ISU Year in Review 2019-2020

ISU

A YEAR IN REVIEW

2019-20

CONTENT

BOARD CHAIR'S WELCOME

Tom Barton

BOARD OF DIRECTORS ISU is governed by a Board of Directors which consists of 9 members, 2 of the members are appointed by the Board and 7 members are elected from amongst the parents of students at the school, who are members of the ISU Association.

The board meets regularly throughout the school year to achieve the main functions of the board which include: To provide accountability and authority over the school on behalf of the ISU Association.

To engage in strategic planning setting the path for the future development of the school.

To be critical thought leaders for the school, ensuring meaningful generative discussions bridging between awareness of the evolving local and international context of the school and applying the school's mission and vision in planning and decision making.

To determine and review policies in accordance with the schools mission, vision and objectives.

To recruit, select and support the Head of School, delegating the day-to-day operations and management of the school.

To oversee the financial affairs of the school including review of annual budgets and expenditures as well as long-term planning for the financial security of the school.

In December 2019 Patrick Watkins resigned his position, the board appointed Andrii Lazko as a replacement for the remainder of the term until the next Board election in May 2020.

Tom Barton Chairperson Lisa Nelson Vice Chair Blair Bevan Treasurer Shawna Hirsch Secretary & USA Ambassador's Rep Susie Brown Member at Large Stefan Deconinck Member at Large Andrii Lazko / Patrick Watkins Member at Large Linda Barlow-Mosha Member at Large David Mitchell Member at Large Simon Gillespie Ex-officio Member - Head of School

THE INTERNATIONAL SCHOOL OF UGANDA

6

HEAD OF SCHOOL'S OVERVIEW

Simon Gillespie Ed. D.

2023 &

LOOKING TO THE FUTURE OF ISU

SENIOR SCHOOL LEARNING OVERVIEW

JUNIOR SCHOOL LEARNING OVERVIEW

ISU FINANCIAL SUMMARY

ISU FINANCIAL SUMMARY

(CONTINUED)

PTA OVERVIEW

GREENING ISU

Electricity 2.1%

Vehicles 34.6%

Freight 7%

681,000 Kgs CO2 emissions 2018-19

Flights 56.3%

4,000+ Trees to capture 2018-19 CO2 emissions

1,300 Kgs CO2 emissions per students

8 $14/student = 1 Pizza + 1 Juice + 1 Ice Cream

Trees to plant to offset CO2 Emissions per students

FACILITIES MASTER PLAN & ARTS CENTRE

MARKETING OVERVIEW

USA 27%

Other 36%

Netherlands Canada UK 4% 4% 6%

600

400

200

0

2016-17

2017-18

2018-19

2019-20

Uganda 19%

65%

VIRTUAL LEARNING AT ISU

ISU LEADERSHIP ISU Organizational Leadership Team Simon Gillespie - Head of School Daniel Todd - Junior School Principal Seren Davis - Senior School Principal Daniel Ntunga Groves - Business Manager

ISU Educational Leadership Team Simon Gillespie - Head of School Daniel Todd - Junior School Principal Seren Davis - Senior School Principal Sarah Ssengendo - PYP Coordinator Craig (Macca) McVicar - MYP Coordinator Andres Bradshaw - DP Coordinator Rory Parkinson - ICT Director

Administrative Team Simon Gillespie - Head of School Daniel Ntunga Groves - Business Manager Emmanuel Mugume - Director of Operations and Security Stella Lwanga - Maintenance Manager Haidee Nantayi Buzu - Assistant to Head of School and Board of Directors Sue Farmer - Director of Admissions Isabelle de Mello - Marketing Director

Board of Directors Tom Barton - Chairperson Lisa Nelson - Vice Chair Blair Bevan - Treasurer Shawna Hirsch - Secretary & USA Ambassador's Rep Susie Brown - Member at Large Stefan Deconinck - Member at Large Andrii Lazko - Member at Large Linda Barlow-Mosha - Member at Large David Mitchell - Member at Large Simon GillespieEx-officio Member - Head of School

Finance Committee Blair Bevan - Chair Susie Brown Tom Barton Daniel Ntunga Groves Simon Gillespie

Governance Committee Shawna Hirsch - Chair David Mitchell Linda Barlow-Mosha Tom Barton Lisa Nelson Simon Gillespie

Marketing and Community Engagement Linda Barlow-Mosha - Chair Stefan Deconinck Ayako Moore Isabelle de Mello Simon Gillespie

Facilities Committee Stefan Deconinck - Chair Andrii Lazko David Mitchell Blair Bevan Daniel Ntunga Groves Simon Gillespie

Strategic Planning Task Force Tom Barton Blair Bevan Daniel Todd Amre Proman - Grade 12 Student Busang Maphosa - Grade 10 Student Claire Nakisitu - Grade 11 Student Simon Gillespie

Greening Task Force Blair Bevan - Co-Chair Stefan Deconinck - Co-Chair Clancy Bevan - Student Anna Hirsch - Student Oceana Jordanwood - Student Savannah Parkinson - Student Sue Farmer Daniel Todd Seren Davis Emmanuel Mugume Naomi Augustine Pascal Bogaert Simon Gillespie

THE INTERNATIONAL SCHOOL OF UGANDA

30

APPENDIX 1 - STRATEGIC PLAN DRAFT 15 MAY 2020 Strategic Area One: Academic Leadership and Development of a Quality Educational Program Goal and Rationale

Strategic Directions

Key Action

Indicators of Success

Role of Governance

Opportunities and Challenges

Strategic Goal: The learning curriculum will be designed, internally and externally assessed and adjusted to ensure access and success for all ISU learners aligned with our mission, vision, learning principles and innovative thinking.

Revisit the ISU Learning Principles as a shared vision of our learning philosophy and a tool for understanding and measuring our shared definition of quality education aligned with the IB programs.

• Use CIS/MSA/IB self-study, visiting team report and action plan as a starting point and opportunity to revisit and study the ISU Learning Principles. Take the data collected and form a focus group from across the school to examine and further research.

• Based on the data and research determine any changes and then seek feedback and communicate.

• Provide learning opportunities for teachers, staff, students, parents, board to understand the Learning Principles.

• Determine how the Learning Principles are incorporated into unit planning, and other systems including determining professional learning, and the personal learning journeys and teacher professional growth models.

• Review our current practices for how we differentiate and individualize (personal profiles).

• Research and learn more about personalized learning and creating cultures of thinking to guide our development of new systems and learning opportunities.

• Create and implement new systems of personalized learning, building individualized learning opportunities, how we provide time, how we document and how we celebrate and share stories of success.

• Based on outcomes of the creation of personalized learning plans, determine how to further develop opportunities that we provide students, including acquisition of new resources (virtual, physical, personnel).

• Review of curriculum areas and unit planning to determine methods of incorporating personalized learning both in specific IB courses and also considering how we could allocate time for supported and facilitated personalized learning.

• Determine what organizational partnerships, educational institutions, consultants, researchers would help facilitate achieving the strategic directions for this area.

• Implement and use the partnerships that are agreed to based on needs determined from personalized learning and program development.

• Timeline for implementation developed and achieved.

• Update of Learning Principles developed and communicated.

• Evidence in unit planning documentation.

• Evidence of use in professional growth plans.

Role of Governance Section to be developed together with the ISU Board at our annual board retreat in September once other areas have been finalized and approved. This will include prioritizing areas of the strategic plan for implementation by the ISU Leadership Team.

Opportunities: • Recruitment and retention of quality educators.

• Parent involvement in their children’s education.

• Enhancing and building on the strengths that already exist within our IB program.

• Connections with other learning institutions.

• Ensuring we are living our mission, vision and learning principles.

Rationale: A school is evaluated on the strength of its program and the extent to which the curriculum reflects the school’s mission. We are on the path to be a great school and with that we need a common understanding of what challenge and quality mean for each student to be able to excel, to be constantly reviewing educational practices, and to find ways we can promote innovation and a unique learning experience for each of our students at ISU.

Implement personalized learning to create a tailored pathway for each individual student to provide appropriate levels of challenge, exploration, passion, and success.

Explore development of key learning programs to align with individual student needs and personalized learning plans (language options, arts, Ugandan and African culture, service learning, field learning, blended learning).

Explore partnerships with other educational institutions and external partners that expand the pathways available to all students and opportunities for joint research and learning to further our learning capacity.

• Personalized Learning plan developed for each student.

• Professional learning provided for teachers and tools for measuring transfer of new knowledge, skills, strategies, passions, and creativity.

• Review of curriculum completed with areas for incorporating personalized learning identified.

• Time allocated for facilitating personalized learning.

Challenges: • Disconnect or misunderstandings in our definition of quality, learning and guiding principles.

• Differences in goals and expectations between groups and individuals.

• Partnerships identified and implemented with systems for review, reflection and identifying new partnerships.

• Partnership strategy in place that clarifies mutual expectations, responsibilities and benefits

DRAFT – 15.05.2020

Strategic Area Two: Student Wellbeing Goal and Rationale Strategic Goal: Student wellbeing will be at the core of living our mission, driving program development, decision making and ensuring that students are balanced and happy individuals.

Rationale: When students are healthy, happy, balanced and engaged this leads to greater learning and opportunities for growth and developing their passions. This will lead students to succeed and to be contributing members of the community at ISU and beyond through living the IB Learner Profile characteristics.

Strategic Directions Through focus groups (students, parents, teachers, leadership, consultants) develop a shared understanding of quality student wellbeing and how it can be measured.

Develop programs and resources to improve learning opportunities and access to enhance student wellbeing.

Create systems to connect students with the resources and tools available leading to students being advocates for their own wellbeing and that of their peers.

Engage with partners in the area of wellbeing (experts, AISA wellbeing program, other International Schools and organizations) for our own learning, sharing of practices, research, innovation and further development of our programs.

Key Action

Indicators of Success

Role of Governance

Opportunities and Challenges

• Conduct focus groups as indicated separately and together to develop a shared understanding of quality student wellbeing.

• Develop a document that defines and highlights ISU beliefs and philosophy towards student well-being and tools for how it can be measured and how the document will be reviewed.

• Use the document as a foundation for further learning for the different groups to have a widely accepted common understanding of student wellbeing.

• Implement tools for measuring student wellbeing both collectively and individually and determine how the data will be used and confidentiality maintained.

• Based on the shared understanding of student well-being review current programs and resources in place and how we can update and develop new opportunities whether imbedded in current courses, advisory times, community time or incorporating other agreed upon new ideas.

• Review positions that support student wellbeing to determine and implement any changes to these positions, or create new positions if needed.

• Based on the review of resources and implementation of new ideas and systems develop strategies to better connect students with what is available and how to seek help.

• Through education programs targeted towards wellness teach specific self-advocacy skills and recognizing when support is needed in self and others.

• Document completed with shared definition, beliefs, philosophy and practices for student wellbeing.

• Communication of Wellbeing at ISU document and implementation of learning opportunities to develop common understanding.

• Survey data collected to determine level of shared understanding through a participatory design process.

• Clearly articulated position descriptions and any new positions identified, communicated and implemented.

• Programs developed, implemented, communicated and celebrated.

• Student survey data indicating use of resources, and improved levels of wellbeing.

• Increased student access and uptake (or use) of resources available.

• Participation in AISA wellbeing research project, and outcomes shared with our community.

• Successful identification and implementation of organizational and individual partnerships, with tools developed for mutual review.

Role of Governance Section to be developed together with the ISU Board at our annual board retreat in September once other areas have been finalized and approved. This will include prioritizing areas of the strategic plan for implementation by the ISU Leadership Team.

Opportunities: • Strong support from all stakeholders, and will to support the success of students and their wellbeing.

• Current systems exist with desire to build on and improve to ensure students can access support and develop skills to improve their wellbeing.

• Many ideas and resources exist to build a stronger student wellbeing program.

• Continue as a research school (started in 2020) with the AISA student wellbeing initiative and make use of resources provided and collaborations with other identified research schools.

• Seek partnerships with experts that can engage virtually and in person (long term relationships instead of one-time experiences), this may include FCD, Social Media experts and others identified through the research process and implementation of this strategic area.

Challenges: • What is our common understanding of student wellbeing and the role and responsibility of each stakeholder.

• Ensuring we have the right resources in place and they are being effectively used.

• Student motivation to be a self-advocate and take advantage of the resources presented to them and to engage in different issues affecting their wellbeing.

DRAFT – 15.05.2020

Strategic Area Three: Creating and Nurturing Opportunities for Innovation Goal and Rationale

Strategic Directions

Key Action

Strategic Goal: Innovative learning and teaching practices will be developed across the school through opportunities for research, continued professional learning, and establishing strategic partnerships locally, regionally and globally.

Consider systems for partnering with other organizations (How are they strategic, mutually beneficial, and sustainable?) to provide opportunities for research and innovation aligned with current focus areas (greening, inclusion, learning principles, technology) and identifying future focus areas (arts, wellbeing, service learning, entrepreneurship) Develop ISU as a center for education research and innovation through partnership and opportunities for students, teachers and leadership to engage in the design thinking process.

• Identify potential partnerships through research, focus groups, and reaching out to different organizations for ideas.

• Develop guidelines and procedures for identifying potential partner organizations and how partnerships can be formalized.

• Create plans and action for how learning will be integrated into the partnership, (specific courses targeted), and research, innovation and development opportunities aligned with the partnership.

• Create ways to communicate within and about partnerships and the benefits and outcomes developed.

• Partnerships identified and implemented.

• Guidelines created and implemented.

• Courses identified for integration and implementation.

• Communication plan created and implemented.

• Consider creating a physical space for research, innovation and professional learning (repurposing a space, creating in library renovation, other possibilities).

This space would be used for collaboration, collecting resources, experimenting, conducting research and presenting new ideas and learning.

• Consider creating a position to facilitate, promote, support research design and development and communicate the process and successes internally and externally.

• Consider what other resources will be needed to support innovation including technology, training, and materials.

• Connect student innovation and research to personalized learning and how space and time could be used to support this.

• Develop a system for offering research grants for students and teachers to further develop and implement their ideas.

• Identify areas needed for research and development aligned with ISU Learning Principles and other priorities.

• Further to the idea above of a dedicated space consider how space is used for innovation and collaboration within the facility master plan.

• Professional learning for teachers on maximizing and creatively using space to promote thinking, collaboration and implementing innovative ideas.

• Physical space created for research and innovation.

• Person responsible for learning research and innovation identified, position description created and implementation started.

• Incorporation of research and innovation into personalized learning plans.

• System for research grants created and success of projects communicated.

Rationale: The school is emerging as an innovative leader locally and regionally in a number of areas including 21st century learning, inclusion and greening. The opportunity to share this leadership and grow together with innovative partners will strengthen practices within the school benefiting student learning and the wider Ugandan and International community. Building a strong professional culture where teachers are researchers and learners will enhance commitment to ISU and our ability to attract and maintain high quality teachers. When students are provided opportunities to innovate and take action, they will develop their leadership skills and contribute effectively to the school and wider community.

Create and promote space for innovating aligned with our facilities master plan update 2020 and ideas for better use of current space.

Arts Center, DT, outdoor spaces, library, collaborative spaces.

Indicators of Success

Role of Governance

Opportunities and Challenges

Role of Governance Section to be developed together with the ISU Board at our annual board retreat in September once other areas have been finalized and approved.

This will include prioritizing areas of the strategic plan for implementation by the ISU Leadership Team.

Opportunities: • Strong professional learning program for teachers in place.

• Available resources and opportunities to explore and access foundations and grants.

• Strong connection with the IB program and opportunities to develop other areas – sports, service learning, student leadership, wellbeing.

• Teacher recruitment and retention (tax challenges).

Challenges: • Sustaining and/or growing enrollment in a competitive school market.

• Teacher recruitment and retention (tax challenges).

• Maintaining a strong and positive reputation.

• Mobilizing resources.

• Space being used throughout the campus for research and innovation.

DRAFT – 15.05.2020

Strategic Area Four: Facilities to Support Student Learning Goal and Rationale

Strategic Directions

Key Action

Strategic Goal: Continued development of ISU’s physical infrastructure will be guided by our updated facilities master plan that will support ISU’s evolving leadership role in greening, environmental sustainability and creating effective indoor and outdoor learning spaces. Aligned with this ISU will develop a plan for financial sustainability to ensure the school has the means and resources available to achieve its mission and to see our identified priorities from the facilities master plan fully developed.

Based on the facilities master plan update 2020, prioritize and plan next steps in implementation considering financial implications.

Consider and research selected precursors for long term developments aligned with the facilities master plan update 2020, new ideas generated from research and innovation and current focus areas (east campus land development, greening) and on-going idea generation with the ISU community and partners.

Build strategic partnerships (e.g. with NGO, private business, organizations, schools) for shared facility use to benefit ISU learning opportunities and facility development, including the east campus, arts center, library/learning center, and sports facilities.

• Determine key action after the facilities master plan update is completed.

• Use a multicriteria prioritization strategy to make decisions based on different dimensions including value for learning, time, cost, how many impacted.

• Determine key action after the facilities master plan update is completed. This will include research, feasibility studies, further focus group discussions and research.

• Priorities identified, timelines created and projects successfully completed.

• Identify facilities that would be suitable for shared use and how does this align with the facilities master plan update and identified priorities (for example, developing east campus short term and long-term projects and use) • Create guidelines for shared facility use. To include purpose, process for how decisions are made about shared use, how the facilities are maintained, and oversight.

• Based on the guidelines, determine strategies for marketing, identifying and attracting partnerships for shared facility use based on mutually beneficial relationships.

• Guidelines created for shared use.

• Partners identified based on the guidelines and implementation started.

• Communication of partnerships and successful implementation highlighting the benefits for the partnering organization and ISU.

Rationale: ISU campus development began with the construction of the current school site in 2001. The most recent update to the facilities master plan completed in June 2020 creates a vision for present and future development. The 2020 master plan optimizes our current learning spaces, providing opportunities for new designs, incorporating our new Arts Center and thinking strategically about the undeveloped school-owned land adjacent to the school. The ultimate goal is the creation of an inviting, environmentally sustainable campus allowing for community engagement that ensures learning aligned with our ISU mission, learning principles, and opportunities for innovation. This will be achieved through prudent financial planning and adequate resource allocation to ensure the short and long-term financial sustainability of the school.

Indicators of Success

• Research and feasibility studies completed with recommendation, prioritization and timelines created.

Role of Governance

Opportunities and Challenges

Role of Governance Section to be developed together with the ISU Board at our annual board retreat in September once other areas have been finalized and approved. This will include prioritizing areas of the strategic plan for implementation by the ISU Leadership Team.

Opportunities: • Current commitment to developing updated ISU facilities master plan 2020.

• Onboarding of ISU Arts Center (lack of comparable facilities in Uganda).

• Expand and extend reputation of ISU through partnerships connected to facility use.

• Vacant land (east campus).

• Build defense of tax exemptions through alternate facilities based programs that demonstrate civic benefits.

Challenges: • New actions or strategies may require new skill sets or personnel at ISU to manage appropriately.

• How to ensure selection of groups to share with respects ISU values and our existing priorities with students • Security of school to remain a high priority in any facility sharing.

• Transient school population requires that any strategic partnership is founded and broadened beyond an individual.

• Distance from city center and other parts of the area due to traffic.

DRAFT – 15.05.2020

Strategic Area Five: Meaningful Community Engagement Goal and Rationale Strategic Goal: The school will support opportunities for the mutually beneficial and meaningful engagement of ISU’s internal and external communities in an inclusive environment, committed to a shared culture of learning together in a partnership of parents, students, teachers, staff, the Ugandan and International community.

Rationale: ISU is a community of students, teachers, staff and families living together in Uganda. We need to live our mission and build a strong sense of collaboration among all groups, and a sincere commitment to contribute and participate collectively and meaningfully. The school must be inviting and welcoming to nurture and sustain all relationships in service to the school’s mission and vision and garner the community’s full support. Engagement with the wider Ugandan community will provide opportunities for students to connect, take action and transfer skills developed through the IB Approaches to Learning that will build meaningful partnerships for the benefit of everyone.

Strategic Directions

Key Action

Indicators of Success

Role of Governance

Opportunities and Challenges

Develop a clear and shared understanding of an ISU vision for what community engagement is and the benefits of strong partnerships for learning opportunities and development.

Create systems for developing and enhancing community engagement through identifying partnerships within and outside the community (artists, experts, entrepreneurs, educators), and establishing events that bring people together.

Develop an effective and sustainable communications platform to enhance dialogue between home and school, among parents, and between the current school community and alumni.

Strengthen the service learning program at ISU to ensure mutually beneficial partnerships that connect students with the wider community and allows for the development of student-initiated action projects.

• Research and use focus groups to develop an ISU definition of community engagement and what it looks like in our context.

• Communicate our definition and create shared understanding of what community engagement is and the benefits.

• Definition of community engagement established.

• Community survey results indicating common understanding and purpose.

• Aligned with other areas of the strategic plan, identify areas and organizations for developing partnerships.

• Develop guidelines and systems for identifying and implementing partnerships.

• Guidelines for community partnerships established.

• Communication of successful, partnership stories shared with the community.

Role of Governance Section to be developed together with the ISU Board at our annual board retreat in September once other areas have been finalized and approved.

This will include prioritizing areas of the strategic plan for implementation by the ISU Leadership Team.

• Review current communication systems.

• Work together with new website developers to determine the best communication systems and platforms to align how we communicate with our different stakeholder groups.

• Collect data on levels of engagement and access to our communication systems.

• Community survey data to show improved access and use of our public resources

Opportunities: • Transferring of learning to authentic real world situations.

• Parents and teachers with connections to strategic partners.

• Long standing service partners that can be further enhanced.

• Student internships entrepreneurship and opportunities for taking action.

• Creating links with local organizations so that students can become a greater part of Uganda’s economic growth and be part of the solutions for sustainable development in the Uganda.

• Develop students as meaningful actors in the global and local community.

• Review current service learning, CAS and student action.

• Create action plan and guidelines for service learning at ISU including definition, beliefs and practices.

• Align service learning with personalized learning plans.

• Review and document service learning and curriculum planning.

• Follow through on joining and implementing the Global Citizens Diploma.

• Action plan and guidelines created and implemented.

• Profile of service learning at ISU raised with stories communicated of successful projects and partnerships.

• Documentation of service learning on personalized learning plans and curriculum planning.

Challenges: • Lack of engagement and support from different stakeholder groups.

• Transient population.

• Distance from city center and other parts of the area due to traffic.

• Energizing alumni to engage in on-going links to the school and our students

DRAFT – 15.05.2020

APPENDIX 2 - SENIOR SCHOOL PROFILE

Senior School Profile 2019-20 "We learn together to unlock the opportunities of a changing world"

CEEB #647000 IB SCHOOL #0819 College Counselor, Kimberly Duffy - collegecounselor@isumail.ac.ug Website: www.isu.ac.ug

History

Founded in 1967 Independent, non-profit, day school ages 3 - 19 years Non-selective admissions to all IB Programmes

Academics

Community

504 Students 46 Nationalities 67% of students are non-native English speakers 51 Languages spoken 2 - 4 years is the average time families stay in Uganda making for a multi-cultural, fluid and diverse community

Senior School - Grades 6-12 senior school students

272

34

teaching professionals

IB Continuum School: Primary Years Programme (PYP) for ages 3 to 11 Middle Years Programme (MYP) for ages 11 to 16 Diploma Programme (DP) for ages 16 to 19 High School Diploma awarded to all students that earn the equivalent of a 3 or above in 21 IB courses, from the MYP and DP, or from other transferrable high-school courses, during Grades 9-12.

The majority of students earn the IB DP Diploma or IB DP Course Certificates.

Belgium 5.6%

Other 8.3% American 30.6%

Spanish 5.6%

Canada 11.1%

Senior School Faculty

Ugandan 11.1% British 27.8%

Class of 2020

29

Dual Citizens 7%

students in the senior class

25

IB Diploma Candidates

Asia 14%

4

Ugandans 10%

19

student nationalities

IB Courses Candidates

USA 28%

EU 17%

Rest of Africa 21%

Distribution of Predicted IB Points (out of 45) for the Class of 2020 Note that IB Courses students are included, and are not eligible for the 3 bonus points

stnedutS fo rebmuN

Due to our small graduating classes and the diversity of educational backgrounds from which our students come, we neither rank our students nor compute GPA.

Predicted Points

IB Diploma Course Offerings Language A

Language B

Individuals & Societies

English Literature SL/HL French ab initio SL English Language and Literature SL/HL French B SL/HL Self taught Language A SL Spanish B SL/HL English B SL/HL

Business and Management SL/HL Economics SL/HL Geography SL/HL History SL/HL

Sciences

Mathematics

Arts

Biology SL/HL Chemistry SL/HL Physics SL/HL Design Technology SL/HL

Mathematical Studies SL Mathematics SL/HL

Visual Arts SL/HL Music SL/HL

Creativity, Action, Service Program (CAS) As an IB World School, ISU requires all Diploma and Courses students to participate in the CAS program as an extension of their academics. ISU offers a number of opportunities to help our students meet these requirements.

Students have the opportunity to participate in sports, the arts and STEM competitions internationally through the International Schools of Southern and Eastern Africa (ISSEA) league as well as competing in a smaller, local league. There are a range of after-school activities offered, including Model United Nations, Student Council, and other academic and non-academic activities. Service opportunities are offered as well, most of which take place on the school campus due to safety and logistical concerns.

ISU IB Diploma Scores 2013-2019 SAT Scores 2018-2019 Average Score

Section

554 583 1137

Reading & Writing Mathematics Total

Matriculations for Classes 2016 - 2019

20%

CANADA

25%

USA

21%

12%

UK

EUROPE

4%

ASIA

5%

12%

GAP YEAR/DATA MISSING

SOUTH AFRICA

2%

AUSTRALIA

College & University Matriculations 2016 - 2019 USA

United Kingdom

Canada

Assumption College Berea College Carnegie Mellon University Dickinson College Eastern Washington University Emerson College Emory University Florida Institute of Technology Georgia State University Hobart and William Smith College Iowa State University (2) Knox College Marymount University Northeastern University Penn State New Kensington Savannah College Art/Design Suffolk University SUNY Buffalo State College University of Delaware (2) University of Denver University of Georgia University of North Carolina University of Oregon University of Tennessee University of Washington University of Wisconsin - Madison Virginia Commonwealth University Washington College Whitworth University Winona State University

Arts University Bournemouth (2) Bournemouth University Brunel University (2) Cardiff University Coventry University Durham University (2) Goldsmiths, University of London HULT International Business School, London Loughborough University (2) Manchester Metropolitan University Oxford Brookes University Ravensbourne University, London Swansea University University for the Creative Arts University of Edinburgh University of Kent (2) University of London University of Manchester University of Reading University of Salford (2) University of the West of England

Brock University (3) Concordia University McMaster University Trent University University of British Columbia (6) University of Guelph (2) University of New Brunswick University of Prince Edward Island University of Toronto University of Victoria University of Waterloo (4) University of Windsor York University

South Africa International Hotel School Monash University University of Pretoria

Australia Monash University, Melbourne University of New South Wales

Other Chitkara University, India

Europe American University of Rome, Italy Erasmus University, Rotterdam, Netherlands Florence Design Academy, Italy Hogeschool van Amsterdam, Netherlands HZ University of Applied Sciences, Netherlands Les Roches Hotel Management Prep'art Paris, France School, Switzerland Lund University, Sweden University College Utrecht, Netherlands (2) University of Amsterdam, Netherlands University of Legli Studi di Milano Bicocca, Italy University of Leiden, Netherlands University of Vienna, Austria (3)

The International School of Uganda 272/3 Lubowa Estate, P. O. Box 4200 Kampala, Uganda +256 414 200374/8/9 +256 757 754808 www.isu.ac.ug