Annual Report 2022/23

ANNUAL REPORT June 30, 2023

This Annual Report was printed with environmentally friendly inks and on paper sourced from environmentally friendly, sustainable, and controlled sources.

INTERNATIONAL SCHOOL OF PRAGUE

MISSION

INSPIRE ENGAGE EMPOWER all learners to be

curious competent compassionate

changemakers

CONTENTS

4

Leadership & Governance

8

ISP at a Glance

10

Authorisation and Accreditation

18

Learning Stories

18 Early Childhood Foundations 28 Elementary School 38 Middle School 48 Upper School 62 Activities & Athletics

80

72 Community

Supporting ISP

96

Financial Report

LEADERSHIP & GOVERNANCE

FROM THE DIRECTOR The 2022/23 School Year was a tremendous academic year with great achievements in student learning, community building, and professional growth. With a full return to on-campus events and celebrations postCOVID, the ISP community enjoyed being with one another in person, strengthening our connections, and deepening our sense of belonging as a community.

The ISP mission to Inspire, Engage and Empower all learners to be Curious, Competent, Compassionate Changemakers was lived out in every corner of our building and in every classroom and activity. We are deeply proud of how our students embodied these values through their active involvement in student leadership, research projects, theatrical performances, academic inquiries, athletic events, changemaker campaigns, and much more.

Last year, we dedicated significant time and resources toward our goal of becoming a fully authorised IB Continuum School, adding three new programmes to our very successful Diploma Programme. To support this effort, this was our first year of late-start Wednesdays providing educators time each week for professional learning and to plan curriculum and experiences for our students. We have been moved to the final authorisation stage and anticipate full authorisation in the 2023/24 School Year.

While committing to plan for the future, our faculty and staff were relentless in ensuring that student experiences were challenging, relevant, and interesting. Over the course of the entire year, I found our students engaged and excited about learning, and our professional staff working hard to ensure that students were reaching their full potential.

4

5

This year we welcomed four new leaders to our Senior Leadership Team (Elementary School, Middle School, Athletics and Activities), as well as three new Learning Coaches. These leaders brought vision and commitment to improvements across all school sections and expertise and experience from around the globe. We also completed significant planning for our facility and for new and interesting learning opportunities for our students through electives, advisory, and robust academics.

As we aim to become the most impactful progressive IB school in Europe, we appreciate our community involvement and support in

and outside the classroom. As we look ahead to our 75th year anniversary, I look forward to celebrating with our community the impact of the International School of Prague on generations of students and on Prague itself.

I hope that you enjoy our annual report and are as proud of it as I am.

Warm regards, Dr. Chip Kimball ISP Director

THE ISP SENIOR LEADERSHIP TEAM 2022/23 The ISP Senior Leadership Team represents the senior management of the School, and is led by the Director.

They are tasked with bringing all aspects of the School closer to achieving ISP’s mission and strategic goals.

Dr. Chip Kimball Director

Teresa Belisle Director of Learning, Research and Development

Sheldon Bradshaw Director of Information Technology

Petr Draxler Chief Operating Officer

Laura Jo (LJ) Evans Elementary School Associate Principal

Barry Freckmann Director of Finance and Operations

Anthony Hennelly Activities and Athletics Director

Michelle Juhasz-Stevens Middle School Principal

Monica Stanciu Director of Advancement

Dr. Eric Sturm Upper School Principal

Matthew Woodward Elementary School Principal

LEADERSHIP & GOVERNANCE FROM THE CHAIR OF THE ISP BOARD OF TRUSTEES Allow me to share with you this Annual Report highlighting ISP‘s performance and many accomplishments.

I’ve had the privilege and honour to serve for two years as a member, and my first year as the Chair of the Board of Trustees of the International School of Prague, though my family’s involvement with the school has been much longer.

ISP is in an interesting and challenging period of its‘ 75-year history as we are taking on ambitious new programmes to ensure the students have the skills and aptitudes that they need for a fruitful and successful future. This includes the expansion of our IB education by adding PYP (Primary Years Programme), MYP (Middle Years Programme) and CP (Career-related Programme) to our reputable DP (Diploma Programme); reinforcement of science, technology and mathematics education; and other enhancements to ensure that our students are competitive with a full breadth of competencies and capabilities.

Importantly, our core values have never been compromised around international diversity, a high-quality holistic education, and alignment with our mission which is to Inspire, Engage and Empower all learners to be Curious, Competent, Compassionate Changemakers.

I am pleased to report that the Board is fully supportive of the school’s direction and that we are financially healthy. We are pleased with the quality of leadership and faculty at ISP. I would like to express my appreciation to the numerous parents volunteering in school activities.

We are looking forward to seeing how ISP will continue to serve students and their families well into the future.

Warm Regards,

Gabriel Eichler Board Chair

6

7

THE ISP BOARD OF TRUSTEES 2022/23

Gabriel Eichler Board Chair

Susanna Bäckman Building & Grounds Committee Chair

Martin Blecha Advancement Committee Chair

Dena Brownlow Member

Dorota Keleher Member

Irene Kernkamp-Bloemkolk Board Secretary, Governance Committee Chair

Martin Kováč Member

Brian Wardrop Board Treasurer, Finance Committee Chair

Jean-Pascal Duvieusart Member

STANDING COMMITTEES 2022/23 Governance

Finance

Irene Kernkamp (Chair), Dena Brownlow, Gabriel

Brian Wardrop (Chair), Szilvia Horvath-Cook, JP Duvieusart, Gabriel Eichler,

Eichler, Dorota Keleher

Stefan Rasche

Ex officio: Dr. Chip Kimball

Ex officio: Dr. Chip Kimball Senior Leadership Team: Barry Freckmann, Petr Draxler

Building and Grounds

Staff: Lenka Obodova

Susanna Bäckman (Chair), Kimberly Bianchini, Ronald Dasbach, Ondřej David, Martin Kováč,

Advancement

Neville Parry

Martin Blecha (Chair), Yuval Avidor, Tatiana Eichler, Vazil Hudak, William Jalloul,

Ex officio: Dr. Chip Kimball

Dorota Keleher, Anna Lukyanova, Cristina Novotna, Pavlína Rieselová

Senior Leadership Team: Barry Freckmann, Petr

Ex officio: Dr. Chip Kimball

Draxler

Senior Leadership Team: Monica Stanciu

Staff: Martin Valášek

Staff: Elizabeth Perry

ISP AT A GLANCE

8

TOTAL ISP CAMPUS SURFACE

BUILDING AREA

OUTDOOR AREA

more than

nearly

more than

65.000 m2

14.000 m2

51.000 m2

NUMBER OF SENIOR LEADERSHIP TEAM MEMBERS

NUMBER OF FACULTY

NUMBER OF STAFF

115

92

FACULTY AND SUPPORT STAFF NATIONALITIES

FACULTY WITH ADVANCED DEGREES

FACULTY WITH 10+ YEARS OF TEACHING EXPERIENCE

25

over 75%

90%

11

Data accurate as of June 2023

9

STUDENT NATIONALITIES

STUDENTS ENROLLED

891

57

45 LANGUAGES SPOKEN ACROSS ISP

ALBANIAN • ARABIC • ARAMAIC • AZERBAIJANI BULGARIAN CATALAN • CHINESE • CROATIAN • CZECH DARI • DANISH • DUTCH ENGLISH FINNISH • FRENCH GERMAN • GEORGIAN • GREEK HEBREW • HINDI • HUNGARIAN ICELANDIC • INDONESIAN • ITALIAN • IRISH JAPANESE KOREAN • KYRGYZ PASHTO • PERSIAN • POLISH • PORTUGUESE ROMANIAN • RUSSIAN SERBIAN • SLOVAK • SPANISH • SWEDISH TAMIL • TATAR • TURKISH UKRAINIAN • URDU • UZBEK VIETNAMESE

AUTHORISATION AND ACCREDITATION

10

NEASC ACE 2.0 ACCREDITATION ISP is accredited by an external organisation, giving authority to our transcripts, graduation requirements, and others to the quality and credibility of our school. Our accreditation also reassures families and employees that we provide a safe, secure, fiscally responsible, operationally efficient, and impactful learning environment aligned with our Mission and Strategy.

ISP is accredited by the New England Association of Schools and Colleges’ (NEASC) Commission on International Education (CIE), which accredits international schools around the world. NEASC also accredits well-known American independent schools such as Choate and Andover, and universities such as Harvard and MIT. Accreditation by NEASC means that our ISP Diploma is recognised by North American universities for those students who wish to do their post-secondary studies in that region.

Given ISP’s long history as an established and internationally respected school committed to innovative education, ISP was chosen by NEASC to be the first school to undergo its accreditation based on its new ACE protocol during our last accreditation. Therefore, we are now one of the first schools going through the ACE 2.0 protocol.

NEASC ACE 2.0 RE-ACCREDITATION PHASES & TIMING The ACE accreditation involves four phases.

A school is required to be compliant with the Foundation Standards in order to move forward with the process.

We submitted our Foundation Standards Report in the spring of 2021 with evidence and documentation for the five standards: 1. Learning structure 2. Organisational structure 3. Health, Safety and Security 4. Finance, Facilities and Resources 5. Ethical Practice

11

In the fall of 2021, we hosted a virtual visit and received a favourable report, which meant we could move on to the preparatory phase. The purpose of the preparatory report and visit is for NEASC to observe learning and provide initial feedback on evidence of alignment with the ACE Learning Principles. This phase also aims to assess our conceptual understanding of, and commitment to, the ACE Learning ecosystem, as well as our capacity and competence for implementing change.

Following the spring 2022 report and Fall 2023 visit, ISP was given the green light to move on to the Internal Reflection Process, which took place during the 2022/23 School Year. The Internal

Reflection, with accompanying documentation and evidence, will be submitted in October 2023.

The final stages of the ACE 2.0 re-accreditation involves a NEASC team of six evaluators spending five days in late November 2023 observing learning and systems across ISP, as well as talking with students, faculty, support staff, parents and board members. As a closure to their visit, the visiting team’s chair will share general impressions and perceptions with all ISP employees. An official narrative report will be sent from NEASC-CIE six to eight weeks following the visit, which will include their evaluations (based on criteria), recommendations and reaccreditation status.

AUTHORISATION AND ACCREDITATION INTERNAL REFLECTION: PROCESS, INSIGHTS AND NEXT STEPS The ACE 2.0 Internal Reflection requires the school community to commit to a year of self-reflection, which culminates in completing an Internal Reflection Report. The Re-accreditation Design Team had representatives from all sections and learning areas of the school.

ISP is a mission-driven school. Given the 2022/23 academic year was focused on our shift to the IB Full Continuum, ISP’s Internal Reflection (August 2022 - June 2023) started with clarifying how our ISP Mission drives our strategy and how it aligns with ISP’s Learning Principles and IB’s 2020 Standards & Practices. This ‘crosswalk’ (figure 1) was co-constructed by all educators and finalised by our learning coaches, who regularly use it when leading training, professional learning workshops and collaborative team discussions.

In November 2022, we asked students, employees and families to complete a Learning Survey adapted from the NEASC ACE 2.0 survey but with ISP language and Learning Principles. We then collected evidence across the year, which happened naturally as part of the process of our new Principals’ first year, as well as in our “consultancy phase” of adding the PYP, MYP, and CP programmes. From this, we have identified and prioritised key trends for learners and learning.

12

13

STRENGTHS

CHALLENGES

In-person learning: The vast majority of all constituents are very happy to be back full-time in person.

Social, emotional and wellbeing: This was already worrisome before COVID and we’ve seen a significant increase in this area.

Quality of learning: • Engaging learning tasks • Supportive teachers • Students know what they’re learning and why it is significant.

Pandemic impact on academics and behaviour: The impact is particularly visible in English as Additional Language (EAL), maths, literacy, selfmanagement and school attendance.

Sense of safety & belonging: The majority of children are happy and wellconnected. The community is welcoming, warm, respectful, and kind, with engaged teachers and students.

Level of Challenge & suggestions: Students want: 1. More after-school activities 2. More academic challenge 3. More feedback 4. More active, relevant, choice in learning 5. Shorter learning blocks 6. Less time on the computer 7. Less homework 8. Assessments and projects spread out rather than due at the same time

MAJOR LEARNING PLANS FOR 2023/24 1. Social-emotional Learning: We have revised and enhanced our homeroom/advisory programme, ECF-12, supported by professional learning and an articulated curriculum. This implementation will begin in August 2023.

2. Transferable Skills and Conceptual Understandings: Building on our current understanding of concept-based inquiry, we are deepening our implementation for increased clarity and consistency of both inquiry and transfer.

3. Learning Software Systems: In our transition to the Full IB Continuum, we are shifting from seven software platforms to one for documenting intended learning, managing learning tasks and assessments with students, and reporting learning achievement and growth. We are excited about what Toddle, our new learning and teaching software, brings to creating greater clarity, coherence and accountability between our intended, taught and learned curriculum.

AUTHORISATION AND ACCREDITATION

14

ISP - IB LEARNING CROSSWALK (figure 1) ISP Mission

ISP Strategy

ISP Learning Principles

Curious

Transferable Ideas

• Learners’ curiosity drives what and how they learn.

We wonder, uncover and connect ideas to make sense of our world.

Competent We select the needed knowledge, skills and habits to solve problems and innovate.

Learners inquire to uncover and connect ideas that transfer to other contexts.

Transferable Skills

• Learners persist with relevant and rich challenges.

• Learners consider and connect complex ideas.

• Learners know what they’re learning and why it is significant.

Learners continually grow and transfer their ability to think, research and communicate.

• Learners know where they are as learners and how to go further.

Caring Team Players

• Learners feel a sense of safety and belonging.

Learners use self-knowledge, self-management and empathy to contribute to a caring team.

• Learners know where they are as learners and how to go further.

Changemakers

Projects

• Learners persist with relevant and rich challenges.

We take action to contribute responsibly to a more peaceful and sustainable world for all.

Learners leverage their curiosity, competence and compassion to take action that positively impacts the community.

(ATLs: Research, Thinking, Communication)

Compassionate We treat ourselves and others with kindness to create a sense of safety and belonging.

(ATLs: Social & Self-management)

• Learners apply their learning in diverse and challenging contexts.

• Learners apply their learning in diverse and challenging contexts.

• Learners know what they’re learning and why it is significant.

• Learners apply their learning in diverse and challenging contexts.

15

IB Learner Profile

IB 2020 Lifelong Learners

Inquirers

Lifelong Learners 6: Students take ownership of their learning by setting challenging goals and pursuing personal inquiries.

Thinkers Open-minded

Knowledgeable Communicators

Lifelong learners 7: Students pursue opportunities to explore and develop their personal and cultural identities.

Lifelong Learners 1: Students actively develop thinking, research, communication, social and self-management skills.

Reflective

Lifelong Learners 2: Students demonstrate and reflect on their continued development of the IB learner profile attributes.

Principled

Lifelong Learners 3 Students identify and foster healthy relationships, an understanding of shared responsibility and the ability to collaborate effectively.

Caring Balanced

Risk-takers Principled Communicators

Lifelong Learners 4: Students grow in their ability to make informed, reasoned, ethical judgements.

Lifelong Learners 3: Students identify and foster healthy relationships, an understanding of shared responsibility and the ability to collaborate effectively.

Lifelong Learners 5: Students exercise the flexibility, perseverance and confidence they need to bring about positive change in the wider community.

IB 2020 Approaches to Teaching & Assessment Approaches to Teaching 1: Teachers use inquiry, action and reflection to develop natural curiosity in students.

Approaches to Teaching 2: Teachers focus on conceptual understanding to support students in developing their ideas.

Approaches to Assessment 2: The school uses assessment methods that are varied and fit-for-purpose for the curriculum and stated learning objectives and outcomes.

Approaches to Teaching 5: Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals.

Approaches to Assessment 1: Students & teachers use feedback to improve learning, teaching and assessment, learning outcomes and objectives.

Approaches to Assessment 4: Students take opportunities to consolidate their learning through assessment. (Projects)

Approaches to Teaching 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community.

Approaches to Teaching 5: Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals.

Approaches to assessment 3: The school administrates assessment consistently, fairly, inclusively and transparently.

Approaches to Teaching 3: Teachers use local and global contexts to establish the relevance of the curriculum.

Approaches to Assessment 4: Students take opportunities to consolidate their learning through assessment. (Projects)

AUTHORISATION AND ACCREDITATION

Definition of Learning What does it mean to learn at ISP? Learning is a transformative process that... builds on what we know and can do, deepens what we understand, and changes who we are.

Learning Principles Learning best happens when…

Learners’ curiosity drives what and how they learn.

Learners know what they’re learning and why it is significant.

Learners know where they are as learners and how to go further.

Learners persist with relevant and rich challenges.

Learners consider and connect complex ideas.

Learners apply their learning in diverse and challenging contexts.

Learners feel a sense of safety and belonging.

16

17

ISP LEARNING STORIES An accreditation reflection process provides any school with an opportunity and a challenge to give close attention to every aspect of who we are and who we want to become. As we looked closely at ourselves this past year, we took stock of where we are as a school and what we need to do next to improve operations and learning at ISP. Anthropologists tell us that storytelling is central to human existence– we use stories to make sense of our world and to share that understanding with others. So, we chose to capture a good portion of our accreditation self-study through stories of learning. We have come to better understand ourselves, Learning@ISP, the IB 2020 Standards and Practices, and our important next steps through this internal reflection process.

With this in mind, as we enter this final phase of reaccreditation, we offer you these small glimpses into learning contexts at ISP. These are only a tiny sample of the many stories and responses collected and documented as part of this process.

We invite you to read and reconnect to what we’re all about at ISP and what makes it so special for our learners.

Our learning programme offers students the

potential of building life-long understandings,

skills and dispositions to be successful at ISP, and in their educational and professional pursuits in the future. The following learning stories show

how this vision comes to life in the classrooms at ISP and beyond.

Teresa Belisle Director of Learning Research & Development

18

Early Childhood Foundations

28

Elementary School

38

Middle School

48

Upper School

62

Activities & Athletics

72

Community

LEARNING STORIES

18

EARLY CHILDHOOD FOUNDATIONS Students thrive when they feel safe, supported, and are known by teachers and peers.

Our highly qualified and experienced educators create an engaging environment where students explore who they are as learners during this key developmental phase.

Matthew Woodward Elementary School Principal

Laura Jo (LJ) Evans Elementary School Associate Principal

NUMBER OF STUDENTS IN EARLY CHILDHOOD FOUNDATIONS

AGE GROUP

92

NUMBER OF TEACHERS

7

Data accurate as of June 2023

3 - 5/6 years old

NUMBER OF TEACHING AIDES

7

EDUCATOR-STUDENT RATIO

1:7

EARLY CHILDHOOD FOUNDATIONS

19

LEARNING STORIES OUR COMMUNITY OF MANY CULTURES: ELEMENTARY SCHOOL CULTURE WEEK Our annual Culture Week is one of our most cherished traditions in the Elementary School, celebrating our diversity as an international community. This week-long celebration created opportunities for the community to ask questions and discover more about each other‘s cultural heritage, sparking learners’ curiosity to drive what and how they learn.

Each day, students enjoyed participating in activities and projects like baking Challah bread, learning Ddakji (a traditional Korean game), and creating Papel Picado (a Mexican folk art), to name a few! These activities and projects were facilitated by family members, teachers, or students themselves.”

Laura Jo (LJ) Evans ES Associate Principal

The grand finale of Culture Week was a colourful community parade through ISP, drawing applause and support from Middle and Upper School students, teachers and parents. Our Elementary School students proudly wore traditional clothing and waved flags, creating beautiful moments of connection as they recognised and appreciated the different cultures represented in their school community.

We deeply value diversity and internationalmindedness at ISP and take great pride in our community‘s many different cultures and backgrounds of over 60 nationalities.

20

EARLY CHILDHOOD FOUNDATIONS

Curious

21

LEARNING STORIES

Competent

22

EARLY CHILDHOOD FOUNDATIONS

BUILDING CONNECTIONS: THE POWER OF PLAY Play-based learning is a key part of the teaching approach in ECF, often visible in our dynamic and vibrant learning spaces where students engage, discover and expand their understanding and competencies. Open-ended play can stimulate questions and conversations that can grow into exciting new learning opportunities… this is precisely what happened when KAPLA building blocks were introduced to ECF 5!

With 12 home languages in our class of 18 children, we need many ways to listen, hear and converse. The language of KAPLA began unexpectedly one morning and became fluent in an hour. One thousand wooden syllables, picked up, passed on, built, unbuilt, a language of forms and flexibility, of architecture and escape.”

Deb Wilenski ISP Reggio Specialist and ECF 5 Teacher

As our young learners build relationships with one another, teachers are always finding ways to listen and engage with them and create opportunities for learners to apply their learning in diverse and challenging contexts.

By building with these wooden planks, students began to experiment with new constructions and learn architectural concepts like stability, height, and balance, in addition to developing friendships and discovering the value of collaboration and teamwork.

23

LEARNING STORIES HOW WE EXPRESS OURSELVES: BECOMING COMPASSIONATE STORYTELLERS Children love stories, and in ECF 5, storytelling became the focus of dynamic and multidisciplinary learning experiences that stimulated the imaginations of our young learners. This exploration flowed from the classroom to the forest and back again as the storytelling theme extended into many art activities and individual and group collaborations.

While children learned writing skills and enjoyed creating interesting characters, settings, and storylines, they also loved sharing their ideas and building community. Working together and co-creating imaginative worlds fostered a sense of safety and belonging among our young learners.

As children engaged in collaborative experiences, I noticed how compassionate they were with each other. This generous sharing of ideas, characters, skills and knowledge became the mainstay of these collaborative story drawings. They were learning to be storytellers from each other.”

Nellie Gibson ECF 3/4 Teacher

Children blended imagination with the real world to craft stories, intertwining everyday people and family members with fairies, monsters and invented characters. Children’s competencies and compassion grew as they applied their learning in diverse and challenging contexts and to many admiring listeners.

24

EARLY CHILDHOOD FOUNDATIONS

25

Compassionate

LEARNING STORIES

Changemaker

26

EARLY CHILDHOOD FOUNDATIONS

CREATING A BUZZ: BEES, POLLINATION AND HANDS-ON LEARNING Picture books play a significant role in a child’s development, inspiring a love of reading, developing critical thinking skills, and creating memorable moments of learning and wonder.

Engaging young learners in hands-on activities can deepen what they learn from books, making the experience come alive.

A recent learning experience focused on the importance of bees as pollinators and sparked children’s interest in learning more about bees’ role in the environment. Starting with the illustrated picture book ‘Bee’ by Patricia Hegarty, followed by bee books by National Geographic, the children became fascinated by the topic, engaging in rich class discussions and asking many questions!

To illustrate the pollination process, the students participated in a hands-on pollination simulation activity. The children were given graphic drawings of flowers, and curry powder was placed in the flower‘s heart. Black pipe cleaners were bent and placed around the children’s fingers, ‘becoming hungry bees’ going from paper flower to flower.”

Sandra Richards ECF Library Specialist

Even our youngest learners can begin to explore important ecological topics like the impact of bees on our ecosystems. When young learners know what they’re learning and why it’s significant, it plants the seeds of understanding that can later bloom into action and change.

27

LEARNING STORIES

28

ELEMENTARY SCHOOL Students thrive when they feel safe, supported, and are known by teachers and peers.

Our highly qualified and experienced educators create an engaging environment where students explore who they are as learners during this key developmental phase.

Matthew Woodward Elementary School Principal

Laura Jo (LJ) Evans Elementary School Associate Principal

NUMBER OF STUDENTS IN ELEMENTARY SCHOOL

AGE GROUP

299

NUMBER OF TEACHERS

40

Data accurate as of June 2023

6-11 years old

NUMBER OF TEACHING AIDES

21

EDUCATOR-STUDENT RATIO

1:6

ELEMENTARY SCHOOL

29

LEARNING STORIES

30

VIRTUAL REALITY HEADSETS ADD DEPTH TO UNITS OF INQUIRY Imagine learning about outer space by stepping on the moon, exploring its nearby craters, and gazing at the stars. Or what about launching into a unit on environmental conservation by jumping aboard the Greenpeace boat, breaking ice off the coast of Antarctica?

Students did exactly this when ISP Tech and Innovation Coaches unveiled the new VR (Virtual Reality) headsets! With this VR technology, learners’ curiosity drives what and how they learn, literally transporting students to any location on earth (or beyond!) and presenting opportunities that inspire the imagination and bring learning to life on a whole new level.

Wearing the VR headsets is like going on a wild adventure where you can’t get hurt.”

Ayla, Grade 4

When experienced independently, the headsets can be a fun adventure for students, exposing them to new places, cultures, and experiences worldwide, but when they are integrated in meaningful ways, like with the Grade 4 Human Rights unit, this technology can inspire learners to consider and connect complex ideas.

Using the headsets in their coding class, 4th graders visited refugee camps in Greece, observing firsthand the hardship and poverty of this environment. The virtual reality immersive experience brought to life an authentic and emotional aspect of human rights that otherwise would be hard to experience in a book or website. This is just one of many examples of how this technology can be leveraged across disciplines and learning experiences to build empathy and understanding in our students.

ELEMENTARY SCHOOL

Curious

31

LEARNING STORIES

Competent

32

ELEMENTARY SCHOOL

33

PARENT MORNING MIXERS: AN OPPORTUNITY TO SHARE THE LEARNING Elementary students are always excited to welcome their parents into the classroom to showcase their learning. These grade-level “morning mixers” are scheduled regularly throughout the year. During these sessions, students actively engage with their parents, sharing and discussing their writing, reading books collaboratively, exploring maths challenges, and immersing themselves in PYP (Primary Years Programme) units. This interaction allows children to share their competencies in the classroom and gives parents a comprehensive understanding of the curriculum being taught.

I look forward to Morning Mixers as it gives me an opportunity to explore the learning environment of my children. I get to observe how teachers encourage growth in each child‘s area of interest and use different resources to spark curiosity. My children are always proud of displaying their work and sharing what interests them the most.“

During the Grade 2 Personal History unit in the spring of 2023, students inquired into their history by creating timelines highlighting the important stories during their eight years of life. Parents were then invited in for a mixer to discuss their family history, giving students a deeper understanding of what they‘re learning and why it’s significant.

Together with their parents, students explored their ancestry while creating a family tree, adding family names to the class tree, and writing additional family stories for their timelines. Students and parents valued this uninterrupted time focused on learning together.

Shandana Khan, Grade 2 parent

LEARNING STORIES

34

HOW ROLLERBLADING BUILDS COMPASSION When the Rollerblading unit rolls around in the spring, Physical Education is the talk of Elementary School! For many students, this unit is their favourite of the year and an opportunity to build friendships and practice risk-taking in a safe setting.

Before developing their balance, agility and speed skills, students focused on supporting one another during the lessons. With a range of experience in the class, more experienced skaters assisted those who needed encouragement.

The students worked together to build a sense of safety and belonging, embracing making mistakes and falling as a natural part of the learning process.

I really like rollerblading in PE because when I rollerblade in front of my house, I just skate around, but in PE we could practise something difficult, or go faster, or learn some tricks.”

Jimin, Grade 4

As weeks passed, students not only improved their abilities but realised the importance of teamwork and compassion as they encouraged one another and shared new techniques.

During our classes, we demonstrated physical and emotional courage as we cheered on our classmates and offered words of encouragement. We showed compassion towards those struggling, offering a helping hand to those who had fallen and patiently waiting for them to catch up.”

Nate Heck ES Physical Education Teacher

ELEMENTARY SCHOOL

35

Compassionate

LEARNING STORIES

Changemaker

36

ELEMENTARY SCHOOL

37

A SHOWCASE OF ART AND ACTIVISM With ISP’s transition to the PYP (Primary Years Programme) comes several exciting new units of inquiry, including the Grade 5 “Art Attacks,” a unit dedicated to art and activism. Students persisted with relevant and rich challenges as they discovered how to express their ideas for positive change through creativity and visual imagery.

After researching their specific SDG, students created a museum card about their proposed art piece and pitched their ideas to peers.

Inspired by feedback from parents, peers and visitors, learners knew where they were and how to go further, incorporating the feedback and new ideas to deepen the impact of their artworks.

Along with Aaron Moniz, co-founder of Inspire Citizens, the Grade 5 teaching team designed the curriculum for this unit to focus on global citizenship and how artistic expression can raise awareness about global issues.

The community was invited to see the final artworks in a fantastic gallery exhibition. It was a powerful celebration of learning that won’t be forgotten!

We knew we wanted students to be exposed to protest art and how it has changed the world.”

Andrea Bongarzone Grade 5 Teacher

Integrated into the learning unit were three field trips: going to an art museum, visiting an important mural with Czech historical significance, and visiting a local theatre to view an interpretative dance.

Alongside exploring different forms of artistic expression, students learned about the United Nations Sustainable Development Goals (SDGs) and chose one to focus on for their creative project.

LEARNING STORIES

38

MIDDLE SCHOOL Students thrive when they feel safe, supported, and are known by teachers and their peers.

Our highly qualified and experienced educators create a warm and engaging environment where students are guided to explore who they are as learners during this key developmental phase.

Students experience challenging, diverse learning opportunities in each subject area and engage in interdisciplinary projects.

Michelle Juhasz-Stevens Middle School Principal

NUMBER OF STUDENTS IN MIDDLE SCHOOL

AGE GROUP

244

12-14 years old

NUMBER OF TEACHERS

EDUCATOR-STUDENT RATIO

30

Data accurate as of June 2023

1:8

MIDDLE SCHOOL

39

LEARNING STORIES

40

EXPLORING IMPACT: HOW HUMAN EXPLORATION SHAPES GLOBAL INTERACTIONS In this exciting Grade 7 Individuals and Societies unit, students investigated the impact of human exploration on the world, both positively and negatively. They learned about various historical waves of exploration, from 2750 BCE to the present day, and strengthened their research and information synthesis skills.

Learners connected and considered complex ideas as they then investigated the relationship between the historical exploration of land with that of modern tourism. This exploration shed light on how tourism can positively or negatively affect global interactions.

This unit highlighted the role of learners‘ curiosity in shaping their learning experiences, demonstrating how learners’ curiosity drives what and how they learn.

I am curious about other travellers or other important people in history that we were exploring. I enjoyed thinking about the different points of view and considering that information to discover if the person was exploring or exploiting.“

Anna, Grade 7

I would love to learn more about if humans are exploiting space. We don‘t talk about that often, but it would be interesting to see what humans have done in space.“

Sergey, Grade 7

I found it interesting about non-European historical explorers like Zheng He and Ibn Battuta, which aren‘t talked about as much but are equally as important.“

Robby, Grade 7

For the culmination of this unit, each student created an awareness campaign through iMovie to demonstrate to fellow tourists how they can actively promote positive global interactions while minimising or eradicating harmful ones.

MIDDLE SCHOOL

41

Curious

LEARNING STORIES

Competent

42

MIDDLE SCHOOL

43

REVOLUTIONS AND RESEARCH INSPIRE INQUIRY Revolutions are often a turning point in history when the current conditions cause people to rise up and seek a fundamental change. After investigating the French Revolution in Individuals and Societies class, Grade 8 students were given an opportunity to take ownership of their learning by pursuing their own personal inquiry into a revolution that interested them.

Using both primary and secondary sources for research deepened my knowledge and enabled me to synthesise the underlying causes of the revolution. I learned the importance of carefully selecting significant and relevant sources to benefit my research.”

Artur, Grade 8

Choosing my own revolution was very engaging because I could pick a revolution that I found interesting. I picked the Velvet Revolution because my parents and family lived through it. Revolutions inspired my curiosity because they impact how we live today, and they shouldn‘t go unnoticed.”

Angie, Grade 8

Allowing students the freedom to individualise their research was an opportunity to leverage the local and global contexts of our student population, inspiring them to apply their learning in diverse and challenging contexts. This project empowered students to develop their competences in researching and synthesising information and expanded their understanding of this significant historical phenomena.

LEARNING STORIES

44

MIDDLE SCHOOL PRIDE CLUB: INCLUSIVITY FOR ALL STUDENTS Our Middle School Pride Club is a safe space for LGBTQIA+ students and allies to build understanding, inclusivity and community at ISP. Being part of this MS Club empowers students to make positive changes on campus and aligns with ISP‘s goal to ensure that all learners feel a sense of safety and belonging on campus.

By building community within our Pride club, we work to combat three active processes of minority stress: internalized stigma, perceived stigma and prejudiced events.

Reducing the impact of these stressors is essential to creating safety and belonging.”

Stephen Bogli Middle School Counsellor

Pride Club students have organised events to raise awareness about LGBTQIA+ rights and educate others. They‘ve been involved in Ally Week, worked with the Upper School Spectrum Club to arrange student-led conferences, and even conducted workshops for teachers.

Through these activities, Pride Club students are building leadership, organisation and public speaking skills, embodying what it means to be compassionate, and fostering a culture of kindness towards themselves and others.

MIDDLE SCHOOL

45

Compassionate

LEARNING STORIES

Changemaker

46

MIDDLE SCHOOL

COOKIES FOR A CAUSE: GRADE 6 MATHEMATICAL CHANGEMAKERS The “Cookies for a Cause“ campaign was an inspiring initiative that showcased the dedication, compassion, and real-world application of mathematical skills of our Grade 6 students.

The primary goal of the fundraiser was to collect enough donations to send four children from local orphanages to a memorable summer camp experience. Motivated by this worthy cause, our learners persisted with relevant and rich challenges, ultimately reaching their goal.

During this month-long hands-on project, students put various maths skills into practice.

They used fractions to scale their recipe, tackled multiplication and division to calculate the cost of each ingredient in the recipe, and applied their knowledge of surface area and volume when designing their cookie boxes.

We used fractions for the baking, and geometry for the box design, and all the money was given to underprivileged children… and on top of that, the cookies were tasty!“

Amos, Grade 6

The “Cookies for a Cause“ fundraiser demonstrates the importance of learners knowing what they are learning and why it is significant. Through their dedication and commitment, our Grade 6 students learned valuable life lessons about teamwork, organisation, and the power of making a positive difference in the world.

47

LEARNING STORIES

48

UPPER SCHOOL Students thrive when they feel safe, supported, and are known by teachers and peers.

Our highly qualified and experienced educators create an engaging environment where students explore who they are as learners during this key developmental phase.

Dr. Eric Sturm Upper School Principal

NUMBER OF STUDENTS IN UPPER SCHOOL

AGE GROUP

336

15-19 years old

NUMBER OF TEACHERS

EDUCATOR-STUDENT RATIO

42

Data accurate as of June 2023

1:8

UPPER SCHOOL

49

LEARNING STORIES

50

BIOLOGY STUDENTS BECOME DNA DETECTIVES One of the most important questions I ask myself before I begin planning a learning unit is ‘How can I make learning relevant? How can I link our content to a global context?’

One of my favourite learning activities of the year involved role-playing and DNA fingerprinting.”

Springs Pacelli Grade 9 Science, IB ESS, and IB Biology Educator

In IB DP Biology, students considered and connected complex ideas as they learned about how restriction enzymes cleave DNA, how electrophoresis can be used to separate and visualise DNA fragments, and how these techniques can be combined to obtain a DNA fingerprint through a simulation.

In this activity, our ISP “forensic scientists“ used DNA technology to examine evidence from a historical case involving a man they thought had been wrongly convicted.

Students analysed six distinct samples of plasmid DNA. One sample was gathered from the “crime scene,“ while the remaining five samples, obtained from “suspects,“ underwent digestion with two restriction enzymes. The resulting DNA fragments were segregated by size, and students could observe them through the agarose gels.

Based on DNA fragment patterns, students could compare the crime scene evidence with the suspects’ DNA samples collected, concluding that “Anderson,“ the suspect under investigation, was innocent.

UPPER SCHOOL

51

Curious

LEARNING STORIES

Competent

52

UPPER SCHOOL

53

ENGINEERING EXCELLENCE: ROBOTICS IN ACTION In Upper School Robotics, students develop knowledge and skills in mechanical design and construction as they work in teams to build simple and complex robotic devices. Students explore the role of robotics in modern business and industry, and examine how robotic devices affect our lives and shape our culture.

In 2022/23, ISP students entered the Vex Robotics V5 Competition, an annual CEESA-hosted tournament that poses a new challenge to young engineers and designers every year.

Participating in specialised tournaments of this kind gives learners the opportunity to apply their learning in diverse and challenging contexts.

The task at last year’s competition was to construct a robot capable of accurately shooting disks into baskets. In addition to the robot‘s construction, teams documented the entire process, creating an engineering notebook that played a pivotal role in the competition.

What makes building a robot so interesting is the multidisciplinary approach required to design, build and programme a robot. The process involves mechanical engineering, electrical engineering, as well as computer science, and it’s a great way for us to develop critical thinking, problem-solving, and teamwork skills.”

Delanie, Grade 12

Overall, the tournament was a great success, and the participants had a lot of fun while learning important engineering and teamwork skills. The event was a great opportunity for young people to learn more about robotics and technology, and to apply their knowledge in a practical and exciting way.

Being in robotics really set me up for my future endeavours in robotics and computer science. It was fun, and I hope to continue this at university!”

Tjebbe, Grade 12

Additionally, the Robotics Club, which is offered as a semester-long class, and as a year-long afterschool activity, allows students another opportunity to deepen their passion in STEM (Science, Technology, Engineering, and Mathematics) and bridge the gap between theory and practice.

LEARNING STORIES

54

BUILDING BRIDGES: LANGUAGE WEEK RETURNS TO ISP An ISP tradition since 2005, the 2022/23 Language Week was centred around the theme “Language is a Bridge.” Through sharing unique stories and experiences, learners feel a sense of safety and belonging within the larger ISP community.

The essence of Language Week is its mission to honour and spotlight the rich assortment of cultures within our ISP community, while providing a platform for those with hidden talents, skills, and diverse backgrounds to be shared.

Throughout the week-long celebration, Upper School students and teachers could participate in a wide array of student-led lessons, each offering a fascinating exploration of various languages and cultures. Over 50 students participated in the event, a number expected to grow each year as more students become familiar with Language Week and appreciate the significance of this tradition.

Language is the gate that lets you into the culture, the identity, the thoughts and everything else that makes us human.

Through language, we can access what and how people think. We can appreciate the often unseen values inherent in our cultures, recognising that they can either foster connections or lead to misunderstandings.”

Beata Rodlingova US EAL teacher

Language Week showcased the power of cultural diversity and inclusivity within our ISP community, and the importance of our collective mission to nurture compassionate changemakers.

UPPER SCHOOL

55

Compassionate

LEARNING STORIES

Changemaker

56

UPPER SCHOOL

57

GRADE 10 PHYSICS STUDENTS HARNESS RENEWABLE ENERGY In the Idea Lab, Grade 10 physics students embarked on a project combining creativity and scientific exploration. They designed and constructed wind turbines using recycled cardboard to explore energy transformations in renewable energy sources.

This hands-on experience provided valuable insights into the potential of wind power and fostered a deeper understanding of sustainable energy solutions, empowering learners to persist with relevant and rich challenges.

The project started with an introduction to renewable energy and the principles of wind power. Students learned about converting kinetic energy from the wind into mechanical energy through the rotation of wind turbine blades. Through practical experimentation, they discovered how this mechanical energy could be further transformed into electrical energy using generators.

They were encouraged to think innovatively and engineer their turbines to maximise efficiency, taking into consideration factors such as blade design, size and angle.

Throughout the process, they explored various scientific concepts, like the principles of aerodynamics, learning about electrical circuits and the transfer of energy from mechanical to electrical form.”

Roberto Pacelli Upper School Physics, Maths and Biology Teacher The construction of wind turbines not only demonstrated the students‘ creativity and resourcefulness but also emphasised the importance of sustainability and environmental consciousness.

LEARNING STORIES

58

DIPLOMA RESULTS CLASS OF 2023 Points Awarded 40 -45

7

35-39

17

30-34

28

24-29

6

<24

0

Total IB Diploma Candidates

59

Percentage of 12th grade

87%

Average Total Score

34

World Average

30

Pass Rate

98%

UPPER SCHOOL

CLASS OF 2022 ALUMNI SPOTLIGHT Lukáš Herych, Class of 2022, attended ISP for eight years before beginning his learning journey at Oxford University. Lukáš credits the rigorous IB Diploma Programme (DP) as pivotal in preparing him for University. Not only was the DP intellectually challenging, but it also empowered Lukáš with strong self-awareness skills that enabled him to skillfully choose classes to complement his abilities.

While the ISP Humanities classes ultimately inspired Lukáš’s passion for law, he remembers History as his favourite subject.

I loved the History curriculum and the fact that we discussed relatively recent historical events, which I found interesting. I also got really passionate about my Internal Assessment and, later, my Extended Essay, which was also centred on history, specifically communist Czechoslovakia and the impact of the 1980s reforms in the USSR on instigating the Velvet Revolution. The sheer amount of research was exhaustive, and the fact that the topic was quite obscure only made it harder. Throughout this project, I applied the years of research practice I received at ISP, which paid off!”

Lukáš Herych, Class of 2022

Reflecting on his journey, Lukáš underscores not only the emphasis on research skills instilled in him from an early age but also the profound impact of self-determination in propelling him from ISP towards the future of which he dreamed.

59

LEARNING STORIES

60

COLLEGES AND UNIVERSITIES ATTENDED BY ISP GRADUATES 2021–2023 Europe

Aalto University (FI) American University of Paris (FR) Anglo-American University (CZ) Berlin International University of Applied Sciences (DE) BIMM (DE) Charles University (CZ) Czech Technical University in Prague (CZ) Delfts University of Technology (DE) Ecole Hoteliere de Lausanne (CH) EDHEC Business School (FR) Erasmus University Rotterdam (NL) ESADE Business School (SP) EU Business School Evangelische Hochschule Berlin (DE) Forward College (PO) IE University (SP) Johannes Kepler University (DE) John Cabot University (IT) Karlsruhe Institute of Technology (DE) Kassel School of Medicine (DE) Leiden University (NL) Luiss University (IT) Maastricht University (NL) Marangoni Fashion Institute (IT) Nord University (NO) Rotterdam University of Applied Sciences (NL) Škoda Auto University (CZ) Techincal University Munich (DE) UMPRUM Academy of Arts, Architecture and Design (CZ) University of Amsterdam (NL) University of Groningen (NL) University of Lausanne (CH) University of Malta (MT) University of New York in Prague (CZ) University of Twente (NL)

United Kingdom

Bangor University Bath Spa University Durhan University King‘s College London Imperial College London London School of Economics & Political Science Nottingham Trent University University of Cambridge University of Edinburgh University of Essex

University of Exeter University of Greenwich University of Leeds University of Leicester University of Manchester University of Nottingham University of Oxford University of Queen Mary in London University of York

World

United States

Canada

American University Boston University Carnegie Mellon University Coastal Carolina University Fordham University George Mason University Hendrix College Hofstra University Lynn University New York University North Carolina State University at Raleigh Northeastern University Parsons School of Design Pennsylvania State University Pepperdine University Pratt Institute Sacred Heart University Santa Clara University Southern Methodist University The New School University of California Davis University of California San Diego University of Colorado Boulder University of Massachusetts Boston University of Maryland, Baltimore County University of Michigan University of Vermont University of Virginia Utah State University Ventura College Virginia Military Institute University of Utah University of Virginia University of Wisconsin-La Crosse Vassar College Ventura College Virginia Commonwealth University Virginia Military Institute

City University of Hong Kong University of Hong Kong, China University of Nottingham, Malaysia New York University: Abu Dhabi

Australia

University of Melbourne

University of Calgary University of Toronto University of Waterloo York University

Korea

Korea Advanced Institute of Science & Technology Korea University Yonsei University-Underwood College

UPPER SCHOOL

61

INTERNATIONAL SCHOOL OF PRAGUE since 1948

LEARNING STORIES

62

ACTIVITIES & ATHLETICS As an extension of the ISP mission, the purpose of Activities and Athletics at the International School of Prague is to promote the physical, mental, moral and emotional learning and well-being of our students and wider community.

We see activities and athletics as a key learning environment that promotes individual responsibility for lifelong learning, service and achievement. We celebrate diversity, collaboration and help instil in our students open-mindedness and a global perspective.

Within the sphere of competitive activities and athletics, we encourage a winning spirit without losing sight of the ideals of representative competition. Leaders, coaches and students are expected to display the ideals of teamwork, commitment, sportsmanship, persistence and fair play.

Anthony Hennelly Activities and Athletics Director

AFTER SCHOOL ACTIVITIES ACROSS THE SCHOOL

95

Choir Nature Club Tabletop Board Games Children‘s Illustration Explore Prague Chalk Drawing Falcon Spirit Squad Focus on Art Basketball Volleyball Homework Hub Cricket Zumba Gymnastics Create a Club Swimming Modern Dance Yoga for Teens Band & Strings Czech combined Girls Who Code Softball Cross Country Floorball Young Film Set The Strings Golf Functional Fitness Language Week Break Dance Bollywood Dance Roots & Shoots Latin Club Strings Aboard Intro to Athletics TEDxYouth@ISPrague Speech and Debate Chess Student Council Math Club Table Tennis Kung Fu Mathcounts Creative Writing French Knitting Spectrum Tennis Knowledge Bowl Let’s Build With Kapla Basic Spanish Song and Games Malala Fund Brass Band Group Modern Dance Robotics Pottery Good Fairies Happy Caravan Childrens Book Ballet Fitness Dance Relaxing Drawing Karaoke club Badminton Beginners Spanish Yearbook Speech and Debate Gym Club Introduction to French ISP Pride Fixing Broken Things With a 3D Printer Ball Games Abstract Art and Writing ISPrint Handcrafted Mini Books Yoga for kids PE Fun with Games Science Club Amnesty International Woodwind Band Group Hiking in Nature Jewelry Making Fun Botanic Lab Readers Theatre Phycisc Club Become a Sculptor

Athletics Council

Football

Fun with LEGOs

Tell a Story in a Jar

Creativity Fun Stretching and Physio

Science Club

Kurandza

Cursive Writing Club

Model United Nations

Reading&Writing Graphic Novels

Rugby

Learn & practise Spanish vocabulary with Blooket & Wordwall

Let‘s Weave Again

Duke of Edinburgh Spring Play Aerospace Club

Knowledge Bowl Arts Club Table Tennis Girls supporting Girls Track and Field Earth Club Community Service Club Computer Science Club National Honor Society Economics Club

Drawing and Crafting

Data accurate as of June 2023

Bio Club

Cook like a Chef

ACTIVITIES & ATHLETICS

63

LEARNING STORIES

64

FROM ROOKIES TO ROCKSTARS: INTEGRATED BAND PROGRAMME Being a part of a band offers musicians the valuable experience of engaging in collaborative and performance-based experiences, allowing them to harness their curiosity to drive what and how they learn.

It expands their musical horizons and lays a strong foundation for their future success.

At ISP, we see immense value in musical arts experiences for our students, which is why we have designed an extensive Instrument and Band programme, offered after school for Elementary students, and integrated into the day programme for Middle and Upper School.

Throughout the 2022/23 year, students enroled in our Elementary band programme met with music teachers once a week to learn instrumental skills, play games, practise together and experience the joys of playing in an ensemble.

Playing an instrument requires discipline, dedication and patience. Starting at a young age helps instil these dispositions early on, enabling students to persist with relevant and rich challenges as their experience with it develops.

Having the opportunity to play in a band at such a young age was where it all started for me, and I definitely wouldn’t be where I am today if that initial spark hadn’t been lit.”

Suzanne Higgins ES Music Teacher

Many teachers helped me get progressively better at my instrument, especially my afterschool band teacher, Ms. Teresa. I wouldn’t have learned to play the trumpet without her.

If you want to play an instrument, you must stay with it. You have to know that it will be hard, so you need to push forward to meet your goals. I will definitely continue playing in Middle School.”

Jack, Grade 5

At the end of the year, students in the ES band put on a fabulous performance that showcased their learning and growth and gave them the opportunity to take the stage and shine.

Students can continue their instrumental study in our Middle School elective programme, which offers both a Rookie and Rockstar Band, and eventually they can continue their musical journey in Upper School.

ACTIVITIES & ATHLETICS

Curious

65

LEARNING STORIES

Competent

66

ACTIVITIES & ATHLETICS

67

CULTIVATING CHARACTER AND RESILIENCE: THE DUKE OF EDINBURGH PROGRAMME The Duke of Edinburgh (DofE) programme is an exceptional opportunity for Upper School students ready to embark on a personal and physical transformation journey.

In this unique programme, students know where they are as learners and how to go further, as they engage in challenging expeditions including long hikes, organised service projects and personal initiatives.

The Duke of Edinburgh programme was one of the most impactful and joyful adventures I could’ve wished for. It wasn’t just challenging physically but also provided me with countless opportunities to grow into a more responsible, ambitious and caring individual.

Additionally, it improved my survival skills and strengthened my love and respect for the wilderness. I couldn’t recommend it enough.”

Gabriella, Grade 11

At its core, the DofE programme empowers.

Upper School students with competencies, life skills, endurance, and confidence to thrive in an ever-changing world. Learners apply their learning in diverse and challenging contexts and develop character and resilience.

DofE has allowed me to form powerful friendships with people with whom I’d never expected to connect; the different challenges we went through as a group only served to strengthen those connections, and I’m grateful even for what went ‘wrong‘.”

Jana, Grade 11

Participants in the DofE programme accumulate hours across the three tiers of Bronze, Silver, and Gold awards, spanning the categories of service, physical recreation and skill development.

Each year, ISP hosts the prestigious DofE award ceremony, a special occasion dedicated to honouring and celebrating the remarkable accomplishments of these members of our school community.

LEARNING STORIES

68

INCLUSIVE PLAY: THE MIDDLE SCHOOL FOOTBALL 7’S TOURNAMENT Each year, ISP hosts the Middle School Football 7’s, a tournament that brings together international schools in Prague for a day of inclusive Middle School football fun. Despite the rainy weather in November 2022, the turnout was fantastic, and the team spirit was infectious!

Five schools, including ISP, gathered on the field, with a total of 160 eager players ready to compete. ISP showed impressive participation, with over 60 Middle Schoolers, both boys and girls, thrilled to represent the ISP Falcons!

It was wonderful to see how the girls showed compassion, not only toward each other as teammates but towards other teams and players, too. This was evident when they volunteered to play for the other teams to help them out, when they not only gave but also received “sportsmanship“ stickers, and through their overall kindness to the opposing teams.”

Holli Demirel MS Science Teacher and Coach

What sets this tournament apart from the others is its emphasis on building relationships.

The Football 7s is not just about individual play, competition, or scores; it‘s about how schools create bonds between players, coaches, and communities.

It was a pleasure to coach the MS boys, football team. The inclusive and supportive atmosphere helped create an environment where students could thrive and express themselves, knowing their fellow team members would always be positive and encouraging, regardless of results.”

Oliver Hill MS Physical and Health Education Teacher

The Middle School Football 7’s provides an opportunity for more players to gain on-field experience, including those who might not yet qualify for away games. This fosters the collaborative and supportive spirit we value in our athletics, giving every athlete a sense of safety and belonging at ISP.

ACTIVITIES & ATHLETICS

69

Compassionate

LEARNING STORIES

Changemaker

70

ACTIVITIES & ATHLETICS

71

BEHIND THE CURTAIN: STUDENT LEADERSHIP AND COMPETENCE DRIVES TEDxYouth@ISPrague TEDxYOUTH@ISPrague, a prestigious event held annually at ISP since 2012, is an impressive example of how our Upper School students demonstrate their incredible range of skills and competencies. ISP students take the reins in every aspect of this event, from organising, coaching, documenting and editing final videos for publication on the TEDxYouth@ISPrague website.

Working as a TEDxYouth@ISPrague student coach has been such an amazing learning experience. Being part of this creative team has inspired me to look at similar career opportunities, working with, brainstorming, and giving feedback to other storytellers.“

Kate, Grade 11

While many of the TEDxYouth@ISPrague speakers are also Upper School students, behind-the-scenes roles often go unnoticed.

Our students excel in roles such as photography, videography and editing, ensuring that each TEDxYouth@ISPrague talk is intellectually stimulating, visually engaging and professionally presented.

Participating in an event of this magnitude grants our students valuable real-world experience that not only empowers learners to know what they are learning and why it’s significant, but also gives them the unique opportunity to contribute to an event with global recognition.

Looking back at the years since I became part of the TEDxYouth@ISPrague team, I can confidently say that I learned so much from my supportive and reliable supervisors and fellow organisers every year. I am always grateful for the opportunity to work as an organiser and hear inspirational talks from our speakers each year.”

Minie, Grade 11

LEARNING STORIES CULINARY CURIOSITY: BUILDING COMMUNITY THROUGH FOOD The School Community Association ( SCA) International Food Festival is one of the most anticipated community events of the year and for good reason! This popular end-of-theyear gathering is a tribute to what makes ISP so unique: the diversity of cultures that make up our community. And what better way to learn about cultures than through the universal language of food?

The International Food Festival is as much about learning as it is about eating, as curiosity drives what and how we learn. From the beautifully decorated displays to the table of traditional delicacies, the event is a culinary and cultural journey around the world, sparking the curiosity and imagination of everyone in attendance.

Adding to the ambiance and community spirit was the range of entertainment and activities that complemented the food festival.

The International Food Festival is all about celebrating our diversity as a school. It is organised by, and for, our strong, connected and caring community!”

Yolande Neervoort SCA Chair and parent

Beyond the mouth-watering mains, tempting treats, and incredible performances, what stood out the most was our SCA parent community‘s outstanding dedication and efforts. Their efforts have kept this ISP tradition alive and thriving, creating wonderful memories for years.

72

COMMUNITY

73

Curious

LEARNING STORIES

Competent

74

COMMUNITY

75

EMPOWERING STUDENT LEADERS: THE IMPACT OF UPPER SCHOOL STUCO Cultivating student leadership through the Student Council (STUCO) is vital to the heart of the ISP Upper School. STUCO fosters inclusivity and active engagement among our Upper School students, contributing to a strong sense of community in this school section.

Through their participation in STUCO, students know where they are as learners and how to go further, developing their leadership skills and taking action to create change for the growth and betterment of our school.

Good leaders are passionate about something and just want to do it to benefit others with their work. In my opinion, my philosophy for life going forward is that there is nothing better than being able to help others, being able to impact others and unify people.”

Eldar, Grade 12, STUCO President

During the 2022/23 School Year, STUCO teams organised and executed over 30 diverse endeavours. These ranged from hosting celebrations and school events to facilitating community gatherings and achieving substantial projects, including infrastructure improvements. Other notable achievements include organising ISP’s annual field day, installing holiday decorations in the halls and a creative initiative called “Art

on the Walls” in which Upper School art students painted murals in designated spaces around the school.

The dedication and collaborative spirit exhibited by STUCO, along with their unwavering commitment to fostering positive change, profoundly enriches the Upper School experience for students and staff.

LEARNING STORIES

76

COMMUNITY COMPASSION: SUPPORTING CHANGEMAKERS AT PARTY IN THE PARK Party in the Park is our annual all-school event where ISP families come together for a day of musical performances, community-building and celebrating the work of our passionate student changemakers. This annual event allows students to apply their learning in diverse and challenging contexts and support local charities and organisations.

Throughout the ISP campus, various studentrun organisations hosted stalls, offering a delightful array of baked goods, homemade crafts and engaging activities, all to raise funds for changemaker projects and causes. Some of our changemakers proudly displayed their handcrafted treasures, including tie-dyed shirts, bracelets and intricately laser-cut polar bear pins, all eager to contribute to their cause.

The Happy Caravan stations were full of excitement — we put up a bouncy castle for the children to enjoy and had braceletmaking and face-painting stations that were so much fun. I felt like we were making a tangible difference for our school community and the charities we supported. As a student who has seen many events like this one throughout my time at ISP, it was so exciting to be a direct part of making one come to life.”

Jasmine, Grade 11

Some students presented their projects on stage, advocating for their projects in front of an audience. Another group of Upper School students supporting Ukrainian refugees sold ISP cookbooks with diverse recipes from our ISP families.

Party in the Park is a significant opportunity to support our students and recognise the impact they can have when they combine their passions with action.

COMMUNITY

77

Compassionate

LEARNING STORIES

78

ISP's service work inspired me to consider working with a non-profit like Doctors Without Borders in the future.“

Changemaker

COMMUNITY

79

SERVICE AND STEM: REFLECTIONS ON AN ISP EDUCATION Rhia Monks, Class of 2022, is currently studying medicine at Brighton and Sussex Medical School. Rhia attributes her interest in STEM (Science, Technology, Engineering, Mathematics) fields to her role models and reflects on the impact of the profound Service learning experiences at ISP.

The opportunity to take such challenging classes in IB, taught by extremely intelligent and motivating female teachers, played an indispensable role in my self-esteem to go into medicine.”

Throughout her ten years at ISP, Rhia developed a love for science, particularly fascinated by her chemistry and biology classes. Alongside her academic pursuits, she actively engaged in team sports and participated in many service opportunities and ISP clubs.

At ISP, I participated in many service groups supporting children’s education, such as Happy Caravan and Kurandza Club.

Recognising how our privilege to be at ISP enabled us to do such altruistic work inspired me to do something similar in the future. I hope to go into a field relating to surgery after finishing medical school and would love to work with a non-profit organisation such as Doctors without Borders.”

Rhia’s dedication and determination to her studies in medical school illustrate the value and scope of our learning principles, showing how they evolve alongside our students, and preparing them to apply their learning in diverse and challenging contexts in university and beyond.

I believe that students often take for granted how privileged they are to be able to study in a school like ISP, where individuals get the attention they need to succeed. Since going to university, I’m reflecting back on how lucky I was to attend ISP and how grateful I am for that experience.”

Rhia Monks, Class of 2022

SUPPORTING ISP

80

THANK YOU! ISP is a non-profit school, which means that 100% of tuition, fees and donations go back into the school.

Similar to other international schools, tuition alone does not cover all we need to achieve for the world-class education that we aspire to provide.

Giving is part of the culture at our school, and over the years, hundreds of donors have helped make ISP what it is today. Gifts of every size have deepened and extended the unique learning experience we offer - far beyond what tuition alone can provide.

Your generosity and involvement in the life of ISP make us the great school we are today.

Thank you to everyone who made a gift to ISP.

Monica Stanciu Director of Advancement

1. THE ISP FUND The power of collective giving is transformational In 2022/23, one in three members of our community made a gift to the ISP Fund. Collectively these gifts are enriching the unique ISP learning experience with incredible opportunities that tuition alone cannot provide.

81

THE POWER OF GIVING: CODING IN A NEW CONTEXT Our community’s philanthropic gifts through the ISP Fund have enhanced the experience and programmes for our students, including the purchase and implementation of new cutting-edge tools for our Design, Robotics and Technology Programme.

These tools support students’ curiosity and inquiry while building their real-world skills in coding, design, creative arts and more. These skills develop in complexity and interactivity as our students move up in age and readiness.

In Elementary School, students were introduced to the Dobot Robot Arms. Students were excited to get their hands on the robots and extend their coding skills to a new context. Using a tiny suction cup, the Dobot Robot Arms were programmed using ‘Scratch’ to pick up and drop small objects like legos. Transferring student understanding of “repeat block codes” in this new context reinforces their knowledge base and prepares them for more complicated coding in the future.

As students progress through Middle and Upper

School, our Design, Robotics and Technology Programme progresses in step, offering the tools and equipment to continue challenging and engaging our learners. From Spike Lego Robots to 3D and laser cut printing to creative applications like programmable and interactive clothing, the possibilities are endless.

Coding is really fun. It can be challenging which I really enjoy. I have done coding before but this new coding programme is very detailed and has more options and opportunities for design and creativity.”

Jhorden, Grade 8

In the Upper School, the coding curriculum advances to encompass intricate robotics and the creation of devices capable of performing a diverse range of functions and tasks, like robots that can dance and shoot balls into hoops!

SUPPORTING ISP

82

THE POWER OF GIVING: DISCOVERIES IN THE GARDEN One of the main aims of Outdoor Learning in Elementary School is to get students up close to nature, and you can’t get much closer than a worm in your hand! Contributions to the ISP Fund help us work towards this goal by providing additional resources such as gardening equipment, observational tools and reference books.

Last year, after studying the plant cycle through the lens of a tomato plant, Ms. Kerry Craig, Elementary School Outdoor Education Teacher, and Grade 3 students formed a Garden Club that meets at lunchtime and runs once every 6-day cycle.

Working in the garden is a favourite student activity, and sparks enthusiasm and curiosity in our young learners. Whether rain or shine, they come to Garden Club ready to get their hands dirty!

It’s very fun! I loved raking leaves and taking soil from the composter to our garden beds.

If you compost, it makes good soil for the plants.”

Karel, Grade 3

In autumn, the club focused on getting the garden ready for winter. This involved a lot of hands-on work to cover the strawberries with mulch, dismantle the tomato plants and transfer compost from the composter to garden patches. Students found exciting earth treasures such as worms, grubs and other interesting creatures along the way!

In Gardening Club, we learn to look after animals. When we were digging in the compost, I learned about a new thing – it was called a grub! We looked at it, felt it, and then put it back in the dirt.”

Madison, Grade 3

These nature explorations connect closely to our curriculum, especially when we are talking about decomposers in the garden (worms, beetles, and grubs in the compost in Grade 3). This work also links closely with what these students will do in their Grade 4 Forest unit (decomposers in the forest). Gardening Club equips students with real-life skills that they can use throughout their lives and also enables them to share skills they have learned from their families with other students (and their outdoor learning teacher!).

83

SUPPORTING ISP

84

85

2. THE DISTINGUISHED SPEAKER FUND The Distinguished Speaker Series brings world-renowned leaders and accomplished professionals to ISP. The speakers may include local and world leaders, Pulitzer Prize winners, best-selling authors, explorers and celebrated personalities from around the world who can offer profound insights and inspiration to our community.

Bringing accomplished professionals to ISP gives our students and families access to expertise and ideas that will help shape their experience and inspire them to go out and change the world.

THE POWER OF GIVING: SPARKING IMAGINATIONS ACROSS THE CAMPUS Petr Sís, the internationally acclaimed Czech author, illustrator, graphic artist and storyteller, left a lasting impression on our entire school community during his three-day visit in September 2022 as part of the ISP Distinguished Speaker Series.

One of the benefits of being part of a worldclass school is not only the things we do inside of the classroom, but the things that are available to us outside of the classroom.”

Dr. Chip Kimball, ISP Director

With the incredible scope of Petr’s books, he captivated the imaginations and interests of our entire school community, from the youngest learners in ECF, who were charmed by his playful demeanour and engaging stories, to our Middle and Upper Schoolers who were fascinated by his stories of the Velvet Revolution and loved hearing about this journey as a world-famous illustrator.

In addition to inspiring our students and teachers with his incredible talent, enthusiasm, and warm personality, Petr held events for our parents and the wider community. His visit

culminated with a fabulous all-community screening of his film, Dreams of Stray Cats, an event enjoyed by all.

The profound impact of Petr’s visit resonated with students of all ages, inspiring a deep appreciation for storytelling, artistry, and the power of imagination.

SUPPORTING ISP

86

3. THE ISP SCHOLARSHIP PROGRAMME THE ISP SCHOLARSHIP PROGRAMME The ISP Scholarship Programme provides life-changing opportunities for students for whom an ISP education would otherwise be out of financial reach. These young people of outstanding promise and potential are selected not only based on their academic ability but also their attitude and potential to contribute to the continued development of the ISP community.

Since the inception of the ISP Scholarship Programme 23 years ago, 34 locally-based students have benefited from receiving ISP scholarships. The majority of our scholars join ISP in Grade 9, and they not only add to the socioeconomic diversity in our school but also bring vitality and excellence to our community.

ISP’s unique educational experience will shape these scholars and open doors to opportunities only possible with an ISP education. All scholars continue their education and attend university, and go on to lead healthy, fulfilling, and purposeful lives. We are proud of our scholars and deeply grateful to our community that supports them.

THE POWER OF GIVING: A TICKET TO DISCOVER THE WORLD Former scholar, Katerina Sukdolakova, Class of 2011, recalls ISP with fond memories and attributes her passion for economics to the education she received and the impact of inspiring and supportive teachers. Not only was her intellectual interest sparked at ISP, but she also developed the desire and determination to pursue an educational journey around the world.

My time at ISP has greatly impacted who I am today, my curiosity about the world, my open-mindedness, and my international spirit. It has been a stepping stone for all my opportunities since graduation. At ISP, I could be a poet, a photographer, a mathematician, a Czech teacher, a scientist, a Debate team member, an economist, a choir singer… I don’t think I have ever had a chance to test as many fields as I did at ISP!”

After ISP, Katerina continued her studies in Mathematical Economics in the United States, followed by two study-abroad stays in Argentina and Russia. Finally, she returned to Europe to complete a Master’s in Applied Economics in Switzerland. Katerina reflects that with the gift of an ISP education, she felt like she had a “ticket to discover the world.”

ISP has taught me that learning happens not only in the classroom, but whenever you interact with others and the world around you.

It has given me confidence in my academic and non-academic abilities, an appreciation of who I am as a person, and the perseverance to work hard and pursue my dreams. ISP also encouraged me to accept help and be ready to help others.”

Katerina Sukdolakova, Class of 2011

87

ISP taught me to accept help and be ready to help others and has taught me that there are so many great people in the world, no matter what background they have.“

A LIFE-CHANGING GIFT

SUPPORTING ISP

88

THE POWER OF GIVING: ISP GALA 2023 The Gala is ISP’s premier social event and fundraiser of the year, held annually each spring. The 2023 spring Gala, held on 13 May at the stunning residence of the US Ambassador, Petchek Villa, was a truly enchanting evening dedicated to raising funds for our ISP Scholarship Programme. We extend our heartfelt gratitude to our generous community, whose financial contributions, donations and auction items made this event a huge success.

2023 GALA ORGANISING COMMITTEE

Tatiana Eichler (Co-chair)

Vazil Hudak (Co-chair)

Anna Lukyanova (Parent)

Cristina-Laura Novotny (Parent)

Dena Brownlow (Parent and Board member)

Katerina Kratina Cernovska (Parent)

Roberto Pacelli Natalie Savic Madi (Teacher & Parent) (Alumna)

From buying Gala tickets to raising an auction paddle on Saturday evening, every crown raised from the Gala was dedicated to this important cause. We are delighted to share that through the ticket sales, Silent and Live auction gifts, and the numerous other ways our community contributed to the event, ISP raised over 5 million CZK, including a significant gift from an alumna scholar wanting to give back to the ISP Scholarship Programme. In addition, we also unlocked a 2 million matching gift bringing our total to 7 million CZK.

I am deeply grateful to the ISP community and each donor that makes this programme possible. When we consider how we can give back, this is a profound and specific way to change lives. Each year when we award a scholar there is excitement and tears because each family knows that this will change the trajectory of their lives.”

- Dr. Chip Kimball, ISP Director

Keren Efrati (Parent)

Petra Guhl (Parent)

Julia Held (Parent)

Nana (Hyejung) Chang (Parent)

Evgenia Ilienko (Alumna & Parent)

Gena Rabinowitz (Marketing & Communications Specialist & Parent)

Martina Reckziegelova (Advancement Associate)

Marketa Schleuter (Parent)

Blanka Smith (Parent)

Monica Stanciu (Advancement Director & Parent)

Over the years, the ISP Scholarship Programme has expanded in capacity thanks to the success of our annual fundraising Gala and the donations of individual and corporate sponsors.

With this tremendous support, in August 2022, we were able to launch humanitarian scholarships to support students affected by the Ukrainian crisis while maintaining our academic scholarships.

The incredible success of the Spring Gala 2023 is the result of the values of our ISP families about giving, as well as the generosity of loyal donors and our shared desire to sustain the ISP Scholarship Programme. Giving talented students the opportunity to study at ISP is not only a life-changing experience, but also an inspiration for our children enrolled in the school.”

- Tatiana Eichler, ISP Parent and Gala Co-chair

89

SUPPORTING ISP GALA SPONSORS

ANNA LUKYANOVA (for sponsoring the photo booth) KRATINA FAMILY (for sponsoring the wines from Obelisk winery) YASEMIN, Grade 10, and Mr. LYLE BOBYK, ISP Technology Coach (for designing the invitation) MICHAL “BOODYA” BUDINSKÝ (for sponsoring Gala video production) EICHLER FAMILY

AUCTION DONORS

90

91

Advantage Cars Alisa Krotov Artěl Glass Llc Balon Servis Boutique Hotel Klarov Prague CNSO (Czech National Symphony Orchestra) Concierge Medicine Dr. Chip Kimball Dr. Eric Sturm, Upper School Principal Emily Kabat Farah Kimia Flamingos - online school of Slovak language and culture Four Seasons hotels and resorts Galerie Jakubská - Alexandr Onishenko

Gardenista Guerlain Giannina Di Leonardo Hotel The Julius Chateau Mcely KAVALIERGLASS, a.s.

Korean restaurant Praha Matzip Kratina family + Jakub Splavec Lasvit Lázně Pramen Lego Maya Bradshaw Misha Straus Michelle Juhasz, Middle School Principal Moser Karlsbad Neila Eichler Nestlé

Palerma Paprika Mediterranean Kitchen & Bar Petr Dimitrov Petra Guhl – Board of the Aikido School POP Hair Salon Premier Clinic Profimed Radek Kubina Rebecca Wood Rineke and Ronald Dasbach SEQUENT AG Simax, Glass that Lasts Sportisimo Tenis Centrum Mandlik The Face Place The Lobkowicz family

CORPORATE DONORS (LIFETIME)

The Mozart Hotel Prague The Renata’s Nemo Swimming School Thomas International School of Music Three Guys Veba Veronika & Matthew Duras Villa Giardino Bol Vladimír Šmicer Vypečená Matka WOW Black Light Theater Yoga Prague Zátiší Group

SUPPORTING ISP

92

Donor Roll 2022/23 ISP would like to thank all the donors that provided vital resources to allow students and educators to take the next steps in learning. You are truly making a difference - thank you.

The Comenius Society (500,000 CZK and above) BTL Technologies Doosan Bobcat EMEA Ondrej David & Anita Davidová Martin Kovac & Ingrid Kovacova Daniel Kretinsky & Klara Cetlova Martin Kúšik & Danka Kúšikova Anonymous

The Falcon‘s Society (250,000 to 499,999 CZK) Vasyl Belo & Nadiya Belo Tatiana Eichler & Gabriel Eichler Milan Kratina & Katerina Kratina Cernovska Jaromir Tesar & Bilyana Tesar UniCredit Bank UPS

The Nebušice Society (175,000 to 249,999 CZK) Carol L. Butler & Landon V. Butler Vazil Hudak & Katarina Pochova Chip Kimball & Cheryl Kimball The William and Lia G. Poorvu Family Foundation

The Gold and Black Society (100,000 to 174,999 CZK) Joseph Borer & Beata Borer Jean-Pascal Duvieusart & Chantal Champagne Hyundai Motor Czech Otakar Motka & Jana Motkova Jiri Novacek & Zuzana Novackova Tony Pell & Kitty Pell JR Smith & Blanka Smith Alexey Zakharov Anonymous

The Supporter‘s Society (1 - 99,999 CZK) 24SAFE Christina Agor & Mike Peters Zahra Ahmed & Muhammad Khalid Jamali Marieke Antoni & Rembrandt Heerkens Thijssen Ricardo Arturo Martin Beveraggi & Petra Martin Lestinova Lenka Audy & Marcel Audy Lauren Babcock & Erik Babcock Khiromon Bakoeva & Islam Tekushev Martin Barry & Hollie Lin Doron Bashan & Anna Bashan Alexandru Belenchi & Anna Lukyanova Teresa Belisle & Steve Guthrie Yuval Ben Itzhak & Ravit Avidor Vera Benešová Kimberly Bianchini & Filippo Bianchini Martin Blecha

Stephen Bogli & Lenka Bogli Maryna Boiko Laura Bradshaw & Sheldon Bradshaw Radka Brewer & Emery Ray Brewer Dena Brownlow & Jeff Patmore Martin Broz & Dominika Broz Sobolova Iryna Buzulutska & Serhii Onishchuk Dr. Cal Callaway & Ligita Callaway Christopher Caperton & Kristyna Diewokova Mariya Chekan & Volodymyr Tereshko Tatiana Chernaya & Alexey Cherny Minki Cho & Sung Eun Cho Valentina Cirella & Matteo Anson Valeri Julija Cuhunnikova & Aziz Aliev James Cusumano & Inez Cusumano Ronald Dasbach & Rineke Smits Jitka Dragounová Petr Draxler & Jana Draxlerová Derek Druce & Renee Druce Sergiy Dyrdin & Svitlana Dyrdina Petr Dzurec & Simona Dzurcová Brázdilová James Ebert & Kerry Craig Christine Eischen Zamira Eshanova & Andreas Albrecht Ulan Eshmatov & Darygul Kurmanalieva Sheila Esshaki & Eric Sturm Petra Faltysová Darina Farkasova Justin Faulkner & Rebecca Faulkner Karen Feldman Hana Fisherova & Paul Fisher Jessica Fransson & Patrik Fransson Barry Freckmann & Angeliki Freckmann Michael Frungillo Jaroslav Gaisler & Jana Gaislerova Tetiana Galbmillion Guy Gani & Vered Maizner-Gani Yuliia Gavryliak & Oleg Gavryliak Rita Gedevanisvili Kvas & Alexander Gedevanisvili Alex Geng & Rebecca Dai Kiril Georgiev & Dessislava Georgieva Lucie Gertner Elvira Gilmutdinova & Rustem Gilmutdinov Iulia Gorshkova Grade 12 parents (2023) Petra Guhl & Harry Guhl Nathan Heilmann Anthony Hennelly Hana Hettiaratchi Sklenarova & Priyantha Hettiaratchi Oliver Hill Lucie Hoffmann & Paul Hoffmann Yevgeniya Ilienko Nataliia Ivanova & Vadym Ivanov William Jalloul Laura Jo Evans & Zach Evans Michelle Juhasz-Stevens & Daniel Stevens Alexandra Kala & Vaclav Velkoborsky Alexandros Kanaouris & Susanna Backman Karin Karafotas & Paul Karafotas Gil Kazimirov Dorota Keleher & Neil Keleher Elizabeth Kennedy & Chris Larsen Michiel Kernkamp & Irene Kernkamp

May Khalife & Ilias Assimakopoulos Yuliya Khomych Farah Kimia Tom Kindermans Sho Kondo & Kana Kondo Polina Kosharna & Oleksiy Kosharnyy Andrea Koudelková Monika Kristková Szymon Kudla & Marta Kudla Tatiana Kulanova & Mikhail Kutuzov Daniel Kunz & Martina Kunzova Hansup Kwak & Hanna Chung Ilya Larionov & Liubov Larionova Linda Lawrence Caklová & Tristan Lawrence Chulgoo Lee & Jiho Lee Nada Leslie & George Leslie Andrea Limon Anders Lindgren & Linda Haidic Lindgren Anezka Liskova William Lobkowicz & Alexandra Lobkowicz Karel Ludvík & Jitka Ludvíková Erik Lundgren & Danny Lundgren Tomasz Maksymiuk & Monika Maksymiuk Brenda Manfredi Michael Mathers & Angela Mathers Richard McCallum & Sarka McCallum Malgorzata McGovern & Henry McGovern Brandon McNair & Amber McNair Petra Melka & Dennis Melka Jennifer Michalsky & Andrea La Rose Oksana Miroshnichenko Leanne Monaghan & Nicolas Monaghan Natalia Morozova Tura Murdock & Carlos Rocha Bram Neervoort & Yolande Neervoort Alexandra Nejedlá & Martin Nejedlý Pavel Nepala & Žaneta Nepalová Thomas Newbold & Vera Newbold Thanh Nguyen & Tuan VU Dmytro Nikolayev & Iryna Nikolayeva Petr Novotny & Cristina Novotny Lenka Obodová Naekyung OH & Sangchul Lee Roberto Pacelli & Springs Pacelli Karel Pacourek & Dita Pacourková Tiago Palhano & Filipa Ramos Kirsten Palmer Thompson PANDA ride Elizabeth Perry & Mark Stroup Adam Petr & Eva Petrová Stanislav Petricek & Petra Petricek Scott Petrus & Jamie Petrus Neil Phillips & Wen Hu Luděk Podola Moira Power & Stephen Power Radek Procházka & Barbora Procházkova Oskar Prokopjev & Venera Prokopjeva PŘEROST A ŠVORC AUTO Martin Puchala & Olga Puchalová Lasse Raae Wølch Schmidt & Tina Schmidt Gena Rabinowitz & Brad Kane Sue Rabjohn Stefan Rådström Martina Reckziegelova Jessica Riches

93

Pavlina Rieselova & Thomas Walther Jiřina Říhová Thomas Rizzo & Stacy Eckstein Tal Roma & Anna Roma Markéta Rozehnalová & Michal Potucek Nataliya Rozman & Ivan Rozman Kim Ruymbeke & Bart Himschoot Milos Ruzicka & Monika Ruzickova Alexey Ryabov & Marina Ryabova Kristyna Ryslinkova Jan Sadil & Pavla Sadilova Konstantinos Savides & Idoya Fernandez De Quincoces Wolfram Schleuter & Marketa Schleuter School Community Association Ladislav Seifrt & Hana Seifrtová Ladislav Sekerka & Zdenka Sekerka Daeseok Seo & Nana Chang Sourav Sharma & Poonam Sharma Wayne Shaw & Elizabeth Shaw Alena Sheifele & Dmitry Sheifele Petra Skrdlantová Marek Slácík & Zuzana Slácíková Remigiusz Smolarek & Anna Smolarek Jenny Snively & Patrick Frape Monica Stanciu Anton Stankov & Denitza Petrova-Stankova Sigurdur Arnar Stefnisson & Piia Mettala Lenka Steklova & David Stekl Aleš Struminský & Martina Struminská Petr Švrček & Ivona Švrček Anna Symovian & Vagan Simovyan Syrovatko family Christian Thor-Larsen & Line Thor-Larsen Diana Trávníčková & Jiří Trávníček Rasmus Urban & Janet Ross Matouš Vamberský & Barbora Vamberská Katerina Venclová & Petr Vencl Liz Vitchock & Paul Vitchock Andrea Vogliazzo & Tiziana Brazzioli Aimee Wagner Brian Wardrop & Emilia Wardrop Peter Wells & Iveta Wells Andrea Wiant & Gerald Wiant Lynne L Wolf & Mark L Wolf Květa Wolff Matthew Woodward & Mariana Garza Vela Jana Žantovská & Michael Žantovský Katerina Zapletalová Xiaoqing Zhong & Stone Ren Anonymous Anonymous Anonymous Anonymous Anonymous Anonymous Anonymous

GIFTS IN KIND

Anonymous donor

* Families appear in alphabetical order by donor‘s surname. *Every attempt has been made to ensure the accuracy of the donor roll. Should you notice an error, or prefer that we list you differently in the future publications, please email advancement@isp.cz

SUPPORTING ISP

94

VOLUNTEERS Creating strong partnerships with the families in our community is important not only to our children’s development and sense of belonging, but to allow us to create the school environment we strive for at ISP. All ISP families are automatically members of the School Community Association (SCA) and are invited to get involved in the numerous activities run by the SCA. The SCA enhances ISP life through exciting community programmes, activities, and events, such as our International Food Festival, “Let’s Go” trips, New Families Orientation Day, and adult education offerings.

The SCA believes that a community like ours needs all of its members to participate in one way or another to become the strong, active community that we all strive for.”

- Yolande Neervoort, School Community Association Chair

SCA BOARD 2022/23

Yolande Neervoort Chair

Vered Maizner-Gani Vice Chair

Liz Vitchock Treasurer

Piia Susanna Mettala Secretary

Emily De Vega Elementary School rep

Mina Moharrer Elementary School rep

Evgenia Ilienko Elementary School rep

Anna Lukyanova Middle School rep

Danny Lundgren Middle School rep

Stacy Eckstein Upper School rep

Camilla Alsterlind Alexandra Morun Laura van der Watt Adult “Let‘s Go“ rep Upper Education rep School rep

Rovena Gerber Community service rep

Julia Moraes Newcomers Committee rep

Yayoi Shoji Newcomers Committee rep

95

FINANCIAL REPORT

96

FROM THE BOARD TREASURER & CHIEF OPERATING OFFICER We are pleased to report that ISP ended its 74th year of operations in a healthy state. Student enrolment reached an end-of-year full-time equivalency (FTE) of 944, which is 9% above the budget, generating a 6% increase over budget in gross tuition/CAF income due to higher enrolment. Expenses were 2% higher than budgeted. The School continued to support the humanitarian scholarships to help alleviate the impact on international school students resulting from the war in Ukraine.

Persisting inflationary pressures present an ongoing financial challenge to the school, especially in the context of the desire to continuously improve the quality of the education delivered and the need to retain and recruit the best teachers from around the world. The school is exploring creative approaches to uncover efficiencies that do not materially impact the programme, but despite this effort, inflation is likely to carry through to tuition increases if the quality of the educational programme is not to suffer.

Tuition and Capital Assessment Fees (CAF) for the 2022/23 fiscal year exceeded the budget by CZK 32,870K due to the increase in student enrolment from 867 to 944, as measured in full-time equivalents (FTE).

As with most schools, salaries and benefits continue to represent the school’s greatest operating expense, at 74.7% of total operating expenses.

FEES & DONATIONS

The school’s surplus increased to CZK 39,631 K in the fiscal year 2022/23 compared to CZK 29,167 K in the prior year. The positive result continues to allow the school to maintain its mandated financial reserve (of 25% of budgeted expenses) and to ensure the continued growth of resources for the long-term improvement and enhancement of the facilities and campus in line with changes in educational needs and quality improvement.

The school began investing surplus funds during the 2021/22 fiscal year. While necessarily involving some risk, investment is a proper stewardship of school resources and fiduciary responsibility in terms of the long-term future of the school. The invested Reserve fund in ISP sro resulted in the accounted Loss of CZK 3,088 K and invested Endowment in both entities (ISP sro and FoISP) in the total accounted Loss of CZK 625 K. The actual value of the Reserve fund in ISP sro on 30 June 2023 was CZK 115,055 K.

RISK MANAGEMENT ISP’s focus in this area is to reasonably protect itself from imaginable economic and financial risks. Where possible, the School uses relevant tools to minimise the impact of these risks on the school‘s operation.

ISP is able to provide its educational model not only through the fees it charges but also thanks to the donations it receives.

Fees ISP is a non-profit institution in the form of a Czech corporation (an “s.r.o” - společnost s ručením omezeným” or in English, Limited Liability Company).

Educational regulations in the Czech Republic require that an international school offering a non-Czech curriculum be owned by a non-Czech entity. The nonCzech owner in our case is the International School of Prague Foundation, a U.S. not-for-profit entity (a “501(c) (3)”). This type of non-profit organisation has decades of legal and tax standing in the USA. The foundation document of the Czech s.r.o, for its part, stipulates that no dividends or benefits are to be distributed; all monies the school raises are reinvested in the school, and no profits accrue to any group or individual.

Each year, as with any well-run organisation, the school finished the year with a positive financial result. This is planned as part of the budget process. During budget planning, fees (which include both Tuition and Capital Assessment) are set. Tuition is intended to meet the current costs of educating students. The Capital Assessment may be used for current year capital expenditures (investment in infrastructure), to assist in retiring debt incurred for major capital investments of the School, or be allocated to a capital fund to help in the future funding of major strategic investments in the facility.

97

Payers can expect that most of their overall fees are going towards current-year expenses and planning for the future. For those fees that are not used this year, it is essentially “paying it forward”; current families are the beneficiaries of the Capital Assessment paid by prior families, just as future families will be the beneficiaries of the Capital Assessment paid by current families.

Donations Donations are generally received and managed through these two entities: • Friends of the International School of Prague, z.s.(FoISP) is a not-for-profit association that raises funds in support of the International School of Prague.

• The International School of Prague Foundation, Inc. is a US non-profit 501(c)3 organization whose mission is to support education. It is this Foundation that formally owns the School.

In 2022/23 donations received totaled 35,327,619 CZK and 37,000 USD. These donations were restricted to one of the following programmes: • Unrestricted: 26,000,000 CZK donations to allow our students to access first-class resources and facilities so that they can thrive.

• ISP Scholarship Programme: 6,265,212 CZK and 37,000 USD donations to support new scholars to join the International School of Prague.

• ISP Fund: 3,057,407 CZK to allow targeted spending on programmes that enrich the ISP‘s unique learning experience.

• Distinguished Speaker Fund: 5,000 CZK to bring world-renowned leaders and accomplished professionals to ISP ISP’s Financial Statements and Annual Report are audited annually by PricewaterhouseCoopers Audit, s.r.o.

Petr Draxler ISP Chief Operating Officer

Brian Wardrop ISP Board Treasurer 2022/23

FINANCIAL REPORT

98

CONSOLIDATED BALANCE SHEET (CZK ‘000) - ISP sro + ISP RS 30. 6. 2023

30. 6. 2022

Assets

Gross

Provision

Net

Net

TOTAL ASSETS

1 812 338

(420 320)

1 382 018

1 265 399

Fixed assets

1 053 560

(419 307)

634 253

644 527

3 797

(2 383)

1 414

244

924 829

(416 924)

507 905

529 531

Long-term investments

124 934

0

124 934

114 752

Current Assets

732 428

(1 013)

731 416

599 510

Inventories

567

0

567

730

Receivables

5 844

(1 013)

4 832

12 236

Short-term investments

30 696

0

30 696

100 000

Cash

695 321

0

695 321

486 544

Prepayments and accrued income

26 349

0

26 349

21 362

Intangible Fixed Assets Tangible fixed assets

30. 6. 2023

30. 6. 2022

TOTAL LIABILITIES AND EQUITY

1 392 018

1 265 399

Equity

846 141

801 371

Share capital

100

100

Share premium and capital contributions

641 366

636 239

Retained earnings / Accumulated losses

165 044

135 865

Profit / (loss) for the current period

39 631

29 167

Liabilities

55 583

51 891

Provisions

8 558

6 854

Payables

47 025

45 037

Long-term liabilities

14 100

12 230

Short-term liabilities

32 925

32 807

Accruals and deferred income

490 294

412 124

Liabilities and Equity

99

CONSOLIDATED INCOME STATEMENT (CZK ‘000) 2022 /23

2021 /22

Sales of products and services

551 579

468 629

Sales of goods

323

354

Cost of sales

101 063

74 993

Staff costs

386 860

329 470

Value adjustments in operating activities

24 721

27 656

Operating income - other

11 997

5 210

Operating Expenses - other

6 940

5 051

Operating Result

45 255

37 023

Financial Result

5 531

(1 282)

Net profit / (loss) before taxation

50 786

35 741

Net profit / (loss) after taxation

39 631

29 167

Net profit / (loss) for the financial period

39 631

29 167

Net turnover for the financial period

654 519

497 461

CASH FLOW STATEMENT (CZK ‘000) 2022/23

2021/22

Cash and cash equivalents at the beginning of the year

486 544

602 513

Net profit before tax

50 784

35 741

Net cash flow from operating activities before tax and changes in working capital

140 684

(37 936)

Net cash flow from operating activities before tax

225 590

23 757

Net cash flow from operating activities

233 793

(13 662)

Net cash flow from investing activities

(25 242)

(133 851)

Net cash flow from financing activities

226

2 221

Net increase in cash and cash equivalents

208 777

(115 969)

Cash and cash equivalents at the end of the year

695 321

486 544

6 October 2023

Members of the Finance Committee International School of Prague s.r.o.

Dear Sirs, 6 October 2023 We have substantially completed the audit of the standalone and consolidated financial statements of International School of Prague s.r.o. (“the Consolidating company”) and its subsidiary (together “the ISP Group”) prepared in accordance with Czech accounting legislation for the year ended 30 June 2023.

Members of the Finance We are going to issue theCommittee accompanying report which summarizes the course and results of the audit procedures performed.

International School of Prague s.r.o.

We value your feedback and we hope that this document will facilitate two-way communication with you and welcome any suggestions and observations you may have.

Dear Sirs, Yours very truly, We have substantially completed the audit of the standalone and consolidated financial statements of International School of Prague s.r.o. (“the Consolidating company”) and its subsidiary (together “the ISP Group”) prepared in accordance with Czech accounting legislation for the year ended 30 June 2023.

Olga Řehořková Partner We are going to issue the Audit, accompanying report which summarizes the course and results PricewaterhouseCoopers s.r.o. of the audit procedures performed.

We value your feedback and we hope that this document will facilitate two-way communication with you and welcome any suggestions and observations you may have.

Yours very truly,

Olga Řehořková Partner PricewaterhouseCoopers Audit, s.r.o.

PricewaterhouseCoopers Audit, s.r.o., Hvězdova 1734/2c, 140 00 Praha 4, Česká republika T: +420 251 151 111, F: +420 252 156 111, www.pwc.com/cz PricewaterhouseCoopers Audit, s.r.o., se sídlem Hvězdova 1734/2c, 140 00 Praha 4, IČ: 40765521, zapsaná v obchodním rejstříku vedeném Městským soudem v Praze, oddíl C, vložka 3637 a v seznamu auditorských společností u Komory auditorů České republiky pod evidenčním číslem 021.

International School of Prague Nebušická 700, 164 04 Prague 6 Tel: +420 220 384 111 www.isp.cz