1.1 MISSION, VISION AND CORE VALUES
Engage. Enlighten. Empower.
CIS will provide extraordinary learning opportunities for the globally connected student. A nurturing environment, an international curriculum, and a culturally diverse community will facilitate exceptional achievements. Together we will take action to make the world a better place.
1.2 SCHOOL CULTURE
What will tomorrow look like for today’s student?
They will work in jobs that don’t yet exist. They will tackle challenges we don’t yet understand. And they will experience opportunities we can’t yet imagine.
Our job is simple. We equip students with the knowledge and skills needed to adapt and navigate the world as it changes.
We believe those who will thrive in the future are those who can create connections, those with the ability to put things together.
They will connect theory and practice, people and places, collaboration and innovation, intention and action.
We instil the desire to question, to analyse and to explore.
We build the capability to create, to build and to implement.
To connect ideas in ways that push them forward.
To connect skills in ways that drive lifetime development.
To connect with people in ways that build understanding.
To connect to places in ways that will make the world their own.
This is what we empower our students to do.
To connect. To succeed. To thrive. To own the future.
1.3 CIS learning principles
The following learning principles are the fundamental understandings that guide teaching and learning at CIS. They are the beliefs that we see as essential for fostering optimum learning in our classrooms.
Learners need to feel safe, valued, and supported in order to learn. We create an inviting, respectful, and nurturing learning environment.
Learners progress along a developmental continuum.
Learners move through similar stages of development at their own rate and in their own way. We measure learning in a variety of ways, and gauge achievement on a continuum in tandem with programme learning expectations.
Learners are competent, creative, and full of potential.
We respect learners’ capabilities and build on their varied experiences, prior knowledge, and perspectives. We provide learners with opportunities to express themselves, discover new interests, and challenge themselves to maximise and become actively responsible for their own learning.
Learners construct knowledge and co-construct knowledge through social interaction.
Learners expand their knowledge of the world, build understanding, and create new ideas through individual and collaborative questioning, evaluating, and revising.
Learning is optimised within stimulating and thoughtfully created environments.
Our learning spaces are welcoming and aesthetically pleasing for each stage of development. Opportunities for learning use a wide range of resources, including educational technology, and evidence of student thinking is displayed in a variety of ways. Learning engagements are inspiring, thought provoking, and relevant.
Learners develop and express their understanding in a variety of ways.
Learning looks different at each stage and reflects learners’ individual strengths, needs, and learning styles. Teaching is differentiated to meet these individual traits, and learners are provided with various options for processing and demonstrating their learning.
Learners make the best progress toward their academic potential when they are challenged with high standards.
We expect the best of our students and hold them accountable to challenging standards of performance. They know what excellence looks like and what it takes to achieve it.
Learning requires meaningful feedback and reflection.
Teachers provide frequent oral and written feedback that informs and improves learning. Opportunities are provided for learners to think about how, what, and why they are learning, and to participate in peer and self-assessment.
Dialogue is a primary process through which we construct knowledge.
Building new understandings is often a social process. Teachers enable students to construct new ideas together through dialogue, and to use language as a tool for reasoning and inquiry.
Engaging students in inquiry with a focus on conceptual understanding fosters lifelong curiosity and depth of learning.
Our students are enlightened through questioning, and empowered through knowledge, understanding, skills, and attitudes to continue learning throughout their lives. They use their learning to take meaningful action in response to their own needs and the needs of others.
1.4 Academic programme
As an IB school, we follow the International Baccalaureate:
Primary Years Programme (PYP) in pre-kindergarten to grade 6
Middle Years Programme (MYP) in grades 7 to 10
Diploma Programme in grades 11 and 12 (commonly referred to as year 1 and 2)
International Baccalaureate programmes
Building on the inquiry-based IB philosophy, students are encouraged to question, discover and communicate through an interdisciplinary and integrated approach to learning. The combination of highly trained teachers, a challenging, yet flexible curriculum and an individual approach to learning, allows students to develop to their full potential. The end result is a quality education for the international student. The goals and philosophy of the three IB programmes are consistent. The MYP naturally follows the PYP, and it also serves as excellent preparation for the IB DP.
Visit My.CIS for schoolwide curriculum information, with further detailed information in your child’s My.CIS class pages.
If you have questions about our curriculum in the Primary Years Programme, Middle Years Programme or the Diploma Programme, or the Chinese component of our bilingual programme, please contact our Deputy Head of School (Curriculum), Mr Keith Bland, one of the coordinators on your child’s campus, or your child’s homeroom teacher/teacher advisor.
The International Baccalaureate (IB) learner profile
"The Learner Profile is central to all IB Programmes at CIS. “The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.”
(International Baccalaureate Organization, 2007)
These are qualities we hope will characterise all members of our school community. These traits are taught and modelled by our teachers and staff and are central to our evaluation of students’ progress.
However, for children to truly embrace these characteristics, they must also be role-modelled by the people most important in their lives – their parents. Please spend some time to become familiar with the Profile Traits. Parents are asked to reinforce these qualities and use the same language at home. You might choose to post this list in your home as a reminder of these 10 important traits.
IB learners strive to be:
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
Visit the IBO website for more information about the International Baccalaureate Programmes, please visit.
1.5 OUTDOOR LEARNING
Open Minds programme
In our Open Minds programme, primary students (grades 1 to 6) spend up to a week in a variety of real world settings. Investigation topics are linked to both our curriculum and the PYP units of inquiry. First-hand experience with artifacts, field experts, and opportunities to go behind the scenes create unique moments of extremely powerful hands-on, minds-on learning.
Learn more about Open Minds on this page of My.CIS or contact your child’s teacher or Open Minds coordinator.
Excursion week - grades 4 to 11
During excursion week, students in grades 4 to 11 travel to countries such as Singapore, Malaysia, Thailand, Laos, China, Vietnam, Cambodia and Canada with their teachers and peers. Distance travelled is commensurate with age, and excursion week provides students with a unique opportunity to develop a sense of independence, as well as an understanding of global issues, and other people and communities. Secondary excursions have a more concentrated focus on community outreach, and students participate in a range of activities including house building in Cambodia, planting friendship groves in Ladakh, and working with NGOs to help those in need.
Excursion information session details will be shared in the Week at a Glance newsletter, and information can be accessed from your child’s homeroom / advisory page.
1.6 Language acquisition
From junior kindergarten to grade 10, students specialise in either French, Chinese or Spanish (Lakeside only). Students will receive daily lessons (or equivalent) in the language chosen. View our language offerings and pathways on our website.
1.7 Student support services
English language learning/learning support
Participation in the appropriate support programme is mandatory if, after student assessment, CIS is of the view a student requires support through the English language learner (ELL) or learning support programmes.
Pastoral care and counselling
Pastoral care and counselling focus on building relationships that recognise the uniqueness of each individual. We incorporate strategies that support and guide each student. Read about our pastoral care and counselling programme.
1.8 Library services
The CIS library focuses on providing supportive services and programme collaboration. Global information literacy and literature that reflect our multicultural school community are integral to active, authentic life-long learning and inquiry.
Our library staff provide a wide variety of resources that are appropriate for the range of age and language abilities of our students, mindful of the diverse, multicultural population, and support the IB curriculum that is taught in our classrooms. The library is a changing and dynamic place and is an intrinsic part of the busy daily life of the CIS community.
Find information about accessing library services:
1.9 Digital literacy
As a Common Sense Digital Citizenship certified school, we educate students to use their devices safely and responsibly. Students must ensure the security of their devices at all times and the school will not accept responsibility for loss or damage to these often expensive items.
Read more about our One to World iPad programme and MacBook requirements on the digital literacy page of our website.
The use of devices such tablets and laptops is allowed as long as it supports the curriculum and is aligned with the IB learner profile. Read our digital literacy and digital citizenship policy.