PRE-DP, IB DIPLOMA PROGRAMME & A LEVELS (STUDENT & PARENT HANDBOOK)

handbook DIPLOMA YEARS PROGRAM

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GLOBAL CITIZENS who are FUTURE READY CONTENTS 05-19 | General Information – Overview of the DP and a typical school day 05-19 | Technology & Innovation – How technology and innovation are integrated 30-45 | Subject-Specific Information – Details about the subjects and interdisciplinary learning 46-52 | Discovery Program – After-school activities for exploration and growth 54-59 | Expectations – Academic, behavioural, and attendance expectations 61-64 | Assessment and Reporting – How progress is assessed and communicated 65-70 | Support and Resources – Academic and well-being support available to students 71-73 | Parent Involvement and Communication – How parents can stay connected and engaged

ISSWITZERLAND.CH

WELCOME MESSAGE

DIPLOMA PROGRAM TEAM

Welcome to the International School of Switzerland!

We are delighted to welcome you to the International School of Switzerland community, where innovation, leadership, and discovery drive everything we do. The Diploma Program (DP) represents the culmination of a student’s journey through our school — a time of academic depth, personal growth, and purposeful direction.

The DP years are both rigorous and rewarding. Students are challenged to think critically, act compassionately, and engage meaningfully with the world around them. Whether students are beginning their journey in the PreDP year or entering directly into the core two-year IB Diploma Program, they are part of a learning experience designed to prepare them for success — not just in examinations, but in life.

At ISSwitzerland, we view these years as a launching point. We provide an environment where students explore their strengths, clarify their values, and build the skills needed for university and the future of work. Through innovative teaching strategies, personalized support, and a strong focus on global perspectives, our students are empowered to discover who they are and what they can contribute to the world.

This handbook is your essential guide to the ISSwitzerland Diploma Program experience. Inside, you’ll find information on the academic structure, core components such as Theory of Knowledge (TOK), CAS (Creativity, Activity, Service), and the Extended Essay, as well as enrichment opportunities and how we support students' well-being and future pathways.

We are proud to walk alongside you in this exciting season of growth and development. Our team is here to answer questions, provide guidance, and celebrate milestones with you. Partnership between families, students, and educators is at the heart of everything we do.

Together, let’s ensure this season of Discovery, Direction, and Diploma leads boldly toward The World — where you are prepared to make your mark as a future-ready global citizen.

Your Kindness is Your Greatness, The International School of Switzerland DP Team

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MISSION & VISION FUTURE READY GLOBAL CITIZENS Our Vision

Our Mission

Our Vision is to empower global change-makers to achieve personal excellence and drive transformative impact in their communities and the world.

Our Mission is to deliver a comprehensive local and international multilingual curriculum that holistically prepares learners to shape the future as global citizens. Guided by our founding principles of Kindness, Innovation, Navigation and Discovery we offer exceptional teachers and immersive learning experiences in an innovative, technology-driven environment. We inspire students to pursue excellence, broaden their horizons, and unlock their full potential.

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Timetable Throughout the week, students will have time for: Core knowledge & pathway mastery Independent study & research Exam preparation & coaching Extended essay sessions Discovery program electives Masterclasses & leadership development CAS & community engagement Physical education & well-being English language development Breaks & social connection

Below is the general structure for a day in the high 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

Pathway Mastery Sessions**

3:05–4:00

Pathway Mastery Sessions

4:10–Various

After school activities

*At lunch time students are encouraged to leave the school campus and utilize the many food outlets within a 5 minute radius. **Pathway mastery sessions equip students with the skills and confidence needed for success in their chosen pathways. These sessions support independent research and coursework, exam preparation and coaching, Discovery Program electives, leadership and personal development opportunities, and dedicated English language development.

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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.

DP 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.

As part of the DP program, students will be required to purchase a formal uniform to complement their existing wardrobe, ensuring they are prepared for formal academic and extracurricular events.

General Expectations All uniform pieces must be school-branded and purchased through the approved vendor.

Students must wear clean and well-maintained uniforms daily, adhering to the official guidelines.

ORDERING INFORMATION All orders must be placed online at: [website coming soon] Orders can be shipped directly to your home or sent to the school for collection.

Sizing information, estimated shipping times, and delivery options are available on the website.

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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 the Diploma Program (DP) and beyond. These programs help children develop critical thinking, a global perspective, and a love of learning.

In the Diploma Program, 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.

UNIVERSITY - COLLEGE - EMPLOYMENT - APPRENTICESHIP

A LEVELS (2YRS)

IB DIPLOMA PROGRAM (2 YRS)

Middle Years Program (MYP)

MYP 5 / PRE-DP + E (Grade 10)

SWISS MATURITA (3 YRS)

OPTIONAL: ENGLISH FASTTRACK PROGRAM FOR PREDP NON-ENGLISH SPEAKERS

SWISS LICEO ENTRANCE EXAM

MYP 4 (Grade 9)

MYP (Grade 8)

MYP 2 (Grade 7)

MYP 1 (Grade 6)

PYP 5 (Grade 5)

Primary Years Program (PYP)

DELIVERED IN ENGLISH

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

PYP 4 (Grade 4)

PYP 3 (Grade 3)

PYP 2 (Grade 2)

PYP 1 (Grade 1)

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OUR HIGH SCHOOL PATHWAYS EXPLAINED

Highly valued worldwide, especially in Europe, North America, and Australia.

Preferred in UK, US, Canada, and globally.

Best for students who want to focus on specific subjects and prefer a traditional exam-based system.

Best for students who want a broad education, are strong in multiple disciplines, and enjoy research.

A LEVELS Same access as IB to most Swiss universities.

IB DIPLOMA PROGRAM

For students who want traditional education, structured, broad and balanced curriculum, and multilingual skills.

LOCAL SCHOOL

SWISS MATURITA

AMERICAN HIGH SCHOOL DIPLOMA

S TA

OPTION 1: STANDARED PRE-DP TRACK

OPTION 2: ENGLISH INTENSIVE PRE-DP TRACK

IS

Amazing US pathway.

For students who want to focus on specific subjects and prefer a courseworkbased system with continuous assessments.

MYP 4 (Grade 9) Introduction & exposure to all four educational frameworks (1. IB, 2. A Levels, 3. Swiss Maturita & 4. American High School Diploma) before selecting a path.

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COMPARISON OF IB DIPLOMA & A-LEVELS FEATURE

IB DIPLOMA (IBDP)

A-LEVELS

Number of Subjects

6 subjects (3 at Higher Level, 3 at Standard Level)

3-4 subjects

Specialization

Broad, interdisciplinary

Highly specialized

Core Requirements

TOK, Extended Essay (EE), CAS

No mandatory core (just chosen subjects)

Assessment Style

Mix of internal assessments, coursework, and exams

Mostly exam-based

Flexibility

Must take subjects from 6 groups

Full choice of 3-4 subjects

Grading System

Out of 45 points (each subject scored 1-7, plus 3 bonus points)

A-E grading*

Duration

2 years (Grades 11-12)

2 years (Grades 11-12)

University Recognition

Highly valued worldwide, especially in Europe, North America, the UK, Canada and Australia

Preferred in UK, US, Canada, and globally

Best for Students Who...

Language of Instruction

Want a broad education, are strong in Want to focus on specific subjects and multiple disciplines, and enjoy prefer a traditional exam-based research system English (but bilingual options exist)

English

Maths Requirement Required (Standard or Higher Level)

Optional

Foreign Language Requirement

One required

Optional

Extended Research Component

Extended Essay (4,000 words)

None

Extracurricular Component

CAS (Creativity, Activity, Service) is mandatory

Not required

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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.

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

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THE ISSWITZERLAND PRE-DP COURSE The Pre-Diploma (Pre-DP) program at the International School of Switzerland is more than just a transition year—it’s the foundation for future success, whether students choose the IB Diploma, ALevels, or Swiss Maturità pathways. Our Pre-DP course is tailored to provide students with the academic rigor, critical thinking, and adaptability required for any pathway, ensuring a well-rounded and robust preparation for the challenges ahead.

KEY FEATURES OF THE PRE-DP PROGRAM Pathway Flexibility – We equip students with foundational knowledge and skills that align with their future academic goals, allowing for smooth transitions into IB, A-Levels, or Swiss Maturità.

Introduction to DP & Academic Core Components – Students explore Theory of Knowledge (TOK), Creativity, Activity, Service (CAS), and the Extended Essay (EE)—essential IB components—while also developing critical research, collaboration, and inquiry skills relevant for A-Levels and Swiss Maturità.

Pathway Mastery Sessions & Discovery Program – Afternoon sessions allow students to specialize in academic research, interdisciplinary projects, and enrichment electives such as arts, robotics, sports, and entrepreneurship.

English Language Development (ELD) for English Stream Students – Students who need additional English proficiency support participate fully in Pathway Mastery Sessions and Discovery Program electives, while also attending dedicated ELD sessions to reinforce their academic language skills.

Leadership & Character Development – Programs such as our Leadership Camp foster personal growth, teamwork, and global citizenship, ensuring students are prepared for the challenges and responsibilities of high school.

WHY IS THE PRE-DP YEAR SO IMPORTANT? 1. This transformative year bridges middle school and high school, giving students the time, tools, and experiences they need to excel in their chosen academic pathway.

2. Building Strong Academic Foundations – Pre-DP prepares students for the intellectual demands of high school by teaching them to think critically, problem-solve, and research effectively.

3. Developing Independence & Responsibility – Students learn how to manage their time, set goals, and take ownership of their learning— skills that are invaluable for success in any pathway.

4. Exploring Future Pathways – Pre-DP introduces students to the expectations of the IB Diploma, A-Levels, and Swiss Maturità, helping them make informed decisions about their future education.

By balancing academic excellence, language support, specialization, and leadership development, the Pre-DP Program ensures that students enter high school fully prepared, confident, and future-ready.

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WHAT DOES A TYPICAL WEEK LOOK LIKE? In the Pre-DP program, mornings are dedicated to rigorous academic study, ensuring students build a strong foundation in core subjects such as Math, Science, Languages, and Humanities. After lunch, students participate in Pathway Mastery Sessions, a structured and enriching experience that prepares them for the challenges of high school while allowing them to explore their interests through the Discovery Program.

EXAMPLE WEEKLY STRUCTURE: Monday – Thursday (Morning: Core Academics) Academic Classes – Focused lessons in core subjects, aligned with the IB Diploma, A-Level, and Swiss Maturità pathways.

English Stream - These students will do 3 core subjects with the mainstream students and then complete 3 streams of English Language Development.

Monday – Thursday (Afternoon: Pathway Mastery Sessions & Discovery Program) Pathway Preparation – Introduction to Theory of Knowledge (TOK), Creativity, Activity, Service (CAS), and Extended Essay (EE) for IB; structured coursework support for A-Levels and Swiss Maturità.

Discovery Program Electives – Opportunities to explore arts, robotics, sports, entrepreneurship, and interdisciplinary projects.

Specialized Learning & Research – Guided independent study, critical thinking exercises, and collaborative problem-solving activities.

English Stream - Students in the English Stream participate fully in Pathway Preparation and Discovery Program Electives alongside their peers. Additionally, they have more dedicated English Language Development (ELD) session in the afternoon, focusing on academic writing, comprehension, and communication skills.

Friday: Enrichment & Inspiration Morning Academic Classes – Continuing core subject learning.

Masterclass Program – Guest speakers from diverse industries, thought leaders, and innovators deliver inspiring sessions to broaden students’ perspectives, encourage curiosity, and challenge their thinking.

Capstone & Leadership Development – Engaging projects, student-led initiatives, and real-world applications of learning.

This balanced approach ensures that each week is dynamic, meaningful, and future-focused, equipping students with the intellectual rigor, creativity, and leadership skills needed to thrive in any high school pathway.

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For Teac hers

For Stud ents

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 16

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: 1. Kindness a. What it Means: We create a school environment where everyone feels safe, respected and valued. b. For Students: You’ll learn how to show kindness to yourself and others as well as how to contribute to your community.

2. Innovation 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.

3. Navigation 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.

4. Discovery a. What it Means: We believe every student has unique interest and talents to explore. b. For Students: You’ll have opportunities to try new things, find your strengths and uncover your potential.

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.

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Our K.I.N.D. Curriculum has been designed to align with the IB Learner Profile attributes.

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WHAT TO EXPECT:

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.

THINK BIG. DREAM BIGGER. CREATE SOMETHING EXTRAORDINARY!

JANUARY 2026 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.

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.

PRIZE POOL UP TO

CHF1500

2026 CHF 1000 Ready to ignite your future? Form your team, start brainstorming, and join Ignite 2026!

FIND MORE INFORMATION AT WWW.ISSWITZERLAND/IGNITE.CH

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EMPOWERING FUTURE LEARNERS: OUR TECH-DRIVEN APPROACH TO PERSONALIZED EDUCATION THE TOP 3 REASONS FOR TEACHERS TO 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.

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]

SCHOOL WIDE PLAN

ENGAGING ASSESSMENT & CREATIVE EXPRESSION

CORE SYSTEMS & PLATFORMS: CONNECTING STUDENTS, TEACHERS & HOME

PERSONALIZED & ADAPTIVE INDIVIDUAL LEARNING

1. McKinsey & Company. (n.d.). How technology is shaping learning in higher education. Retrieved from [https://www.mckinsey.com/industries/education/our-insights/how-technology-is-shaping-learning-in-higher-education] 2. EdTech Magazine. (2023, April). Technology supports personalized learning in K-12 schools. Retrieved from [https://edtechmagazine.com/k12/article/2023/04/technology-supports-personalized-learning-k-12-schools-perfcon] 3. National Center for Education Statistics. (2021). Use of educational technology for instruction in public schools: 2019–20. Retrieved from [https://nces.ed.gov/pubs2021/2021017Summary.pdf]

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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.

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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.

Primary

Middle

Secondary

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PORTRAIT OF A GRADUATE FAQS

Who will own the e-portfolio and what will it contain?

The responsibility of creating and maintaining the Portrait lies solely with the student, as they will "own" it, just as they "own" the certificates they earn through public examinations, and as adults "own" and write their CVs. This focus on ownership serves to encourage students to become powerful 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.

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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.

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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

21ST CENTURY SKILLS

Colla bo ra tio

Communication

ICT for Learning

uction nstr o C ge d le w

n

Kn o

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.

S

on lati gu Re elf

g vin ol

21ST CENTURY LEARNING DESIGN AT

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.

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Real-Wo rld P rob lem

S

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

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

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

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 effects.

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.

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PROGRAM COMPONENTS Mentorship Network Connect students with professionals from tech companies, research labs, non-profits, and universities to guide projects.

Hackathons and Challenges Host annual competitions to generate fresh ideas and promote friendly competition.

Example: "Project X Energy Challenge" or "Clean Oceans Hackathon."

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 SKILLS DEVELOPMENT Project 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 EXAMPLES 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.

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UNDERSTANDING THE ACADEMIC PATHWAYS DELIVERED AT ISSWITZERLAND: PRE-DP, PRESENIOR ENGLISH FAST TRACK, THE TWOYEAR IB DIPLOMA PROGRAMME & A LEVELS At the International School of Switzerland, we offer three tailored academic pathways that prepare students for success in the International Baccalaureate (IB) Diploma Programme or A-Levels. Each route is designed to meet students where they are—academically and linguistically—and support them in developing the confidence, knowledge, and skills needed to thrive in whichever course they select for their senior years.

The Pre-DP Course is designed for students who are already proficient in English and serves as a foundational year where they can explore subjects, refine their academic skills, and begin key elements of the IB core (CAS, EE, and TOK).

The Pre-Senior English Fast Track Course is for academically capable students who need targeted English language development before transitioning into the IB Diploma, A-Levels or American Program.

The Two-Year IB Diploma Programme (DP) is the full, globally recognised programme for students ready to engage in a rigorous academic curriculum across six subjects.

The A Level Pathway is a two-year, subject-specialised qualification that offers flexibility and deep focus, ideal for students who already have a clear idea of their future academic or career direction.

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PRE-DP COURSE

PRE-SENIOR ENGLISH FAST TRACK COURSE

TWO-YEAR IB DIPLOMA PROGRAMME

A LEVEL PATHWAY

DURATION

1 academic year

1 academic year (with potential for early transition into the normal Pre-DP Course)

2 academic years

2 academic years

TARGET STUDENTS

Students proficient in English who want a foundation year before senior studies

Students requiring focused English language support

Students ready for Students seeking broad and rigorous subject specialisation academic challenges and flexibility

Subject exploration, academic skillPRIMARY FOCUS building, and IB core introduction

English language acquisition with academic subject exposure

Balanced academic development across six subjects

Project-based, interdisciplinary learning with subject rotations

Subject-focused learning with embedded English support

IB curriculum with Subject-specific study TOK, CAS, and EE with external exams as core components

FEATURE

CURRICULUM APPROACH SUBJECTS STUDIED

Deep study in 3–4 chosen subjects

Language, Sciences, English, core subjects, Six subjects + Theory Typically 3–4 A Level Humanities, Math, and interdisciplinary of Knowledge (TOK), subjects chosen by Arts, and Technology projects CAS, and EE the student Light introduction to Full completion of IB Core concepts TOK, CAS, and EE

No formal core, but optional extended project or enrichment available

LANGUAGE SUPPORT

Intensive English Minimal — for acquisition, academic Ongoing support as students already literacy, and needed proficient in English vocabulary building

Ongoing support as needed

ASSESSMENT

Internal formative and summative assessments

PROGRESSION PATHWAY

IB Diploma Entry into IB Entry into IB DP, A A Level qualification qualification Diploma Programme Levels or American recognised by global recognised by global or A Levels Program universities universities

IB/A LEVEL CORE COMPONENTS

Intro to IB Core: TOK, CAS, EE

Internal assessments External Mix of internal and and English language examinations at the external assessments benchmarks end of two years

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INTRODUCTION TO CAS, TOK, AND THE EE (PRE-DP PROGRAM) As part of the Pre-DP Program, students are introduced to the core elements of the IB Diploma Programme: Creativity, Activity, Service (CAS), Theory of Knowledge (TOK), and the Extended Essay (EE). While these components are not formally assessed during the Pre-DP year, students engage with each one through structured workshops, mini-projects, and guided reflections.

CAS (Creativity, Activity, Service): Students explore personal interests and community involvement by designing and participating in creative, active, and service-based experiences. They begin building a CAS portfolio and learn how to reflect meaningfully on their growth.

TOK (Theory of Knowledge): Through discussion-based seminars and case studies, students are introduced to the key TOK questions: How do we know what we know? They start developing critical thinking skills and gain an understanding of how knowledge is constructed across different disciplines.

Extended Essay (EE): Students undertake a “mini EE” project to learn the research process, from formulating a research question to conducting preliminary investigations and writing a short academic paper. This prepares them for the independent research required in the full EE during the DP years.

The Pre-DP introduction to CAS, TOK, and the EE ensures students enter the IB Diploma with a strong foundation, a clear understanding of expectations, and the confidence to succeed.

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PRE-SENIOR ENGLISH FAST TRACK PROGRAM The Pre-Senior English Fast Track Program is designed for academically capable students who are new to English or still developing their English language proficiency. This one-year program offers a supportive, high-impact learning environment that helps students build the academic English skills they need to thrive in senior-level studies—whether they choose the IB Diploma or A Level pathway.

Through a blend of intensive English acquisition, subject-based learning, and project work, students strengthen their language, critical thinking, and research skills. Lessons are immersive and engaging, with a focus on vocabulary, grammar, reading comprehension, writing fluency, and spoken confidence —all in academic contexts.

Students in the Fast Track Program also begin exploring elements of the IB Core (TOK, CAS, and the EE) and are guided through subject tasters to help them make informed choices for their senior years.

By the end of the program, most students are ready to transition smoothly into either the IB Diploma or A Level courses, with the language confidence and academic grounding to succeed.

HOW WE SUPPORT ENGLISH ACQUISITION Students in the Pre-Senior English Fast Track Program receive targeted and integrated English support across all aspects of their learning. Our approach ensures students develop both general fluency and academic language proficiency needed for success in senior-level coursework.

1. Intensive English Lessons a. Dedicated English acquisition classes are held daily, focusing on: vocabulary development, grammar and sentence structure, reading comprehension strategies, writing for different purposes (essays, reports, summaries), listening and speaking fluency b. Students are grouped by proficiency level (A1–C2) to ensure targeted support.

2. Subject-Based Language Integration a. English is embedded into Math, Science, Humanities, and Arts lessons, with modified content and scaffolding for English learners. b. Teachers use visual aids, simplified texts, key vocabulary lists, and sentence starters. c. Dual focus: content understanding and academic English development.

3. Personalised Language Coaching a. Small-group and one-on-one sessions offer tailored language support. b. Regular feedback helps students refine grammar, expand vocabulary, and improve pronunciation and fluency.

4. Immersive Learning Environment a. English is the primary language of instruction and communication. b. Students engage in real-life communication tasks through presentations, debates, collaborative projects, and fieldwork.

5. Digital Tools and Language Apps a. Students use tools like Century Tech, Flipgrid, Immersive Reader, and language learning apps to reinforce learning at their own pace. b. Technology is used to track progress and personalise instruction.

6. Progress Monitoring and Transition Planning a. Regular assessments measure growth in reading, writing, speaking, and listening. b. Students receive termly progress reports and language level updates based on CEFR standards. c. Transition plans are created for each student, guiding their entry into the IB Diploma or A Level pathways.

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DP SUBJECTS The International Baccalaureate (IB) Diploma Programme at ISSwitzerland provides a balanced, challenging curriculum that prepares students for university and beyond. The program includes six subject groups, plus the three core components of the IB Diploma: GROUP 1: STUDIES IN LANGUAGE AND LITERATURE Students develop advanced communication, critical thinking, and analytical skills through the study of their first language (English or Italian).

GROUP 2: LANGUAGE ACQUISITION Students expand their global perspective by studying a second language. Options include German, French, or other offerings available in the Discovery Program, tailored to students' linguistic abilities and interests.

GROUP 3: INDIVIDUALS AND SOCIETIES This group focuses on the humanities, including subjects such as history, geography, global politics, economics, and psychology, helping students analyze human behavior, societies, and global issues.

GROUP 4: SCIENCES Students explore the natural world through subjects like biology, chemistry, physics, or environmental systems and societies. These courses combine theoretical knowledge with practical, hands-on experimentation and real-world applications.

GROUP 5: MATHEMATICS Mathematics in the DP offers two pathways: Mathematics: Analysis and Approaches (AA): Focuses on developing analytical skills and preparing students for courses requiring abstract reasoning, such as engineering or physics.

Mathematics: Applications and Interpretation (AI): Emphasizes real-world mathematical problem-solving, ideal for fields like social sciences, business, or environmental studies.

GROUP 6: THE ARTS Students can express their creativity and technical skills through subjects such as visual arts, music, theater, or film. This group allows students to develop their artistic potential and critical thinking.

Alternatively, students may opt for a second subject from Groups 1-4 instead of an arts subject.

CORE COMPONENTS OF THE IB DIPLOMA PROGRAMME 1. Theory of Knowledge (TOK): Students reflect on the nature of knowledge, exploring how we know what we claim to know and making connections across disciplines.

2. Creativity, Activity, Service (CAS): A program that emphasizes experiential learning through creative projects, physical activities, and meaningful community service.

3. Extended Essay (EE): A 4,000-word independent research project that allows students to investigate a topic of personal interest in depth, honing research and writing skills.

DISCOVERY PROGRAM AND WELL-BEING Physical and Health Education (PHE), arts, and other interdisciplinary activities remain central to students' holistic development. These are integrated into the Discovery Program, enabling students to balance academic rigor with creativity, fitness, and personal growth.

The Diploma Programme at ISSwitzerland is designed to cultivate well-rounded, globally-minded learners who are prepared to excel in higher education and make a positive impact in the world.

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GROUP 1 STUDIES IN LANGUAGE & LITERATURE ENGLISH & ITALIAN LANGUAGE & LITERATURE 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.

This course is offered at both Standard Level (SL) and Higher Level (HL) and is suitable for students with strong skills in their chosen language. It focuses on the study of both literary and non-literary texts, encouraging students to explore how meaning is shaped by language, form, context, and culture.

AIMS DP 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.

CURRICULUM STRUCTURE Students study a broad range of texts over two years. These include: Texts in translation Texts originally written in the target language Literary and non-literary texts from a range of genres, time periods, and cultures Global issues and their representation through language and literature Students complete assessments that emphasize both creative and analytical responses, including oral and written work.

ASSESSMENT IB DP Language & Literature assessment comprises both External Assessments (examinations) and Internal Assessments (orals). Each component is designed to assess different aspects of student understanding and communication.

External Assessments (Externally Marked by the IB) Paper 1: Guided Textual Analysis Comparative textual analysis of two unseen non-literary texts.

HL: Comparative analysis (2 hours 15 mins) SL: Single text analysis (1 hour 15 mins) Paper 2: Comparative Essay Comparative response based on two literary works studied.

Requires deep understanding of authorial technique, theme, and context.

HL and SL versions differ in depth and time.

HL Essay (HL only) A 1200–1500 word essay based on one literary or non-literary work studied in class.

The essay must explore a line of inquiry developed by the student and approved by the teacher.

This is externally marked.

Internal Assessment (Oral Assessment – Internally Marked, Externally Moderated) Individual Oral (HL and SL) A 10-minute oral commentary, followed by 5 minutes of teacher questions.

Based on the comparison of a literary text and a non-literary text, both studied in class.

Focus: How global issues are presented through language and form.

Recorded and submitted to the IB for moderation.

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LANGUAGE & LITERATURE – PRE-DP PROGRAM The Pre-DP Language & Literature course is intentionally structured as a foundation year to prepare students for success in the IB Diploma Programme. While not an official IB course, it mirrors many of the IB approaches and gradually builds the analytical, expressive, and reflective skills needed in the two-year Diploma.

Students engage with a variety of literary and non-literary texts, explore themes from multiple perspectives, and practice expressing their ideas both orally and in writing. Tasks are designed to introduce key IB expectations in a low-stakes environment, including: Analytical reading and textual commentary to build close reading habits Structured writing tasks that model the comparative, reflective, and persuasive formats used in the DP Oral presentations and discussions to develop confident academic speaking Mini-projects and reflections that connect to the global issues focus of the DP Individual Oral Assessment throughout the year is formative and developmental, with regular feedback aligned to IB-style rubrics.

The goal is to give students the skills, habits, and confidence to transition smoothly into Language & Literature at either SL or HL.

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.

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GROUP 2 LANGUAGE ACQUISITION ENGLISH B / ITALIAN B / FRENCH B / GERMAN B Standard Level (SL) or Higher Level (HL) 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 PRE-DP and DP enables students to learn about language features, processes, and cultures and to discover the diverse ways of living, behaving, and viewing the world.

Aims 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.

Language Acquisition courses are intended for students who have previous experience in the target language but are not yet fluent. These courses support students in becoming confident communicators, both in everyday situations and in academic contexts, while deepening their understanding of the cultures connected to the language.

At ISSwitzerland, we offer English B, Italian B, French B, and German B at both Standard Level (SL) and Higher Level (HL). The course selected will depend on the student’s prior experience, proficiency level, and future goals.

COURSE STRUCTURE Students explore a range of themes relevant to global contexts and personal experience, such as: Identities (e.g., language, nationality, personal beliefs, health) Experiences (e.g., travel, migration, life stories) Human Ingenuity (e.g., media, technology, art) Social Organisation (e.g., school, law, work, community) Sharing the Planet (e.g., environment, social justice, global conflicts) A wide variety of resources are used, including authentic articles, advertisements, videos, podcasts, dialogues, interviews, and at HL, literary texts.

ASSESSMENT OVERVIEW External Assessments (75%) Paper 1 – Writing (Productive Skills): One written task based on a familiar theme Choice of text type (e.g., blog, email, article, letter) Paper 2 – Listening and Reading (Receptive Skills): Listening comprehension using audio recordings Reading comprehension using authentic and adapted texts

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Internal Assessment (25%) Individual Oral Assessment: A spoken response to a visual stimulus related to one of the course themes, followed by discussion Conducted by the teacher, recorded, and externally moderated by the IB STANDARD LEVEL (SL) Text Complexity

HIGHER LEVEL (HL)

Familiar and moderately challenging Wider range of complex, abstract, and texts literary texts

Productive Skills

Focus on accurate, relevant communication

Greater nuance, register, and linguistic sophistication

Literary Component

Not required

1 literary work studied and analyzed in the target language

Oral Expectation

Clear and coherent spoken interaction

Extended oral discussion with more depth and range

LANGUAGE ACQUISITION PRE-DP 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 PRE-DP 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 PRE-DP 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 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.

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GROUP 3 INDIVIDUALS AND SOCIETIES PRE-DP 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.

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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 PRE-DP course results for PRE-DP 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 PRE-DP 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.

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GROUP 5 MATHEMATICS PRE-DP 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 PRE-DP 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. PRE-DP 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.

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External Assessment PRE-DP 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 (PRE-DP5) 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.

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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: 1. 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.

2. 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.

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

4. 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.

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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.

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FILM

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 personal

DR A SDG COD ST U D

MA

C LU B

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.

IN G

IES

FO O RO BO

TBAL

L

T IC S

IN NT A MOUKING I B FILM

ST U D

IES

IP ER S H L EA D G R A M O R P DA N LA NG B A SK

ET B A

UAG

CE

ES

LL

ART BA ND

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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.

MOVEMENT & WELLNESS

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

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

EXPLORATION & INNOVATION

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

Encourages curiosity, critical thinking, and preparing for the future.

INCLUDED

Visual Arts (Drawing, Ceramics, Painting) Drama Dance (Ballet, Hip-Hop, Modern) Creative Writing Choir Film Photography Fashion Design Digital Art & Animation

Football Basketball Volleyball Pilates Athletics Running Yoga CrossFit for Teens Outdoor Adventure Activities (Hiking, Orienteering)

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

ADDITIONAL COST

Private Music Lessons Masterclasses with Artists or Writers

Golf Horse Riding Tennis Ski/Snowboard Club

STEM Challenges (Build & Design Competitions)

NOTE: This is not a comprehensive list and a proper time-table will be provided each term.Page 48

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.

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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.

SELF

L E A D E R S H I P

GLOB AL

OUR LEADERSHIP PILLARS

COMMUNITY

PROGRAM HIGHLIGHTS 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.

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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

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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.

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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.

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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.

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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.

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CRITERIA

GOLD LEVEL STUDENT

SILVER LEVEL STUDENT

BRONZE LEVEL STUDENT

ACADEMIC ACHIEVEMENT

Achieving at or above academic testing data or grade level

Achieving above satisfactory academic standards

Meeting satisfactory academic standards

20 hours per year in 10 hours per year in service learning service learning SERVICE LEARNING projects, community projects or community service, or social impact work initiatives

5 hours per year in service learning or community activities

ARTS PARTICIPATION

2 arts activities per week, totaling at least 4 1 arts activity per week, 1 arts activity per hours per week (e.g., totaling at least 2 hours month, totaling at least music, drama, visual per week 1 hour per month arts)

SPORTS PARTICIPATION

2 sports activities per week, totaling at least 4 1 sports activity per 1 sports activity per hours per week (e.g., week, totaling at least 2 month, totaling at least team sports, fitness, hours per week 1 hour per month individual sports)

TIME COMMITMENT IN ARTS & SPORTS

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

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

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

COMPETITIONS & AWARDS

Participation in at least 3 competitions or events per year with Participation in 2 recognition or awards competitions or events (e.g., art exhibitions, per year sports competitions, academic challenges)

Participation in 1 competition or event per year (Optional)

LEADERSHIP & IMPACT

At least 1 leadership role per year (e.g., Participation in teamproject leader, team based leadership Participation in group captain, club president) activities (e.g., group activities with potential or major impact projects, community for leadership activity (e.g., organizing activities) school events, charity drives)

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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.

Criteria

Platinum Level Student

Academic Achievement

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

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.

Competitions & Awards

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).

Leadership & Impact

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.

Recognition & Outcomes

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).

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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.

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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.

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GRADE COMPARISON CHART PERCENTAGE

IB GRADE

100% 99% 98%

7

97%

IGCSE GRADE

3.9

95%

3.7

93% 91%

3.5 6

9.8 9.7 9.6

A

A*

9.5 9.3 9.2 9.1

A-

9.0

3.4

8.9 (Ottimo)

3.3

87%

3.2

8.7

86%

3.1

8.6

85%

3.0 2.9

8.8

B+

B

A

8.5 8.4

83%

2.8

8.3

82%

2.7

8.2

81%

2.6

80%

2.5

8.0

79%

2.4 2.3

77%

2.2

7.7

2.1

7.6

5

75%

2.0

74%

1.9

7.9 (Buono) 7.8

C+

C

B

7.5 7.4

73%

1.8

7.3

72%

1.7

7.2

71%

1.6

70%

1.5

7.0

69%

1.4 1.3

67%

1.2

6.7

66%

1

6.6

65%

0.9 4

0.8

6.9 (Sufficiente) 6.8

D+

D

C

6.5 6.4

63%

0.7

6.3

62%

0.6

6.2

61%

0.5

60%

0.4

40% - 49% 30% - 39%

6.0

20% - 29% 10% - 19%

D 3 2 1

0

4.5 (Satisfactory)

6.1

D-

55% - 59% 50% - 54%

5 (Good)

7.1

C-

68%

64%

5.5 (Very Good)

8.1

B-

78% 76%

6.0 (Excellent)

9.4

88%

84%

SWISS GRADE (MATURA)

9.9

A+

3.6

92%

ITALIAN GRADE 10 (Eccellente)

3.8

94%

89%

LETTER GRADE

4.0

96%

90%

GPA (4.0 SCALE)

F

E F

4.0 (Sufficient) 5.9 > (Gravemente Insufficiente)

3.5 > (Failing)

G

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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.

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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: 1. Identify your unique learning style – We help you understand how you learn best.

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

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

4. 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!

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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.

Example Only - to be updated in May 2025

2025

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.

APRIL: BIKE RIDE LUGANO

BRATION D INNER UNDER TH E STARS

2026

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.

JUNE: CELE

SWISSONIAN SOCIETY

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.

OCTOBER: ART GALLERY TOUR AT LAC

MARCH: POTTERY CLASS

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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!

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