Connections to a global community are integral. It is through the development of intercultural competencies we can authentically connect across cultures and languages. Multilingualism, intercultural understanding and global engagement are the three tenets of international mindedness (IBO) that I hold as common values. UNESCO defines intercultural competencies as having “adequate relevant knowledge about particular cultures, as well as general knowledge about the sorts of issues arising when members of different cultures interact, holding receptive attitudes that encourage establishing and maintaining contact with diverse others, as well as having the skills required to draw upon both knowledge and attitudes when interacting with others from different cultures.” This goal to be internally minded is best accomplished by knowing ourselves and knowing our place in the world through the cultural backgrounds of all members of our community. Together these tenets help shape internationally minded communities.

A pluralistic community that goes beyond just being diverse is a goal. Beyond tolerance and acknowledgement is pluralism; a place where we not only live around people of different cultures, but also actively learn from, appreciate, and incorporate their different communities, beliefs, histories into our everyday lives and understandings of the world around us. Pluralism is being open and accepting of ideas and cultures without necessarily losing our own beliefs in an attempt to foster a school culture and climate in which all community members feel safe, accepted and respected.

Learning is anchored by four key elements; boldness, compassion, leadership and continuous learning.

Learning is rooted as life-long in which students are continuous learners seeking knowledge, continually improving and contributing to our local and global communities.

Learning is framed by the mission and vision and supports students to be bold, making courageous and informed decisions with confidence and responding appropriately to challenges enabling them to be leaders with an understanding of themselves and how to inspire others.

Learning supports students to develop compassion, motivating them to respond to the physical, mental, or emotional pains of fostering empathy and a commitment to action.

Advisory is an integral part of school, with a strong focus on pastoral care, communication and relationship building. Schools are attentive to creating an environment of mutual care and respect that provides age-appropriate support and guidance. This begins with Primary homeroom teachers and Secondary advisors who are charged with looking out for the broad welfare of their students and promoting shared values.

Social and emotional learning (SEL), is an integral part of education and whole child development. SEL is the process through which all young people acquire and apply the knowledge, skills, and the attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

Advisors, together with the counseling team, help to deliver an age-appropriate life skills based guidance program. The advisory program is inclusive of lessons on Social Emotional Learning, Citizenship (digital and non-digital), and Child Protection.

The advisory programs foster a supportive learning environment where students can develop their individual potential and prepare for their role as productive global citizens, leaders, and life-long learners. Students will have the opportunity to create a meaningful connection with an adult at school as they develop as individuals within a small, caring community. The advisory teacher often acts as the student’s advocate and may be the first person a student approaches in a time of challenge.

Therefore, advisory programs are offered with the following goals:

• To provide a safe space for every child to develop a sense of belonging; offering a deeper level of connection and community.

• To provide a space for every student to be honest, open and feel comfortable asking questions in a caring small group setting, led by a trusted adult.

• To assist students as they manage the complexity of school life (e.g. organize their school and homework, refine uses of technology, meet with teachers and peers for extra help or group work).

• To develop strategies which enhance children’s social and emotional wellness (e.g. self-concept, emotional management, social skills and feeling of wellness).

• To explore developmentally appropriate concepts and skills for their age (e.g. values learning, self-awareness, communication, cooperation and collaboration) and to develop metacognition (goal setting, reflection etc.).

The Collaborative for Academic, Social and Emotional Learning (CASEL) and the Responsive Classroom approach are guiding resources for the advisory, guidance and counseling programs. Responsive Classroom is an evidence-based approach to teaching discipline. CASEL supports students to foster knowledge, skills and attitudes across five areas of competence to establish equitable learning environments that advance student’ learning and development.