At ISD in the first section of the Upper School, we aim to develop active learners and internationally minded young people who can empathize with others and pursue lives of purpose and meaning.
The curriculum contains eight subject groups together with a core made up of five areas of interaction. (Language acquisition, Language and literature, Individuals and societies, Sciences, Mathematics, Arts, Physical and health education, Design.)
The curriculum contains eight subject groups together with a core made up of five areas of interaction. (Language acquisition, Language and literature, Individuals and societies, Sciences, Mathematics, Arts, Physical and health education, Design.) Each year, students in this section also engage in at least one collaboratively planned interdisciplinary unit that involves at least two subject groups. Students also complete a long-term project, where they decide what they want to learn about, identify what they already know, discovering what they will need to know to complete the project and create a proposal or criteria for completing it. This programme empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally. The result is young people who are creative, critical and reflective thinkers. It encourages students aged 12 to 16 to make practical connections between their studies and the real world, preparing them for success in further study and in life.
In the second section of the upper school, we aim to develop students who have excellent breadth and depth of knowledge – students who flourish physically, intellectually, emotionally and ethically.
The curriculum here is made up of six subject groups (Studies in language and literature, Language acquisition, Individuals and societies, Sciences, Mathematics, The arts) and the Core. Through the Core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service.
This curriculum is an academically challenging and balanced programme of education, which will lead to an internationally recognized high school diploma. Students may opt to study additional sciences, individuals and societies, or language courses, instead of a course in the arts due to the flexibility of the programme. Students will take some subjects at higher level and some at standard level. These differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level. Each student takes at least three (but not more than four) subjects at higher level, and the remaining at standard level.
This programme addresses the intellectual, social, emotional and physical well-being of students, and is respected by universities across the globe.