Upper School

At the core of our program, we have committed to several learning principles and impact goals that drive our Learning Ecosystem. These principles are outlined in our strategic plan and are adopted from the Common Ground Collaborative. They are:

1. We can all learn and have a right to do so. 
2. Learning is a personal and social, as well as an emotional and cognitive activity. 
3. Learning environments have a significant impact on our learning. 
4. Transfer of learning happens in rich and relevant contexts. 
5. Common learning cultures need to construct common meaning through a common learning language.  

These are further enforced by our student impact goals:

1. Every student will become an expert in his/her learning
2. Every student is known, advocated for and supported. 
3. Every student personalizes learning and pursues dreams.

Human commonalities as contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadest context for learning, our academic subjects develop meaningful explorations of:

• Developing a sense of meaning and purpose
• Leading healthy and balanced lives
• Creating connections to our environments
• Becoming innovative producers and responsible consumers
• Expressing ourselves creatively
• Understanding how things work
• Building effective communications skills 
• Group dynamics and what it means to be a contributing member

The mission of AISZ is to build character and skills for futures rich with promise. In developing the AISZ Learning Ecosystem, we’ve framed our work within the three main pillars of the Common Ground Collaborative: conceptual learning, competency learning, and character learning. Through inquiry-based methodologies and an integrated approach, our commitment to innovative education comes to life.

The Math Hub was created so that students have access to multiple math teachers which allows them to be challenged and or supported based on their current abilities. Students have one-on-one attention, flexible grouping from data-based instruction. This is a dynamic model that does not have fixed groupings, but are dependent on the needs of the day.

Inspired by the research of Kath Murdoch (Power of Inquiry, 2015), the AISZ curriculum offers opportunities for students to develop and practice learner assets. These skills and dispositions provide valuable support for students working to meet the subject group’s aims and objectives.

The Learner Assets are grouped into five categories that include multiple specific skills that can be introduced, practiced and consolidated in the classroom and beyond.

• Highly qualified international staff fluent in a variety of languages, including English and Croatian. 
• Two diploma pathways in high school. 
• Unique electives like woodworking and media literacy.
• Opportunity to continue mother tongue support during school day. 
• Off campus Unity Trips in the Fall to explore the natural beauty of Croatia and build resilience for academic success. 
• Small class sizes to enable a personalized learning experience. 
• Criterion based assessments ensure academic integrity, growth, and personalization in the learning process. 

1. EAL screening as appropriate
2. Excellent academic record including complete transcripts (HS) and translated to English
3. Mandatory interview for high school and case by case for middle school
4. Math assessment for high school
5. Complete references from sending school
6. Documentation of any medical, learning needs or extra supports