Appendix 8

How international is our school?

From Making the PYP Happen, 2000

Page 1 of 2

Factors for consideration:

The schools culture
and the extent to which it:
accommodates, reflects and celebrates the cultures represented in the school.

The schools climate

and the extent to which it:
offers a safe, secure, stimulating environment to all its learners.

The students
and the extent to which the school:
takes positive advantage of the diversity within the student body to enrich the learning and lives
of the whole school community.

The example of adults

and the extent to which:
the adults in the community actively model the profile advocated for the students.

The curriculum
and the extent to which it:
reflects developments in curriculum research from a range of different national and international
sources
focuses on key concepts, such as connection, perspective and responsibility
explores transdisciplinary themes which have been selected on the basis of their relevance and
importance within a body of knowledge which has local and global significance
develops essential skills, such as the ability to conduct research, communicate effectively,
function successfully in different social contexts, manage ones health and life, think critically
and creatively
fosters positive attitudes, such as tolerance, respect and responsibility
provides opportunities for meaningful action and social service.

The resources
and the extent to which they:
offer access to different cultures, perspectives and languages.

The staffing policy

and the extent to which it:
seeks and supports teachers from a representative range of nationalities and cultures.

MYP Workshop Pack Book 2: General Presentation of the IBO IBO 2003

Appendix 8

How international is our school?

From Making the PYP Happen, 2000

Page 2 of 2

The language policy

and the extent to which it:
offers support in the medium of instruction and in the mother tongue of students
provides the opportunity to learn further languages, notably the language of the host country
provides for languages across the curriculum, in recognition of the fact that all teachers are
language teachers
is empathetic towards adults in the schools community for whom the schools medium of
instruction in not their mother tongue.

The special needs policy

and the extent to which it:
gives access to an international education to all students.

A commitment to reflection
and the extent to which the school:
looks inward, reflecting constantly and honestly on its policies and practices.

A commitment to extension
and the extent to which the school:
looks outward, forging links with other PYP schools and international organizations with which it
shares common aims and problems.
In summary, in seeking internationalism in our schools we need to look first at what our students are
learning, at the people we are nurturing. In striving to make it happen, and looking for indicators for
success, we need to look everywhere, since all aspects of the school, from philosophy through policy to
practice, will reflect either the presence or the absence of a sensitivity to the special nature of our schools.
On examining the student profile and the factors of internationalism, the reader may be tempted to point
out that these elements would be desirable in national schools and in international schools.
Internationalism in education is, thankfully, not the sole property of international schools. It is an ideal
towards which all schools should strive but one which carries a greater imperative for PYP schools.

MYP Workshop Pack Book 2: General Presentation of the IBO IBO 2003