Learning @ ISK
The ISK curriculum is built around the idea that students are continuously constructing meaning - whether that be in the classroom, on the sports field, in a creative performance or working in the community.
Learning is a personal and social experience; it is the ongoing development and demonstration ofwhat we understand, what we can do and who we are.
The academic program is student-centered and the learning program at ISK is designed to allow students to:
- develop their own passions
- make connections between subjects and experiences
- provide authentic learning experiences and contexts
- develop key skills and competencies
ISK Curriculum is driven by the mission, vision and the educational Aims (Learn, Communicate, Create, Solve and Act)
Learning is integrated within and between disciplines in order to achieve these Aims.
- English / Language Arts
- Early Childhood (PK - KG)
- Social Studies
- Modern Languages
- High School Cross-Disciplinary
A scientifically literate individual can demonstrate and apply the essential scientific practices. All science learning PK - 12 embeds these practices in the learning and application of concepts and skills.
8 Scientific and Engineering Practices
- Asking questions and defining problems
- Developing and using models
- Planning and carrying out investigations
- Analyzing and interpreting data
- Using mathematics and computational thinking
- Constructing explanations and designing solutions
- Engaging in argument from evidence
- Obtaining, evaluating and communicating information
In problem-based learning, students work with classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills.
- For students to engage in an in-depth, collaborative inquiry
- For students to demonstrate the ISK Educational Aims as a result of their elementary learning experiences.
- To provide students with an opportunity to demonstrate independence and responsibility for their own learning
- To provide students with an opportunity to explore multiple perspectives
- For students to synthesize and apply their learning of previous years
- To provide an authentic process for assessing student understanding
Students work in groups to address real world problems:
2014-2017: Human Rights
2017-2020: Environmental Issues
The capstone project in grade 8 is a multifaceted project that serves as a culminating academic and intellectual experience for students at the end of their middle school years. The 8th grade capstone project is a long-term investigative project that culminates in a final product, presentation, or performance.
The grade 9 experiential learning program is designed to meet the needs of grade 9 advisory and would run for the duration of the school year. Throughout the year students are expected to research a global issue/ethical dilemma facing society, explore simple project-based solutions designed to alleviate the impact of the issue on society, develop a prototype or pilot project of the project settled upon, and eventually attempt to find way to apply the prototype within society.
This yearlong program follows a fully experiential structure and the design cylce, teaching students valuable real world skills that directly reinforce the ISK vision, mission and aims.
Assessment is the continuous process of gathering, analysing and interpreting evidence so students and teachers can make informed decisions that enhance student learning.
Regular feedback dramatically improves learning. At ISK students and parents receive feedback in many ways:
Formative feedback - the results of student work that is done along the way in a unit of learning. Teachers provide regular, on-going feedback to students about their progress.
Self-Assessment - students are regularly asked to reflect on their own progress. This allows students to take ownership for their own learning.
Parent/Teacher/Student conferences - Conferences are held midway through each semester. Teachers, students and parents have an opportunity to look at and discuss student work.
Semester reports- reports are sent home at the end of each semester. Reports include;
- Achievement grades in each subject. These grade indicate where a student is along the learning journey at the end of the semester. They are not an average of all the work done.
- Habits of Learning grades (Engagement, Collaboration, Personal Responsibility)
- Narrative reports describing the student's learning as well as their disposition towards learning
- Web-based access - Student progress can be accessed through the Power School portal. Click here to access the Power School Web Portal.
|Habits of Learning||Achievement Grades|
|Elementary School||E = Exceeds the standard||4 = Exceeds the standard|
|M = Meets the standard||3 = Meets the standard|
|A = Approaching the standard||2 = Approaching the standard|
|B = Below standard||1 = Below standard|
|ES HOL Rubric||ES Grade Descriptions|
|Middle/High School||E = Exceeds the standard||7 = Exemplary Achievement|
|M = Meets the standard||6 = Excellent Achievement|
|A = Approaching the standard||5 = Good Achievement|
|B = Below standard||4 = Satisfactory Achievement|
|MS/HS HOL Rubric||3 = Insufficient Achievement|
|2 = Limited Achievement|
|1 = Minimal Achievement|
|MS/HS Grade Description|
We measure success at ISK by the extent to which our students achieve against our curricular standards and the extent to which we make our Educational Aims a reality for each student. Key indicators which ensure that we continue to provide an outstanding educational environment for all students include:
- Internal achievement on course assessments and common assessments
- Comparison of external academic testing results with other international schools
- Accreditation reports from the International Baccalaureate Organisation (IBO) and Council of International Schools and Middle States Association (CIS/MSA)
- Lists of higher education colleges and universities across the world to which ISK students are awarded
- Sustained involvement in the five key areas of CASL (Creativity, Culture, Action, Service and Leadership)
- Regular feedback via opinion surveys and collaborative meetings with all stakeholders, including students, parents and alumni