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SHAPING VALUES

Universal Human Values

An increasingly uncertain and complex world requires the agile embracing of opportunities and equally responsive solutions to the challenges provoked. Under such circumstances, it is time to think harder and ask ourselves about what it is to be a human and support students to develop the types of attitudes and values that are inherent to being human and find a sense of purpose with their own moral compass. In doing so, students will not need to rush to a single answer, to an either-or solution, but rather reconcile tensions, dilemmas and trade-offs – for instance, between equity and freedom; autonomy and solidarity; efficiency and democratic processes; ecology and economic logic; diversity and universality; and innovation and continuity – by integrating seemingly contradictory or incompatible goals as aspects of the same reality.

Learn more about these values here

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Despite the range of values and attitudes that countries/jurisdictions would like to see embedded in student learning, there is a degree of commonality across the categories of personal, social, societal and human values and attitudes seen as desirable. These values and attitudes reflect, by and large, those prioritised by national curriculum frameworks and dominant social groups (e.g. respect, diversity, responsibility, human dignity, tolerance, democracy, equality, integrity, self-awareness, and justice).

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As such, defining the shared values of ISB has been a focus and is a constant work in progress of refinement. These values pages are utilised to create a shared understanding of these identified school values and what they mean.

Diversity, Equity and Inclusion

Our Principles

At ISB, the focus is on inclusive practice and removing barriers to learning. The school’s philosophy is to include students with additional learning needs (which include both SEN and EAL) within regular classroom settings, combined with a modified curriculum. A Learning Support Assistant is provided to support the student where appropriate. We also offer the Centre for Inclusive Learning (CIL) provision for children who have particularly complex needs where students can develop skills in readiness for transition into school with additional support. Our principles are: • To ensure all students are given every opportunity to achieve their potential. We have high expectations and set aspirational targets. • Participation of students and parents in the decision making is valued and important. Decisions are informed by the insights of parents and those of the students themselves at regular Review Meetings, but the final decisions are made by the school specialists. • Early identification (identifying need at the earliest point and then making effective provision) improves long term outcomes. • With the assistance of the Head of Inclusion, teachers are responsible for the progress and development of all students in their class, including students receiving support from inclusion staff. (ISB Inclusion Policy 8.23 - Nov 21)

Inclusion

Inclusion involves creating an environment where everyone feels valued, respected, and included. It goes beyond mere representation and actively promotes a sense of belonging.

Equity

Equity focuses on ensuring fairness and justice by addressing systemic barriers and providing equal opportunities for all individuals. It acknowledges that different people need different levels of support to achieve the same outcomes.

Imagine a world where we all accept each other’s differences as naturally as we accept each other’s drink orders

Diversity

Diversity refers to the presence of various identities, backgrounds, and perspectives within a group or community. It encompasses differences in race, ethnicity, gender, sexual orientation, religion, socioeconomic status, abilities, and more.

Special Thanks to:

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