Education is the kindling of a flame, not the filling of a vessel.
Our approach to teaching is centred on Socrates’s kindling of the flame. The old approach of students memorizing facts and then repeating them on tests is most impractical. A fifty dollar cell phone with a google search engine can easily do the same job. Our teachers focus on inquiry based teaching and on conceptual understanding. We seek an interactive classroom where students and teachers try to answer major questions. Furthermore, topics are developed and explored at both the local and global context.
Our teachers meet periodically to build the right team. They collaborate to set common goals and objectives, to teach topics across different grades and subjects. They understand that each student learns differently and they prepare their lessons to meet the needs of each learner. Finally, our teachers ensure that high standards are being met through formative and summative assessment. We don’t test students for their memory ability but rather for their understanding of concepts and ideas, for their ability to analyze and provide convincing academic arguments.
What our students learn
Our students are thinkers who can communicate their ideas. Even the best ideas are of little use if a student can’t communicate them to others. They must be able to write persuasive, concise essays. They must be able to present a laboratory report, an art portfolio, a dance presentation, an oral commentary, an oral discussion in a second or third language and, most challenging of all, present a 4,000 word research paper known as the Extended Essay.
Our learners have social skills. They understand the importance of reflecting on their personal growth. They also care about their communities and are service providers and learners. Most important of all, our learners can self-manage a well-balanced programme. They are academically self-disciplined which prepares them well for university and higher education learning. In brief, they are life-long learners.