Learning to be Well
Learning to be Well
We understand the importance of balance in personal development and in building and maintaining safe, positive relationships.Â
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Ca1 - 3. Expand Board communication strategy to raise awareness of school governance structure and Board activities and increase transparency related to decisions.
Ca3 - 3. Build alliances with international and local partners to raise ISP's profile and expand opportunities for advancement.
Fo1 - 2. Prioritize continual updates on facilities safety and accessibility.
Fo2 - 4. Improve the nutritional value and food offerings at both the primary and middle school and communicate the specific changes to the ISP community.
Fo3 - 7. Determine when it will be possible to reactivate the Primary School playground project in a future budget.
Se2 - 2. Review, update and finalise risk assessments.
Se1 - 4. Investigate student perspectives on our wellbeing programme and projects and make the necessary adjustments to engage them fully.
Se2 - 3. The Senior Leadership Team include references to the UN Convention on the Rights of the Child, when appropriate, when developing and reviewing school policies.
Ec - 12. The Senior Leadership Team ensure the development of policies and procedures to ensure learning continuity for students with a seamless learning experience in the event of an unexpected school closure.
Ed2 - 25. The Senior Leadership Team create a detailed Information Technology Plan that outlines the actions, timelines, and responsibilities needed to support teaching and learning.
Re2 - 11. Consider asking teachers how they feel that they can be supported to take risks in
a) their own learning, and
b) what they can provide for their learners.
Se1 - 6. The MYP coordinator, Service as Action coordinator, Heads of Department and teachers collaboratively identify and promote opportunities for meaningful student action arising from the curriculum.
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