An Introductory Guide for Students and Parents

8/2/2019 An Introductory Guide for Students and Parents

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An Introductory Guide for Students and Parents

Table of Contents

ISB Mission Statement 4

ISB Vision Statement 4

History 5

Accreditation 6

ISB Curriculum Model 7

Primary Years Program (PYP) 7

Middle Years Program (MYP) 9

Diploma Program (DP) 10

DP Creativity, Activity, Service (CAS) 11

MYP Service as Action 12

Technology at ISB 12

Counseling 14

Special Needs 16

English as an Additional Language (EAL) 17

Language Acquisition 17

Serbian Mother Tongue Program / After-School Mother Tongue Program 19

Fine Arts 19

ISB Health Services 20

After School Activities (ASA) / CEESA Activities 20

ISB Parent Teacher Student Association (PTSA) 22

Statistics on ISB Faculty 23


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Dear Students and Parents,

Welcome to The International School of Belgrade (ISB), where opportunities for academic excellence,

artistic expression, and international understanding are accessible for every student. Our challenging and

diverse programs offer a quality international education with a global perspective. ISB relies on innovative

and best instructional practice to ensure we address the varying learning styles of our students.

From PreKindergarten through Grade 12, ISB caters to a student population that represents over forty

nationalities. Our professional faculty and support staff are proud to serve such a multi-cultural student

body. Like all quality international schools, ISB is accredited by educational agencies: the New England

Association of Schools and Colleges and the Council of International Schools. We are also authorized by the

Serbian Ministry of Education, Science and Technological Development. Our dynamic curriculum follows

the highly regarded programs of the International Baccalaureate (IB) Organization at all levels: Primary

Years Program (PYP), Middle Years Program (MYP) and Diploma Program (DP). As a fully authorized IB

World School, our students learn to implement change with compassion and creativity in a complex global

environment.

Since 1948 we have provided a quality education to the international community in Belgrade, and our

parents have been vital partners since our inception. We appreciate the fact that they entrust us with the

care of their children. We communicate regularly and openly with our school community members while

taking ongoing steps towards improvement, and we will continue to do so in the months and years ahead.

Finally, we are fortunate to be working in partnership with the ISB Board of Trustees; our board members

unselfishly give of their time and talents towards continuous improvement of programs and services for all

our children. It is truly an honor to be a part of this vibrant and caring community which has a clear mission:

ISB is a collaborative learning community that inspires and empowers its members to discover their passions to

be global innovators.

Sincerely,

Rob Risch, Ed. D.

Director

The International School of Belgrade


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ISB Mission Statement

ISB is a collaborative learning community that inspires and empowers its members to discover their

passions to be global innovators.

ISB Vision Statement

We aspire to challenge and empower students through living the IB learner profile.

To achieve our mission, we embrace the valuesof:

Empathy We understand the impact of our words and actions and act with compassion towards ourcommunity members.

Integrity We conduct ourselves in ways that bring honor to ourselves, our school and the community.

Respect We demonstrate respect for the person and property of ourselves and others.

Responsibility We are responsible for our behavior as well as for contributing to a healthy and safe

learning environment.

Parameters for Decision-Making

The best interests of our students and their diverse needs are always at the center of our decisions.

We strive always to ensure safe, supportive, and healthy environments conducive to learning.

We strive always to provide a broad, balanced, high-quality educational program, which includes

visual and performing arts as well as athletics.

No program or service is introduced unless it is consistent with the strategic plan, the benefits justify

the cost, and provisions are made for professional development and program evaluation.

No program or service is retained unless it continues to make an optimal contribution to the mission

and its benefits continue to justify cost.

We remain committed to areas of strength while addressing areas of weakness.

We do not tolerate behavior that demeans or is disrespectful of any individual or group.

We actively encourage family involvement in the life of the school.

We promote collaboration and team building across the school.

We balance our need for innovation with respect for our traditions.


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History

Founded in 1948 by the wife of the British Ambassador, Lady Peake, the Foreign Colony School was housed

in two rented rooms at the American Mission. One staff member, assisted by parents, taught elementary

children using British texts. The wife of the American Ambassador became the first chairperson of the

School Board in 1949.

During the 1950s, the School grew to be a K-8 school using American Forces teaching manuals. In 1952, the

name was changed to The International School of Belgrade.

In 1957, ISB moved to its present Lower School residential location. The Main Villa was remodeled and

additional buildings were constructed on the beautiful grounds. Enrollment fluctuated considerably,reflecting the population of the diplomatic community, the establishment of other foreign national schools

in Belgrade, and the political and economic situation in the former Yugoslavia.

In 1962, the School began to receive yearly United States Government financial grants enabling the

recruitment of overseas-hired teachers and the opportunity for long-term teachers to attend courses at

U.S. universities. From 1966 through 2000, the School was associated with the Pittsford, New York School

District in a School-to-School program, which included resources, information, and teacher exchange. ISB

also became associated with the European Council of International Schools and the Central and Eastern

European School Association.

ISB was accredited in 1981 by the New England Association of Schools and Colleges and the EuropeanCouncil of International Schools. In July 2011, ISB received re-accreditation status from the Council of

International Schools, the International Baccalaureate Organization, and the New England Association of

Schools and Colleges for an additional ten years.

In the spring of 2003, ISB inaugurated the opening of the Upper School campus for students in Grades 6

through 12. In the fall of 2005, to cater for an expanding middle school student population, the middle

school was located on a newly renovated third campus within walking distance of the other two campuses.

In December 2011, ISB had a ribbon-cutting ceremony marking the opening of its new middle school and

gymnasium. Students occupied the new middle school in January 2012 effectively closing the old middle

school located at Sanje Zivanovica 15.

Thousands of children have passed through the ISB threshold of knowledge since its inception. The future

looks bright, not only for The International School of Belgrade, but also for the country as a whole.


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Accreditation

The International School of Belgrade is accredited by the Council of International Schools (CIS), New

England Association of Schools and Colleges (NEASC), and authorized by the International Baccalaureate

Organization (IBO), and the Serbian Ministry of Education, Science and Technological Development.

Accreditation is a process through which a school is regularly measured against external standards of

quality determined by the accrediting agencies. The accreditation process has long been recognized in the

United States and in international school circles as a highly effective means of initiating and maintaining

school improvement and demonstrating adherence to a set of publicly stated standards. (The Guide to

School Evaluation and Accreditation, Eighth Edition (Version 8.2), CIS). The CIS and NEASC methods of

accreditation work in tandem to focus on a schools mission and vision as the impetus for continued school

improvement. The Goals of the CIS/NEASC Accreditation Process

The Goals of the CIS / NEASC Accreditation Process

According to the accreditation guides from CIS and NEASC, the overall aims of the School Evaluation and

Accreditation Process, are:

to encourage school improvement and to foster excellence through on-going self-study and peer

review

to award recognition to those schools that provide an educational program of high quality which is

based upon a clearly defined Philosophy and Objectives, suitable for their unique school population,

and which meets the demanding standards drawn up by CIS

The cycle of accreditation is a five-year process which begins with a thorough self-study conducted by all

members of the school community. A team made up of colleagues from other NEASC/CIS member schools

visits the school to review its self-study report results.


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The PYP Curriculum Model

Teachers and students are guided by six transdisciplinary themes as they design curricular units for inquiry

and study. Students explore subject areas through these themes, often in ways that transcend conventional

subject boundaries. In the process, they develop an understanding of important concepts, acquire essential

skills and knowledge, develop particular attitudes, and learn to take socially responsible action.

The PYP is made up of the following five essential elements:

Concepts

Transdisciplinary skills

Attitudes

Action

Knowledge

Concepts

Eight fundamental concepts, expressed as key questions, propel the process of inquiry and help to

encourage a transdisciplinary perspective.

The concepts are the following:

Form: What is it like?

Function: How does it work?

Causation: Why is it like it is?

Change: How is it changing?

Connection: How is it connected to other things?

Perspective: What are the points of view?

Responsibility: What is our responsibility?

Reflection: How do we know?

Transdisciplinary Skills

Five categories of skills are developed through structured inquiry. These are: thinking, communication,

social, research and self-management skills. These skills are applied and practiced across the curriculum for

a variety of purposes.

Attitudes

The program promotes and fosters a set of attitudes that include tolerance, respect, integrity, independence,

enthusiasm, empathy, curiosity, creativity, cooperation, confidence, commitment and appreciation.

Action

Students are encouraged to reflect, make informed choices, and take action that may impact their peers,school, wider community and/or the environment.


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Knowledge

The Primary Years Program identifies a body of significant knowledge relevant for all students in six

principal subject areas: language arts; social studies; mathematics; science; the arts; and personal, social

and physical education. The school uses the Program of Inquiry and stand-alone subjects as the context in

which to develop and acquire subject content and skills.

The aim of all IB programs 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.

Middle Years Program (MYP)

The IB MYP offered at ISB covers Grades 6, 7 and 8 at the Middle School, and Grades 9 and 10 at the High

School. The IB MYP is the natural continuation after the IB Primary Years Program, and is an excellent

preparation for the IB Diploma Program.

The curriculum taught within the MYP is a well-balanced, student-centered, international curriculum

which includes teaching of eight subject groups, makes valid connections in traditional subjects with

the real world through the five Areas of Interaction, and focuses on the development of the IB Learner

Profile. The curriculum combines academic rigor with important skills and attitudes appropriate for the

challenges of the 21st century through teaching various Approaches to Learning. The purpose of teaching

these important skills is to enable students to be metacognitive at the end of the final MYP year, and well

prepared for the DP Theory of Knowledge.

The philosophy of the MYP encompasses three fundamental concepts:

1. Holistic Education: The MYP requires schools to offer traditional subject groups, but to organize learning


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in such a way that students understand connections between subjects through interdisciplinary

teaching and learning and the development of Approaches to Learning skills.

2. Intercultural Awareness: Because this concept is gaining in importance every day, the MYP focuses on

developing students attitudes and knowledge about their own identity and culture and that of others.

It fosters tolerance and respect, develops empathy and understanding, and acknowledges and accepts

differences in appearance, habits, beliefs and opinions.

3. Communication: The MYP considers communication fundamental for learning; most important is a

command of ones own language along with learning foreign languages. Multiple languages extend

linguistic competence and an appreciation of different cultures and traditions. This concept extends

students inquiry and understanding, provides for reflection and encourages multiple forms of

expression, both verbal and non-verbal. Additionally, good communication will help students become

active listeners and participate more fully in the exchange of ideas.

ISB students display in their everyday school life the philosophy of the MYP and the attributes of the IB

Learner Profile. They create, produce, and actively participate in a variety of school activities: Visual Arts,Dramatic Productions, Community Service, Athletics, Student Council, Knowledge Bowl, Speech & Debate,

and Excursions. Interdisciplinary units allow students to analyze and synthesize the curriculum into

performance based outcomes.

Diploma Program (DP)

ISB is an international school serving a varied, multicultural community of students and teachers and offers

the International Baccalaureate Diploma Program for all students in Grades 11 and 12. ISB has been an

authorized Diploma Program school since April, 2005.

The IBO describes the DP as a comprehensive and challenging pre-university course that demands the bestfrom both motivated students and teachers.

Typically, diploma holders are ready to debate real-world issues from an international perspective and


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to provide leadership and support in the local and global community. They demonstrate a capacity for

in-depth study while maintaining a broad perspective of the different subject areas. They are able to ask

challenging questions but also know how to research a topic and express their opinion. They have a strong

sense of their own culture and identity, as well as the ability to communicate in two or more languages

with people who have a different perspective of the world.

To become successful candidates for the full IB Diploma - recognized and valued by competitive universities

worldwide - students must take six courses, three at the Higher Level and three at the Standard Level.

Diploma Program courses are offered in six subject areas and take two years to complete. In May of their

senior year, ISB students sit for IBO external examinations.

DP Creativity, Activity, Service (CAS)

The Creativity, Activity, Service (CAS) component is a fundamental part of the IB Diploma Program and places

emphasis on the importance of life outside the world of scholarship, providing a refreshing counterbalanceto academic studies. Through organizing, carrying out and reflecting on the CAS experiences and projects,

students are challenged to step out of their comfort zone in order to develop a spirit of open-mindedness

and discovery.

Balanced creativity, activity and service experiences provide valuable opportunities for students to

engage with local and international non-government organizations, which opens doors to students as

they develop their interests. Moreover, students learn how to take initiative, as they become aware of the

humanitarian issues across the world, awakening compassion and caring in them as well as allowing them

to learn through service.

Simply put, our students become responsible, caring and innovative citizens of the world. Some of theactivities that take place through and beyond the CAS program are: Big Brother/Big Sister Program with the

Drinka Pavlovic Home for Children without Parental Care, Gardening Workshops at the Vocational High

School, Refugee Relief Aid, Senior Citizens Computer and Art Classes with Bread of Life, Homework Help for

children from marginalized families with the Center for Youth Integration.


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MYP Service as Action

Service and Action is a concept that has replaced Community and Service in the MYP program as of the

2014/2015 school year. Nevertheless, the essence of the program has maintained the emphasis on the

students interaction and service work within the community on the local and global levels. This Area of

Interaction focuses on developing the following outcomes in our students:

Feeling empathy towards others

Making small-scale changes to their behavior

Undertaking larger and more significant projects

Acting on their own

Acting collaboratively

Taking physical action

Suggesting modifications to an existing system to the benefit of all involved

Lobbying people in more influential positions to act

Grade-based community service projects are organized 2-3 times per year where students as a class are

focused on helping out a particular group or cause. Students are also encouraged to initiate activities

independently.

Technology at ISB

ISB recognizes the importance of authentically integrated technology in our learning environments.

Our technology program aims to provide students and staff with the necessary skills to meaningfully

incorporate technology in their endeavors. Information and communication technology, rather than beingviewed as separate subjects, are interwoven into all aspects of the K-12 curriculum. IT is a part of many

MYP and DP units and nearly every PYP unit. In addition to developing digital skills and habits for learning

and teaching in the classroom, teachers at the Lower School can also sign-up for computer lab time based

on the needs of their unit. The ISB Tech department has an IT Director, a full-time IT Specialist/Information

System Manager and two IT Technicians.


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Lower School

Grades 3 5 are equipped with laptop carts and each of the 3 carts is equipped with 18 laptops located

in homeroom classrooms. Grades PreK - Grade 2 have access to small laptop hubs (4-5 laptops) located in

their homeroom classrooms. In addition to this ISB has an iPad program and as part of this Lower School is

using two iPad carts with 40 iPads in total, which are available for our students on a checkout basis.

At the beginning of the 2014/2015 school year a completely new robust wireless infrastructure was installed

at the Lower School campus to meet the growing demand of mobile device users. The redesigned LS Library

has grown into a Media Lab, which offers 18 desktop computers for student research. Classroom teachers

each have a wireless laptop and all classrooms are equipped with ceiling mounted projectors and screens.

In addition, all classrooms have Apple TV devices for iPad and laptop wireless presentation features. The

Lower School also has several checkout document cameras, digital cameras, and HD digital camcorders for

teacher and student use. The Lower School utilizes high-quality educational software suitable for various

learning needs which are increasingly falling under the Web 2.0 banner.

Upper School

In the 2010/2011 school year, ISB adopted and implemented a 1:1 Laptop program at the Upper School.

As part of the 1:1 Laptop program the Upper School campus has been equipped with a robust wireless

infrastructure and ISB has regularly upgraded the fiber-optic Internet connection to meet the increased

bandwidth demand. As of SY 2016/2017 ISB is moving from the 1:1 Laptop program to the BYOL (Bring

your own laptop) scheme. The schools IT systems and infrastructure have been developed to be robust

enough to manage this more flexible approach.

In addition to this ISB has an iPad program and as part of this the Upper School is using one iPad cart with

10 iPads which are available for our students on a checkout basis. The Media Lab (Library) has 6 powerful

27 Apple iMacs which provide our students access to professional tools for video/photography, sound

editing and other OS platform environments, in addition to the traditional MS Windows based ones.

All teachers have a wireless laptop and all Upper School classrooms are equipped with ceiling mounted

projectors and screens. As in the Lower School, all classrooms have Apple TV devices for iPad and laptop

wireless presentation features. The Upper School also has several document cameras, classroom clickers

for interactive work with students, digital cameras, and HD digital camcorders for teacher and student use.

General

ISB educators have integrated the Moodle Learning Management System (LMS) into teaching and learning

from Grades K-12. ISBs branding of this open source LMS is Moodlic. The use and interaction of Moodlic

by teachers and learners naturally varies through the grades. This online LMS provides the convenience,

accessibility, and organizational ability inherent in a web-based platform. The teacher-created pages hosted

inside our password-protected LMS allow for the safe display of lesson schedules, curricular expectations,

course layouts, educational resources etc., alongside components requiring student interaction and the

co-creation of knowledge.

As part of the internet connection infrastructure ISB has an Internet filtering/monitoring system which

prevents students from visiting inappropriate websites. ISB has a modern follow-me-print system whereall students and faculty can easily release their print and copy jobs with their ID Cards on multi-functional

printing devices available in all areas of both the Lower and Upper School. In addition to the up to date


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educational Tech infrastructure, ISB has a state of the art security system with an IP based CCTV system,

2-way PA system in each room and a chip based locking system. All of the systems mentioned ensure

that ISB students have easy access to modern educational technology and at the same time a secure

environment for their learning.

Students today are well adapted to using digital technology for entertaining themselves and

communicating with friends. Although these skills are increasingly being leveraged to educate our youth,

there are a multitude of digital applications that must be learned to remain technologically literate in the

21st-century. The Upper School 1:1 Laptop Program and BYOL reflect ISBs commitment to fostering this

goal. The authentic use of technology in our classrooms will not only augment learning in all subject areas,

it will prepare our learners with the digital skills and habits needed to be successful participants in a world

of rapid change.

Counseling

Lower School Counseling (Pre-K - Grade 5):

Children at ISB are continuously encouraged to look through the Primary Years Program (PYP) lens of

inquiry to discover how to make thoughtful decisions that impact their well-being, their social relationships

and their interactions with the natural world. When children struggle or encounter social and academic

difficulties, the Lower School uses a team and solution-focused approach to apply useful strategies that

address concerns and sets learners to success. The Lower School Counselor is an active and important

member of this team.

The Lower School Counselor is an advocate for all learners and works to establish conditions within the

school that enhance every aspect of a childs performance. For example, students learn to develop social skills

through counselor guided classroom workshops that encourage students to become active participants in

creating a healthy and safe learning environment. Depending on the need, students may also participate in

group or individual counseling, as well as their family being invited to work collaboratively towards child-

focused goal.

Middle School Counseling (Grade 6 - Grade 8):

The Middle School Counselor provides students with assistance in the areas of academic development,

citizenship, and social skills. Close collaboration with faculty, staff and parents is necessary in order tobetter understand and meet the needs of all students. Depending on the need, students may participate

in group, individual and/or crisis counseling. The middle school has a homeroom class that is dedicated to

working on social skills, organizational skills, and academic skills, with a curriculum that is designed by the

counselor. Additional work concentrates on forming a common language that is understood by all middle

school students in an effort to maintain continuity and success. The counselor will focus on positive peer

relationships, self-esteem, transitioning into adolescence, and team building within the school environment.

Additionally, topics such as peer mediation and conflict resolution are emphasized throughout the year as

students within the middle school are striving for independence from adult involvement while problem

solving.

Parent support is offered through individual meetings and workshops. Individual meetings may be informal;

however, the counselor may arrange an instructional team meeting to address a students difficulties on a

broader level. Throughout the school year school-wide parent meetings or workshops could be offered to


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address bullying, alcohol, sex education, adolescence, and general middle school concerns. Parents who

have specific concerns regarding their child may always reach the counselor to set up any of the above

meetings.

High School Counseling (Grades 9 - 12):

Personal Counseling and Pastoral Care

Personal counseling: Students are always welcome to come to the counseling office to talk informally;

occasionally meetings are set up on a regular basis if the need arises. These meetings are kept confidential

unless intent to harm self or others is disclosed. If requested, parents and students can meet jointly in the

counselors office for family counseling. Parents are encouraged to contact the counselor on behalf of the

family or their child.

Orientation: Counselors, as well as specifically chosen students, aide in this process, by using peer buddies

and activities to help orient new students to the school. There is an orientation day that begins the processas we look at how the school day is constructed, the class choices and timetables for the year. Peer buddies as

well as homeroom classmates and teacher are asked to aid these new students in finding support, building

social networks, and succeeding academically. The returning students are encouraged to continue to foster

a relationship with our incoming students not only at the orientation, but throughout the school year.

Homeroom: The high school has a homeroom advisory program which meets twice during the six day

rotation and follows curricula that are adjusted by grade level. Homeroom teachers, along with coordination

and help from the school counselor, school doctor and the IB DP & MYP and CAS coordinators, deliver

school-wide themed lessons depending on the content being discussed. Examples of subjects addressed

include: bullying and cyber-bullying, learning styles and multiple intelligences, topics related to Third

Culture Kids, college readiness, substance abuse, goal setting, study skills, stress reduction and timemanagement, Personal Projects, Extended Essays, CPR workshops, and Resume Writing.

College & University Counseling

The counselor along with homeroom teachers works with all levels of high school students during their

time at ISB to prepare them for the college and university search and application process. Students in

Grades 9 and 10 prepare for the university admissions process by doing their best in coursework, extra-

curricular activities and community service. All Grade 10 students take the PSAT, which serves as practice

for university entrance exams and as well begin career exploration. This foundation prepares them for the

formal university application process which begins in their 11th Grade and continues through all of Grade

12. Grade 11 students are encouraged to take the PSAT again if they intend to apply to a university that

requires the SAT for admission, and have access to an SAT prep class that ISB accommodates on school

grounds. We serve as an SAT testing center and host examinations in October, November, December,

January and June. Course selection at the end of Grade 10 includes a conversation about university goals

and which classes are best to suit those goals. We highly encourage University visits from Grade 10 on

because it will help facilitate the right fit for your child.

The university admissions counseling process at ISB includes group and individual student meetings, parent

coffees, and family meetings. Several university representatives visit the high school campus throughout

the year and students at every grade level are invited to attend. The counselor and homeroom teachershelp students develop all the skills and areas that they will need to focus on when applying to university.

Examples are resume/CV and personal statement writing and presentations on the application process


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itself, as it varies by region. Evening programs in the middle of Grade 11 are followed by individualized

student and/or family meetings which outline a students goals for post-high-school study. In the beginning

of Grade 12, the formal application process begins in earnest. At this point, students are encouraged to

have a list of universities to which they are applying.

The goal of counseling students through the university admissions process is to help students realize what

post-high-school options would best suit their needs and aspirations. To this end, the counselor works

closely with families and students to research possible university options, develop a list of schools that

provide a match for the students, and submit their applications in a thorough and timely fashion. Most

ISB students choose to attend university in the United States, Canada, the United Kingdom, Europe and

Australia. With the successful completion of the full IB Diploma at the end of Grade 12, students improve

their chance of admission to universities around the world.

Special Needs

While staff and specialists provide support for learning exceptionalities, ISB does not have the resources

or programs to support students with significant learning disabilities or physical challenges. A child with

a moderate to severe disability is defined as a child who requires more than one period (45 minutes)

of individual or small group assistance up to four times a week from a teacher in order to be successful

within the core academic program. Students manifesting mild disabilities are served in the mainstream

educational program and receive support services through our push-in or pull-out models.

Due to accessibility issues with the schools facilities, especially on the Lower School campus, applications

for students with limited mobility are difficult to accommodate, but will be considered on a case by case

basis.


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English as an Additional Language (EAL)

ISB embraces the IB concept of an international education that promotes intercultural understanding. The

rich development of language and literacy for all learners is an essential element of all three IB programs

at ISB.

In order to enable all students in the school to access the curriculum in a manner that allows them to

benefit fully from their education and to reach their full potential, ISB provides an English as an Additional

Language (EAL) program for all students for whom English is not their native tongue. We believe that

learning a second language is a developmental process that occurs over a number of years. ISB recognizes

that developing basic interpersonal communication skills (BICS) can take up to two years, while the more

demanding cognitive academic language proficiency (CALP), the level of English language competence

required to have adequate access in the mainstream curriculum, can take much longer to fully develop. For

this reason ISB considers EAL to be a long-term commitment.

The EAL specialist teachers plan with the grade level/subject teachers and assist EAL students with

curriculum subjects and general language acquisition. All teachers work together to support EAL students

and help them integrate successfully into the academic and social life of the school. In their classrooms,

EAL students follow the same curriculum as their peers and are provided with experienced and qualified

teaching and language learning support.

In support of this philosophy, our school strongly promotes the concept of nurturing bilingualism by

encouraging the maintenance and development of a students mother tongue in addition to English

language development. Our goal is to develop balanced bilinguals who are highly proficient, literate and

knowledgeable.

Language Acquisition

The International School of Belgrade, in line with the International Baccalaureate, offers an international

education that promotes intercultural understanding and the ability to communicate in a variety of modes

in more than one language. The rich development of language and literacy for all learners is an essential

element of all three IB programs at ISB.

ISB recognizes that language acquisition and development play a crucial role in each students personal

development. In addition to promoting cognitive growth, language is an important factor in sustaining a

students cultural identity and intercultural understanding.

English is the language of instruction at ISB, and therefore, has priority in the schools language program.

In order to enable all students in the school to access the curriculum in a manner that allows them to

benefit fully from their education and to reach their full potential, ISB provides an English as an Additional

Language (EAL) program for all students for whom English is not their native tongue.

ISB recognizes that learning a second language is a developmental process that occurs over time. ISB

supports the IB philosophy that when possible, proficiency in language should be the goal of second-

language acquisition, and will therefore encourage students to continue their studies in languages of

previous tutelage and knowledge.


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Primary Years Program

From Grades 1 to 5, students proficient in English opt for one of the following foreign languages: French,

Serbian or Spanish. EAL teachers together with classroom teachers determine when an EAL student is

ready to start learning a foreign language.

Middle Years Program

In the MYP, students will take one of the following MYP language acquisition courses: English as an

Additional Language, French, Serbian, or Spanish. In addition, students may take enrichment or elective

language courses in French, German, or Spanish.

French students are prepared for the Diploma in French Language Studies (DELF) examination every school

year, which is organized by the French cultural center in Serbia. This diploma is highly recognized in Europe.

French and Spanish students may continue French and Spanish as foreign languages (Language B) in the

DP.

Diploma Program

ISB offers four language acquisition courses in the DP program: English Language B, French Language B,

Spanish Language B and German ab initio.

Spanish ab initio may be studied online via IB-accredited Pamoja Education (www.pamojaeducation.com).

Students can also take Mother Tongue Self-Taught language classes subject to approval by the Diploma

Program Coordinator. Students taking self-taught classes will have a scheduled language class in theschool timetable, but will study independently during the class in their own Mother Tongue. They will be

monitored by the schools DP English Language and Literature teacher, who will help them make their list

of works from the IB prescribed list of works, and will be additionally tutored at home by a family hired

language teacher. However, those students will not have a regular school instruction in their Mother

Tongue, and will not be assessed by the school teacher.


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Serbian Mother Tongue Program / After-School Mother

Tongue Program

ISB introduced the Serbian Mother Tongue Program in 2005, thereby recognizing the importance of

maintaining and further developing the academic knowledge of a childs mother tongue while acquiringa second or third language. ISB contends that a strong foundation in ones mother tongue facilitates

success in learning a second language. Serbian MT is strongly recommended as a language choice for all

Serbian mother tongue students (Grades 1 through 10), and as the group 1 course selection in Grades 11

and 12.

TheMother Tongue options for languages other than Serbian*are available for Grades 1 through 10,

and include:

*Extra Fee Applicable

French Language Hebrew Language

Italian Language Swedish Language

Chinese Language German Language

Fine Arts

Fine Arts at ISB are an integral component of our curricular and co-curricular programs. Students gain

valuable experiences in music, drama, and visual arts in all grades. Students are given opportunities to

work with artists from a variety of cultures, while actively creating and reflecting on their own work and the

work of others.

The music program follows the strands of performance, composition, improvisation, listening, movement,

and creativity. Students are engaged in theatre productions and curricular drama classes, thus enabling

them to hone their communication and performance skills.


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Through various art techniques, materials, and the study of art history, students develop skills to create art

work with confidence and ease while gaining a greater appreciation of Visual Arts. Student work is displayed

in local galleries and school exhibits. The Visual Arts interdisciplinary units often include costuming and

set design for school productions. Exhibitions, concerts, theatre productions, and in-class performances

provide multiple outlets of artistic expression through the Fine Arts program at ISB.

ISB Health Services

ISB considers the health and safety of its students and faculty of vital importance. The school has a full-time,

fully accredited School Physician on staff. Multiple staff members are trained in basic first aid, CPR, and

defibrillation.

Both campuses are well equipped with a proper medical room. The School Physician provides an immediate

diagnosis and follows up with timely communication between school and home. Health issues areaddressed via letters, articles on the website, and direct telephone contact with parents. Annual medical

physical screenings are conducted at the beginning of the school year and periodically throughout all

grade levels when needed.

The health office working hours are 8:00 am - 4:00 pm.

After School Activities (ASA) / CEESA Activities

The purpose of the After School Activities Program is to provide students with the opportunity to explore

a variety of areas outside the academic curriculum offered during the regular school day. Its important to

emphasize that no two seasons are alike. We always aim to offer new and exciting activities to our students.

Our program includes sports, arts, sciences and numerous


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Lower School

Examples of offerings within the Lower School ASA program are:

Drama Baseball

Soccer KarateGirl Scout Brownie Troop Calligraphy

Basketball Arts & Crafts

Table Tennis Dance

Muddy Hands Choir

Athletics Quilling

Guitar Club Swimming Program

Mad Scientist Club Lacrosse

Yoga IPad I Create

Intro to Sports Lego

A Mathematical Mystery Tour Basketball

Middle School and High School

High School and Middle School students may elect to participate in a variety of non-CEESA related activities

which change depending on student interest. Recent offerings include:

Swimming Guitar for Beginners

Strategy Games Running Club

Spring Production Aikido

Model Making Zumba

Yoga Dragons Den Student Publication

iBark Creative Writing

High School Band Middle School Play

High School Play Exercise Club

Chess Performing Arts

Central and Eastern European Schools Association (CEESA)

The International School of Belgrade is an active member of the Central and Eastern European SchoolsAssociation (CEESA). CEESA sponsors a wide variety of activities. The list of activities in which ISB participates

includes:

High School Middle School

Basketball Basketball

Soccer Soccer

Volleyball Volleyball

Knowledge Bowl Knowledge Bowl

Math Competition Math Counts

Speech & Debate Speech & Debate Model United Nations Model United Nations

Choral Festival Choral Festival


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ISB Parent Teacher Student Association (PTSA)

The ISB PTSA works hard to bring the Parents, Teachers and Students of ISB together and to foster a

positive sense of community. The PTSA arranges special events and activities to supplement the academic

program and enhance the schools sense of community, and serves as a liaison to encourage and facilitate

communication between ISB families, administration, and staff.

PTSA Sponsored Events:

Welcome Back Barbecue

Halloween Party

Refreshments at theatrical performances and sports events

PTSA Spring Fair

PTSA Garage Sale

PTSA Wine and Cheese Evening

PTSA Bingo Night

The PTSA also works closely with the various student councils and High School IB Diploma students and

offers them the unique opportunity to become members of the PTSA volunteer team to earn community

service credits.


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Statistics on ISB Faculty

The professional staff at ISB consists of both local and foreign hired teachers. Teachers recruited abroad are

brought to Serbia to work at ISB and are considered Foreign Hired (FH) teachers. Those hired in Serbia are

considered Locally Hired teachers. Locally Hired teachers are composed of Host Country Nationals (HCN)and Locally Hired Expats (LH Expats).

Overall Faculty Distribution

Lower School Faculty Distribution


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Upper School Faculty Distribution

Although 51% of all teachers in the Lower School are HCN teachers, 18% of them received their education

and earned their degrees in the USA, Canada or Australia, or are teachers with international experience.

At the Upper School the percentage of HCN teachers is 46%, while 17% are teachers who received their

education in Canada or Great Britain. This analysis shows that the percentage of HCN teachers with

local education and local experience stands at 33% at the Lower School, while at the Upper School that

demographic group is 29%.

Lower School Faculty Distribution


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Upper School Faculty Distribution

The overall faculty distribution taking into consideration international education and experience of all

teachers is shown in the chart below:


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ISBs faculty is highly educated and experienced. The following illustration demonstrates that 63 % of ISBs

faculty has the equivalent of an MA (or higher), and 77 % of ISBs Faculty completed coursework beyond a

BA. The average years of experience of all teachers is 16 years.


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Notes


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Notes

Documents

An Introductory Guide for Students and Parents