KEY CONCEPTS

Many of the problems that we face in our world today are extremely complex. Finding solutions to these issues requires thinking that goes beyond the disciplines. In order to give our students opportunities to consider complex issues and develop creative solutions, we offer interdisciplinary classes in grades 6-8 and interdisciplinary units throughout the MYP. Each of these units is collaboratively planned and in grades 6-8 the classes are co-taught.

In grade 6, students investigate the environmental, social, and economic impacts of mega-projects around the world. In grade 7, students consider what it means to be an ethical consumer and how their everyday choices impact the world. Finally, in grade 8, students learn about food supply systems and determine how they might feed themselves and their community if there were a disaster that disrupted the existing systems.

Through co-teaching, the shared expertise of a team of teachers is used to create inclusive and flexible learning environments. Co-teaching aids in identifying and targeting the individual needs of all students. In order to achieve this goal, ‘best practice’ approaches are synthesized and ‘next practice’ is collaboratively developed.

In the grade 5 learning community, students and teachers work collaboratively in a flexible learning environment.  Through collaborative planning, instruction, and assessment, all teachers facilitate the learning of all students. This model of learning continues to produce unforeseen success for students, teachers, and parents.

Positive discipline is a relational based approach that aims to create positive approaches and environments for learning by encouraging and activating young people to become responsible, respectful, and resourceful. 

Positive Discipline focuses on what's driving the child's (or adult's) behaviour, proactively seeking to identify the reasons behind misbehaviours and developing long-term, positive alternatives. Students discover how capable they are and they learn to use their capacities constructively. Students practise and develop these skills formally during class meetings and in problem solving scenarios daily.

Positive Discipline focuses on connection before correction, being kind and firm (at the same time), teaching valuable characteristics and life skills, and the social-emotional character development of the child.

At ISD, our Positive Discipline trained educators have a variety of tools to build positive relationships, and to prevent and respond to challenges such as power struggles, disrespectful behaviour, attention-seeking behaviour, lack of motivation and drive, and more.

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.

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.