Upper School

The upper school is a continuum of learning in an English speaking environment inspired by 40 nationalities, a variety of linguistic and cultural contexts, and the inspiration of diversity.

Our collective mindset is that of growth, independence in learning, and criteria based assessments.

In middle school (grades 6-8), learners prepare to be confident owners of their learning, to develop the skill sets necessary for a growth mindset, the resilience to advocate for themselves, and the power to contribute to their community through a wide range of required academic subjects and co-curricular electives.

In high school (Grades 9-12), our students progress in structured and student-directed inquiries in subjects that build on and expand the foundations of middle school.

High School students build resiliency through complex tasks and asked to self-monitor, self-manage and self-modify. Reflection is an important part of learning. Students in the high school are expected to be independent inquirers. Several options for diploma options are available to students at the conclusion of Grade ten, including but not limited to the high school honors diploma and the I.B. Diploma.

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.

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.

• Unity Trips in the Fall to build class unity, resiliency, and focus for the year.
• The Multi-Tiered Systems of Support model for socio-emotional learning and research based interventions for students identified as needing. 
• Character Strong Curriculum to support the AISZ Advisory Program.
• Status M workshops with experts in adolescent development in Zagreb. 
• Professional Learning Community model for guaranteed and viable curriculum. 
• Collaboration Blocks for all educators to meet during common time periods to share and improve learning for students.
• MAP testing twice a year supported by specific interventions for each student as needed.
• Four diploma pathways towards graduation.
• FLEX blocks for grades 11 and 12 so that students can manage their own time.
• Consultancy blocks every day for 30 minutes where students can make appointments to meet one on one with teachers for specific support or catch up on work. 
• The Bridges Program emphasizing support for neurodiverse learners 
• The Collaborative Math Hub so that students have access to multiple 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.

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.