Learning

Students and teacher doing class activities

Learning

Our approach to learning

Our aim is to provide a holistic education which recognises that a child’s knowledge and understanding can be measured not only through traditional written tests and assessments, but also in a multitude of other ways. These include oral presentations, collaborative group tasks, artistic and athletic expression, and the use of technology to demonstrate learning.

 


 

From the Early Years, to Junior and Secondary School, we offer education for the future global citizens of the world.

 

Programme and Structure

We offer three curriculum frameworks which meet the needs of students across the age groups within the school. While the Early Childhood Centre and Junior School use the International Early Years Programme,  International Primary Curriculum (IPC) , Secondary School (grades 6 to 12) is accredited to use the IB Middle Years Programme (MYP), IB Diploma Programme (IB DP) and our Career-related Programme.

It may be challenging for parents who are transitioning their child from national education systems to an international school like ISH to get used to the new academic structure at first.

The charts below give a general guide for placement equivalencies.  Individual class placements are determined by the ISH Administration on a case-by-case basis and according to admissions policies.


For further, in-depth information please visit the school divisions sections of this website and feel free to contact us. We will gladly address any questions you may have.
 

Our Approach of Teaching and Learning

High quality learning is a process that occurs when students are active and inquisitive life-long learners who become impactful citizens of the world.

High quality Learning occurs when learners:High quality Teaching occurs when teachers: 
  • actively seek understanding,
  • develop a growth mindset and use this to inspire their learning in all areas,
  • understand the purpose of what they are learning,
  • are self-directed,
  • connect learning to real life experiences,
  • seek feedback,
  • view mistakes as a natural part of the learning process and are a form of feedback,
  • recognise and seek understanding of different perspectives,
  • recognise that they have agency and can make a difference in the world, and
  • receive high quality teaching. 
  • demonstrate a belief that all students have the right and capacity to equitably make progress despite their academic differences,
  • act as role models who demonstrate passion for what they are teaching,
  • build positive rapport with students,
  • provide purposeful learning experiences which inspire inquiry and agency,
  • nurture creativity, reflection and innovation,
  • empower students to take responsibility for their learning, their actions, and their interactions with others,
  • keep students consistently engaged in their learning,
  • provide students with timely and specific feedback,
  • seek feedback from students and those who advocate for them,
  • use data to improve instruction for all learners,
  • sustain a safe, supportive and challenging environment conducive to high quality learning.

In this Section