The International School of Beijing was the first international school in Beijing and today is recognized as a leading learning community. In its earliest stages, our school was made up of eight students and two certified teachers in the hallway of a diplomatic apartment compound. In 1980, amid the growth of other diplomatic communities, the US Embassy joined with the British, Australian, Canadian and New Zealand embassies and formally founded ISB.
In January 2002, ISB was permitted to accept expatriate students outside of the diplomatic community. Since then, the school has flourished and quickly became a respected international school with programs and accreditation worthy of the breadth and depth of the school's vision.
In 1991, ISB became the first school in Beijing to offer the full Diploma Programme of the International Baccalaureate. In 2007, ISB won full marks from three important accrediting agencies: the Chinese National Council on Curriculum and Textbooks (NCCT); the Council on American and International Schools Abroad (CAISA) of the US-based New England Association of Schools and Colleges; and the Council of International School (CIS), an international, globally focused accrediting agency specializing in international education worldwide.
Today, our school is made up of approximately 1,700 students from PreK 3 to Grade 12, with more than 50 different nationalities represented in our diverse student body. The school continues to lead in its innovative approaches to learning and educator development.
北京顺义国际学校是第一个在北京国际学校,今天是公认的领先的学习社区。 在其早期阶段,我们学校是由八个学生和两个认证教师外交公寓的走廊化合物。 1980年,在其他外交社区的发展,美国大使馆与英国、澳大利亚、加拿大和新西兰大使馆和正式成立了自己的特色。
Our Teaching Model
ISB maintains its reputation for academic excellence as we explore innovative models of teaching and learning. Our talented and passionate educators from across the globe engage students in their learning through a variety of teaching models.
We believe that true understanding comes from the application of knowledge and skills. ISB creates authentic learning experiences for our students to practice and implement curricular concepts. Our educators facilitate hands-on opportunities for our students to synthesize information, apply their knowledge and develop transferable, real-life skills. Our educators engage students in learning experiences in and beyond the classroom. By encouraging students to interact with the world around them, we are able to make learning relevant and motivate students.
ISB students have participated in project-based learning for a number of years. We use this approach to more widely engage students in their learning.
Our educators design project-based learning experiences for student-directed learning. This approach allows students to create authentic products or services, addressing real-world problems in demonstration of their learning. Projects are constructed around “essential questions." These questions typically address a real-world problem, providing opportunities for students to inquire, explore and create solutions, products or services to answer the question or problem.
Project-based learning at ISB can be both a collaborative and individual experience. Projects vary in length from one to eight weeks depending on the topic(s) covered. Projects are designed to have multiple access and entry points. This enables students to acquire common content and skills and yet provides opportunities for students to pursue their interests.
Chinese language and culture learning is an important part of our learning philosophy. ISB's Chinese-language program is enriched by opportunities to experience our host country's culture. Our students take dedicated Chinese lessons in addition to engaging in Chinese-language and culture learning through projects and learning experiences across different disciplines. Our real-life learning experiences take students beyond the classroom and help to develop in-depth cultural understanding.
Our educators broaden students' skills base by integrating technology into their learning activities. Our students work with a wide variety of programs and often create and edit videos as part of their learning experiences. Students are introduced to our one-to-one laptop and/or iPad program in Kindergarten. They work with laptops in class on individual activities and on collaborative projects. Middle School students take on more responsibility for their learning and take their laptops home in the evenings to complete homework tasks.
我们认为,真正的理解来自于知识和技能的应用。 印度商学院为学生创造真实的学习经验做法和实施课程的概念。 我们教育工作者促进本校学生动手机会合成信息,运用他们的知识和开发转让,现实生活中的技能。 我们的教育者与学生在课堂以外的学习经验。 通过鼓励学生与他们周围的世界,我们能够使学习相关和激励学生。
该校学生参与了基于项目的学习许多年了。 我们使用这种方法 来 更广泛的学生参与学习。
我们的教育工作者为student-directed学习设计基于项目的学习经验。 这种方法允许学生创建真实的产品或服务,解决现实问题的示范学习。 项目围绕“基本问题。 “这些问题通常解决实际问题,为学生提供机会询问,探索和创建解决方案,回答问题或问题的产品或服务。
基于项目的学习在该校可以是一个协作和个人经验。 项目不同的长度从1到8周根据主题(s)。 项目设计有多个访问和入口点。 这使学生获得共同的内容和技能,为学生提供机会去追求自己的利益。
中国语言和文化学习是我们学习哲学的一个重要组成部分。 该校的中文节目由机会丰富经验东道国的文化。 我们的学生采取专门的中文课除了参与学习中文和文化项目和跨不同学科的学习经验。 我们现实生活中的学习经验采取学生除了教室和帮助发展深入的文化理解。
我们的教育者扩大学生的技能基础,将技术整合到他们的学习活动。 我们的学生与各种各样的项目和工作经常创建和编辑视频作为他们学习经验的一部分。 学生们 介绍给我们一对一的笔记本电脑和/或iPad程序在幼儿园 。 他们在课堂上使用笔记本电脑在个人活动和合作项目。 中学生对自己的学习承担更多责任,把笔记本电脑带回家在晚上完成作业任务。