1. Vision on Learning
At IST, we understand that learning is the result of thinking and practice. We prioritise active engagement and consolidation of knowledge over passive and superficial consumption to ensure that students are effectively processing new material.
We maintain high standards for every student and provide strongly interactive lessons structured by direct and clear instruction. In our classrooms, teacher-led does not mean teacher-only; instead, we ensure the continuous engagement of every student.
Scaffolding and Progression
While our learning goals remain consistent for all, we differentiate the support provided through varying classroom activities and the amount of teacher assistance. Recognising that novices and experts learn differently, we provide the necessary structure for those new to a subject, while progressively creating space for more independent inquiry as students gain expertise.
Knowledge & Language
We build a foundation of domain-specific knowledge, as we believe that important skills such as critical thinking, collaboration, and creativity cannot be developed in a vacuum. By mastering subject-specific content, students gain the necessary tools to apply their learning to interdisciplinary challenges and real-world contexts.
Finally, we emphasise the development of rich language and a wide vocabulary, as the extent to which a student can formulate thoughts is the extent to which a student can form thoughts.
2. Vision on the Organisation of Learning
We build a structured environment for all learners, where consistent and high expectations protect students' focus. This ensures our Vision on Learning remains clearly visible in our daily practice across four essential pillars:
Pillar 1: Curriculum
We provide a knowledge-rich curriculum as our fundamental priority. Alongside strong academic standards, we offer a broader curriculum that integrates career counselling, global citizenship and approaches to learning. We build shared routines for academic integrity, productive behaviour and self-regulation, guiding students to responsibly organise their own time and conduct.
Pillar 2: Means and Materials
We embrace digital tools only when they truly enrich learning, deeply valuing physical books and handwriting to safeguard focus. Our choice of learning materials reflects high language standards to enable vocabulary growth. Logistics and procedures for scheduling, homework, cover teaching, and extracurricular activities are intentionally designed to maximise student learning.
Pillar 3: Assessment
Strong formative assessment makes learning visible, ensuring we continuously check understanding for every student in every class. Summative assessment is fair, rigorous, and rooted in academic integrity. Post-assessment feedback focuses on improvement, with progress transparently shared between school and home.
Pillar 4: Learning Support
Inclusivity means not lowering our standards, but rather assisting every student to reach them. Crucially, we view academic achievement itself as a vital pillar of student well-being. To help everyone achieve their full potential, we deliberately adjust learning time and teacher attention within small classes, enrich the material for high-achievers, and provide targeted language support (EAL) to ensure all students thrive.
3. Vision on Professional Conduct and Culture
Every staff member plays an active role in the development of the school. At IST, we operate as a Professional Learning Community (PLC), in which staff members proactively identify areas for improvement, engage in peer observations, and draw upon educational evidence and global best practices to inform and improve our teaching.
Data, Evidence & Collective Alignment
We make sure that decisions and classroom practice are rooted in data and evidence, rather than personal preference or opinion. We foster a culture that appreciates constructive criticism, educational debate and professional feedback. Once policy is collectively agreed upon, we depend on mutual trust, professional judgement, and reliable execution.
In our professional culture, student outcomes and school performance are collective responsibilities. All staff effectively take leadership roles in safeguarding this culture and improving practices at IST continuously. We all enjoy professional autonomy, which means that we teach, decide, and collaborate with individual agency, but that our actions are always aligned with the school's shared vision and the collective boundaries that allow our entire community to thrive.
Finally, all staff in our international community is expected to be professional when it comes to valuing, respecting and being mindful of a wide range of internationally different cultural perspectives.
More information as well as specific standards to do with professional behaviour and expectations at IST can be found in our Professional Charter.
↑ Back to menu4. Vision on Development
Development at IST means educational development, with an understanding that all other aspects of school development ultimately serve to improve educational practices and outcomes. Development originates both from leadership and directly from classroom practice.
Learning Teams & Governance
All teachers join a Learning Team that meets weekly during dedicated, timetabled development time. Led by a Learning Team Chair, these teams analyse the school’s practices and formulate evidence-informed policy proposals for the Extended MT. In turn, the school leadership, participation council, parent council, and student council fulfil their designated governance roles to steer progress, make decisions or provide advice.
Purposeful Policy & Continuous Improvement
Change for its own sake is avoided and we only produce or alter policy based on the needs of the school. If a policy proposal does not benefit student learning or fit our vision, it is not pursued. We recognise that there is always room for improvement in any area, even when we are satisfied with current outcomes.
To ensure consistency and transparency, we use a quality card system to register, publish and keep track of all policy decisions and protocols.
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