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Access and Inclusion Policy

ISA International Education Group (ISAIEG) Mission Statement

Nurture Leading Talents and Pioneers for the Future
ISAWHIS Access and Inclusion Philosophy

The ISAWHIS learning support programme promotes a whole-school approach to identifying, planning, implementing, and monitoring support for students with a specific learning need, by providing appropriate learning strategies identifying and removing barriers to learning and participation (What is an IB education? 2013) that enable these students to reach their potential in a supportive community and an inclusive learning environment.

As an IB World School we “encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”’ (IB mission statement, 2004)

ISAWHIS acknowledges all students may experience barriers to learning at some point in their school career, but we aim to develop inclusive practices daily with and for our students to remove these barriers. This requires collaboration, review and appropriate programs in place to support them. ISAWIS wishes to respond quickly to the needs of individual students and expects its staff to follow the tiered approach to learning diversity and inclusion when learner variabilities are made known.

ISA Wuhan International School is an open-entry school. It is in our philosophy and commitment to provide accessibility and inclusive opportunities to all students. Where required, ISAWHIS provides appropriate support. ISAWHIS is a mainstream school, able to provide support to Tier 1 and Tier 2 students. Tier 3 students are reviewed case-by-case, to ensure that well-being and progress can be best catered for at our school.

Special Educational Needs at ISA Wuhan International School is addressed under the premise of Access & Inclusion frameworks acknowledging the support systems covered under the generic term “special educational needs” (SEN). This updated terminology and classification of services has been adopted in order to address and include access to support services for the wide spectrum of need along a continuum that encompasses cognitive, social, emotional, and physical development. (Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes)

As a school, we recognize that a student might require additional support if they:
  • Have a significantly greater difficulty in learning caused by a gap between what the student is potentially capable of learning and what the student has in fact learned or achieved
  • Have a mild cognitive disadvantage or Specific Learning Difficulty (SpLD) which affects their ability to learn at the same rate as the majority of their peers
  • Are considered gifted and/or talented
  • Experience a sensory impairment or physical disability
  • Are experiencing emotional, behavioural, or social difficulties
  • Have a combination of any of the specific needs or difficulties listed above.

ISA Wuhan is a mainstream school, providing academic support for the specific learning needs of students. Students must be within two years of their peer group with cognitive development and academic progress. Support, guidance and differentiated learning, focused on inclusion for students is provided within the ISA Wuhan programmes.

ISA Wuhan is committed to providing all students with outstanding learning opportunities. Our approach to admissions is, where appropriate, to be an open entry school. Broadly, this means that students are not normally excluded based upon academic achievement to date.

Student Support Services Team

This team is made up of highly qualified educators & health professionals who work together as a cohesive group, sharing their knowledge and expertise within their fields to support each other.

The Team consists of:
  • Pastoral Coordinators/ Educators
  • Nursing Staff/ Educators
  • Positive Well Being Coordinator/ Counsellors
  • Learning Support Coordinator/ Learning Support Specialists

Additionally, the Education Leadership Team have the overall responsibility for the development and implementation of the Access & Inclusion policy whilst teachers are responsible for the planning, teaching and learning to support all students.

ISAWHIS International School is an open-entry school. It is in our philosophy and commitment to provide accessibility to all students. We are able to provide support to Tier 1 and Tier 2 students. Tier 3 students are reviewed case-by-case, to ensure that well-being access and inclusion to all learning processes are supported. Being an inclusive school, our services are aligned as much as possible with the student’s regular classroom environment.

ISAWHIS aims to promote a respect for uniqueness and the worth of human individuality and diversity. Our goal as international educators is to value difference and accommodate our wide-ranging community. We believe that through skilled and purposeful teaching, appropriate resources and support in an inclusive environment, students can find their individual paths to success. It is essential to practice “differentiation through identifying a student’s learning style, scaffolding their learning, and differentiating the curriculum in order to develop the student’s true potential” (Special Educational Needs Within the International Baccalaureate Programmes, IBO, 2010).

The school aims to be as flexible as possible in providing appropriate curriculum, teaching methods and resources for the wide range of capabilities, prior learning and different learning styles demonstrated by our students. This policy is a working document and was written collaboratively by the Head of School, Principals, PYP and MYP Coordinator, Pastoral Care Coordinators, Student Support Services Coordinator, Positive Well-Being Coordinator, counsellors and educators in connection with the learning community: guardians and students.

As an IB World School the following documents support the policy review and development process:

Special Educational Needs within the International Baccalaureate Programmes for additional information on differentiated programs. (2010)

Learning Diversity and Inclusion in IB Programmes (2016)

Access and Inclusion Policy and Purpose

ISAWHIS recognises that all students should have access to an appropriate education that affords them the opportunity to achieve their personal potential. ’Special Educational Needs within the International Baccalaureate Programmes’, p3. We aim to increase access to the curriculum and engagement in learning for all students. ‘What is an IB Education’ (2013) and Learning and Diversity and Inclusion in IB Programmes (2016). Making ongoing provisions for children with learning variabilities is a matter of equity as it encourages them to reach their fullest potentials in a supportive and inclusive environment. Students who access the learning support system may have been identified as needing support with Cognition and Learning, Social, Emotional and Mental Health, Physical, Sensory and/or Medical Needs, Communication and Interaction Difficulties.

Therefore, this policy aims:
  • To ensure that the culture, practice, management and deployment of resources are designed to meet the needs of all pupils receiving learning support.
  • To actively listen to the views and wishes of the student.
  • To enable pupils to reach their specific learning goals.
  • To ensure that the needs of pupils are identified, assessed, provided for and regularly reviewed.
  • To ensure that all pupils receiving learning support are still offered access to a broad, balanced and relevant curriculum.
  • To work in partnership with guardians, caregivers to empower them with the tools to make substantial contributions to the direction of their child’s education.

ISAWHIS is committed to providing all students with outstanding learning opportunities. Our approach to admissions is, where appropriate, to be an open entry school. Broadly, this means that students are not normally excluded based upon academic achievement to date.

Responsibilities

Removing barriers to learning is a shared responsibility. It is the responsibility of every teacher, as a teacher of all students, to ensure learning and teaching is equitable for all learners. At ISAWHIS the Head of School, Principals, PYP and MYP Coordinator, Student Support Services Coordinator, teachers, guardians, students and all stakeholders work together to put in place processes to remove barriers for all learners.

To ensure this, the Student Support Services Team is made up of the following roles to help support teachers and families to achieve equitable and accessible learning outcomes.

Whole School Access & Inclusion Support

The mandate of the Whole School Access & Inclusion philosophy is to work with students, staff and families to create learning programmes that fulfil the school’s mission statement. The Access & Inclusion referral process is applied according to the needs of the individual student. Students' needs are assessed and used to identify the required support at each tier level based on general classroom information and observation, standardised test results and monitoring results over time. Parent concerns will also be considered when assessing a student’s needs and development.

Learning Support Teachers and Interventions

Students who require additional support in Reading, Writing, Spelling, Maths, Oral Language, EAL, Fine and Gross Motor skills, Social/Emotional/Behavioural development have access to the school’s Learning Support Teacher or Positive Well-Being Counsellor. This access is dependent upon their need and the availability of the Learning Support Teacher or Positive Well-Being Counsellor. Support will be offered on a group or individual basis as appropriate.

Practices and Procedures Guidelines:
  • Guardians of selected students will be spoken to by the Student Support Services Coordinator, homeroom teacher or Positive Well-Being Coordinator, counsellor. They will outline the area of concern, who the student will be working with and the number of sessions a week they will be involved in.
  • As the student is to work with the Learning Support Teacher or Positive Well-Being Counsellor a standardised letter and parental consent form will be sent home for the guardians. The form needs to be returned to the Student Support Services Coordinator / Positive Well-Being Coordinator.
  • The student will be added to the Learning Support Register if receiving Learning Support.
  • Once the Student Support Services Coordinator/ Positive Well-Being Coordinator is satisfied with the student’s progress, the student will come off the support register and the form, outlining the support provided, will be returned to the classroom teacher to place into the student’s pupil profile. This may be a year or two after the initial letter is sent to the guardians.
  • At the end of each month, the Learning Support Teacher or Positive Well-Being Counsellor will provide feedback to the classroom teachers on the student’s progress and the next steps.
  • If any guardians would like to discuss the progress further, and the homeroom teachers are unable to provide feedback, homeroom teachers are to direct the guardians to the Student Support Services Coordinator/ Positive Well-Being Coordinator.
  • If the guardians decline the offer of support, the form needs to be dated and signed by the homeroom teacher and placed into the student’s pupil profile for future reference. The classroom teacher needs to inform the Student Support Services Coordinator/ Positive Well-Being Coordinator of the outcome.
  • The Pastoral Care Coordinator will be kept up to date with any students receiving support.

Refer to Appendix X for Referral Process - Tiered Approach Chart at ISAWIS, Support Programmes and Gifted and Talented Assessment.

Identifying Students Screening During Admission Process

All students applying for admission to ISAWHIS will go through an admissions screening; students will also be screened to see if any specific Learning Support is required.

Admissions process includes, but is not limited to:
  • Family document submission
  • Family screener interview
  • Student English language and Mathematics screener assessment tasks
  • Documentation review, if appropriate
  • Final enrollment approval is provided by the Head of School, with support from School Principal/Dean, and Head of Admissions.

The ISAWHIS Admissions Team will also analyze previous school records and information given by the parents to determine the potential need for learning support. The former school of every new student will be asked to forward any details of learning support provided in addition to all appropriate testing results that are available. The school may also request a statement of medical history, including any significant health, social and/or emotional needs, and information on additional services currently (or previously) provided.

Should learning support be identified, the situation is then discussed with the Student Support Services Coordinator/ Positive Well-Being Coordinator and other relevant staff. Parents will be informed if any form of support is needed. There may be some students who’s academic and/or social needs are beyond the provision of the school. In such cases students may not be admitted, or only allowed to continue under clearly defined conditions, which will be relative to the specific needs of the child and will be subject to regular review. The final decision regarding placement, rests with the relevant School Principal.

Referral Process

The process of referral for learning support is carried out according to the process outlined below:

Types of Learning Support
Appendix X
Referral Process Chart

There are three tiers of Learning support at ISAWHIS:

Tier 1 : The purpose of Tier 1 is to begin the monitoring stage where specific learning areas or skills may be at-risk. Tier 1 is appropriate for students in class that are supported by differentiated instruction. All teachers are responsible for the inclusion of all learners within the classroom and specialist programmes by adapting learning to suit learner variability. All teachers have a responsibility to monitor and assess student’s learning across all curriculum areas.

When accommodations provided at Tier 1 are not successful a student moves to Tier 2 or 3. At these stages a Learning Support Plan or Individualized Education Plan are written.

See Appendix X ‘Referral Process’ for further information.

Tier 2: The purpose of Tier 2 is to create Learning Support Plans that will enable students with variabilities in their learning to access learning at school through the removal of barriers and implementation of specific learning programmes. If a student has completed a 45 day observation and has been identified that learning is not progressing at the level desired, the Positive Well-Being Coordinator / Student Support Services Coordinator will identify specific strategies that will be put in place to support an individual’s learning. The strategies will inform a Learning Support Plan (LSP), a working document and should be officially reviewed by the Student Support Services Coordinator / Positive Well-Being Coordinator, teachers, caregivers and students each semester. Students at Tier 2 will generally receive in class support from a Learning Support Teacher and where appropriate may also participate in small group support programmes.

Tier 3: The purpose of Tier 3 is to support those students who require adapted, individualised learning goals identified through an Individual Education Plan (IEP). Students at this tier have either worked through Tier 1 and/or Tier 2 or have been identified previously as having additional learning variability. The tier includes all students identified as Gifted and Talented as well as any students who begin their learning journey at ISAWIS with a history of having an IEP or external evaluations and reports. As part of the ISAWIS admissions and enrollment policy, Tier 2 and 3 students in total will not exceed 20% of any class, grade level or entire school enrollment.

Our Learning Support team plays a key role in ensuring that all ISAWHIS students have a fair opportunity to succeed to their full developmental and academic capacity. The programme provides academic English language support for those students who are nonnative speakers of English and require academic and social support to develop English language fluency.

This program also provides a wider range of services to students who possess learning differences and to students who are experiencing social and emotional difficulties.

Exiting The Learning Support Programme

In Primary Years, a student is considered for release from the Learning Support programme when both the Learning Support teacher, classroom teacher, parents and student (where appropriate) agree the student is capable of functioning autonomously and successfully in the regular instructional classroom. Appropriate assessment is completed to ensure student suitability for exiting Learning Support.

In Secondary Years, a student is considered for release from the Learning Support programme when the Learning Support teacher, Curriculum Coordinators, core teachers, parents and student agree the student is capable of functioning autonomously and successfully in the regular instructional classroom as well as meeting the grade level requirements. This decision is fully documented in the appropriate location.

Learning Support in the Diploma Programme
Assessment Provisions for Students Receiving Learning Support

The IB allows schools to make their own decision on provision for SEN students in exams based on the following criteria from the DP Handbook 9.1.2 “Assessment requirements not requiring authorization”:

A candidate is permitted to take an examination in a separate room if it is in the best interests of the candidate or other candidates in the group. For example, lighting may be a particular consideration for a candidate with a visual impairment, or a room with an echo may be difficult for a candidate with autism. Furthermore, a candidate’s condition or the nature of the inclusive assessment arrangement (for example, a scribe, a computer) may disturb other candidates, in which case a separate examination room is justified.

If the examination is taken in a separate room, all regulations governing the conduct of IB examinations must be observed. The candidate must be kept under the constant supervision of an invigilator. The coordinator may arrange for appropriate seating to meet the needs of individual candidates (for example, sitting near the front may be appropriate for a candidate with vision or hearing difficulties).

An assistant, if necessary, a nurse, may be in attendance if this is necessary for the welfare or safety of a candidate. The assistant must not be another candidate or a relative of the candidate.

A candidate who normally uses an aid (for example, a colored overlay, a Braille slate, a sound amplification device, a radio aid, a hearing aid, a low vision aid, a magnifying aid, colored filter lenses) is allowed to use the aid in examinations. Note: It is in breach of regulations if candidates are found in possession of any other mobile devices in the examination room.

A candidate with a hearing condition may receive instructions from a communicator. This arrangement must be confined to explaining the conduct of the examination and the instructions in an examination paper. The communicator must not convey information about any aspect of a question in the paper without prior authorization from IB Assessment Center.

  • If a candidate has difficulties in reading or attention, test directions may be clarified by the invigilator or a designated reader. This arrangement must be strictly confined only to clarifying the directions and the instructions and not the content of the questions.
  • Magnifying devices to enlarge and read print may be used by candidates with vision issues. These may include magnifying glasses and line magnifiers.
  • For a candidate who has color blindness, the coordinator (or invigilator) is permitted to name colors in an examination paper (for example, on a map in a geography examination). However, no other form of assistance may be given without authorization from the IB Assessment centre.
  • A candidate who is hypersensitive to sound is permitted the use of noise buffers such as headsets, earplugs, and individual workstations with acoustic screens. If an individual workstation is employed, all regulations governing the conduct of IB examinations must be observed. The candidate must be kept under the constant supervision of an invigilator.
  • A candidate may be permitted rest breaks if required to do so due to medical, physical, psychological, or other conditions. The amount of time permitted for rest breaks is not counted towards the duration of the candidate’s examination. Rest breaks must be supervised to ensure that the security of the examination is maintained. There must be no communication with, or disturbance to, other candidates. The amount of rest time and number of breaks permitted must be pre-determined and will depend upon the candidate’s circumstances, although 10-minutes per hour is the general recommendation. During a rest break, the candidate is not permitted to read, respond to the examination paper or write notes of any kind. Candidates may be allowed to leave the room for all or part of the rest periods. For example, a candidate with diabetes may be provided rest breaks to check blood sugar levels and take medication. If a candidate’s personal examination timetable is such that, with rest periods and additional time more than six and a half hours of examinations would take place in one day, rescheduling should be requested.
  • A candidate may be permitted the use of a prompter due to attention issues, psychological or neurological conditions. A prompter would ensure that a candidate pays attention to the examination. The use of the prompter should not disturb other candidates. The coordinator or invigilator may act as a prompter, but the examination must be conducted according to IB regulations. In all cases, the prompter may only prompt the candidate and not provide any form of assistance. The prompt may be a gentle tap on the candidate’s arm or desk/table but should not be given verbally. The prompter must not draw the candidate’s attention to any part of the examination paper or script. The prompter should be familiar with the candidate’s behaviour so that he/she knows when the candidate is off-task. The candidate should be familiar with the kind of prompt that he/she would likely receive from the prompter. The prompter should be in a position that provides a view of the candidate’s disposition rather than his/her work. The candidate should not feel as though he/she is under pressure or scrutiny.
  • At the discretion of the coordinator, a candidate may be given additional time to complete assignments during the two-year programme (for example, the extended essay, the theory of knowledge (TOK) essay) without authorization from the IB.

However, if an extension to the deadline for the submission of work for assessment is required, the coordinator must contact IB Answers

In order to get extra time for one or more DP students in the exams we must follow the steps in the DP Handbook 9.1.3 “Assessment requirements requiring authorization”.

We must apply for special educational requirements 6 months before the exam session. We must identify one or more areas of concern, regarding the student, for example: reading, writing, processing information, medical, mental health, anxiety, physical.

We must get both student and parent approval before we start the process. Without this approval the IB are unable to take any action.

The IB require 2 supporting documents:

  • The student must be referred to the Positive Well-Being Coordinator/Counsellor/Student Support Services Coordinator.
  • The counsellor must give the student a test in the area of concern only (The IB do not require tests in other areas). There are no official IB tests, each school/country will have their own preferred tests. If the school doesn`t have the tests, the counsellor should know how to get them, if this is not possible the tests can be bought from outside.
  • The test scores must be sent to the IB.

The following evidence need to be sent to the IB

  • At least one piece of evidence of the student`s work (for example, showing unsuccessful work owing to lack of access or successful work owing to access given); the work submitted, which needs only be in one subject, must be work that has been written in English, French or Spanish.
  • Teacher instructions given for the piece(s) of work sent in.
  • Teacher feedback on the piece(s) of work handed in.
  • Evidence of the support the teacher has given the student in relation to their potential learning needs.
  • The teacher`s assessment of the problems the student faces in their subject and an overall account of his/her performance in the subject. The following is also acceptable:
  • anecdotal observations from the school such as records or correspondence from a class teacher, a learning support/inclusion coordinator or Positive Well-Being Counsellor
  • an individualized educational plan (IEP)
  • evidence of correspondence or records from a previous school where the candidate was enrolled and whether the assessment arrangement was used. The school will contact the IB via IBIS Request for inclusive assessment arrangements.
Learning Supports
Reading Support Programme

The Reading Support Programme will be available to students at Tier 2 and will focus on raising their level of attainment in Reading. Students will be assessed on their letter/sound and sight word knowledge, decoding and word attack abilities and comprehension skills using a comprehensive reading assessment kit. An appropriate programme will then be designed by the Student Support Services Coordinator to be administered by The Learning Support Teacher. Students may be seen either in class or out of class as appropriate to their level of need.

Writing Support Programme

The Writing Support Programme will be available to students at Tier 2 and will focus on raising student’s level of written language including spelling. Students will complete a spelling assessment at an appropriate level to ascertain any gaps in their knowledge. They will also produce a writing sample that will be analysed using The English Matrices Progress Indicators. An appropriate programme will then be designed by the Student Support Services Coordinator to be administered by The Learning Support Teacher. Students may be seen either in class or out of class as appropriate to their level of need.

Mathematics Invention Programme

The Mathematics Intervention Programme will be available to students at Tier 2 and will focus on raising number knowledge and/or strand-based understanding. Students will be assessed using the IXL diagnostic. They will have specific goals to drive their support. Students may be seen either in class or out of class as appropriate to their level of need.

Oral Language Support Programme

The Oral Language Support Programme will be available to students at Tier 2 and will focus on raising their level of listening and speaking skills. Students will be assessed using either the JOST or Record of Oral Language Assessment. A programme will then be designed to improve their oral language skills and will be administered by the Learning Support Teacher. This may occur in or out of class as appropriate.

Fine/Gross Motor Development Programme

The Fine/Gross Motor Development Programme will be available to students at Tier 2 and will focus on raising their fine/gross motor skills. Students will be assessed using the BOT-2 standardised fine and gross motor skills assessment to determine functioning from typical to moderate difficulties. A programme will then be designed to improve their skills and will be administered by the Learning Support Teacher. This may occur in or out of class as appropriate.

Social/Emotional/Behavioural Intervention Programmes

Students requiring support socially/emotionally/behaviourally will be observed initially by either the Student Support Services Coordinator or Positive Well-Being Counsellor. An appropriate programme will then be designed to meet their specific needs. This may be administered as accommodations within the homeroom at a Tier 1 level or as a pull-out support programme at Tier 2. Students may also be involved with seeing the Positive Well-Being Counsellor for 1-1 sessions.

Learning Support for EAL (English as an additional language)

EAL support is offered to students who require additional support in learning to listen, speak, read, or write in English in order to effectively access classroom material across all 3 tiers. ISAWIS offers an EAL programme which works in collaboration with homeroom curriculum and the ENC curriculum guidelines. An assessment of the student will be carried out by Student Support Services Coordinator. The Student Support Services Coordinator and/or the Learning Support Teacher will then design learning engagements to support the student in being able to access the homeroom curriculum and increase their English language level. Students may be seen either in class or out of class as appropriate to their level of need.

Learning Support for Gifted and Talented Students

All students identified as Gifted and Talented are required to have an IEP and enter the tier system at Tier 3. They will be screened using a comprehensive multi-faceted approach. It is not simply a matter of IQ testing - rather use of multiple criteria from a variety of sources is generally most effective, with inclusion of a child in the event of doubt.

  • teacher identification
  • parent identification
  • peer identification
  • self-identification
  • standardised tests
  • recommendations from an Educational Psychologist report

Support will be provided either in or out of class to nurture and extend their giftedness.

Monitoring Of Learning Support Procedures

The Access and Inclusion Policy and Procedures are reviewed annually. The current policy was written in August 2022 in consultation with the Head of School, Principals, Student Support Services Coordinator, PYP Coordinator.

Gifted and Talented Assessment

Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination:

General intellectual ability or talent:

Guardians and teachers often recognise students with general intellectual talent by their wide-ranging knowledge of general information and high levels of vocabulary, memory, abstract word knowledge, and abstract reasoning.

Specific academic aptitude or talent:

Students with specific academic aptitudes are identified by their outstanding performance on an achievement or aptitude test in one area such as Mathematics or English.

Creative and productive thinking:

This is the ability to produce new ideas by bringing together elements usually thought of as independent or dissimilar and the aptitude for developing new meanings that have social value. Characteristics of creative and productive students include openness to experience, setting personal standards for evaluation, the ability to play with ideas, willingness to take risks, preference for complexity, tolerance for ambiguity, positive self-image, and the ability to become submerged in a task.

Leadership ability:

Leadership can be defined as the ability to direct individuals or groups to a common decision or action. Students who demonstrate a talent in leadership ability use group skills and negotiate in difficult situations. Many teachers recognise leadership through a student's keen interest and skill in problem solving. Leadership characteristics include self-confidence, responsibility, cooperation, a tendency to dominate, and the ability to adapt readily to new situations.

Visual and performing arts:

Students with a talent in the arts demonstrate special talents in visual art, music, dance, drama, or other related studies.

Psychomotor ability:

This involves kinaesthetic motor abilities such as practical, spatial, mechanical, and physical skills. It is seldom used as a criterion in gifted programs.

These are typical factors stressed by educational authorities as being indicative of possessing a talent. Obviously, no child is outstanding in all characteristics.

  • Shows superior reasoning powers and marked ability to handle ideas; can generalise readily from specific facts and can see subtle relationships; has outstanding problem-solving ability.
  • Shows persistent intellectual curiosity; asks searching questions; shows exceptional interest in the nature of man and the universe.
  • Has a wide range of interests, often of an intellectual kind; develops one or more interests to considerable depth.
  • Is markedly superior in quality and quantity of written and/or spoken vocabulary.
  • Reads avidly and absorbs books well beyond his or her years.
  • Learns quickly and easily and retains what is learned; recalls important details, concepts and principles; comprehends readily.
  • Shows insight into arithmetical problems that require careful reasoning and grasps mathematical concepts readily.
  • Shows creative ability or imaginative expression in such things as music, art, dance, drama; shows sensitivity and finesse in rhythm, movement, and bodily control.
  • Sustains concentration for lengthy periods and shows outstanding responsibility and independence in classroom work.
  • Sets realistically high standards for self; is self-critical in evaluating and correcting his or her own efforts.
  • Shows initiative and originality in intellectual work; shows flexibility in thinking and considers problems from a number of viewpoints.
  • Observes keenly and is responsive to new ideas.
  • Shows social poise and an ability to communicate with adults in a mature way.
  • Gets excitement and pleasure from an intellectual challenge; shows an alert and subtle sense of humour.
High Performance Programme

The High-Performance Programme (HPP) is a mentoring programme running at ISAWIS which aims to provide strategic mentoring to all our students who are displaying an extraordinary talent. We know that all students have various talents and as a school, we seek to develop the talents of every individual through daily teaching and learning. The HPP however, is designed for students who we feel are displaying a specific talent which is over and above a “regular” talent. The program seeks to develop and display the talents of the High-Performance students through strategic mentoring, in collaboration with all staff at ISAWHIS.

In addition to developing and displaying the talents of the High-Performance students, the High-Performance Programme is focused on developing the students holistically. Therefore, goals and expectations are established with each student across all areas of school life. As part of the programme, High Performance students meet with their mentor once a month to review their personal goals and expectations and to investigate further opportunities for growth.