Office of Learning
At the International Community School of Addis Ababa, we are passionate about teaching and learning from our youngest learners in EC to grade 12. We offer a comprehensive, dynamic, engaging curriculum that nurtures the talents, character and intellect of all learners. By offering varied learning experiences through inquiry and reflection, and through a broad range of local, global and virtual opportunities, we challenge students to be a positive influence and empower them to excel in their world.
The Office of Learning provides foundations and support schoolwide to the ICS faculty in the areas of curriculum, instruction, assessment and professional learning. These are aligned with ICS’s mission, vision and student learning outcomes to ensure that all students are challenged, inspired and successful.
ICS uses an international, standards-based curriculum designed to support our students and teachers with the best educational practices in the world. The educational program culminates with the rigorous, internationally recognized International Baccalaureate Diploma.
Curricular units are planned using the Understanding by Design (UbD) framework, a backwards design model in which the curriculum is mapped to ensure an engaging and cohesive curriculum, with a steady progression from EC-Grade 12.
Links to standards:
ICS Definition of Learning
Learning is an ongoing process in which learners acquire, develop and apply knowledge, skills, and dispositions essential to thrive in, and contribute to, an ever-changing world.
Learning is optimized when it is:
personalized meaningful authentic reflective collaborative transdisciplinary active
At ICS, we use a standards-based, inquiry-oriented pedagogical approach to instruction.
To accomplish this students are taught to ask questions, reflect, critically research and analyze information, and problem solve. This approach to learning not only promotes a curriculum that strives to explicitly teach the thinking process, but it also promotes student choice, self-direction, and responsibility.
Our assessment and grading practices are designed to create optimal conditions for student learning. Teachers work in partnership with students to enable them to demonstrate what they have learned, assess their progress, identify next steps and specify strategies to maximize student potential. We use a balanced a approach that includes diagnostic, formative and summative assessments. Our varied assessment practices and strategies include authentic performance tasks enabling students to transfer acquired knowledge and skills into the real world.
Using data driven instruction, teachers at ICS, collect and analyze various streams of data to improve student learning and performance. The standards and benchmarks, assessments and grading practices are communicated to students, parents, and the community.
Click HERE for our Assessment Policy
The International Community School of Addis Ababa is dedicated to professional growth in order to increase student learning and performance.
Our teachers are committed to continually developing their capacity, knowledge and skills by participating in a wide range of professional learning opportunities. Faculty members are encouraged and supported to participate in a variety of on-going internal and external professional learning workshops and conferences around the world, related to schoolwide professional initiatives and their educational goals.