International School of Düsseldorf | IB School in Germany

To tackle the complex challenges of today's world, students need to think beyond traditional subjects. That's why we offer interdisciplinary classes in Grades 6-8 and units throughout the MYP, where students explore issues from multiple perspectives. These units are co-planned and co-taught for a collaborative learning experience.

In Grade 6, students explore the environmental, social, and economic impacts of mega-projects. In Grade 7, they examine the ethical responsibilities of consumers and how their choices affect the world. In Grade 8, they focus on food supply systems and how to sustain themselves and their community during a crisis.

Co-teaching leverages the expertise of multiple teachers to create inclusive, flexible learning environments that cater to the individual needs of every student. By combining best practices and collaboratively developing new strategies, we ensure continuous improvement in teaching and learning.

In the Grade 5 learning community, students and teachers work together in a flexible environment. Through joint planning, instruction, and assessment, all teachers support the learning of every student. This collaborative approach consistently leads to success for students, teachers, and parents alike.

Positive Discipline is a relationship-based approach that fosters responsible, respectful, and resourceful students. It focuses on understanding the reasons behind behaviour and finding long-term, positive alternatives. By addressing the root causes of misbehaviour, students learn to use their abilities constructively.

With a focus on connection before correction, Positive Discipline teaches students valuable life skills through kindness, firmness, and emotional growth. Students actively practise these skills during class meetings and problem-solving scenarios.

As a certified Positive Discipline school, ISD’s trained educators use a range of tools to build strong relationships and effectively address challenges such as power struggles, disrespect, and lack of motivation.

Restorative practice aims to develop community through the building, strengthening and maintaining of relationships; and to restore relationships and manage conflict when things go wrong. Its approach is grounded in the importance of honouring people’s dignity, ensuring equity, and seeing the potential of all.

Restorative Practice is about working with people to establish a clear and fair process by engaging all participants, developing a shared understanding, and creating clarity and agreement on what is needed moving forward.
 

Well-being for Lifelong Learning is the process through which children and adults acquire and effectively apply the competencies of;

• Self-management
  The abilities to manage one’s emotions, thoughts and behaviours effectively in different situations and to achieve goals and aspirations.
   
• Self-awareness
  The abilities to understand one’s own emotions, thoughts and values and how they influence behaviour across contexts.
   
• Social awareness
  The abilities to understand the perspectives of and empathise with others, including those from diverse backgrounds, cultures and contexts.
   
• Relationship skills
  The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.
   
• Responsible decision making
  The abilities to make caring and constructive choices about personal behaviour and social interactions across diverse situations.
   

At ISD we recognise that diversity is vital to achieving out mission, living our values, and creating a sense of belonging for all. We work to ensure that all members of our community feel safe, secure, and welcome.

At ISD, we value inclusivity, and we want to give every student who wants to engage in the Diploma Programme the chance to learn, grow, mature, and achieve ambitious goals.

Clinton Olson
Senior School Principal

We celebrate individual differences and maintain an environment free from any discrimination based on age, ethnicity, family makeup, gender identity and expression, language, learning ability, nationality, physical ability, race, religion, sexual orientation, or socio-economic status.

Our school does not tolerate physical, emotional, or sexual harassment. We remain neutral on all matters relating to religion and politics; our curriculum does not promote specific religious or political beliefs, however it does advance students’ knowledge and appreciation of the role that religion and politics play in the social, cultural, and historical development of civilisation.