The International School of Uganda (ISU) is guided by our mission, vision and learning principles which sets the stage for who we are as a school and where we want to be.
Our guiding statements inform decision making, strategic thinking and how we implement learning for each of our students.
Mission
We are a diverse community of learners who come together to realise our individual and collective learning potential by creating a culture of belonging, opportunity, and challenge.
Vision
We seek to foster lifelong learners who are agents of their learning and wellbeing; who seek a deeper understanding of, and connection to, themselves, others in the school, Uganda, and global communities; and act upon personal passions and strengths to contribute in the pursuit of a more sustainable, equitable, inclusive, and just world.
Learning Principles
Inquiry-based learning empowers students to have agency of their learning, to reflect upon their prior knowledge and wonderings, to ignite curiosity leading to the development of questioning, research and critical thinking skills, resulting in active engagement in the learning process.
Inclusive learning embraces diversity by creating equity and access for all learners to belong and realise their potential through appropriately designed levels of challenge and support.
Learning is enhanced through positive, collaborative interactions, built upon inclusive and respectful relationships that deepens the learning of the individual and community.
Reflective learning is an ongoing cycle of feedback, thoughtfulness and self-adjustment leading to greater ownership of, and growth in, learning.
Learning should have real life application and be connected with local and international communities and contexts, in order to develop a sense of purpose and responsibility and to build lifelong skills, dispositions and understandings required to take positive action.
Learning is a deeply personal experience, involving a continuous development of understanding one’s interests, strengths and areas for growth in order to self-adjust, self-advocate and develop personalised learning pathways.
The learning environment should be designed for purpose: to invite thinking and innovation, collaborative learning and independent exploration in a context of accessibility for all, safety and challenge.