Templer Park International School (TPIS) to become the most successful and highly respected school with very high standards leading to outstanding students’ achievements and holistic outcomes. We must uphold and continue these as they are the foundations for student success and access to further educational opportunities for students. At the same time, we must prepare our students with the contemporary skills attributes and understanding of concepts that prepare them for their fast-changing globally connected, ambitious and technology rich future to enable them lead the world into an even better future.
TPIS provides a nurturing environment with a world- class personalized learning approach that is grounded in each student’s unique experiences, capabilities and interests. We believe that all children are ambitious by nature and can achieve their greatest aspirations with support and access to an exemplary global education. With roots in the community and dual international curriculum on British IGCSE and American curriculum, we develop lifelong learners who are resilient, confident, and capable of shaping the world around them. No matter where our students come from, they leave better prepared with a global passport to their future. We are a community of learners with a mission to transform the lives of learners, giving learners control and the understanding as to how to own their own learning by creating a community engagement where everyone can participate with diversity and inclusion.
A fully embedded and aligned “Active and Action Learning” approach
We have come in a unique way to transform our curriculum from content driven to a concept driven model. Learning at TPIS is exciting and offers students a wide range of opportunities but still sometimes exists in isolated worlds. The most significant next step for development is to articulate and align those learning experiences to ensure that they are developmental, maximised and have the desired learning impact on our community. Vertical and horizontal alignment of our Learning Programme, providing real world experiences, tracking skill development and collecting evidence of impact will ensure that our approach to learning is solidified and embedded as we move forward. Embedding an Action Learning approach will further develop our approach, starting with the end in mind, be clear on the intended learning and build in assessment and learning experiences that are focused on the desired outcome. The highlight is the impact for our students is the development of the Leader Learner Profile (LLP) Characteristics. Having come to this realisation the journey we were already on to embed them in our Enrichment Programme program as part of a digital portfolio has become clearer and more urgent. As has the embedding of the LLP though the curriculum. Once identified this will become a key driver of how we audit, align and then develop transdisciplinary units with real world experiences.
Action Plan and Implementation (T&L) :
T&L 1: Articulation and align the Academic Curriculum through the use of Active and Action Learning Rubicon
T&L 2: Continue to develop all elements of the Learning Programme to reflect the needs of learners in a changing world
T&L 3: Embed the Leader and Learner Profile Characteristics as our key impact measure
T&L 4: Embed STEM within the curriculum
T&L 6: Support staff in the use of technology to enhance and transform learning
T&L 5: Ensure our policies, procedures and handbooks are up to date and in line with our strategic goals
T&L 7: Continue to recruit world class teachers (with a focus on recruiting for mindset and contribution to the whole learning programme.
T&L 8: Embed the Holistic Campus Learning into appropriate areas of the Learning Programme
T&L 9: Train teachers in the Active and Action Learning approach to ensure further consistency
T&L 10: Build upon learning from the Virtual School Experience
Every stakeholder has a voice and opportunities to lead, everyone is important!
Having reflected on our current reality we have established that, for students, there are some opportunities for voice and choice in curriculum pathways, wider learning opportunities and elements of ‘how’ students learn. Moving forward we define, model and make explicit the existing opportunities for student voice and choice in their learning journey. We should then work with the student community to increase opportunities to build agency and for students to have a voice in decision making as well as have a greater level of choice in what they learn, how they learn and how they demonstrate their learning. We will continue to nurture an ‘Open’ culture which encourages and provides a platform from which all members of our Learning Community can exercise their voice and access opportunities to lead. We will continue to build this culture based on the elements of: Trust, Transparency, Diversity, Inclusion, Engagement, Equity, Autonomy, Agency, Mastery and Meaning.
Action Plan and Implementation (C) :
C 1: Develop the Student Leadership opportunities
C 2: Increase student voice and choice in not just how but what is learnt across the learning programme
C 3: Greater focus on diversity and inclusiveness
C 4: Review and develop Parents as co-constructors and active members of our community
C 5: Continue to develop all staff as co-constructors and active innovators
C 6: Develop the role of Alumni to act as role models and consultants for school development
C 7: Further strengthen our transition programmes including new and departing students
C 8: Actively foster service learning throughout our community
C 9: Build local partnerships to create leadership and real-life experiences.
C 10: Develop our sustainability and technology programs to become a centre of excellence that offers an outstanding all-round education
Effective assessment of processes and outcomes drives learner achievement and progress
We emulate the best practices and clarity on expectations and consistency in application. The Academic Strategic Plan had a major focus of transforming our curriculum from a content driven to a concept driven model. So, the process of transforming our approach to assessment from a predominantly summative, results driven process to a growth driven model that aims to enhance the assessment of learning by capturing the personal growth of all learners is benchmarked against our LLP and our desired learning impacts. The development of an evidence based personal portfolio approach that aims to capture the learning journey of each student across all aspects of the Learning Programme is a key driver in this area, leading to increased personal self-awareness and opportunities for reflection as well as a richer, more diverse graduating transcript. This transformation of our approach to assessment will also encompass our evaluation of Learning and Teaching across our teaching community. There is a clear need for us to engage in an honest reflection of our quality assurance systems and procedures currently in place. It is clear that our teaching staff would like more feedback on their growth and opportunities to share and reflect on their practice. To achieve this, we will develop processes to enhance the QA process as well as continue to develop peer feedback opportunities.
Action Plan and Implementation (LAP) :
LAP 1: Develop assessment practice and procedures for assessment of / for and as learning
LAP 2: Develop portfolio style assessment to include / measure growth in the Learner and Leader Profile elements
LAP3: Nurture a culture of REGENERATIVE Leadership among the staff, with a clear focus on learning
LAP 4: Develop our performance management process to align with the strategic plan
LAP 5: Develop assessment practice and procedures to assess mastery over content
LAP 6: Review how we report to parents, with a focus on `more than a grade’
LAP 7: Develop the Professional Learning Programme to meet the changing needs of learners
The wellbeing of each individual is the foundation for success
The rapid change that the school underwent as it moved into the campus meant that staff, students and parents were under increased pressure to learn and adapt to so many changes. We have focused on minimizing and focusing the changes in recent years and we have started to see better survey results. However, we still need to develop this and the impact of COVID-19 has made the need to place everyone’s well being as central to the success for individuals and for the school. To fulfil our mission, we need to focus on the personal, social and emotion self-awareness and wellbeing of each member of our community. Understanding the changing needs of our students, helping guide them towards understanding how they can develop their own wellbeing, be confident to talk about, seek support and take action will be key to our learning programme. The introduction of a staff wellbeing committee was a positive step and there is greater scope for the impact of this. Finding ways to develop staff voice and agency will be key in shaping this element of our plan. The challenge with wellbeing is defining it and its deeply personal nature. It’s this area that will be led by our community. The initial steps will be about asking the right questions as we develop and action plans that will have the desired impact.
Action Plan and Implementation (W):
W 1: Define wellbeing as our top priority
W 2 : Create systems and practices that purposefully promote and support the wellbeing of our students and staff
W 3: Develop student voice and opportunities to co-construct and lead on wellbeing initiatives
W 4: Continually review & develop our induction and orientation programmes to offer the best support to new joiners
W 5: Redesign the PE curriculum and develop it to better meet the needs of learners
W 6: Emphasis on development of personal, social and emotion self-awareness and wellbeing of each member of our community
W 7: Develop staff voice and the opportunities for staff to co-construct and lead on wellbeing opportunities
TEN Learning Principles
The Learning Principles embrace a transformative approach designed to change ‘schools’ into reflective learning communities, while the core values represent the transactional relationships, structures, policies and systems without which a learning community cannot exist. As ‘schools’ chart their journey from transactional structures and organizations to communities focused on learning and designing their future, they transform from ‘schools’ (i.e. ‘places’) into ‘learning communities’ (i.e. learning ecosystems).
Learning Goals Learners demonstrate understandings, competencies, knowledge, dispositions, and values that will allow them to become responsible and successful citizens.
Dimensions of Learning encompasses creative, moral, social, experiential and entrepreneurial dimensions.
Assessment for, of, and as Learning Assessment measures the effect of learning on the learner. Assessment for, of and as learning includes qualitative as well as quantitative criteria.
Learning Perspectives Meaningful learning is extended when learners explore the unfamiliar, consider a range of perspectives, and take informed risks. Mistakes are seen as opportunities for learning.
Learner Engagement and Autonomy Learners are engaged with and inspired by their learning. They have autonomy over their learning and make informed choices, supported by teachers acting as coaches and mentors.
Research, reflection, and future design-oriented thinking are valued and acted upon by the community of learners. Research, reflection, and future design-oriented thinking are valued and acted upon by the community of learners.
Inclusiveness of Learning The learning community embraces a culture of inclusiveness.
Governance and Leadership for Learning Governance, leadership, and management support, embody, and promote the organization’s intended Learning Impacts, norms and values.
Learning Space and Time The design of learning spaces and the structuring of learning time are driven and shaped by the learning community’s intended Learning Impacts.
Learning Community Respectful, healthy, ethical relationships and interactions create a true sense of community. Communication is honest and transparent. Community values are clearly stated, actively lived, and define a distinct, sustained identity.
Four Distinct Phases Engaging Together to Transform the Lives of Our Learners
- EARLY YEARS: Laying the best possible foundation
- PRIMARY SCHOOL: Creating the best possible environment to grow
- MIDDLE SCHOOL: Developing the best possible learners
- HIGH SCHOOL: Delivering the best possible outcomes