MIDDLE YEARS PROGRAMME (MYP) CURRICULUM HANDBOOK (3)

GLOBAL CITIZENS

WELCOME MESSAGE

Welcome to the International School of Switzerland!

MYP TEAM

We’re thrilled to have you join our ISSwitzerland family, where innovation, curiosity, and creativity are at the heart of everything we do. At the International School of Switzerland, we proudly offer the IB Middle Years Program (MYP) – a curriculum framework that we believe is the absolute best for students in grades 1-12 worldwide!

The MYP is all about encouraging students to explore, ask bold questions, and tackle complex challenges with confidence It sparks curiosity, fuels creativity, and helps students think critically – skills that are invaluable in a world where automation and technology are transforming the way we live and work Most importantly, the MYP inspires students to take action and make a difference, and we couldn’t be more excited to embark on this journey with your child

Our educators are passionate about making the MYP as engaging and dynamic as possible We aim to turn learning into an adventure that students love while ensuring they build the knowledge and skills they need to thrive in the future.

This handbook is your go-to guide for understanding the MYP and how we bring it to life at ISSwitzerland. It’s packed with insights to help you have meaningful conversations with your child about their learning journey, as well as tips for collaborating with our fantastic teachers throughout the year

Have questions? Curious to learn more? We’d love to chat! Feel free to schedule a meeting with us at any time –we ’ re here to support you and your family every step of the way

Welcome aboard, and let’s make this an unforgettable year of discovery, growth, and success!

Your Kindness is Your Greatness,

The International School of Switzerland MYP Team

MISSION & VISION

FUTURE READY GLOBAL CITIZENS

Our Vision

The vision of the International School of Switzerland is to be a globally renowned educational institution, recognized for producing outstanding graduates who are world ready global citizens, prepared to excel in postgraduate studies and thrive in diverse and fulfilling career opportunities worldwide

Our Mission

The mission of the International School of Switzerland is to deliver a comprehensive local and global curriculum with three core languages - English, Italian and German - from our unrivaled global position within Switzerland Guided by our founding principles of Educare, Educere, and Explorare, we provide the best teachers and immersive learning opportunities in an innovative environment that inspires our students to pursue excellence, broaden their horizons and unlock their full potential Graduating as well-rounded and balanced individuals, our students possess the skills and attributes necessary to pursue their dreams and actively contribute to a dynamic and interconnected society

ACADEMIC PATHWAYS

We believe the International Baccalaureate Primary Years Programme (PYP) and Middle Years Programme (MYP) give students the strongest foundation to prepare them for the pathway they choose in Secondary and beyond These programs help children develop critical thinking, a global perspective, and a love of learning

In Secondary, we build on this foundation by offering a variety of programs, allowing students to refine and curate the right knowledge and skills for the future they aspire to The combination of these programs ensures students are well-prepared for whatever path they choose

DELIVERED IN ENGLISH

OPTIONAL: ENGLISH FASTTRACK PROGRAM FOR PREDP NON-ENGLISH SPEAKERS SWISS LICEO ENTRANCE EXAM

1 (Grade 6)

BILINGUAL PROGRAM (ENGLISH / ITALIAN) + LANGUAGE ACQUISITION IN GERMAN &/OR FRENCH

MYP 4 (Grade 9)

MYP 3 (Grade 8)

MYP 2 (Grade 7)

MYP

MYP 5 / PRE DP (Grade 10)

PYP 5 (Grade 5)

PYP 4 (Grade 4)

PYP 3 (Grade 3)

PYP 2 (Grade 2)

PYP 1 (Grade 1)

Primary and Middle Years Timetable

At ISSwitzerland, we balance rigorous academics with opportunities for creativity, exploration, and growth Mornings are dedicated to core academic subjects, ensuring students develop strong foundational knowledge Afternoons are all about discovery students dive into their interests and passions through a wide range of inspiring elective programs

Below is the general structure for a day in the primary and middle school.

7:00–7:50 Before school activities

8:00–8:45 Subject 1

8:50–9:35 Subject 2

9:40–10:25 Subject 3

10:25–10:45 Break / Advisory

10:45–11:30 Subject 4

11:35–12:20 Subject 5

12:25–1:10 Subject 6

1:10–2:00 LUNCH*

2:00–3:00 Discovery Program Elective 1*

3:05–4:00 Discovery Program Elective 2

4:10–Various After school activities

*Some Discovery Program Electives run for the full two hours

OUR PHILOSOPHY

We complete rigorous academic disciplines in the morning, building focus and discipline, so students can explore their passions and discover their purpose in the afternoon. This structure inspires a balance of hard work and creativity, preparing students for a well-rounded future

DISCOVERY PROGRAM REQUIREMENTS

To ensure a well-rounded experience, MYP students are required to choose: At least two sports electives (e g , Football, Volleyball, Basketball, Pilates)

At least two arts electives (e.g., Fine Arts, Pottery, Ballet, Drama, Choir)

BEFORE & AFTER SCHOOL ACTIVITIES

Located in the heart of Lugano, our MYP Campus provides students with exceptional opportunities to participate in a wide range of before and after school activities These include both school-organized options such as the before-school running club, Pilates sessions, and extra language classes and activities offered by external providers, including Centro Artistico MAT, Rugby Lugano, and Robotics Ticino

A comprehensive list of available activities will be shared at the start of each term, ensuring families have all the information needed to explore these enriching opportunities

TEACHING & LEARNING FRAMEWORK

What is it?

A blueprint for how we teach, learn, and grow together as a school

The Four Principles

KINDNESS INNOVATION NAVIGATION DISCOVERY

You’ll learn how to show kindness to yourself and others as well as how to contribute to your community

You’ll be inspired to think outside the box, explore new ideas and turn those ideas into action

You’ll gain the knowledge and skills necessary to tackle challenges, stay focused and succeed

You’ll have opportunities to try new things, find your strengths and uncover your potential

How does it work?

The K I N D Framework guides teaching and learning, ensuring that every project, lesson, and activity aligns with one or more K.I.N.D. principles This approach fosters students' holistic development academically, personally, and socially

Teachers: Use the framework to plan lessons, foster classroom culture, and assess learning holistically. Students: Experience lessons, projects, and activities designed to grow empathy, creativity, resilience, and passion Parents: See their children thrive through a balanced focus on academic rigor, personal growth, and future readiness

Why does it matter?

The K I N D Framework transforms education by equipping students with the skills, mindset, and character to thrive in an unpredictable world. It moves beyond traditional academics, focusing on cultivating empathy, creativity, resilience, and self-discovery qualities that shape not just successful learners, but compassionate leaders and innovative problem-solvers. This framework ensures students are not just prepared for the future they’re empowered to shape it.

Page 8

THE TEACHING & LEARNING FRAMEWORK EXPLAINED?

At the International School of Switzerland, we use the K I N D Teaching and Learning Framework to guide everything we do. It’s a big-picture approach that ensures every student gets the support, skills and opportunities they need to succeed now and in the future

THE FRAMEWORK

What is it?

Think of it as the schools “blueprint” for how we teach, how students learn, and how we all work together

It helps us stay focused on creating a positive, inspiring, and effective learning environment

THE FOUR PRINCIPALS

Our framework is built on four key ideas that we call principles: Kindness1.

What it Means: We create a school environment where everyone feels safe, respected and valued a

b

For Students: You’ll learn how to show kindness to yourself and others as well as how to contribute to your community

Innovation2.

a

What it Means: We prepare students for the future by encouraging creative thinking and solving real-world problems

b.

For Students: You’ll be inspired to think outside the box, explore new ideas and turn those ideas into action

Navigation 3

a

What it Means: We help students develop discipline and strong learning habits to stay on track and achieve their goals

b.

For Students: You’ll gain the knowledge and skills necessary to tackle challenges, stay focused and succeed

Discovery 4

What it Means: We believe every student has unique interest and talents to explore. a.

For Students: You’ll have opportunities to try new things, find your strengths and uncover your potential b

THE SPECIFIC SKILLS

Over the course of their schooling at the International School of Switzerland, students will engage with 80 distinct skills outlined in the K I N D Framework, self-assessing their progress while receiving peer and teacher feedback to achieve proficiency These skills are seamlessly woven into daily classes, activities, and the broader school culture, offering students continuous opportunities to grow and excel in each one

THE STRATEGIES

These are the tools, methods and activities that teachers, mentors and coaches use to embed the principles into their practice

IB MISSION & CONTINUUM

International Baccalaureate® Mission Statement

The International Baccalaureate® Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect

To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right

UNIFORM

Gone are the days of stiff, outdated school uniforms At the International School of Switzerland, we believe a uniform should be as dynamic and forward-thinking as the students who wear it That’s why our uniforms are designed not just for today, but for the future blending style, functionality, and meaning in a way that reflects our school’s innovative ethos.

Performance Meets Comfort: Athletic-inspired designs and functional fabrics ensure students feel confident and comfortable throughout their day.

Inclusive for All: Tailored to fit all body types, with gender-inclusive and adaptive options that reflect our commitment to diversity

Sustainably Made: Crafted from eco-friendly materials using ethical practices, our uniforms set an example for global citizenship

Modern and Stylish: Bold, contemporary designs that students are proud to wear both in and outside of school

Middle School Day Uniform Guidelines

At the International School of Switzerland, all uniform items are official school-branded pieces This ensures consistency, fosters a sense of community, and upholds the school’s professional yet comfortable standards. Students and parents should refer to the approved uniform catalogue for all purchases.

For Girls

Shirt: A short-sleeve or long-sleeve schoolbranded polo shirt, available in light grey or white with subtle accents and the school logo

Bottoms: Options include a school-branded pleated skort, shorts or jogger-style pants in slate grey

Skorts should fall to mid-thigh or slightly longer, and joggers feature a neat, tapered fit

Outerwear: A school-branded zip-up jacket or sweater in light grey with accents in Swiss red and the school logo.

Footwear: School-approved sneakers Socks must be school-branded, white, and ankle length

Accessories: A school-branded hat or cap for outdoor use is mandatory during outdoor activities

Minimal jewellery, such as stud earrings, is acceptable, but additional non-uniform accessories are not allowed

For Boys

Shirt: A short-sleeve or long-sleeve schoolbranded polo shirt, available in light grey or white with subtle accents and the school logo

Bottoms: Tailored school-branded shorts or jogger-style pants in slate grey

Outerwear: A school-branded zip-up jacket or sweater in light grey with accents in Swiss red and the school logo

Footwear: School-approved sneakers Socks must be school-branded, white, and ankle length.

Accessories: A school-branded hat or cap for outdoor use is mandatory during outdoor activities

INNOVATION CHALLENGE: IGNITE

Join Ignite 2026, an exclusive entrepreneurship competition designed to inspire creativity, innovation, and teamwork. This competition is the perfect platform for aspiring entrepreneurs to bring their ideas to life and showcase their brilliance in front of a panel of business leaders and innovators.

WHAT TO EXPECT:

Team Format: Work in groups of 3-4 to develop your idea.

Commitment: You can choose to participate as part of the Discovery Program electives (giving your team structured time to focus) or as an independent project.

Presentation Day: You’ll pitch your idea to a panel of entrepreneurs and business professionals. Your presentation can be in any format but must not exceed 15 minutes, followed by 5 minutes for judges' questions.

Timeline: Teams will have 6 months to prepare, and the competition will take place in the second week after the Christmas Holidays.

JANUARY2026

Compete for the chance to win prizes, mentorship, and the opportunity to see your product developed and sold. Gain real-world business experience and learn from industry experts. Explore the post-competition potential of your idea with the opportunity to have it manufactured and sold via www.isswitzerland/ignitionhub.ch, our exclusive online platform for student innovations.

PRIZE POOL UP TO

EMPOWERING FUTURE LEARNERS: OUR TECH-DRIVEN APPROACH TO PERSONALIZED EDUCATION

At the International School of Switzerland, we harness the power of cutting-edge technology to deliver personalized, dynamic learning experiences that empower students to progress at their own pace, foster creativity, and develop the skills they need to thrive in an ever-evolving world

A report by The World Economic Forum found that 65% of children entering primary school today will eventually work in jobs that don’t exist yet, emphasizing the need for digital literacy

SCHOOL WIDE PLAN

ENGAGING ASSESSMENT & CREATIVE EXPRESSION

THE TOP 3 REASONS FOR TEACHERS TO USE TECHNOLOGY IN THE CLASSROOM

1. Enhanced Student Engagement and Motivation: According to a McKinsey & Company report, 75% of teachers believe technology increases student engagement [1]

2 Personalized Learning: EdTech Magazine found that 73% of teachers agree that digital tools support personalized learning. [2]

3 Improved Collaboration and Communication: The National Center for Education Statistics reported that 72% of teachers believe technology has made communication and collaboration between students more effective [3]

CORE SYSTEMS & PLATFORMS: CONNECTING STUDENTS, TEACHERS & HOME

PERSONALIZED & ADAPTIVE INDIVIDUAL LEARNING

OUR SCHOOL WIDE PLAN EXPLAINED

CORE SYSTEMS & PLATFORMS

These essential tools lay the foundation for seamless learning experiences, ensuring efficient communication, administration, and academic tracking

Microsoft Education Suite: As a Microsoft Showcase School, we integrate tools like Teams, OneNote, Word, and PowerPoint for collaboration, creativity, and organization across all subjects

Managebac (LMS): The centralized platform for tracking assignments, grades, and communications, ensuring smooth academic progress and engagement

Isams (SMS): Manages student data, attendance, and behavior, helping us maintain comprehensive and real-time records for all students.

PERSONALIZED & ADAPTIVE LEARNING

These platforms use AI and smart technology to provide customized learning paths, ensuring that every student’s individual needs and strengths are addressed. DP students have access to specialized tools that support their personalized learning journey in specific subjects, allowing them to progress at their own pace

Century Tech: AI-driven differentiation for Math, Science, and English, adapting content and assessments to each student's strengths and weaknesses

SchoolAI: Provides insights into student progress, offering real-time analytics that help identify areas for improvement and support personalized interventions.

For DP students only

Kognity: A personalized, interactive learning platform for IB subjects, adapting content and assessments to suit individual learning progress Students follow their own pace and dive deep into the material for better understanding

Pamoja: Full online IB courses offering flexible, virtual learning across various subjects. DP students can choose specific subjects to study and progress through the material at their own pace with expert guidance

ENGAGING ASSESSMENT & CREATIVE EXPRESSION

These tools make learning interactive, engaging, and creative, encouraging students to express themselves while tracking progress in a dynamic, formative way

Formative Tools: Quizizz, Kahoot, Flipgrid, Edpuzzle, Nearpod, Socrative, Poll Everywhere - these are just a few of a large range of formative assessment tools that engage students through quizzes, polls, interactive video-based activities, and collaborative platforms

Canva for Schools: A creative tool that allows students to design presentations, posters, and digital media, enhancing their artistic and communication skills

Exam.net: A secure, user-friendly platform for online exams, helping students complete tests safely and efficiently It supports a variety of question types, provides built-in tools for writing and problem-solving, and ensures fair testing with strong security features

PORTRAIT OF A GRADUATE

learning cannot be adequately summarised by a single test score; that is why we as a school have adopted an assessment method which articulates student learning and achievement in a much more holistic way - the Portrait of a Graduate This E-Portfolio is a game-changing tool for students to display their unique strengths and talents. Whether it's academic achievements, personal interests, or projects, the E-Portfolio provides a platform for every young person to showcase their best selves. This is something that will also serve students well into their future as they continue to curate and perfect it throughout their lives, ensuring a comprehensive record of their learning and growth With the power of the digital learner profile at their fingertips, students take charge of their education, and present a compelling narrative of their potential to future employers or educational institutions

PORTRA GRADU FAQS

Who will own the The responsibility "own" it, just as th and write their C learners, enabling them to reflect on their progress and capture a broader sense of their identity and capabilities While externally validated exam grades for core subjects will feature in the E-Portfolio, along with teacher assessments where appropriate, it is important to note that the profile is much more than just test scores It also showcases a wide range of evidence of a student's skills, interests, projects completed, volunteering, and work experiences. Employers or admissions tutors can get a fuller picture of each student's strengths in areas such as creative thinking, collaboration, and oracy, contributing to a more complete understanding of each young person

How will future employers or universities use the Portrait of a Graduate?

Employers value the skills and personal qualities that the E-Portfolio will evidence Currently, many employers use their own strength-based or competency-based methods to evaluate candidates, and having additional information beyond just test scores and grades will allow them to make more informed recruitment decisions Additionally, universities are already seeking to include broader contextual data as part of their admissions processes Therefore, the E-Portfolio has the potential to support these efforts and enable young people to compile a diverse range of information and evidence to support their university applications, enhancing the admissions process

What age will they start developing their EPortfolio?

Students will begin creating their E-Portfolio as soon as they start school with us. For our youngest students E-Portfolio templates and exemplars will be given to support their development This is because we believe that the E-Portfolio is a powerful tool that will allow students, teachers and parents to stay upto-date and engaged with the individual learning of each and every student from K-13

The Portrait of a Graduate is integral to our school's vision of unlocking the full potential of every student By prioritizing the development and implementation of the learner profile, we are demonstrating our commitment to supporting our students' academic and personal growth, and preparing them for success in the 21st-century world.

A MICROSOFT SHOWCASE SCHOOL

As Switzerland’s first Microsoft Showcase School, the International School of Switzerland stands at the forefront of innovative education, preparing students for the digital demands of the modern world By leveraging Microsoft’s cutting-edge tools and technologies, we provide a dynamic and engaging learning environment where students develop essential skills for their future as global citizens

What Does It Mean to Be a Microsoft Showcase School?

Being a Microsoft Showcase School signifies our commitment to transforming education through the integration of technology With access to the latest Microsoft tools, we empower our students and coaches to think creatively, collaborate globally, and innovate in ways that were previously unimaginable. Our status as a Microsoft school also connects us to a global network of forwardthinking educators and institutions, ensuring our students are prepared to succeed in a rapidly evolving digital landscape.

Integration into the Curriculum

At the International School of Switzerland, technology is not just a subject; it is seamlessly woven into every aspect of the curriculum Microsoft tools like Teams, OneNote, Power BI, and Office 365 are integral to daily teaching and learning, promoting collaboration, personalized instruction, and efficiency

Here’s how we integrate Microsoft technologies across disciplines:

1. Collaborative Learning

Microsoft Teams: Facilitates communication, group projects, and virtual classrooms, ensuring students can collaborate effectively both in and outside of school.

OneNote Class Notebooks: Provides a personalized space for students to organize their notes, track their progress, and engage with multimedia content

2 STEAM Education

Minecraft: Education Edition: Engages students in problem-solving and critical thinking by integrating coding, design thinking, and project-based learning into subjects like science, technology, engineering, and mathematics (STEAM)

AI and Data Analytics: Students learn to analyze data sets and use Power BI to visualize information, honing skills essential for careers in technology and business

3. Creativity and Innovation

PowerPoint and Sway: Students create interactive presentations and digital portfolios, developing communication skills and creative expression.

Flip: Enables students to share ideas and present projects in innovative ways, building confidence and digital fluency

4 Personalized Learning

Immersive Reader: Supports students of all abilities by improving reading comprehension, language acquisition, and accessibility

Reflect in Teams: Helps students develop social-emotional skills by tracking their personal growth and fostering mindfulness

Preparing Students for the Future

The integration of Microsoft tools ensures that our students develop 21st-century skills, including digital literacy, critical thinking, and adaptability Our curriculum encourages students to engage with technology not only as consumers but as creators, giving them the confidence to tackle realworld challenges with innovative solutions

Empowering Educators

Our teachers receive continuous professional development through Microsoft Education resources, including certification programs and access to a global community of educators This ensures our teaching practices remain at the cutting edge of educational innovation

Conclusion

As a Microsoft Showcase School, the International School of Switzerland is committed to fostering a future-ready learning environment. By embedding Microsoft’s technology into our curriculum, we inspire students to dream bigger, think critically, and embrace the opportunities of the digital age Together, we are shaping leaders and innovators who are prepared to make a difference in an everchanging world

KnowledgeConstruction

Collaboration

21ST CENTURY LEARNING DESIGN AT

21ST CENTURY SKILLS

In the 21st century, learning goes beyond simply acquiring information

To prepare our students for an unpredictable future, we emphasize critical thinking, communication, collaboration, creativity, and inquiry over rote memorization

Our 12-year education program actively develops essential habits to nurture independent and selfmotivated learners through the Internationally developed 21st Century Learning Design framework

PROJECT X

Project X is a cutting-edge educational program designed to empower students to identify and solve real-world global challenges Like Google X, it encourages moonshot thinking bold, visionary approaches to problem-solving and fosters a culture of experimentation, collaboration, and resilience The program integrates science, technology, engineering, arts, and mathematics (STEAM) with social impact

CORE OBJECTIVES

Moonshot Thinking: Inspire students to tackle big, bold ide that could make a 10x impact, not just a 10% improvement

Solution-Oriented Learning: Move from problem identification to developing practical, scalable solutions

Interdisciplinary Approach: Combine technology, design thinking, sustainability, and entrepreneurship 3

4.

Hands-on Learning: Engage in project-based activities with real-world applications.

PROGRAM STRUCTURE

Students partake in innovation labs that each focus on a significant global challenge, such as:

Climate Change Mitigation

Food and Water Security

Clean Energy Solutions

Healthcare Innovation

Social Justice and Equality

PROGRAM PHASES

Phase 1: Problem Identification (Discovery)

Students explore global challenges, researching causes and effect They develop problem statements based on deep inquiry and interviews with stakeholders

Phase 2: Ideation and Design Thinking (Creativity)

Using brainstorming, design thinking workshops, and tools like mind mapping, students generate innovative ideas for solutions

Phase 3: Prototyping and Experimentation (Implementation)

Students build prototypes or models of their ideas, conducting tests and gathering data to refine their concepts

Examples:

Engineering a low-cost water filtration system

Developing an app for tracking carbon footprints

Phase 4: Presentations and Feedback (Iteration)

Teams present their projects to a panel of industry professionals, community leaders, and educators for constructive feedback.

Phase 5: Deployment and Scaling (Real-World Impact)

Advanced students may take projects to market or implement them in the community, partnering with local businesses, nonprofits, or government initiatives

PROGRAM COMPONENTS

ntorship Network

nnect students with professionals from tech companies, research , non-profits, and universities to guide projects

kathons and Challenges

t annual competitions to generate fresh ideas and promote ndly competition

mple: "Project X Energy Challenge" or "Clean Oceans kathon "

TECHNOLOGY AND MAKER SPACES

Students will be inspired by our Makerspace with tools like 3D printers, robotics kits, coding software, and sustainability simulation tools to see their ideas come to life

ASSESSMENT AND RECOGNITION

Innovation Portfolio: Students maintain a digital portfolio documenting their research, process, and outcomes. Recognition Programs: Project X Moonshot Award for ground-breaking ideas Collaboration and Teamwork Award Community Impact Award

LLS DEVELOPMENT

ect X will help students cultivate: Critical Thinking and Problem Solving Collaboration and Leadership Entrepreneurial and Design Thinking

Technical Skills in Coding, Engineering, and Data Analysis

Global Citizenship and Ethics

AMPLES OF POTENTIAL PROJECTS

A drone-based delivery system for medical supplies in remote areas

An AI-powered tutoring system to improve education access in underprivileged communities

A biodegradable plastic alternative derived from sustainable materials

MYP SUBJECTS

At ISSwitzerland, our Middle Years Programme (MYP) offers a balanced curriculum that prepares students for future success The program includes:

Language and Literature: Students study their first language (English / Italian) to become strong communicators and critical thinkers

Language Acquisition: Students learn a second language to expand their global perspective For most students this will be German and/or French, but there will also be other subject offerings in our Discovery program

Individuals and Societies: Focuses on history, geography, and social sciences, helping students understand the world and human society.

STEAM (Science, Technology, Engineering, Arts, and Mathematics): The traditional science and design subjects are now integrated into STEAM, combining critical thinking, creativity, and problem-solving across biology, chemistry, physics, technology, and design This interdisciplinary approach fosters innovation and real-world applications

Mathematics: Develops problem-solving skills and real-world mathematical applications

Discovery Program: Physical and Health Education (PHE) and Arts (visual arts, music, drama, and dance) are part of our Discovery Program, offering students opportunities to explore creativity, physical fitness, well-being, and teamwork through hands-on experiences

In the final year (Grade 9), students complete a Personal Project, where they explore a topic of personal interest and demonstrate their learning and skills

SUBJECT AREA

CRITERION A CRITERION B CRITERION C CRITERION D

Language & Literature Analysing Organising Producing Text Using Language

Language Acquisition Listening Reading Speaking Writing

Individuals & Societies

Mathematics

Science

Arts (Visual & Music)

Physical & Health

Education

Design

Knowing & Understanding Investigating Communicating Thinking Critically

Knowing & Understanding Investigating Problems Communicating Applying Mathematics in Real-world Contexts

Knowing & Understanding Inquiring & Designing Processing & Evaluating Reflecting on the Impacts of Science

Knowing & Understanding Developing Skills Thinking Creatively Responding

Knowing & Understanding Planning for Performance Applying & Performing

Reflecting & Improving Performance

Inquiring & Analysing Developing Ideas Creating the Solution Evaluating

UNDERSTANDING THE IB MIDDLE YEARS PROGRAM (MYP)

The learner is placed at the centre of the MYP model to emphasize educating the whole person and the importance of student inquiry. The purpose of the IB learner profile is to provide a framework for the development of a set of attributes and skills that the International Baccalaureate (IB) believes are essential for students to become successful learners, effective contributors, and responsible global citizens

The IB learner profile is made up of ten attributes, including being inquirers, thinkers, communicators, knowledgeable, principled, open-minded, caring, risk-takers, balanced, and reflective These attributes are intended to be interrelated and interdependent, and students are encouraged to strive towards embodying them in their academic, personal, and social lives

By promoting these attributes, the International School of Switzerland aims to foster the development of well-rounded individuals who are prepared to face the challenges of a rapidly changing world and contribute to making it a better place The IB learner profile is at the heart of the our educational philosophy and is integrated into all aspects of its programs

THE PROGRAMME

UNDERSTANDING THE IB MYP PROGRAMME - FIRST RING

The first ring around the student at the centre describes the features of the programme that help students develop disciplinary (and interdisciplinary) understanding

Approaches to learning (ATL) demonstrating a commitment to approaches to learning as a key component of the MYP for developing skills for learning

Approaches to teaching emphasizing MYP pedagogy, including collaborative learning through inquiry

Concepts highlighting a concept‐driven curriculum

Global contexts showing how learning best takes place in context.

Conceptual and Contextual Learning

MYP Units are built around key concepts and global contexts. Together, these frame subjectspecific inquiries that are conceptually driven and set within authentic, real-life contexts Because the concepts and contexts span the individual subject areas, they also support inter-disciplinary learning

Key Concepts Across All Subjects Aesthetics Change Communication Communities Connections Creativity Culture Development Form Global interactions Identity Logic Perspective Relationships Time, place, & space Systems

Through approaches to learning (ATL) students develop skills that have relevance across the curriculum that help them “learn how to learn”. ATL skills provide a solid foundation for learning independently and with others as well as help students prepare for, and demonstrate learning through, meaningful assessment They provide a common language that students and teachers can use to reflect on, and articulate on, the process of learning While ATL skills are not formally assessed in the MYP, they contribute to students’ achievement in all subject groups

IB programmes identify five ATL skill categories, expanded into developmentally appropriate skill clusters. (See figure below)

THE PROGRAMME

UNDERSTANDING THE IB MYP PROGRAMME - SECOND RING

The second ring describes some important outcomes of the programme Inquiry‐based learning may result in student‐initiated action, which may involve service within the community.

The MYP culminates in the personal project in MYP year 5

PERSONAL PROJECT

The Grade 9 Personal Project is a pivotal experience for students transitioning from the MYP to the DP at the International School of Switzerland It is a self-directed project that provides students with the opportunity to create a personal and meaningful work of their choosing, demonstrating their skills and knowledge acquired throughout the MYP. Each student is assigned a teacher supervisor who provides one-on-one guidance throughout the creative process The Personal Project is a substantial undertaking that takes place between Spring of Grade 10 and April of Grade 11

The Personal Project showcases a student's ability to manage and guide their own inquiry The MYP design cycle is used to investigate, design, plan, create, and evaluate the project Examples of Personal Projects include writing, carpentry, music composition and production, photography, movie-making, architecture, cooking, visual art, and model-building.

The Personal Project culminates in three components: a process journal, a final product, and a written report analyzing the choice and application of techniques used to create the product This comprehensive approach encourages reflection, self-evaluation, and critical thinking

SERVICE

Action, or learning by doing and experiencing, is a crucial component of the IB Service is considered a subset of action at all levels of the programme. In the MYP, action aims to help students develop a sense of self and responsibility as contributing members of their community

Service as action is expected of MYP and DP students, with service being a core element of Creativity, Activity, and Service (CAS) in the DP The International School of Switzerland has specific expectations for service engagement at each grade level

Meaningful service engagement provides several potential benefits for students The International School of Switzerland categorizes service engagement into one-time events, short-term commitments (1-2 weeks), and long-term commitments (at least two months) The primary benefit of service learning is that it builds students' character while also providing leadership opportunities and improving their confidence, self-worth, and ability to maintain positive relationships with adults Students who engage in service also develop a mature understanding of diversity, empathy for others, and an increased willingness to take positive risks and initiative Furthermore, service engagement can improve intellectual and cognitive ability, and it can enhance students' resumes, making them more attractive to universities and employers.

To engage in service learning, students must first reflect on their interests and skills, taking the initiative to seek out opportunities that align with their passions Service engagement should be reciprocal, with students gaining as much or more from the experience than those they serve It should also be meaningful, active, and require reflection to help students recognize the personal growth and development gained from the experience. Page 26

THE PROGRAMME

UNDERSTANDING THE IB MYP PROGRAMME - THIRD RING

The third ring describes the MYP’s broad and balanced curriculum

The MYP organizes teaching and learning through eight subject groups: language and literature, language acquisition, individuals and societies, sciences, mathematics, arts, physical and health education, and technology

Discrete disciplines are taught and assessed within some subject groups: for example, history or geography within the individuals and societies subject group; biology, chemistry and physics within the sciences subject group

The distinction between subject groups blurs to indicate the interdisciplinary nature of the MYP The subject groups are connected through global contexts and key concepts

At the International School of Switzerland, these eight subject groups are further divided into academic and Discovery Program courses.

*Note: This does not mean that academic subjects have no experiential component, or vice versa

Academic courses: Math, English, Italian, STEAM (Science, Technology, Engeneering, Arts & Math), and Individuals and Societies

Discovery Program: Music, Theatre, Photography, Media Arts, Design, Physical and Outdoor Education, Visual Arts, and Community (A full list of courses is provided each Term)

This diagram is taken from Towards a Continuum of International Education (September 2008) and outlines the key features of the three IB programmes

GROUP 1 STUDIES IN LANGUAGE & LITERATURE

ENGLISH & ITALIAN LANGUAGE & LITERATURE

Each year group is divided into two parallel classes in English & Italian, which study the same content and gain a broad experience of literary and non-literary texts Students respond to material explored in lessons in a variety of ways, both creatively and analytically

Through close reading of texts and an understanding of context, students will sharpen their thinking and communication skills as well as develop an appreciation for the power of language in all its forms

Aims

MYP language and literature courses encourage and enable students to:

Use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis, and social interaction

Develop the skills involved in listening, speaking, reading, writing, viewing, and presenting in a variety of contexts

Develop critical, creative, and personal approaches to studying and analyzing literary and non-literary texts

Engage with texts from different historical periods and a variety of cultures

Explore and analyze aspects of personal, host, and other cultures through literary and non-literary texts

Explore language through a variety of media and modes

Develop a lifelong interest in reading

Apply linguistic and literary concepts and skills in a variety of authentic contexts

Assessment

Students are regularly assessed on a wide variety of tasks according to the criteria below These internal assessments indicate the student's level in each criterion, which are then added together to get a mark out of 7 for the subject

In addition to this internal grade, students undertake an “e-Assessment” exam at the end of MYP5 Classwork is designed to give students the experience required to successfully negotiate both the creative and analytical tasks in this examination

ASSESSMENT OBJECTIVES

A: Analyzing

Analyze the content, context, language, structure, technique, and style of texts and the relationships among texts

Analyze the effects of the creator’s choices on an audience

Justify opinions and ideas using examples, explanations, and terminology

Evaluate similarities and differences by connecting features across and within genres and texts

B: Organizing

Employ organizational structures that serve the content and intention

Organize opinions and ideas in a sustained, coherent, and logical manner

Use referencing and formatting tools to create a presentation style suitable to the content and intention

C: Producing text

Produce texts that demonstrate insight, imagination, and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process

Make stylistic choices in terms of linguistic, literary, and visual devices, demonstrating awareness of impact on an audience; select relevant details and examples to develop ideas

D: Using language

Use appropriate and varied vocabulary, sentence structures, and forms of expression

Write and speak in a register and style that serve the content and intention; use correct grammar, syntax, and punctuation

Spell (alphabetic languages), write (character languages), and pronounce with accuracy

Use appropriate non-verbal communication techniques

GROUP 2 LANGUAGE ACQUISITION

ITALIAN, ENGLISH, GERMAN & FRENCH

The ability to communicate in more than one language in various ways is essential to the concept of an international education that promotes multilingualism and intercultural understanding, both of which are central to the IB’s mission The study of additional languages in the MYP enables students to learn about language features, processes, and cultures and to discover the diverse ways of living, behaving, and viewing the world

Aims

MYP language acquisition teaching and learning aims to:

Gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage

Develop a respect for and understanding of diverse linguistic and cultural heritages

Develop the student’s communication skills necessary for future language learning and for study, work, and leisure in a range of authentic contexts and for a variety of audiences and purposes

Enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in various modes of communication

Enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning

Enable the student to recognize and use language as a vehicle of thought, reflection, self-expression, and learning in other subjects, and as a tool for enhancing literacy

Enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural, and social components

Offer insight into the cultural characteristics of the communities where the language is spoken

Encourage an awareness and understanding of the perspectives of people from other cultures, leading to involvement and action in own and other communities

Foster curiosity, inquiry, and a lifelong interest in, and enjoyment of, language learning

Curriculum

The year includes a range of language acquisition topics, which are at a lower level of specification than the formal syllabuses of a similar subject in the IB Diploma Programme They are loosely developed for schools to devise their own written curricula, appropriate to MYP requirements Topics such as family, weather, food, and travel will be independent of the global context developed in the published unit plans

Phases

Language acquisition teaching and learning is organized into six phases:

Phase 1-2: Emergent

Phase 3-4: Capable

Phase 5-6: Proficient

The phases represent a developmental continuum of additional language learning Depending on their prior additional language-learning experiences, students may commence and exit their language acquisition course in any phase on the continuum

Assessments

Internal

In addition to learning experiences, formative and summative tasks provide students and teachers with feedback on the development of the specific language acquisition skills, objectives, and concepts

ePortfolio

Students must complete an ePortfolio to demonstrate their achievement of the subject group ’ s objectives in order to obtain the MYP Certificate

There are four distinct summative assessment tasks for language acquisition ePortfolios:

Task 1: Oral comprehension task

Task 2: Written comprehension task

Task 3: Interactive oral task

Task 4: Writing task

ASSESSMENT OBJECTIVES FOR MYP1,2,3 & 4

A: Listening

Comprehending spoken language presented in multimodal texts encompasses aspects of listening and viewing The process involves the student interpreting and constructing meaning from spoken and multimodal text to understand how images and other spatial aspects presented with oral text interplay to convey ideas, values, and attitudes Engaging with text requires the student to think critically and evaluate what is viewed, and to be aware of opinions, attitudes, and cultural references presented in the visual text The student might, for example, reflect on feelings and actions, imagine themselves in another's situation, or gain new perspectives and develop empathy based on what they have understood in the text

B: Reading

Comprehending written language presented with multimodal text encompasses aspects of reading and viewing It involves the student constructing meaning and interpreting written, spatial, and visual aspects of text to understand how images presented with written text interplay to convey ideas, values, and attitudes Engaging with the text requires the student to think critically and creatively about what is read and viewed, and to be aware of opinions, attitudes, and cultural references presented in the written text The student might, for example, reflect on feelings and actions, imagine themselves in another’s situation, or gain new perspectives and develop empathy based on what they have understood in the text

C: Speaking

In the language acquisition classroom, students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local, and global interest and significance, with the support of spoken, written, and visual texts in the target language (multimodal texts) When speaking in the target language, students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies, and techniques with increasing skill and effectiveness This is the use of the language system, including their use of grammar, pronunciation, and vocabulary

D: Writing

This objective relates to the correct and appropriate use of the written target language It involves recognizing and using language suitable to the audience and purpose; for example, the language used at home, the language of the classroom, formal and informal exchanges, and social and academic language When writing in the target language, students apply their understanding of literary form, mode, medium, and literary concepts to express ideas, values, and opinions in creative and meaningful ways They develop a variety of structures using strategies (spelling, grammar, plot, character, punctuation, voice, format, audience) and techniques with increasing skill and effectiveness

GERMAN

MYP1-2

Students develop basic skills that allow them to take part in simple communication situations and use various cultural products to help them understand how the German culture has shaped its language They develop the knowledge, skills, and strategies needed to comprehensively understand everyday language, as well as various simple oral and written texts on familiar subjects related to them, school life, and leisure They are also encouraged to practice German regularly to help them get familiar with the rules

MYP3

Students continue to build on and mobilize knowledge, know-how, and strategies to complete tasks based on their individual experiences They are encouraged to use their German as much as possible in increasingly varied and complex oral and written communication Students start to observe and describe the functioning of German, in comparison with French/English, as well as study German culture, history, and geography through various media and content

Students who continue to study German in MYP4 & 5 are interested in learning more about German language and culture The course will focus on being able to deal with practical situations that arise in everyday life in Germanspeaking countries

Phases

Students will have at least a European Reference Frame A1 level in German by the end of MYP3, when they start working towards achieving an A2 or B1 level.

MYP4 students are placed into the A2 or B1 track depending on their performance in the final internal Goethe exam at the end of MYP3

Students can always move up or down a level depending on their performance as well as their personal motivation

A final decision on the level of the Goethe Institute German exam they will sit externally at the University of Lausanne will be taken by March of MYP5

Assessment

Students' work is marked from 1 to 6, with 4 being the pass mark Each student receives a situation report containing their overall mark to the nearest half point at the end of every term and school year They complete regular tasks (Travaux Significatifs) throughout the year, which stem from essential assessment elements and relate to at least one learning objective defined by the Plan d'études romand (PER) They also complete a series of tasks that verify the acquisition of specific knowledge or techniques (Travaux Analystiques)

Grading Scales

MARK Points out of 60

6 53.3-60 (89%-100%)

5 45-53.3 (75%-89%)

4 36-45 (60%-75%)

3 30-36 (50%-60%)

2 20-30 (33%-50%)

1 0-20 (0%-33%)

MYP 1-3

MYP 1, 2, and 3 students are assessed in German according to the Common European Framework of Reference for Languages (CEFR) criteria:

Internal

MYP 4-5 students sit internal exams that simulate sections of the Goethe exams MYP 5 students will sit at least two full mock exams before the external exam, which normally takes place in May at the University of Lausanne They are assessed according to speaking, writing, reading, and listening criteria Students will have to learn the vocabulary for all the different themes as well as the grammar connected with these themes Grammar and vocabulary will be assessed through a point and percentage system that follows the requirements set by the Goethe Institute

External

A2 Level Exam

Two exams (1 written, 1 oral) worth a combined total of 100 points:

Written: 75 points

Oral: 25 points

To pass, students must:

Complete both exams

Obtain at least 60 points (minimum 45 in written & 15 in oral)

B1 Level Exam

4-module exam:

Reading: 30 points (long text, newspaper articles, ads, letters, procedures)

Listening: 30 points (monologue, dialogue, radio discussion, short listening situations)

Writing: 100 points (informal e-mail, opinion, formal letter)

Speaking: 100 points (event planning, presentations, pronunciation)

To pass, students must:

Complete at least 60% of each module (students may repeat individual modules at any time)

Marking System

100-90 points = Very good

89-80 points = Good

79-70 points = Satisfactory

69-60 points = Fair

Less than 60 = Failed

GROUP 3 INDIVIDUALS AND SOCIETIES

MYP Individuals & Societies courses encourage learners to acquire knowledge through conceptual understanding, enhance their research skills, develop analytical and interpretive skills, and gain an array of effective communication skills necessary for the overall development of the learner

Aims

Foster a practice of respect and understanding of our world and nurture the need to take action to facilitate further studies in related academic disciplines

Appreciate human and environmental commonalities and diversity

Help students critically appreciate the diversity of human culture, attitudes, and beliefs

Understand the interactions and interdependence of individuals, societies, and the environment

Understand how both environmental and human systems operate and evolve and develop concern for the wellbeing of human communities and the natural environment

Act as responsible citizens of local and global communities

Develop inquiry skills that lead to conceptual understandings of the relationships between individuals, societies, and the environments in which they live

Encourage learners to consider local and global contexts

Studies in Individuals and Societies are essential for developing empathy and international-mindedness, including the idea that "other people, with their differences, can also be right" (IB mission statement)

Geography Curriculum

Changing population: natural increase, structure, and migration

Sustainable management of urban systems and environments

Globalisation: trade, aid, exchange, and flows

Resource management: management of extraction, production, and consumption of natural resources and their security

Impacts and management of tourism

Sustainable management of physical processes in river and coastal environments

Global climate change: causes, consequences, and responses

Impacts and management of natural disasters

Sustainable management of natural environments: characteristics and human impact on aquatic, deserts, forests, grasslands, and Arctic tundras

Application of geographic information systems (GIS) to enhance understanding of geography

History Curriculum

Sovereignty, empires, and supra-national institutions and organisations

Peace and conflict

Significant individuals

Independence and national identity

Rights and protest movements

Industrialisation, industry, and labour

Development: impacts of industry, science, and technology

Health and medicine

Individual, household, and daily life

Social, cultural, and artistic developments

Assessment

Internal

Internal assessments focus strongly on inquiry and investigation, asking students to collect, describe, and analyse data used in studies of past and present societies; test hypotheses; and interpret increasingly complex information, including original source material These tasks include, but are not limited to, group work, tests, oral presentations, written assignments, presentations, media presentations, exhibitions, research projects, essays, case studies, debates, and interdisciplinary projects

External

Students seeking IB MYP course results for MYP Individuals and Societies courses complete an on-screen examination in which they can demonstrate their achievement of subject group objectives Successful results can contribute to students’ attainment of the IB MYP certificate

ASSESSMENT OBJECTIVES

A: Knowledge and understanding

Students are able to develop factual and conceptual knowledge about Individuals and Societies by:

Using appropriate terminology in context

Exhibiting knowledge and understanding of subject-specific content and concepts through explanations, descriptions, and relevant examples

B: Investigating

Learners are able to develop the investigative skills needed to collect information for various aspects of their work by:

Formulating a comprehensible research question and substantiating its relevance

Developing an action plan for research

Evaluating the process and outcome of the investigation

C: Communicating

Learners are able to improve their communication skills by using an array of media to present their knowledge They can:

Communicate effectively using appropriate methods for the audience and purpose

Organise ideas in a coherent manner

Acknowledge information sources using an accepted convention

D: Thinking critically

Learners are able to:

Improve on their ability to analyse a range of sources through identifying their origins and purpose

Understand different perspectives of knowledge and develop interpretations

GROUP 5 MATHEMATICS

MYP mathematics learning at the International School of Switzerland encourages students to become independent and creative mathematical thinkers and problem-solvers through a rigorous, inquiry-based mathematics framework

We further enrich the core curriculum by creating in-depth mathematical investigations that ask the students to apply their mathematical skills and understanding to a variety of authentic real-world contexts The end result is that our students are not merely passive learners but become actual practicing mathematicians who use their knowledge in practical and relevant ways

Aims

MYP mathematics encourages and enables students to:

Enjoy mathematics, develop curiosity, and begin to appreciate its elegance and power

Develop an understanding of the principles and nature of mathematics

Communicate clearly and confidently in a variety of contexts

Develop logical, critical, and creative thinking

Develop confidence, perseverance, and independence in mathematical thinking and problem-solving

Develop powers of generalization and abstraction

Apply and transfer skills to a wide range of real-life situations, other areas of knowledge, and future developments

Appreciate how developments in technology and mathematics have influenced each other

Understand the moral, social, and ethical implications arising from the work of mathematicians and the applications of mathematics

Appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives

Appreciate the contribution of mathematics to other areas of knowledge

Develop the knowledge, skills, and attitudes necessary to pursue further studies in mathematics

Develop the ability to reflect critically upon their own work and the work of others

Curriculum

Number

Algebra

Geometry & Trigonometry

Statistics & Probability

Assessment

Internal

The internal assessment process provides ample opportunities for learners to demonstrate their understanding using a range of assessment tools, both formative and summative, during an academic year MYP mathematics assessments include summative topic tests and examinations, shorter formative quizzes, collaborative and individual investigative tasks completed in class, extended investigations requiring work and research done outside of class, and creating presentations to display and explain results The use of a variety of IT tools is both encouraged and expected when completing investigative tasks done in class as well as the longer investigations Each of the criteria below is assessed at least twice per academic year

External Assessment

MYP on-screen examinations are constructed as a series of tasks that sample, simulate, or replicate internal assessment practices Each task corresponds to one of the criteria below

Each assessment will include a variety of sources, namely:

Data tables

Animations

Static images

Simulations

Videos

Graphs

A variety of response tools will be available to students, including but not limited to:

An on-screen calculator

A measuring tool

Drawing canvases

A mathematics canvas

A graph plotter

A table drawing tool

ASSESSMENT OBJECTIVES (MYP5)

A: Knowing and understanding

Students select and apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts, demonstrating knowledge and understanding of the framework’s branches (number, algebra, geometry and trigonometry, statistics, and probability)

B: Investigating patterns

Students work through investigations to become risk-takers, inquirers, and critical thinkers

C: Communicating

Students use appropriate mathematical language and different forms of representation when communicating mathematical ideas, reasoning, and findings, both orally and in writing

D: Applying mathematics in real-life contexts

Students transfer theoretical mathematical knowledge into real-world situations to develop appropriate problem-solving strategies to solve various problems

GROUP 4, 6 &7 THE STEAM PROGRAM

At the International School of Switzerland, we integrate Science, Technology, Engineering, Arts, and Mathematics (STEAM) into a cohesive program This interdisciplinary approach ensures students gain a deeper understanding of complex, real-world problems by engaging in hands-on, inquiry-based learning By merging these disciplines, we emphasize critical thinking, creativity, and innovation, enabling students to connect knowledge from different fields in meaningful ways

Why We Do It This Way:

Interdisciplinary Learning: Traditional subject boundaries can limit students' ability to see the connections between disciplines The STEAM program bridges these gaps, fostering a holistic understanding of concepts For example, an engineering project might combine physics principles, mathematical calculations, artistic design, and technological tools

1 Real-World Application: STEAM projects mimic professional challenges, preparing students for future careers Students learn to apply theoretical knowledge to practical solutions, enhancing problem-solving skills

2 Enhanced Creativity: By integrating the arts, we encourage students to approach scientific and technical challenges with creativity and innovation

4

3 Student Engagement: The hands-on, collaborative nature of STEAM projects keeps students actively engaged, making learning more dynamic and memorable

EXAMPLES OF TOPICS AND CRITERIA IN THE STEAM PROGRAM

1 Science Topics:

Sustainability and renewable energy

Ecosystem interactions and environmental impact

Forces and motion in engineering applications

Criteria:

A: Knowing and Understanding: Apply scientific concepts to solve problems and evaluate solutions

B: Inquiring and Designing: Formulate testable hypotheses and plan scientific investigations

C: Processing and Evaluating: Analyze data and evaluate the validity of experiments

D: Reflecting on the Impact of Science: Discuss the ethical and social implications of scientific applications

2. Technology Topics:

Coding and algorithm design

Robotics and automation

Digital modeling and simulation

Criteria:

A: Inquiring and Analyzing: Identify problems and justify solutions using appropriate technological tools

B: Developing Ideas: Create detailed plans and prototypes for technological solutions

C: Creating the Solution: Construct and test digital or physical prototypes

D: Evaluating: Assess the effectiveness of solutions and propose improvements

3 Engineering

Topics:

Bridge and structural design

Renewable energy systems (e g , wind turbines)

Mechanics in transportation systems

Criteria:

A: Investigating Patterns: Identify patterns in data to improve designs

B: Developing Specifications: Design solutions that meet specific criteria, such as sustainability or efficiency

C: Building and Testing: Construct and evaluate functional models

D: Reflecting: Assess the broader societal impact of engineering projects

4. Arts

Topics:

Visual storytelling in scientific concepts

Designing user interfaces for apps or tools

Architecture and design for sustainability

Criteria:

A: Knowledge and Understanding: Demonstrate understanding of artistic principles in design projects

B: Developing Skills: Use artistic techniques to enhance scientific and technological solutions

C: Thinking Creatively: Explore innovative ways to present and solve problems

D: Responding: Reflect on the effectiveness and impact of artistic contributions

5 Mathematics

Topics:

Data analysis and visualization in scientific experiments

Geometry in architectural design

Probability and statistics in decision-making

Criteria:

A: Knowing and Understanding: Apply mathematical principles to real-world problems

B: Investigating Patterns: Use mathematics to identify trends and predict outcomes

C: Communicating: Present mathematical findings effectively using visual aids like graphs and models

D: Applying Mathematics in Context: Solve complex problems using integrated mathematical approaches

ASSESSMENT IN THE STEAM PROGRAM

Internal Assessments:

Students participate in collaborative and individual projects that are assessed using interdisciplinary criteria For instance, a renewable energy project might include:

Scientific evaluation of energy efficiency (Science)

Design and prototype development (Engineering and Technology)

Data analysis to predict energy output (Mathematics)

Creative presentations to stakeholders (Arts)

External Assessments:

On-screen and portfolio-based assessments simulate real-world challenges For example:

Designing a sustainable city using GIS mapping tools and physics principles

Coding a robot to navigate a maze while documenting the process artistically

Conclusion

By embedding disciplines into the STEAM program, the International School of Switzerland ensures students develop as critical thinkers, innovators, and effective communicators This approach not only equips them with knowledge but also prepares them for future academic and professional challenges by emphasizing the interconnectedness of science, technology, engineering, arts, and mathematics

DISCOVERY PROGRAM

At the International School of Switzerland, the Discovery Program offers middle school students the opportunity to explore their passions and interests through a diverse range of extracurricular activities. Running daily from 2:00 pm to 4:00 pm, the program provides an enriching environment for students to deepen their skills in areas such as the arts, sports, languages, technology, and robotics, among others

Our goal is to inspire creativity, foster collaboration, and promote personal growth Students can choose from various tracks designed to challenge them and encourage self-discovery. Each activity is structured to not only be fun but also to develop essential life skills, such as teamwork, problemsolving, and leadership

By participating in the Discovery Program, students will be able to:

Explore new areas of interest and develop existing talents

Engage in hands-on, interactive learning experiences

Build confidence in a supportive, collaborative environment

Prepare for future academic and p l

The Discovery Program is designed to complement the rigorous academic curriculum, giving students the time and space to expand their horizons in a way that feels both rewarding and meaningful With a focus on personal growth and exploration, we ensure that every student’s learning journey is unique, exciting, and aligned with their own passions and potential.

DISCOVERY PROGRAM TIMING & STRUCTURE

The Discovery Program is an integral part of our curriculum, running daily from 2:00 PM to 4:00 PM

This dedicated time allows students to explore their interests, develop new skills, and maintain a balanced lifestyle as part of their overall learning journey

How It Works

Choice-Based Learning: Each student selects from a range of options across the three main categories: Movement & Wellness, Expression & Creativity, and Exploration & Innovation.

Specialist Coaches and Providers: All activities are led by either highly skilled specialist coaches or experienced external providers to ensure high-quality instruction and engagement.

Varied Duration:

Some activities, such as on-campus workshops or physical training sessions, run for 1 hour

Others, which may require travel or extensive preparation (e g , horse riding or ski club), run for the full 2 hours

Program Requirements

To promote balance and meet the holistic requirements of the IB PRE-DP Certificate, students are required to:

Select at least two Movement & Wellness programs to prioritize physical health and fitness

Choose at least two Expression & Creativity options to foster self-expression and artistic exploration

These requirements ensure students gain a well-rounded experience, cultivating both their physical and creative potential while maintaining alignment with the IB’s focus on personal development

Flexibility and Engagement

Students have the flexibility to explore different programs each term, ensuring they can try new activities and discover passions they may not have considered before This variety keeps the program engaging and dynamic while helping students grow into well-rounded individuals

EXPRESSION & CREATIVITY

Includes all sports, fitness, outdoor education, and wellness-focused activities

Highlights the importance of physical health, teamwork, and resilience

Visual Arts (Drawing, Ceramics, Painting)

Drama

Dance (Ballet, Hip-Hop, Modern)

Creative Writing

Choir

Film Photography

Fashion Design

Digital Art & Animation

Private Music Lessons

Masterclasses with Artists or Writers

MOVEMENT & WELLNESS

Encompasses visual arts, performing arts, creative writing, and other artistic outlets

Focuses on self-expression, innovation, and creative problem-solving

INCLUDED

Football

Basketball

Volleyball

Pilates

Athletics

Running Yoga

CrossFit for Teens

Outdoor Adventure Activities (Hiking, Orienteering)

ADDITIONAL COST

Golf

Horse Riding Tennis

Ski/Snowboard Club

NOTE:

EXPLORATION & INNOVATION

Covers STEM activities, technology, leadership skills, languages, and life skills

Encourages curiosity, critical thinking, and preparing for the future

Robotics Coding

Leadership

Language Acquisition: Russian / Spanish

3D Printing

Game Design

AI & Machine Learning Basics

Space Exploration

Renewable Energy Projects

Entrepreneurship & Innovation

Forensics & Problem Solving

STEM Challenges (Build & Design Competitions)

IMMERSIVE LEARNING

Immersive learning opportunities are core to our teaching and learning philosophy at The International School of Switzerland The purpose of these frequent excursions and camps is to provide a unique and enriching educational experience that goes beyond traditional classroom learning. From traveling to foreign countries for immersion in language and culture, learning a new language by joining a local sporting club, skiing down mountains and exploring nature, these experiences immerse learners in new environments and challenge them to think outside of their comfort zone By engaging with different cultures, landscapes, and perspectives, immersive learning opportunities foster personal growth, cultural competence, and a deeper understanding of the world around us

EXAMPLES OF PAST LEARNING EXPERIENCES:

History Immersion in Rome learning about the history of the Roman Empire

Nature Immersion camp that takes students on an expedition in the Swiss Alps. They learn about local ecosystems, glaciology, and environmental conservation

Activities like hiking, skiing, camping and studying local wildlife foster an appreciation for the natural world

The ski and snowboard school in Andermatt allowed students to hone their skills in a stunning alpine setting. History Immersion in Denmark following the trail of the Vikings

Literature immersion tour of English learning walking in the footsteps of literary greats such as Shakespeare, Sir Arthur Conan Doyle, Agatha Christie, J K Rowling and J R Tolkien

Italian language immersion programme gives students the opportunity to frequently visit

The Living History program in Greece gave students a chance to explore ancient Greek culture and history.

LEADERSHIP AT THE INTERNATIONAL SCHOOL OF SWITZERLAND

At the International School of Switzerland, leadership is not a title it’s a way of thinking, acting, and inspiring others Our Leadership Program is designed to nurture confident, courageous, and globally minded students who are ready to shape the world Every student has the opportunity to grow as a leader through curated experiences, real-world engagement, and purposeful mentorship

OUR LEADERSHIP PILLARS

G L OBAL SELF L E A D E R S H I P

PROGRAM HIGHLIGHTS

COMMUNITY

Masterclass Series: Weekly sessions with leaders from diverse fields entrepreneurs, activists, scientists, creatives who challenge students to think big, ask bold questions, and stretch their understanding of the world

Global Leadership Summit (September each year): A flagship three-day experience where students collaborate with peers across continents on global issues, engage in leadership simulations, and present innovative solutions to real-world challenges

Leadership Portfolios: Students track their growth, set goals, and reflect on their journey through a personalized digital portfolio, which links to our Portrait of a Graduate platform.

ADDITIONAL OPPORTUNITIES

Student Mentorship Program: Senior students mentor younger peers in academics, wellbeing, and cocurricular life building a culture of support and servant leadership.

School Leadership Roles: Positions include House Captains, Student Ambassadors, Tech Leaders, Sustainability Officers, Arts & Culture Coordinators, and more

Student Council & Innovation Think Tank: Student voice matters Engage in shaping school decisions and driving student-led projects across campus

Leadership Camps & Retreats: Optional overnight camps and weekend intensives focused on resilience, team-building, and strategic thinking

Service Leadership Projects: Lead initiatives aligned with the UN Sustainable Development Goals, from environmental restoration to social enterprise

We believe that leadership is for everyone not just the loudest voice in the room, but the quiet thinkers, the big dreamers, the team players, and the change makers At ISSwitzerland, we help you discover the kind of leader you were born to be

GRADE 10 GLOBAL LEADERSHIP EXPEDITION

Location: The Dolomites, Northern Italy

Duration: 5 days

Theme: "Lead from the Edge"

Welcome to the Grade 10 Global Leadership Expedition a high-altitude experience designed to challenge, inspire, and transform Set in the breathtaking landscape of the Italian Dolomites, this five-day adventure will push students beyond their limits and elevate their leadership to new heights This is not your typical school trip It’s an immersive leadership journey where mountain summits become metaphors, teamwork is tested on real terrain, and the future begins to take shape one decision, one conversation, one climb at a time

Program Highlights

Via Ferrata Team Ascent: A guided climb across iron paths testing trust, endurance, and communication

Survival Simulation: Real-time strategic problem-solving in small teams with limited gear and time

Reflection: Sunrise journaling summit Leadership Intensives

"Future You" Vision Mapping: Clarify who you want to become and the path to get there

Fire Circles & Storytelling Nights: Share stories of courage, challenge, and change with peers under the stars.

Why Grade 10?

Grade 10 marks the inflection point when students begin thinking seriously about who they are and what they stand for This expedition offers a space to rise, reflect, and refocus before entering the most defining years of their academic journey

Dolomites - Italiy

MASTERCLASS PROGRAM

At the International School of Switzerland, we believe in providing our students with opportunities to engage with thought leaders and experts from diverse fields Our Masterclass Program, held every Friday afternoon, brings in speakers from across business, science, technology, the arts, and more These sessions are designed to inspire and challenge students by exposing them to a wide range of perspectives and experiences

Each masterclass invites students to explore ground-breaking ideas, ask insightful questions, and engage in meaningful discussions that go beyond the classroom. We aim to spark curiosity and critical thinking, fostering a mindset that values innovation and lifelong learning. Through this program, students will gain a deeper understanding of the world around them, develop essential skills for their future, and build connections that could shape their career paths

The Masterclass Program isn’t just about listening; it’s about interacting, questioning, and being inspired to reach beyond the limits of what they think is possible Whether it's a CEO sharing their journey or a scientist explaining the future of technology, these weekly sessions are integral to preparing our students to become leaders and thinkers who are equipped to tackle the challenges of tomorrow

We are excited to provide this platform for growth, insight, and connection, where our students can discover new passions, broaden their horizons, and begin to visualize their future careers with clarity and confidence.

POLICIES: BEHAVIOUR

At the International School of Switzerland, we are committed to fostering a school culture grounded in our K.I.N.D. framework: Kindness, Innovation, Navigation, and Discovery. These values guide our behaviour expectations and support the creation of a positive, respectful, and inclusive learning environment where every student feels valued, safe, and empowered to achieve their full potential Our behaviour policy is designed to nurture these core values, promote responsibility, and ensure a harmonious and thriving school community

CORE PRINCIPLES: THE K.I.N.D. APPROACH Kindness

Treat others with empathy, courtesy, and consideration

Foster a culture of support, inclusion, and encouragement

Value diversity and celebrate differences in culture, opinion, and identity Innovation

Approach challenges with creative problem-solving and a growth mindset

Contribute to building a forward-thinking and collaborative school environment.

Support others in exploring innovative ideas and solutions. Navigation

Take responsibility for actions, decisions, and commitments

Demonstrate resilience by navigating challenges constructively and seeking help when needed

Uphold academic and personal integrity while embracing continuous self-improvement Discovery

Show curiosity and enthusiasm for learning and personal growth

Actively explore ways to contribute positively to the school and wider community

Respect shared spaces and resources, ensuring they remain accessible for everyone

BEHAVIOUR EXPECTATIONS: A CULTURE OF K.I.N.D.

In the Classroom

Arrive on time, prepared, and ready to engage with curiosity and focus.

Follow teacher instructions and contribute to a respectful and collaborative learning environment.

Exhibit behaviours that promote innovative thinking, resilience, and mutual respect Around the School

Move calmly and responsibly in hallways and communal areas

Use language and behaviour that reflect kindness and respect

Keep shared spaces clean and orderly to support a welcoming environment for discovery Online and Digital Behaviour

Use school technology and online platforms responsibly, promoting safe and ethical use

Demonstrate integrity by avoiding harmful or inappropriate content

Respect the privacy and rights of others in digital communication, ensuring positive interactions

ADDRESSING MISBEHAVIOUR: A RESTORATIVE AND REFLECTIVE APPROACH

We recognize that students are growing and learning, and mistakes are an opportunity for growth. Our approach focuses on reflection, responsibility, and restorative practices, ensuring that students learn from their actions and align their behaviour with the K.I.N.D. framework.

RESTORATIVE PRACTICES

Students involved in conflicts or infractions participate in restorative conversations to understand the impact of their actions They are guided to explore better ways of navigating similar situations in the future, demonstrating kindness and responsibility in their resolutions

RECOGNITION AND ENCOURAGEMENT: CELEBRATING K.I.N.D. VALUES

To foster a positive environment, we celebrate and reward behaviour aligned with the K I N D framework through:

Verbal praise and recognition for acts of kindness, creativity, and responsibility

Certificates or awards during assemblies for innovative thinking and positive contributions

Inclusion in leadership opportunities and school events for students demonstrating consistent alignment with our values.

PARTNERSHIP WITH FAMILIES

We believe that collaboration with families is essential to nurturing the K I N D culture of our school Parents are encouraged to:

Reinforce the school’s values of Kindness, Innovation, Navigation, and Discovery at home

Maintain open communication with teachers and school staff to support their child’s growth

Partner with the school in restorative efforts and strategies for improvement when required

CONCLUSION

Our behaviour policy reflects the International School of Switzerland’s commitment to shaping wellrounded, respectful, and responsible global citizens By embedding the K I N D framework into every aspect of school life, we aim to create a community where every student thrives, feels empowered to grow, and contributes meaningfully to their environment

For any questions or concerns, please contact the school administration.

THE PLATINUM PROGRAM

Recognizing

Well-Rounded Excellence

The Platinum Program is designed to recognize students who achieve a balanced combination of academic success, extracurricular involvement, and personal growth This program encourages students to challenge themselves across multiple areas, including academics, service learning, arts, sports, and leadership

Students can achieve recognition at three levels: Gold, Silver, and Bronze, each reflecting their commitment and engagement in these key areas

This program is designed to inspire students to strive for excellence, develop leadership skills, and contribute positively to their school and community. It provides a structured path for students to challenge themselves, develop new skills, and gain recognition for their achievements.

GOLD LEVEL STUDENT

A Gold Level Student is an individual who excels in a balanced combination of academics, extracurricular activities, and personal development This student consistently meets or exceeds academic standards, actively engages in service learning, and demonstrates dedication to both the arts and sports They are highly involved, spending a minimum of 10 hours per week on extracurricular pursuits, and participate in at least two competitions or leadership roles each year This student shows a strong commitment to excellence in multiple areas, making a positive impact in their community and striving for continuous growth

SILVER LEVEL STUDENT

A Silver Level Student is someone who demonstrates strong academic performance and is actively involved in extracurricular activities but at a slightly reduced intensity compared to the Gold Level This student participates in service learning and is engaged in arts and sports activities, spending a minimum of 4 hours per week on these pursuits They are committed to personal growth and leadership, contributing to team-based activities and community projects, but they do not yet have the same level of time commitment or recognition as Gold Level students

BRONZE LEVEL STUDENT

A Bronze Level Student is an individual who shows a positive attitude toward learning and is beginning to explore a range of academic and extracurricular activities. This student meets the minimum academic requirements and participates in service learning and either arts or sports at a basic level. While their engagement may not be as extensive as Silver or Gold Level students, they demonstrate potential and a willingness to grow They engage in at least 2 hours per week of extracurricular activities and show promise for future development in leadership and other areas of interest

CRITERIA

ACADEMIC ACHIEVEMENT

SERVICE LEARNING

ARTS PARTICIPATION

Achieving at or above academic testing data or grade level

20 hours per year in service learning projects, community service, or social impact initiatives

2 arts activities per week, totaling at least 4 hours per week (e g , music, drama, visual arts)

SPORTS PARTICIPATION

TIME COMMITMENT IN ARTS & SPORTS

2 sports activities per week, totaling at least 4 hours per week (e g , team sports, fitness, individual sports)

At least 10 hours per week (combined arts and sports)

Achieving above satisfactory academic standards Meeting satisfactory academic standards

10 hours per year in service learning projects or community work

1 arts activity per week, totaling at least 2 hours per week

1 sports activity per week, totaling at least 2 hours per week

At least 4 hours per week (combined arts and sports)

5 hours per year in service learning or community activities

1 arts activity per month, totaling at least 1 hour per month

1 sports activity per month, totaling at least 1 hour per month

At least 2 hours per week (combined arts or sports)

COMPETITIONS & AWARDS

LEADERSHIP & IMPACT

Participation in at least 3 competitions or events per year with recognition or awards (e g , art exhibitions, sports competitions, academic challenges)

At least 1 leadership role per year (e g , project leader, team captain, club president) or major impact activity (e.g., organizing school events, charity drives)

Participation in 2 competitions or events per year

Participation in 1 competition or event per year (Optional)

Participation in teambased leadership activities (e.g., group projects, community activities)

Participation in group activities with potential for leadership

Criteria

Academic Achievement

WHY PLATINUM LEVEL IS SPECIAL

The Platinum Level is about going above and beyond in one exceptional pursuit, recognizing students who demonstrate extraordinary dedication, commitment, and achievement in their chosen area

Students will be required to meet high standards in terms of time commitment, competitive engagement, and realworld outcomes, setting them apart as leaders and innovators in their field

This level is reserved for students who can inspire others through their passion and impact, with a clear focus on excellence, recognition, and leadership.

Platinum Level Student

Exceptional academic performance in their chosen field or pursuit, consistently achieving top marks or recognition in their area of focus (e g , achieving excellence in subject areas, projects, or research)

Time Commitment

Competitions & Awards

Leadership & Impact

Recognition & Outcomes

At least 10 hours per week committed to their exceptional pursuit, which may include training, practice, development, or research This could be in any field, such as ballet, technology, sports, leadership, SDGs, etc

Regular participation in relevant competitions (e g , national/international championships, hackathons, social impact competitions), with consistent award wins or recognition for outstanding achievements (e g , medals, titles, public recognition)

Exceptional leadership in their chosen pursuit, including the ability to lead projects, initiatives, or teams with measurable outcomes. Examples include leading a social cause, spearheading a school-wide initiative, or having a global or local impact in a field such as sustainability, technology, or arts

Tangible, measurable outcomes from their work, such as published research, media recognition, public performances, or community impact This could include leading a groundbreaking project, being recognized by external organizations, or achieving significant personal milestones (e.g., scholarships, funding).

THE REPORTING PROCESS

At the International School of Switzerland, our reporting process is designed to provide a comprehensive, ongoing picture of your child's progress We believe that communication about performance should never come as a surprise to students or parents Instead, our system fosters transparency, continuous feedback, and a focus on growth

Our Portrait of a Graduate online platform and iSAMS accounts for students and parents are key tools in this process These platforms work together to ensure that all stakeholders students, parents, and teachers can stay informed and engaged throughout the year

WHAT TO EXPECT IN REPORTS

Teacher Feedback

For each subject, teachers provide personalized comments reflecting the material covered, key assessments (both formative and summative), and strategies to help your child develop as a learner

These comments are aligned with the Portrait of a Graduate, connecting day-to-day learning with the broader skills and attributes we aim to cultivate in every student

Student Self-Reflection

A critical component of our reporting process is student self-reflection, which is guided by the KIND framework Kindness, Innovation, Navigation, and Discovery Students use the Portrait of a Graduate platform to reflect on:

Kindness: How they have demonstrated empathy, respect, and care for others in their interactions, both in and outside of the classroom

Innovation: How they approached challenges with creativity, critical thinking, and a willingness to take risks.

Navigation: Their development in learning strategies, time management, and overcoming obstacles in their academic journey

Discovery: How they explored new interests, ideas, and opportunities to deepen their understanding of themselves and the world

Students also reflect on:

The goals they set at the start of the year and their progress toward achieving them

Key Learner Profile attributes they have demonstrated or need to strengthen

Approaches to Learning (ATL) skills, such as collaboration, critical thinking, and selfmanagement

Their involvement in co-curricular activities and service learning

These reflections are visible within the Portrait of a Graduate platform, offering valuable insights into the student's mindset, growth, and evolving skills. This process fosters self-awareness and helps students take ownership of their learning journey.

SUBJECT REPORTS

Each term, all academic subjects are reported in detail Reports include:

A brief description of the material covered during the term

Information on major summative assessments and their alignment with the curriculum criteria

An overall level of achievement for the assessed criteria, along with a descriptor for ATL skills

At the end of the year, students receive an overall grade of 1-7 for each subject

UNDERSTANDING ACHIEVEMENT LEVELS

Summative Levels of Achievement

The summative levels of achievement are based on specific assessments of the IB PRE-DP subject criteria and tell you about your child's progress and performance These levels are not simple averages of all work completed during the term Instead, they reflect the highest level of achievement a student has demonstrated, in line with the IB philosophy of focusing on mastery and growth over time

At the end of the year, teachers evaluate the student's accomplishments across all criteria to determine an overall grade This final grade reflects opportunities the student has had to demonstrate understanding and skill, offering a comprehensive view of their progress

Grade Ranges and Expectations

4s and 5s: Indicate successful progress within the IB framework.

5s and 6s: Suggest strong performance, preparing students for university admissions and potential scholarships

6s and 7s: Reflect superior achievement, demonstrating extended learning and readiness for top global universities

Using iSAMS for Real-Time Updates

The iSAMS platform complements our reporting process by providing students and parents with real-time access to key academic and co-curricular information Through individual iSAMS accounts, parents and students can:

View attendance records and timetables

Track assessment results and progress in each subject

Access termly reports and feedback from teachers

Monitor co-curricular activities and service learning involvement. This easy-to-use system ensures that families stay informed and can actively engage in their child’s learning journey.

Continuous Reporting with the Portrait of a Graduate

The Portrait of a Graduate platform ensures that reporting is not limited to termly or annual updates Instead, it provides an ongoing record of:

Academic achievements

Personal growth through ATL skills and self-reflections

Co-curricular and service learning activities

Progress toward meeting the school’s core values and learner outcomes

This continuous reporting system allows students to take ownership of their learning journey, while parents can stay informed and engaged at all times It transforms traditional static report cards into an interactive, evolving showcase of each student’s unique capabilities and achievements.

Collaborative Support

We encourage parents to use the Portrait of a Graduate platform and their iSAMS accounts to engage in meaningful conversations with their children and their teachers Should you have any questions or wish to discuss your child’s progress in greater detail, our doors are always open for one-on-one meetings

GRADE COMPARISON CHART

SUPER-POWERS PROGRAM

Unlocking the Way We Learn

At the International School of Switzerland, we recognize that every student learns differently. Our Super-Powers Program celebrates neurodiversity because the way our brains work is not a “difficulty”, but a strength waiting to be unlocked Whether a student has ADHD, dyslexia, dyspraxia, a high IQ, or another learning difference, we provide the right tools, strategies, and environment to help them thrive

Rather than seeing learning differences as obstacles, we embrace them as superpowers History has shown that some of the most brilliant minds innovators, creators, and leaders have succeeded because of their unique ways of thinking, not despite them

ADHD

The Power of Creativity and Energy

People with ADHD often have high energy, creative problem-solving skills, and a natural ability to think outside the box They are often the risk-takers and trailblazers of the world

Richard Branson (Entrepreneur, Virgin Group) – Branson credits his ADHD with helping him think differently and take bold business risks His energy and fast-paced thinking allowed him to innovate across multiple industries

Simone Biles (Olympic Gymnast) – Biles has openly spoken about her ADHD and how it helps her stay hyper-focused in competition, allowing her to execute complex routines with precision

Michael Phelps (Olympic Swimmer) – His ADHD made traditional schooling difficult, but in the pool, his ability to hyper-focus and channel his energy made him the most decorated Olympian of all time

Justin Timberlake (Musician & Actor) – Timberlake has ADHD and OCD, and credits his ability to hyperfocus and channel his energy into music, performance, and entrepreneurship

Simon Sinek (Author & Leadership Expert) – Sinek, known for his bestselling books like Start With Why, has ADHD, which fuels his big-picture thinking, storytelling ability, and dynamic presentation skills

DYSLEXIA

The Power of Thinking Differently

Dyslexia is not about reading difficulties it’s about a different way of processing and understanding the world Many dyslexic thinkers are highly visual, pattern-based, and exceptional problem solvers

Albert Einstein (Theoretical Physicist) – Though he struggled with reading as a child, Einstein’s ability to see patterns and visualize complex physics concepts changed the way we understand the universe

Steve Jobs (Co-Founder, Apple) – Jobs’ dyslexia allowed him to think in a highly creative, visual way, leading to the sleek, intuitive designs that revolutionized technology

Keira Knightley (Actress) – She struggled with reading scripts in school, but her dyslexia helped her develop a strong memory, allowing her to perform and embody roles with incredible depth

Tom Holland (Actor, Spider-Man) – Diagnosed with dyslexia at a young age, Holland had to work harder in school but now uses his strong visual and memory skills to master complex movie scripts and choreography

DYSPRAXIA

The Power of Resilience and Adaptability

Dyspraxia (Developmental Coordination Disorder) affects motor coordination, spatial awareness, and organization, but people with dyspraxia are often highly creative, strong problem-solvers, and determined individuals

Daniel Radcliffe (Actor, Harry Potter) – Radcliffe has mild dyspraxia, which makes tasks like tying shoelaces difficult, but he used his resilience and strong memory skills to become one of the world’s most recognized actors

Florence Welch (Musician, Florence + The Machine) – Welch has spoken about how dyspraxia impacts her coordination, but it also fuels her creativity and unique artistic style in music

Cara Delevingne (Model & Actress) – She has dyspraxia and ADHD, but her determination and creativity have led her to become a successful model, actress, and entrepreneur

David Bailey (Photographer & Artist) – One of the world’s most renowned photographers, Bailey credits his unconventional way of thinking influenced by his dyspraxia for his artistic success

High IQ & Twice-Exceptional Learners

The Power of Deep Thinking

Some students have exceptionally high IQs but struggle in traditional learning environments due to boredom, social challenges, or executive function difficulties These learners need opportunities to be challenged while also receiving support in areas they find difficult

Leonardo da Vinci (Inventor & Artist) – A true “twice-exceptional” genius, da Vinci’s boundless curiosity, ability to hyper-focus, and unique way of thinking allowed him to master multiple disciplines

Bill Gates (Microsoft Founder) – Gates’ ability to think in systems and patterns, along with his high IQ, helped him create one of the most influential companies in the world, despite struggling with traditional schooling

Elon Musk (Entrepreneur, Tesla & SpaceX) – Musk has spoken about being on the autism spectrum, which gives him an ability to hyper-focus on problem-solving, innovation, and long-term vision

UNLOCKING YOUR SUPERPOWER

At ISSwitzerland, we don’t believe in a one-size-fits-all approach to education Our Super-Powers Program is designed to: Identify your unique learning style – We help you understand how you learn best

Provide tailored strategies and support – From assistive technology to specialized coaching, we help you find the tools to succeed

Foster confidence and independence – We don’t "fix" learning differences; we empower students to use them as strengths.

Create an inclusive and innovative environment – Our classrooms and curriculum embrace multiple ways of learning, so everyone can thrive

We believe that every student at ISSwitzerland has superpowers they just need to learn how to unlock them Whether you ’ re a future innovator, artist, entrepreneur, or leader, your unique brain is your strength. So let’s embrace the way we learn and become the most powerful version of ourselves!

SWISSONIAN SOCIETY

A social club for International School of Switzerland parents

The Swissonian Society plays a vital role in nurturing a strong sense of community between the school and parents It serves as a dynamic forum where parents come together to have fun, connect with other parents, and engage in informal interactions with fellow members.

Here's a glimpse of the exciting events we have lined up, providing ample opportunities for parents to bond, build relationships, and make lasting memories

2 0 2 5

SEPTEMBER - WELCOME DINNER

Kick off the school year with a delightful welcome dinner at a charming restaurant in the heart of Ticino Enjoy delicious local cuisine and get to know fellow parents

OCTOBER - ART GALLERY TOUR

Immerse yourself in the vibrant art scene of Ticino as we explore the exhibit by at Lugano Arts Centre, followed by lunch at

NOVEMBER - HIKE IN THE SWISS ALPS

Embark on an invigorating hike in the picturesque Swiss Alps, taking in breathtaking views and enjoying the crisp mountain air

DECEMBER - FESTIVE HOLIDAY DINNER

Celebrate the holiday season with a festive dinner, complete with seasonal treats and good company

JUNE:UCELEBRATIONDINNER NDERTHESTARS

SWISSONIAN SOCIETY

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JANUARY - WINE TASTING TOUR

Venture into the neighbouring Northern Italian region for a delightful day of wine tasting at renowned vineyards

FEBRUARY - ITALIAN COOKING CLASS

Learn the art of Italian cuisine from a local chef in a hands-on cooking class Savour the dishes you create together

MARCH - POTTERY CLASS

Learn to “throw” a pot in a beginners pottery class run by

APRIL - BIKE RIDE

Spring is in the air! Join us for a scenic bike riding tour along the beautiful shores of Lake Lugano

JUNE - CELEBRATION DINNER

Wrap up the school year with a grand celebration, featuring music, dancing, and wonderful memories shared with fellow parents

APRIL: BIKE RIDE LUGANO

OCTOBER: ART GALLERY TOUR AT LAC

MARCH: POTTERY CLASS

International School of Switzerland Parents & Friends (P&F)

Building Community, Supporting Education

The Parents & Friends Association (P&F) at the International School of Switzerland is a vibrant and engaged community of parents, guardians, and friends working together to enhance the school experience for all students The P&F fosters a strong partnership between families and the school, ensuring that ISSwitzerland remains a supportive, innovative, and welcoming environment.

What is the P&F?

The P&F is a volunteer-driven association that:

Strengthens the connection between parents and the school

Organizes events and initiatives that enhance student life

Supports fundraising efforts for school projects and programs

Provides a platform for parents to contribute ideas and feedback.

Helps new families integrate into the ISSwitzerland community.

Why Join the P&F?

Becoming part of the P&F allows you to:

Make an Impact – Directly contribute to school initiatives that benefit students and teachers

Build Relationships – Connect with other parents, faculty, and school leaders

Engage in Events – Be part of exciting school activities, social gatherings, and cultural celebrations.

Shape the Future – Play a role in discussions about the school’s growth and development

Ways to Get Involved

Parents and friends of ISSwitzerland can engage with the P&F in various ways:

Committee Membership – Join the organizing team and help plan events and initiatives

Event Volunteering – Assist with school events such as fairs, fundraisers, and cultural programs. Fundraising Support – Help raise funds for student enrichment programs, scholarships, and campus enhancements

Advisory Participation – Offer ideas and feedback on school activities and future projects

P&F Signature Events

The P&F is proud to organize and support key events throughout the school year, including:

Annual Welcome Gathering – A warm introduction for new families and students.

Cultural Festivals – Celebrating the diverse backgrounds of our school community.

School Fairs & Fundraisers – Fun-filled events supporting student programs and scholarships

Parent Workshops & Talks – Sessions with guest speakers on education, parenting, and wellbeing

Staff Appreciation Week – Recognizing and thanking our dedicated ISSwitzerland teachers and staff

How to Join

Becoming a part of the P&F is easy and open to all ISSwitzerland parents, guardians, and friends To get involved:

Attend a P&F Meeting – Meetings are held regularly to plan activities and discuss ideas

Volunteer for an Event – Sign up to assist with upcoming events and initiatives

Connect with Us – Reach out to the P&F team via email or at school events

For more information or to get involved, contact us at pandf@isswitzerland.ch.

Together, we create a stronger, more connected school community!