| We provide a safe, respectful, collaborative and sustainable learning environment | Develop learners’ understanding of the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others | Personal and Social Education contexts within learning Goal setting by learners that reflects intellectual, physical and emotional SMART goals Students demonstrate an awareness and understanding, of themselves and others and are able to apply decision making skills to make informed choices for themselves and others | Evidence of students’ demonstrated competency against the Health and Social Education Student Learning Expectations Personal and Social Education |
| Develop learners’ sense of identity and feeling of belonging, within the VIS community | Number of students participating in VIS sponsored activities Number of student initiated activities Level of House and School Spirit Connections with VIS alumni Students will make connections between their intellectual and social development and the benefits that they can bring to the VIS community as well as the benefits the VIS community can bring to them. | Records of the activities and participants to each activity Monitor trends in participation Monitor alumni records and contact history |
| Maintain a respectful, caring and supportive learning environment | Students can recognise their responsibilities for their own learning and the communities responsibilities for maintaining productive, cooperative and safe learning environments School Behaviour Expectations promote a respectful, caring and supportive learning environment. Number and types of behaviours where behaviour management strategies have been implemented | Principals’ and Coordinators’ records of behaviour management Student records Evidence of student competency of Student Learning Expectations through Approaches to Learning |
| Provide a healthy and safe school environment | Number of safety and security incidents in the campus Number of incidents involving contagious disease events Health and well being of students, staff and families Education of VIS staff and families on health and medical issues in a school community Students demonstrate an awareness and understanding of the effect of relationships between them and others on the school environment Students reflect on and understand themselves in relation to others Students make choices in terms of themselves, others and the wider society. | Security Records Clinic records Fire drill records Student and staff attendance records Health guideline notices Medical clinic records and trends Evidence of student competency of Student Learning Expectations through Health and Social Education |
| Promote an environment of collaboration | Professional Learning Communities There is a collaborative learning and decision making environments | Adherence to the IB Standards and Practices Adherence to the CIS/WASC Standards |
| Promote students’ awareness of human rights | Developed learners’ understanding of human rights Students have an awareness and understanding of contemporary and historical social issues Students reflect on and have opinions on a range of social issues Students make considered and responsible choices on a range of social and health issues | Publication of UNUDHR in school handbooks, policies, school documents Inclusion of UNUDHR concepts in curriculum Student reflection Evidence of student competency of Student Learning Expectations through Health and Social Education |
| | Promote practices and understandings for sustainable growth and development | Sustainable management of school operations and systems Consideration of environmental and sustainable practices in decision making processes and systems Inclusion of concepts in the learning and teaching Students develop awareness and understanding of a range of environments, their qualities and the nature of our environments including the interactions between and interdependence of various environments. Students understand their responsibilities towards their environments and are able to take positive and appropriate action Students reflect on their actions and take responsibility to effect positive change | Evidence of student competency of Student Learning Expectations through Environments and Human Ingenuity |
| We provide a high quality holistic education | Promote the development of the International Baccalaureate Learner Profile characteristics and attitudes | Learners are able to self and peer assess / reflect on their development in relation to the IB Learner Profile characteristics and attributes. Students are able to understand and express ideas and information confidently and creatively in more than one language. Learners are working effectively and willingly in collaboration with others Learners respect other’s points of view and cultures, use ideas critically and negotiate goals and limitations | Evidence of students demonstrating the characteristics and attributes of the IB Learner Profile IB Learner Profile characteristics and attributes are evident in unit planning Peer and self assessment records Portfolio reflection records Goal setting and reflection records MUN participation records GIN participation records Oral / Written presentations Student Council / Student Action Group Activities Personal Project Student Initiated Action Evidence of student competency of Student Learning Expectations through Health and Social Education and Approaches to Learning |
| Provide a balanced and holistic education | Effectively implement internationally recognised curriculum Students are provided with a balanced programme across all disciplines Opportunities for VIS to cater for academic, social, emotional and physical development Students are involved in extra-curricular activities | IBPYP, IBMYP, IBDP programs Scheduling Leadership opportunities (Student Council, Student Action Group) Personal, Social, Emotional Curriculum delivered MYP Personal Project PYP Exhibition Community Service reports Meeting CAS Learning Outcomes Careers education programme Careers Fair Theory of Knowledge Extended Essay
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| Deliver an Internationally recognised curriculum | Effectively implemented internationally recognised curriculum Maintain internationally recognised accreditation for quality of education provided by VIS | IBPYP, IBMYP, IBDP authorization CIS & WASC accreditation |
| Challenge and motivate students to reach their potential | Students are recognized appropriately for their accomplishments Expectations for success meet individuals needs Differentiated instruction meets individuals needs Students have the skills and confidence to be successful learners | Honor Roll records Academic / Social / Cultural / Sports Awards records Differentiated activities, assessments Evidence of student competency of Student Learning Expectations through Approaches to Learning |
| Stimulate creativity and critical independent thought and develop students’ natural curiosity, skills, values and enthusiasm for life long learning | Number of student initiated activities Variety of student initiated activities Higher Education Institutes sought by students Variety of opportunities provided within the classroom Variety of opportunities provided outside of the classroom Explicit teaching of a range of learning skills and strategies | Student Initiated Inquiry Activities and learning experiences Evidence of student competency of Student Learning Expectations through Approaches to Learning |
| Nurture the values of honesty, mutual trust and respect, appreciation of individual differences and rights, collaboration and a sense of community responsibility | Number of incidents of theft, plagiarism, bullying in school Inclusion of concepts within the written and taught curriculum Number of incidents where students exercise self and group responsibility Learners appreciate that they are all, individually, the member of various communities, and that with this membership comes responsibilities. Learners understand that communities themselves have various responsibilities towards their members Learners understand that communities work collaboratively | Relevant incident records Mediation records Evidence of student competency of Student Learning Expectations through Community and Service |
| Motivate students to self-discipline and be self responsibile both personally, socially, physically and academically. | Students have the skills and confidence to take ownership of their own learning | Goal Setting and reflection Evidence of student competency of Student Learning Expectations through Approaches to Learning |
| We empower learners to be internationally minded global citizens | Foster learner commitment to community service and action | Number of students participating in community service Variety of community service and action activities Number of self initiated community service actions Students are aware of how they can be and are positively involved in their communities | CAS record logs Service and Learning (Study) Trips record logs Evidence of student competency of Student Learning Expectations through Community and Service |
| Develop confident and creative builders of the future | Number of students graduating from the Diploma Program. Number of students gaining entrance to tertiary education. Students demonstrate knowledge, understandings and skills required for the 21st century and beyond Students have developed conceptual understandings and can transfer these understandings across contexts and disciplines. | IBDP Graduation records Tertiary entrance acceptance records ICT Skills Inquiry Skills Evidence of student competency of Student Learning Expectations through Approaches to Learning Trans-disciplinary Skills |
| Learners understand and appreciate their own culture and develop a personal sense of cultural identity and belonging Learners develop more open perspectives of the values and traditions of other individuals and communities to gain a greater appreciation of the many cultures of the world and greater intercultural awareness. Foster respect and appreciation for cultural diversity through the promotion of internationalism | Support of Mother Tongue maintenance Number of languages used in the mother tongue program Learning experiences develop inter-cultural awareness through a wide variety of contexts of learning Learning experiences allow students to share and draw on their identities Students participate in activities and events that celebrate internationalism Students are engaged in positive action and contact with other social and cultural environments which enrich them emotionally, socially, morally and culturally Students have an awareness and understanding of the complexities of a community and its different forms. | Mother Tongue information meeting attendance records Mother Tongue Program enrolment records International Day MUN GIN International contexts are evident in unit planners Units of learning that develop understandings of international celebrations Evidence of student competency of Student Learning Expectations through Community and Service |
| Explore concepts, ideas and issues that have local and global significance | Learning experiences develop awareness of and allow students to explore issues of local and global significance Students think globally and act locally Students are aware of specific issues, recognise their responsibilities and become empowered to act in response to needs identified. | Unit planning Student Council / Action Group Evidence of student competency of Student Learning Expectations through Community and Service |
| Develop learners ability to communicate effectively in more than one language | Number of students who understand and express ideas and information confidently and creatively in more than one language | Language A Language B Bilingual Learners |
| We enrich learning experiences through interaction with the Lao community and our international communities. | Develop awareness, understanding and appreciation of the culture of Lao PDR | Number of learning contexts and range of materials on Lao culture used in the school | Inclusion of Lao History as contexts for learning within the curriculum Available learning materials that promote understanding of Lao culture |
| Encourage interaction with the Lao community | Number of learning experiences where VIS interacts with the Lao community Number of school activities service learning opportunities Use of Lao community as an extension to the classroom Number of Lao nationals participating in VIS community activities Students have an awareness and understanding of the complexities of a community and its different forms. | Evidence of student competency of Student Learning Expectations through Community and Service Community & Service Leader |
| Actively involve parents, teachers and members of the Lao and VIS community in the learning processes | Inclusion of Lao community in the learning processes / activities Number of parents actively involved in community activities Variety of activities where parents and community participate | Attendance sheets during information nights and other meetings Records of parents involved in PTA, PTA run events, school committees, classroom activities, after-school activities |
