At the International School of Bucharest, our decision-making about education is guided by three important factors. These are:
The definitions are formed with the involvement of our stakeholders and reviewed in regular intervals.
At the International School of Bucharest, learning and teaching are done in a safe, nurturing, and stimulating environment where we celebrate the cultural diversity of all members of the school community. Our curriculum is based upon the values of global citizenship, cultural awareness, and autonomous/independent learning and will communicate with all stakeholders these values and expectations.
At ISB, we seek to have inquiry-based learning where we develop knowledge, thinking skills, and practical application. We focus on not just “what” students learn but also “how” students learn. We believe student learning is enhanced when teachers see learning through the eyes of their students. (Hattie). Teachers use assessment to gain insight into what students understand in order to plan and guide instruction and provide helpful feedback to students. To ensure this, teachers look to use differentiation based on assessment, various teaching strategies, and collaboration to enhance students’ learning outcomes. It is important to consider each individual student’s learning, rather than talk about the learning of “the class.” (Rethinking classroom assessment in mind, 2006). It is individuals, not classes, who learn. We believe that when classroom assessment is frequent and varied, teachers can learn a great deal about their students. To ensure this teachers look to use differentiation based on assessment, various teaching strategies and collaborate to enhance students’ learning outcomes.
High-Quality Learning and Teaching is the process the students take through schooling to become life learners, critical thinkers, responsible and capable global citizens. This process puts the student’s wellbeing at the center and through a safe, nurturing, and stimulating environment offers all access to the curriculum. At ISB the international environment is welcoming to all cultures. The whole process is held together by two strong links: assessment & feedback and collaboration & communication.
The concept of Global Citizenship is based on values that transcend geopolitical borders, connecting the world through the actions of learning, exploring, understanding, protecting, and respecting the diversity of cultures whilst collaborating to preserve the environment.
We encourage our students to be active citizens and take responsibility for the future of our planet, whilst treating everyone with respect and empathy.
We support our students in exploring, understanding, protecting, and respecting the diversity of cultures.
We defined digital citizenship as the norms of behavior with regard to technology use. This includes the electronic exchange of information, responsibility for electronic actions and deeds, physical safety, and well-being in a digital world.
The purpose of embedding a digital citizenship curriculum at ISB is to discuss with students the examples of appropriate and inappropriate etiquettes, access to digital content, and electronic communication behaviors and strategies they can adapt to become better digital citizens.
Our school is dedicated to empowering students to thrive in the world of media and technology and support them to harness the positive power of media as required by our mission statement: We enable students to reach their full potential and develop skills to become independent, respectful, and caring adults who will be successful and contribute to global society.
