repurposing Kabul’s soccer stadium for stoning).
The play does allow it’s audience to laugh though. We laugh at the dancers who introduce us to the 1980’s dance scene in California, we laugh in agreement with Baba who moans that in America “even the flies are pressed for time” and we laugh at the sassy shop assist and who has a confrontation with Baba. These moments add a touch of daily life and comedy into a relentless play which has somehow managed to cram 300-something words and 30 years into two one hour acts.
Another way in which the play is brightened is by the ending scene- we are left with a final tableaux- of Amir running a kite with his new adopted nephew. Finally, catharsis.

This adaptation of Khaled Hosseini’s famous novel was poetic. Subtle nuances in lighting gave a sense of time and location.

“For you, a thousand times over”: Thoughts from The Kite Runner - EF Academy Blog

“For you, a thousand times over”: Thoughts from The Kite Runner ‹ EF Academy Blog

“For you, a thousand times over”: Thoughts from The Kite Runner

Thousand times thoughts kite runner

Some responses to the production from the Year 1 IB Theatre Students who went to watch it:
I was intrigued by the play’s portrayal of someone with Asperger’s syndrome. The music was fantastic, and kept me interested in the story. I also liked how the story was told purely from Christopher’s point of view, which allowed the audience to see a little into his head.
Bibby Akinola
I thought it was an amazing play and what impressed me most was the lighting and when Christopher was walking on the wall.
Anisha Brun
The play for me was a story which represents bravery and independence. Christopher was a kid who was very clever but he was scared around people. I was shocked by the realism of the story and how great the staging was.
Eduardo Pozo
I was surprised by how well the Frantic Assembly team conveyed the point of view of an autistic boy, Christopher, who was the main character of the play. I was amazed by the performance and with the help of movement how magical it became – for example flying and walking on walls, challenging the audience’s preconceptions.
Vicky Pascon
I liked the music very much and the fact that there was a mystery and a lot of funny parts and a real puppy and the fact that Christopher wanted to become an astronaut.
Bianca Maria Valenti

Some responses to the production from the Year 1 IB Theatre Students who went to watch it: I was intrigued by the play’s portrayal of someone with Asperger’s syndrome. The music was fantastic, and kept me interested in the story. I also liked how the story was told purely from Christopher’s point of view, which …

‘The Curious Incident of the Dog in the Night-Time’ at The Picadilly Theatre - EF Academy Blog

‘The Curious Incident of the Dog in the Night-Time’ at The Picadilly Theatre ‹ EF Academy Blog

‘The Curious Incident of the Dog in the Night-Time’ at The Picadilly Theatre

Curious incident dog night time picadilly theatre

The teaching faculty at EF Academy New York come from very diverse backgrounds and bring a wealth of knowledge to share with our students. Please meet Wendy Bradley, Deputy Head of School at EF Academy New York.
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<li>
<h3>Tell us a bit about your background. What led you into the boarding school world?</h3>
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</ol>
I was sort of born into the boarding school world, and I often joke and say it’s in my blood!  I grew up as a “faculty brat” in Maine. My parents were boarding school people; my mom was an admissions director and associate, and my dad was a biology and math teacher and director of athletics. I attended boarding high school, and have called 11 school campuses my home over the past 35 years. While I won’t divulge my age, this is a significant portion of my life…well over half! I’ve been a teacher, coach, dorm parent, activities director, dean of students, and assistant head of school – both domestically and abroad in Jordan and China. I believe in the power of a great boarding school to transform the lives of young people, and hope that at EF we can be looked back upon as a place that instilled community, independence, cooperation, love of learning, and connection.
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<h3>How does the EF Academy residential experience differ from other kinds of boarding schools?</h3>
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EF is the largest school I’ve worked in, and that makes it different. I think this brings challenge and opportunity. The challenge is to connect and feel connected. We’ve created new faculty residential positions and are trying to do more activities on campus by making a “big school feel small” such as celebrations, dorm functions, leadership development, things that bring us together.
We also have fewer parent interactions and this is one of my greatest challenges personally. I love meeting parents. It helps me understand kids. I love seeing kids interact with their parents. Is a boy kind and loving with his mom and dad? Is a girl outspoken like her mother? It’s interesting, it makes us human. I also love seeing students with their siblings – it says so much. We’re lucky to have some brothers and sisters here on campus, but I do really miss meeting families. I love to tell parents stories about their kids. I recently discovered that one of the girls on my hallway in West is connected to one of my old students from 30 years ago! Her mom and my old student are good friends…so of course we sent a selfie to her mom and my old student!
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<h3>What are some key factors that really elevate a school’s on-campus experience?</h3>
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Student leadership and traditions can certainly enhance a school community, and these factors truly improve connection and relationships. We need more traditions here at EF. We need ceremony and feeling part of something. We need glue. We need to feel stuck together by tradition. We started the HOUSE system as a way to connect kids across all grade levels by doing fun things and being silly with them. We also need to realize that small events on campus can also be positive, it doesn’t always have to be 650 kids…it could be 45 kids who had an awesome experience together doing something simple one night.
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<h3>What are some ways you think students can make the most of their experience living on campus?</h3>
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Students need to get involved and build relationships. They need to request activities, they need to voice their concerns and excitement for this community! They need to be joiners, and do-ers. They need to try things out. During the teenage years students should explore who they are and try as many things as possible…try painting, try acting, play a sport, join a club, demand to be seen and heard, raise your voice, and make this place feel like your home away from home.
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<h3>What is one thing you think all boarding students should know?</h3>
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Students should know that the adults who work here at EF truly care about them as people. We have high hopes for them to thrive as developing adults, and that we do not expect them to be perfect at all times. We do this work because we care about young people, and have high expectations for them to each reach their unique potential!
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<h3>What is one of your favorite parts of working at EF Academy?</h3>
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I love that I can laugh at work, in the dorm with students and around campus with my colleagues. If I can’t laugh, then it’s not worth doing!
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<h3>Anything else you’d like to share:</h3>
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In term one we had 280 students who had 5 As or more and/or had missed two or fewer classes. This is nearly half our students doing what I call their “day job.” I believe that parents send their children here to learn, and this measure of success tells me that most of our kids show up every day, ready to fulfill their families’ dream of an education. I’m humbled by this level of effort, and it encourages me to make the most of my time here at EF as well.
 
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Think you’d feel right at home at EF Academy? With campuses in Oxford, Torbay and New York, we pride ourselves on helping students grow into successful, global citizens.

Parents send their children here to learn, and our kids show up ready to fulfill their families’ dream of an education.

Meet the team – campus life with Wendy Bradley - EF Academy Blog

Meet the team – campus life with Wendy Bradley ‹ EF Academy Blog

Meet the team – campus life with Wendy Bradley

Meet wendy bradley

Eric Park from South Korea will be a senior at EF Academy New York in September. He spent two weeks of his summer vacation as an intern in Hong Kong where he gained hands-on experience with the Creative Studio’s Video Team – a valuable opportunity for someone who plans on pursuing a career in film:
At EF Academy New York, I read a poster about an EF global internship. I always enjoyed traveling abroad and wanted to experience professional studio work, so I decided to apply for the internship program. Since I am very interested in filmmaking, I had a perfect opportunity to work with EF’s Creative Studio’s Video Team. As a future film student, it was a really valuable and helpful experience that provided both experience and education.
The Creative Studio’s Video Team worked for several clients in order to advertise and introduce EF more effectively by producing original videos. Currently, they are working on educational videos for the PyeongChang 2018 Winter Olympic Games. They had informative videos about all different types of winter sports with Korean subtitles and narrations. Since I was the only one who could understand Korean, I checked those videos and made a list of incorrect subtitles and mistranslated words with time codes. I really enjoyed reviewing nearly 20 Olympic videos because I learned a lot about winter sports that I never knew before. Also, the reviewing job was highly suitable for me due to the fact that I was the only Korean speaker in the team. This unique part of the internship made me feel more confident about myself. Honestly, I was really nervous when I first entered the office. I wasn’t sure about my ability and the impression I would make on such a huge company’s professional video team. I’m just a high school junior! I thought I would be useless in the gigantic system. However, when I realized that I can do something unique for the team, I became way more confident.
My next project was to make a reel video which includes the best videos that our team produced since last year. I watched a lot of videos created by EF Hong Kong in order to select and assemble videos for the compilation. I had to choose the funniest and the best videos among nearly 50 videos. I learned a lot about the production of commercials while I watched those videos. My teammates taught me a lot about creative programs like Photoshop, After Effect and Premiere Pro. I learned useful and cool techniques that will eventually help me becoming a better filmmaker. I had to make title cards and an intro for the video. I made an interesting storyboard for the intro, but sadly we didn’t have enough time to actually produce the intro that we originally planned to make. I guess two weeks wasn’t long enough.
Our team also shot a promotional video showing EF Hong Kong. We used a “gimbal stabilizer” to shoot an ‘entering the office’ scene. Fortunately, I had used that type of stabilizer before, so I could help set it. I held the stabilizer and shot demo videos. Later when we shot the actual video, I guided the camera operator. Our team also filmed and recorded a meeting and interviews. Helping with and watching their work was very interesting and informative. I learned about filming tools that I’ve never seen before. In order to finish the compilation reel video, I had to put pre-written subtitles on the Japanese voice over Olympic video. Using the Video Team’s server subtitle format was really impressive, since the shared format made everything more organized and easier to work with. On the last day of my internship, the Video Team presented the reel video that we assembled. It felt good to present the product video on the screen in front of other people.
The EF internship experience in Hong Kong was really helpful and enjoyable at the same time. As I wished, I traveled a lot in Hong Kong and Macau with my friends, and also experienced a professional video studio’s working process. The internship program helped me being more prepared as a future filmmaker and an open-minded coworker. I was surprised when I figured out about EF office’s flat structure. It was really interesting that everyone shares the same working environment without barriers among different working positions. Personally, the experience helped me understand professional video works and allowed me to feel more prepared as a future cinematography student. My two weeks in Hong Kong were valuable and unforgettable.

He spent two weeks of his summer vacation as an intern in Hong Kong where he gained hands-on experience with the Creative Studio’s Video Team.

A dream internship for a future filmmaker - EF Academy Blog

A dream internship for a future filmmaker ‹ EF Academy Blog

A dream internship for a future filmmaker

Dream internship future filmmaker

Easter is widely celebrated throughout the world. It’s a holiday that many use to symbolize the end of winter’s chill and the new beginnings that come around every spring. But it doesn’t look the same everywhere you go. From Florence’s Easter Mass to France’s large omelets, here are some of the more unique Easter traditions around the world. 
<h3>1. Giant Omelette, Bessieres, France </h3>
Every year in the southern town Bessieres, France more than 10,000 people come together for one of the more incredible culinary spectacles you might ever see – to cook one of largest omelets the world has ever seen! 
Using exactly <a href="https://www.thelocal.fr/20160329/15000-eggs-smashed-for-frances-giant-easter-omelette">15,000 eggs </a>each year, a collective called the Giant Omelette Brotherhood of Bessieres comes together to pour the impressive number of eggs into an equally impressive pan. The omelet takes about 40 minutes to cook and requires large wooden spoons and tools to maneuver. The result is a beautiful omelet that’s shared by the whole town.  
<h3>2. Wandering Witches, Finland</h3>
While the image of children walking around in witch costumes asking for candy would make most think about Halloween, it’s a clear sign of <a href="https://finland.fi/life-society/wandering-witches-welcome-finnish-easter/">Easter in Finland</a>. Every year in the northern country, young children dress up as witches on the Sunday before Easter. They go door-to-door offering to bless your home in exchange for candy and treats – particularly colorful chocolate eggs and sometimes even pocket change. The long-standing tradition is a way to welcome spring, with hope for a good harvest ahead.
<h3>3. Exploding cart, Florence, Italy</h3>
Florence is known for its beautiful architecture, incredible food, and rich history. But following mass on Easter morning, it’s known for the <a href="https://www.visitflorence.com/florence-events/explosion-of-the-cart-easter.html">Scoppio del Carro</a>, which translates to ‘explosion of the cart’. A beautiful wagon with elaborate decorations is pulled through town by two oxen until it arrives at the city square in front of the Cathedral. It’s a beautiful procession and people are often dressed in their finest Easter outfits.
The cart is pre-rigged with explosives, and at 11 AM the song Gloria is sung from inside the church. At this time, the Archbishop sets fire to a dove-shaped rocket which flies out of the church and collides with the cart. The result is an impressive fireworks display, cheers, and the highly-anticipated explosion of the cart. This exciting ritual dates back more than 350 years and if it is performed smoothly, it’s taken as a sign that there will be a good harvest ahead. 
<h3>4. Crime Novels, Norway</h3>
While Easter conjures up images of flowers, colorful eggs, and cute animals in Norway it’s a great time for crime! Crime novels, to be exact. Every year, new thriller novels, known as “<a href="https://www.visitnorway.com/about/history-traditions/easter/crime-time/">Paaskekrimmen</a>“, are released around the holiday. The fun tradition is said to have been started back in 1923 when authors Nordahl Grieg and Nils Lie wrote a crime novel. The week before Easter, their publisher came up with a brilliant advertising campaign where they’d take over the front page headlines of newspapers, describing the crime from the book. This remarkable advertising stunt was so convincing that the public thought the crimes being reported were real. Ever since, Easter’s been known as “crime time” in Norway!  
<h3>5. Water Sprinkling, Hungary</h3>
One of the more unique traditions can be found in Hungary. A tradition called “<a href="https://welovebudapest.com/en/2015/04/03/easter-in-hungary-traditions-and-events/">Locsolkodás</a>”, which translates to “sprinkling”, is occasionally celebrated in villages across the country. This tradition has a long history to it and appears in other countries including the US and Poland. It often involves a male sprinkling a woman with water or spritzing her with perfume. But a more extreme case has woman dressing in traditional clothing and being doused with a bucket of cold water.

Easter and springtime are celebrated across the world, but it's not all bunnies and flowers. Here's a look at some of the more unique traditions worldwide.

Unique Easter traditions around the world - EF Academy Blog

Unique Easter traditions around the world ‹ EF Academy Blog

Unique Easter traditions around the world

Unique easter traditions around world

High school is full of incredible opportunities and experiences, but it’s always quite a bit of hard work. At the end of this long road, it’s nice to be able to sit back and let the good times roll. One of our favorite ways to do this is by kicking back and watching a movie.
So whether you’re approaching graduation, have a loved one who’s graduating, or just looking for a way to de-stress between final exams, here are our top picks for graduation season films.
<h3>Say Anything</h3>
He’s a noble underachiever, she’s a high school valedictorian – an unlikely match who fall in love the summer before she goes off to university in England. Can John Cusack’s famous boombox serenade win her over? Take a trip back to this 80s rom-com to bring out all of the high school romance feels and remember to never be afraid to ask!
<h3>Legally Blonde</h3>
This light comedy film stands for something important. A plucky college student decides to get over a traumatic period in her life by changing majors and transferring to one of the most prestigious universities in the world – Harvard. It gives students of all ages a great message of determination and not allowing the opinions or actions of others determine what you’re capable of. Elle Woods is a true icon (and not just because of her amazing wardrobe).
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<h3>Pitch Perfect</h3>
Not about graduation exactly, but what better time to start getting excited about attending university? Join the Barden Bellas as they navigate their first year (or second or third – you’ve got a few sequels to choose from). From making new friends, trying new things and finding internships to working out a future career, this film is a great way to get acquainted with some of the challenges you’ll face (with added show tunes!).
<h3>Dead Poets Society</h3>
Disclaimer: Be sure you have a box of tissues at the ready because this film is a tearjerker. This classic film, sad as it may be, has some extremely meaningful messages. Robin Williams plays an inspiring, unconventional teacher in the otherwise strict environment of an all-boys’ boarding school. As his pupils wrestle with challenges like peer pressure and controlling parents, he encourages them to be their own people, saying “Carpe diem, seize the day boys, and make your lives extraordinary.”
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<h3>High School Musical 3: Senior Year</h3>
What better way to celebrate the culmination of high school than through song and dance? This finale film is the last installment of Disney’s High School Musical saga, which follows a group of friends as they navigate the tumultuous social scene of high school. This film will make you nostalgic for all the fun experiences and friends you made throughout high school. Sing along and enjoy the cheesy choreography as the gang says farewell.
<h3>Mona Lisa Smile</h3>
Julia Roberts is the new art history teacher at the prestigious Wellesley College in 1953. Her free-spirited and progressive teaching approach takes everyone by surprise, but slowly breaks down archaic norms and one-directional thinking. She encourages her students to believe in themselves and study to become career professionals in a time that wasn’t so encouraging. We love this movie because it inspires us to see the world – and our place in it – in a different way.
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<h3>Ladybird</h3>
A quirky film about that turbulent time towards the end of high school when the future seems equal parts scary and exciting. This is a great watch if graduation feels a little overwhelming and you’re not yet sure what to expect next. Join Christine “Lady Bird” McPherson as she dreams of reinventing herself and attending a prestigious college in “a city with culture” – whatever that means. Earning five nominations at the 90th Academy Awards and one of Time’s top ten films of 2017 – this one comes well recommended.
<h3>Ferris Bueller’s Day Off</h3>
This classic high school film follows prankster Ferris around a trendy ‘80s version of Chicago as he attempts to pull off what would be his greatest high school “heist” of all – a ditch day with absolutely no negative consequences. Who wouldn’t love to succeed with that? Especially when the stress from exam season begins to set in! Enjoy living vicariously through the talented cast before you head out of high school.
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Thinking about high school? Why not study abroad?

Graduating? Headed to high school next year and already thinking about it? Here are our top films to watch during the graduation season!

Our favorite films for graduation season - EF Academy Blog

Our favorite films for graduation season ‹ EF Academy Blog

Our favorite films for graduation season

In the spirit of International Education Week (Nov. 14-18), we’re posting articles that highlight how high school students can feel empowered by engaging in an international education. This post is part of a short series that will be published this week.
Where we come from, where we have been and what we believe are often things that we use to describe ourselves and usually they are things we are proud of. But what role does cultural identity play in the grand scheme of things? Is it a hindrance or a help in achieving world peace and common understanding across borders?
What better place to begin understanding the importance – or unimportance – of cultural identity than in an environment where everyone is different. Like an international classroom, for example.
Danah Alkhodari is in her first year of the A-Level program at EF Academy Oxford. Her favorite club is Spoken Word Poetry and she plans on applying to UK universities next year where she will study Aerospace Engineering. She’s embarked on a journey that allows her to explore her own cultural identity while living and learning in an environment made up of people who come from all corners of the globe.
Danah is originally from Saudi Arabia but she was raised in Lebanon and that’s what she considers her home. But her answer to the often-asked question at EF Academy, “Where are you from?”, isn’t as easy to answer as one might think.
“[My answer] is never the same, it depends on who asks me,” Danah explains. “If asked by Middle Easterners, I say Saudi Arabia and Kuwait because my mother is part Kuwaiti and I visit her every month. If asked by a Lebanese, I’ll tell them I am also Lebanese. If I’m asked by none of the above, I’ll say I’m from Kuwait, Saudi Arabia and Lebanon.”
Danah describes differences between the classrooms in Lebanon and at EF Academy, saying that her current classmates have a level of maturity she never saw at her old school where students didn’t listen to the teacher, passed notes and whispered.
“Not many saw a future for themselves and none saw a future for me,” she says about what led to her decision to study abroad. “I didn’t like feeling demotivated. On top of that, I specifically didn’t like being told there was something I couldn’t do, like go abroad. My friends, siblings, aunts, my mother – these are some of the people who said I couldn’t do it and that Lebanon was my only option. I really want to be successful and I want to meet other people who want to be successful too, that’s why I wanted to go abroad.”
Now that she has begun paving her own path, she finds that while abroad, holding on to her cultural identity is challenging because there are far fewer Arabians and Lebanese at the school than there are Italians or Africans. But actually, holding on to her cultural identity isn’t that important to her – she finds it more impressive to let go of cultural identity in order to bond with people from other places.
“Cultural identity could be the thing that keeps Italians, Norwegians, Africans and French from socializing at my school. Every person on this planet is too unique to belong to one group,” Danah says. “It’s an incredible thing to describe yourself using your culture, religion or nationality, but in the end, to bring the world together as a unit, you decide to become part of either no one or everyone.”
In other words, what she values is the exploration of diversity and the ability to learn something from everyone, while, perhaps, also teaching them something about her home so that they may learn something from her.
It is this way of thinking and this cultural discovery that leads to students becoming global citizens, and this is a crucial step in creating positive multicultural environments where students – and adults- can live, learn, accept, explore and understand.
 
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EF Academy International Boarding Schools open a world of opportunities for high school students by providing them with a superior education abroad, thorough preparation for university and a future that knows no borders.

Where we come from, where we have been and what we believe are often things that we use to describe ourselves and usually they are things we are proud of.

Navigating cultural identity in an international environment - EF Academy Blog

Navigating cultural identity in an international environment ‹ EF Academy Blog

Navigating cultural identity in an international environment

Navigating cultural identity international environment

To truly succeed as an international student studying abroad at an English-speaking school, there are a couple of things you need in your toolbox: confidence, the ability to take risks, an open mind, the willingness to learn and English skills that allow you to master the complex topics taught in your IGCSE, IB and A-Level classes.
It’s this high level of English proficiency that will have the largest impact on your in-class performance, and because of this, it’s apparent that basic conversational English is not enough to get by in classes such as literature, business, psychology, and even math and science.
“Our experience shows that the ability to read and write, listen and speak, with the vocabulary and thinking of a specific area of study, is the ability that best prepares students for success at university,” writes Dr. Sandra Comas, EF Academy New York’s Deputy Head of Academics. “A student can be outstanding in mathematics and face language barriers that hinder her progress. Another student could be exceptional in certain types of scientific reasoning but not have developed the specific knowledge of English that allows him to continue to develop his scientific capabilities.”
It is key to a student’s academic progress that they are capable of clearly expressing their thoughts, demonstrating their knowledge and explaining their work, and to do so they need English skills that go beyond the basics. Engaging in and carrying on a conversation is important, but in class it will take more than that to succeed.
Dr. Comas says that it is up to the schools, department heads and teachers to implement a school-wide system that helps students acquire subject-specific vocabulary. She writes that robust English instruction is “important to actively prepare students for engaging in English for academic purposes.”
She adds: “This is a school-wide effort that focuses on professional development for teachers to help them create exercises, introduce vocabularies of words and ideas for each area of study, to speak clearly, assess frequently and in a variety of ways, and to give extra opportunities for writing.”
How can teachers help students go beyond the building blocks of English and begin creating towers of knowledge in higher-level classes taught in English?
The answer lies in making tools and support readily available to students as they learn. This includes online vocabulary lists that they can use as they complete homework, as well as English prep classes that allow students to learn math and science subjects in English before they begin the IGCSE, IB or A-Level program, making it possible for them to develop the skills they need before they dive into the rigorous programs. Furthermore, offering English support classes gives students the chance to study for college entrance exams, which evaluate how well a student is prepared for university studies in English.
As Dr. Comas explains, “Students communicate with each other, with teachers, and with members of their communities. They also communicate within areas of study, with others from around the world and across time.”
The student who is able to enhance their English skills so that they can converse with peers and expand their knowledge in their subjects is the one who will not only experience academic success, but they will also hold the key that will open their world and unlock numerous opportunities in today’s globalized world.
 
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EF Academy International Boarding Schools open a world of opportunities for high school students by providing them with a superior education abroad, thorough preparation for university and a future that knows no borders.

To truly succeed as an international student studying abroad at an English-speaking school, there are a couple of things you need in your toolbox.

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