All Hallows’ School is proud to be represented at the 2026 ICGS Global Forum on Girls’ Education in Toronto, Canada, from 24–26 June, where staff have contributed to international conversations about girls’ learning, leadership, confidence and wellbeing.
Hosted by the International Coalition of Girls’ Schools (ICGS), the Global Forum continues to bring together girls’ school educators for keynote conversations, breakout sessions, research-informed professional learning and networking opportunities. This year’s program explores key opportunities and challenges in girls’ education, including artificial intelligence, student agency, wellbeing, academic confidence, leadership and the future of girls’ schools.
All Hallows’ School Involvement
Five members of All Hallows’ School staff have contributed to the 2026 Forum and the wider ICGS community through global governance, conference presentations, the Global Action Research Collaborative (GARC) and mentoring.
Catherine O’Kane, Principal, All Hallows’ School — ICGS Board Member and Global Forum presenter
Christine Beckmann, Dean of Student Learning and Data, All Hallows’ School — Global Forum presenter
Karen Lewis, Curriculum Leader — English; Secondary English and Literature Teacher, All Hallows’ School — GARC Senior Mentor
Tina Huang, Secondary English and Literature Teacher, All Hallows’ School — GARC Fellow and Global Forum presenter
Kathryn Wailes, Teacher, All Hallows’ School — GARC Fellow
All Hallows’ School’s presence at the ICGS Global Forum reflects our sustained commitment to global engagement in girls’ education – through leadership, conference presentations, action research and mentoring.
Catherine O’Kane’s membership of the ICGS Governing Board is a significant international leadership role, connecting All Hallows’ School with a global network of girls’ schools dedicated to advancing girls’ education. At the Toronto Forum, Catherine presented with Christine Beckmann on our school’s approach to academic care, student confidence, scholarship skills and engagement.
All Hallows’ School also has a strong tradition of involvement in the ICGS Global Action Research Collaborative on Girls’ Education (GARC), a signature ICGS program that connects girls’ school educators worldwide through informed, collaborative, and classroom-based research.
This year, Tina Huang presented her GARC research on cultivating critical thinking in the age of AI, while Kathryn Wailes continues the school’s involvement as a GARC Fellow, with her research to be presented in 2027. Karen Lewis further strengthens AHS’s contribution to the program as a GARC Senior Mentor.
Together, these roles highlight All Hallows’ School’s active voice in global girls’ education and its ongoing commitment to evidence-informed practice.
Below is an overview of our staff presentations.
Researching Critical Thinking in the Age of AI
Thinking Beyond the Prompt: Cultivating Critical Thinking in the Age of AI
Presenters: Tina Huang, Secondary English and Literature Teacher, All Hallows’ School; and Zoe Steer, Head of Biology, Co-Head of Science and School Consultant Teacher for Teaching and Learning, Oxford High School GDST, United Kingdom.
As students adopt artificial intelligence tools at an accelerating rate, teachers have an important role in guiding students towards thoughtful, critical and ethical use. In this session, Tina Huang and Zoe Steer shared how they scaffolded strategies to help girls aged 14–18 become more critical users of AI.
Their action research found that students demonstrated more intentional, confident and collaborative engagement with AI, alongside a strengthened sense of agency as learners. Importantly, the findings also highlighted that students continue to value teacher presence and open dialogue as they navigate the evolving AI landscape.
Strengthening Academic Care and Student Confidence
The Big and Small of Academic Care: Scholarship Skills and Student Confidence
Catherine O’Kane and Christine Beckmann presented on how All Hallows’ School has developed and embedded academic care through both structured programs and personalised mentoring.
At a whole-school level, the School’s Scholarship Skills and Dispositions program explicitly teaches study strategies that are often assumed but not always directly taught in the curriculum. At a micro level, our mentoring approach fosters individual confidence, engagement, and positive attitudes towards learning and assessment.
