|
Welcome. for our current families, I hope that this site can be your number #1 stop for up-to-date information on what is happening at the school as well as a place to find information about policies and procedures for almost everything that we do. If there is something that you are looking for and can’t find here, please don’t hesitate to tell me in order for us to make the AISL website as comprehensive and transparent as possible. For our prospective students and parents, we hope this site gives you an idea of the student-centered culture that comes through everything that we do.
This includes learning with integrity, caring for human kind, and working one’s hardest no matter the endeavor: academics, sports, community service, leadership and beyond.
Moreover, we hope you get an impression of the amount of fun we Leopards have at school. Our host country is a dynamic place where smiles and laughter are the signature of its people. AISL is a reflection of the Zambian zest for life. Our high quality instruction and learning is exciting and infused with authenticity.
|
Vertical Divider
Meet the Leadership Team
|
In Focus...
Curriculum
Subject Summaries
Advisory Program
Assessment & Examinations
University & Career Guidance
Handbooks
Curriculum
Middle Years Programme
Diploma Programme
High School Diploma
Career Related Programme
Middle Years Programme
The Middle Years Programme serves as a framework for our curriculum here at AISL. You will find more specific information regarding subjects offered within the MYP Guides.
What is the IB Middle Years Programme?
The MYP is designed for students aged 11 to 16. It provides a framework of learning which encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and to the real world. It fosters the development of skills for communication, intercultural understanding and global engagement, essential qualities for young people who are becoming global leaders. The MYP is flexible enough to accommodate the demands of most national or local curricula. It builds upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares students to meet the academic challenges of the IB Diploma Programme and the IB Career-related Certificate (IBCC).
The IB Middle Years Programme
The MYP holistically addresses students’ intellectual, social, emotional and physical well-being. It provides students opportunities to develop the knowledge, attitudes, and skills they need in order to manage complexity and take responsible action for the future. It ensures breadth and depth of knowledge and understanding through the study of eight subject areas and requires the study of at least two languages to support students in understanding their own culture and that of others. The MYP empowers students to participate in service with the community and helps to prepare students for further education, the workplace and a lifetime of learning. The Personal Project provides the opportunity for students to undertake an independent project through the focus of a global context.
The Curriculum
The IB Middle Years Programme consists of eight subject groups integrated through five interactive areas providing global contexts for learning. Students are required to study two at least two languages (as part of their multilingual profile), humanities, sciences, mathematics, arts, physical education and technology. In their final year of MYP, students choose an independent Personal Project to demonstrate their skills and understanding of the programme.
For further information about the programme, please access the IBO directly.
What is the IB Middle Years Programme?
The MYP is designed for students aged 11 to 16. It provides a framework of learning which encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and to the real world. It fosters the development of skills for communication, intercultural understanding and global engagement, essential qualities for young people who are becoming global leaders. The MYP is flexible enough to accommodate the demands of most national or local curricula. It builds upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares students to meet the academic challenges of the IB Diploma Programme and the IB Career-related Certificate (IBCC).
The IB Middle Years Programme
The MYP holistically addresses students’ intellectual, social, emotional and physical well-being. It provides students opportunities to develop the knowledge, attitudes, and skills they need in order to manage complexity and take responsible action for the future. It ensures breadth and depth of knowledge and understanding through the study of eight subject areas and requires the study of at least two languages to support students in understanding their own culture and that of others. The MYP empowers students to participate in service with the community and helps to prepare students for further education, the workplace and a lifetime of learning. The Personal Project provides the opportunity for students to undertake an independent project through the focus of a global context.
The Curriculum
The IB Middle Years Programme consists of eight subject groups integrated through five interactive areas providing global contexts for learning. Students are required to study two at least two languages (as part of their multilingual profile), humanities, sciences, mathematics, arts, physical education and technology. In their final year of MYP, students choose an independent Personal Project to demonstrate their skills and understanding of the programme.
For further information about the programme, please access the IBO directly.
Diploma Programme
The Diploma Programme: preparing students for success in higher education and life in a global society.
The IB Diploma Programme (DP) is an academically challenging and balanced program of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme has gained recognition and respect from the world’s leading universities.
The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly global society as they:
The curriculum
IB Diploma Programme students must choose one subject from each of five groups (1 to 5), ensuring breadth of knowledge and understanding in their best language, additional language(s), the social sciences, the experimental sciences and mathematics. Student may choose either an arts subject from group 6, or a second subject from groups 1 to 5.
The Diploma Programme Core
The Extended Essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students to focus on a topic of global significance which they examine through the lens of at least two DP subjects.
Theory of Knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.
Creativity, Action, Service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Program. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for a new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.
The IB Diploma Programme (DP) is an academically challenging and balanced program of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme has gained recognition and respect from the world’s leading universities.
The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly global society as they:
- develop physically, intellectually, emotionally and ethically
- acquire breadth and depth of knowledge and understanding, studying courses from 6 subject groups
- develop the skills and a positive attitude toward learning that will prepare them for higher education
- study at least two languages and increase understanding of cultures, including their own
- make connections across traditional academic disciplines and explore the nature of knowledge through the program’s unique theory of knowledge course
- undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the extended essay
- enhance their personal and interpersonal development through creativity, action and service
The curriculum
IB Diploma Programme students must choose one subject from each of five groups (1 to 5), ensuring breadth of knowledge and understanding in their best language, additional language(s), the social sciences, the experimental sciences and mathematics. Student may choose either an arts subject from group 6, or a second subject from groups 1 to 5.
The Diploma Programme Core
The Extended Essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students to focus on a topic of global significance which they examine through the lens of at least two DP subjects.
Theory of Knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.
Creativity, Action, Service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Program. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for a new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.
High School Diploma
|
To obtain the AISL High School Diploma, students must successfully complete a balanced educational high school course of study, Grades 9 to 12, and must attend AISL for at least the entire Grade 12 year and fulfill the following requirements:
Students transferring from other schools will be rewarded credits after their previous school record has been evaluated.
Every effort will be made to accommodate the fact that students can have very different educational backgrounds and/or future plans. 
|
| ||||||||||||||||||||||||
Career Related Programme
|
"This year I undertook the new internship program that has been developed at AISL. When signing up for this program I did not realise the impact that it would have on me and the lessons that it has taught me. I learned about what it's like to have a commitment that is not school or sports related and how to arrange and manage my time every week. For this experience, I can take away ideas of what I would like to do in later life. This program is a great way to explore possible opportunities while also having guidance and support." |
Subject Summaries
Language & Literature
Language Acquisition
Individuals & Society
Mathematics
Sciences
Design
The Arts
Physical Health Education
Language & Literature
|
Language Arts instruction at AISL is based upon the principle that the use of authentic texts and the application of language in non-artificial situations yields students who can write honestly and clearly; and respond to literature in a personal and critical fashion. Language Arts is taught using a spiraling curriculum in which skills are introduced and consistently reinforced throughout different year groups. Attention is given to the writing process, which involves the five stages of prewriting, drafting, revising, editing and publishing. Great emphasis is placed on ‘student centered’ or ‘active’ learning and students are required to take an active part in their own assessment in the form of regular self-appraisals. Students study five genres throughout the year: novel, short story, drama, poetry and non-fiction, and media. The program is coordinated with other disciplines and the Global Contexts.
|
|
Language Acquisition
Language Acquisition is understood to be an additional language learned at school. Learning of an additional language expands students’ cognitive and analytical abilities. The Language Acquisition program at AISL also aims to encourage an appreciation of other cultures and to increase the possibilities for students to communicate beyond their own language(-s) and culture(-s). Language Acquisition students of MYP must study the same additional language in each year of the MYP, or achieve a satisfactory proficiency in phase 4, in order to transfer to another language. Native speakers or functional bilinguals of either French or Spanish are not eligible to pursue those and will therefore, automatically, be enrolled in the other whenever this is detected or determined by the Language Acquisition Department. A functional bilingual at AISL is, to all effects, a student whose proficiency in the language matches all objectives considered for end of Phase 4 in MYP. Phases 5 & 6 are not offered at AISL.
|
|
French
Spanish
|
Individuals & Society
The Individuals and Societies subject group encompasses geography and history. They are linked through a common approach to the global context and by having common assessment criteria. Other naturally occurring links, for example the same region or country studied from both a geographical and an historical perspective, or the impact of geographical factors on history, are important features of Individuals and Societies. Throughout the course, the fundamental concepts of time, cause and consequence, continuity and change, and similarity and difference will be developed and facilitated through a thematic and/or a chronological approach to the teaching of Individuals and Societies.
Mathematics
The aim of the Grade 6 – 10 Mathematics curriculum is to help students develop mathematical knowledge, understanding, and skills, as well as awareness and appreciation of the powerful connections that link mathematics to other disciplines. The framework of Mathematics from Grade 6 through to Grade 10 consists of the study of the five main branches of Mathematics: numbers, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics. Each year, the students will build on and extend their knowledge in each of these areas. The teaching techniques and strategies applied in the classroom encourage students to use tools, resources, procedures and relationships of mathematics to effectively deal with problems in both familiar and unfamiliar situations.
Sciences
The aims, objectives, and framework of MYP Sciences are designed to promote Science as a cooperative venture between individuals and among the international community, as an activity that is constantly evolving and which is influenced by its social, economic, technological, political, ethical and cultural surroundings. MYP Science comprises the traditional subjects of biology, chemistry, and physics, as well as topics, concepts and issues from other branches of science, such as earth science, health science, and environmental science. Student work is comprised of three components: essays that allow students to research and write about an application of science, reports on laboratory investigations, and traditional quizzes and tests. Much attention is given to scientific writing and scientific investigation in an atmosphere of hands-on, minds-on learning, as well as to the more traditional mastery of scientific concepts through tests. Students are also encouraged to use technology in their study of science, allowing them to see the relevance of science to the real world and assisting students in the clarification and extension of their ideas.
|
|
|
Design
Inquiry and problem-solving are at the heart of MYP Design. The design cycle provides the methodology used to structure inquiry and analysis of problem, the development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution, ensuring that the focus is on the entire design process rather than the final product/solution. A solution can be defined as a model, prototype, product or system that students have developed and created.
MYP Design challenges all students to:
MYP Design challenges all students to:
- Apply practical and creative thinking skills to solve design problems,
- Explore the role of design in both historical and contemporary contexts
- Be aware of their responsibilities when making design decisions and taking action.
|
|
|
The Arts
Students learn how to communicate and express themselves through visual arts, music and drama. The Arts foster critical higher levels of thinking that carry over to learning other subjects and in life. Students build self-esteem and awareness while learning to think creatively
|
Visual Arts
In the visual arts program, students learn techniques for drawing, painting, printmaking, sculpture, photography and ceramics. In addition, students learn about social commentary and art history to inform their own artwork. Students develop visual awareness through critiques of their own art and the art of others. Students exhibit their art at least once per semester in grades 6-10. |
Music
The music program explores the expression and creation of music using voice and some instruments including keyboard, recorder, percussion, guitar and xylophone. Students in Grades 6-8 may opt to participate in a general music class that has either a band or choir focus. Students develop critical listening skills, knowledge and understanding of music theory, and an understanding of the cultural context of different types of music in order to become well-rounded musicians. Students work in groups, while developing individual talents as this allows students to encourage the development of skills of their peers. Students are provided with multiple performance opportunities to a variety of audiences. Participation in an evening performance, MYP Music Night, is required for all students.
The music program explores the expression and creation of music using voice and some instruments including keyboard, recorder, percussion, guitar and xylophone. Students in Grades 6-8 may opt to participate in a general music class that has either a band or choir focus. Students develop critical listening skills, knowledge and understanding of music theory, and an understanding of the cultural context of different types of music in order to become well-rounded musicians. Students work in groups, while developing individual talents as this allows students to encourage the development of skills of their peers. Students are provided with multiple performance opportunities to a variety of audiences. Participation in an evening performance, MYP Music Night, is required for all students.
|
Drama
Students work collaboratively to learn the craft but, more importantly, to learn about their own strengths and their ever-changing role inside the group. Students have plenty of opportunity to participate in dramatic productions several times a year, either as an actor or by being involved in lighting, sets, and sound. |
|
|
|
Physical Health Education
|
We offer a wide range of activities in the Physical Health Education program to develop positive attitudes toward health and fitness and to develop skills that apply to a wide range of sporting activities both within and outside the school environment. Developing effective teamwork skills is a fundamental aspect of Physical Health Education.
Our after-school program offers a wide range of outdoor and indoor activities and we encourage students to participate in at least two outdoor/team sports or activities per year as we believe that a healthy body goes hand in hand with a healthy mind. |
|
To view the AISL course syllabi please visit the parent portal
Advisory Program
Assessment & Examinations
Overview
Standardized Testing
Personal Project
Testing Center
Overview
Assessment is the gathering and analyzing of information about student progress and performance as well as program effectiveness. It identifies what students know, understand, and can do at different stages in the learning process. Assessment is integral and crucial to the curriculum and to all teaching and learning. It is the means by which we analyze student learning and the effectiveness of planning, teaching and learning.
At AISL, effective assessment:
AISL is committed to the process of assessment in order to:
IB assessment standards are consistent around the world. In order to maintain the rigor for which the IB is renowned, the assessment model is criterion-related. Teachers structure varied and valid assessment tasks so that students can demonstrate achievement according to objectives defined by the IB. Tasks are assessed against established criteria, not against the work of other students.
At AISL, effective assessment:
- Improves and encourages student learning by providing effective feedback on the learning process and outcomes.
- Informs planning and teaching.
- Is a tool to collect evidence of student understanding, knowledge and skills.
- Is a continuous, on-going process.
- Is directly related to learning outcomes/curriculum standards.
- Has clear criteria that are known and understood in advance.
- Involves frequent opportunities for students to be assessed in authentic contexts.
- Is rigorous and relevant.
- Engages students in reflection on their learning.
- Is differentiated by learning needs, for example level of English, cultural background and learning style.
- Provides opportunity for peer feedback and self-reflection.
AISL is committed to the process of assessment in order to:
- Enhance the learning of the students.
- Monitor the progress of individual student learning and achievement.
- Determine the effectiveness of teaching.
- Inform curriculum review.
- Help evaluate suitability of programs and courses.
- Inform others of student progress and performance, including students, teachers, parents, other schools, and colleges/universities.
IB assessment standards are consistent around the world. In order to maintain the rigor for which the IB is renowned, the assessment model is criterion-related. Teachers structure varied and valid assessment tasks so that students can demonstrate achievement according to objectives defined by the IB. Tasks are assessed against established criteria, not against the work of other students.
Additional Assessment Practices MYP Grades 6 through to 10:
The assessment of students within the MYP takes place on a continuous basis in relation to a number of skills defined by the IB. The award of final grades at the end of Grade 10 will be based on this continuous assessment carried out by the school.
- Assessment is a continuous process and is designed to address the MYP objectives in each of the eight subject groups and the Personal Project, according to the criterion-related approach.
- Grades 6-10 use or modify the IB’s published assessment criteria, as appropriate.
- Assessment criteria in rubric format are presented to the students with the task instructions prior to starting the task.
- Judgments of each student’s performance against the assessment criteria are recorded.
- Mid-semester, end-of-semester, and end-of-year subject-specific levels of achievement are not weighted/averaged, but reflect the level of performance of the student at the time of reporting, in terms of the level descriptor, using the ‘best-fit’ approach.
- Internal standardization work within subject groups must take place.
The assessment of students within the MYP takes place on a continuous basis in relation to a number of skills defined by the IB. The award of final grades at the end of Grade 10 will be based on this continuous assessment carried out by the school.
Standardized Testing
Measure of Academic Progress (MAP) Test
Standardized tests are designed to give a common measure of students' performance. Because large numbers of students take the same test, they give educators a common yardstick or standard of measure. AISL uses standardized tests results to:
Standardized tests are designed to give a common measure of students' performance. Because large numbers of students take the same test, they give educators a common yardstick or standard of measure. AISL uses standardized tests results to:
- Acquire a picture or snapshot of the skills and abilities of an individual student or a group of students.
- Inform curriculum and instruction.
- Evaluate the effectiveness of programs.
- Measure how well our students perform in relation to students who attend other like schools or other students around the world.
Personal Project
The Personal Project is a large-scale project produced by the student over an extended period in Grade 10, the final year of the MYP. It is the product of the student’s own initiative and creativity and must reflect a global context and the application of skills acquired through the MYP’s Approaches to Learning. The Personal Project consists of three components that together are assessed as a core subject, as described below.
Personal project component |
How it is assessed |
Focus on topic leading towards a product/outcome |
Evident in the presentation/report |
Process Journal |
A selection of extracts added as appendices in to the report |
Report |
The content of the report assessed using all four criteria |
Successful completion of the Personal Project is required for entrance into the IB Diploma Programme
Testing Center
AISL is a registered test center for SAT (Standardized Achievement Test) and ACT (American College Test). The results of one or both of these tests are required by most colleges and universities in the US and some other countries.
The PSAT (Preliminary Standardized Achievement Test) is taken by all students in Grade 11 in October. This test provides information about achievement, helps students to prepare for the SAT, and may provide access to merit-based scholarships.
The SSAT (Secondary School Achievement Test) is required by some secondary schools in the US before an application will be considered. If required, the test can be taken at AISL. The college counselor will arrange for testing on request.
The PSAT (Preliminary Standardized Achievement Test) is taken by all students in Grade 11 in October. This test provides information about achievement, helps students to prepare for the SAT, and may provide access to merit-based scholarships.
The SSAT (Secondary School Achievement Test) is required by some secondary schools in the US before an application will be considered. If required, the test can be taken at AISL. The college counselor will arrange for testing on request.
University & Career Guidance
AISL provides students with a university and career guidance program. In Grade 10, students attend a retreat and are interviewed and advised by the High School Counselor and the IB Diploma Coordinator on choosing the appropriate IB or High School program and subjects for Grades 11 and 12. The counselor meets with all students and their parents to guide them through the university application process or to explore other post-secondary opportunities. Meetings generally begin to take place from Grade 10 onwards. Some university information is presented in a group format during evening presentations, PSE classes, and university representative visits.
More specifically, AISL provides the following university preparation and career guidance support:
- Grade 11 and 12 program and course selection (with the IB DP Coordinator)
- Introduction to international university admissions processes
- Parent information sessions concerning international university admissions processes and transitioning to university
- Career assessment
- SAT/ACT prepration
- Personality & strengths inventories
- University exploration
- Scholarship search
- Coordinating university admission representative visits to AISL campus
- Personal statement/ Essay writing
- Curriculum Vitae (Resumé) and Letter of Intent writing
- Assistance with obtaining letters of recommendation
- One-on-one parent meetings to discuss the application process
- One-on-one student meetings throughout the exploration and application process
- Transcript requests for university applications
- Assistance with financial aid applications
- Mailing or uploading application materials at specified times
- College test requirement advice
- Student study visa advice
- Transition to university activities and information
- Assistance with GAP year decisions
Handbooks
AISL Diploma Programme Handbook 2018-2020
|
Academic Honesty in the IB Diploma Programme Handbook
|
Secondary News & Events
|
|
|
Office Hours: Monday - Thursday: 07:15 - 15:45 / Friday: 07:15 - 14:30
|
|
