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We need curriculum conversations that incorporate the whole school and represent the various perspectives and strengths of educational approach.

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We want to promote more integration of the arts, student passions, soft and academic skills, and especially student choice.

Idea: creating a series of workshop days structured with five categories (academic/skills, social/emotional, physical/play, art / design, and DEI). Students would choose from a variety within each category. This would take place three times a year, two days each time, and would be similar to a teacher's do  for PD.

This would encourage risk taking, exploring strengths and weakness.

Students or teachers could lead.

The first one would just be skills, the second would take it a step further with moving towards a design and the last would include a prototype. Everyone would have some workshops but they would build on each other.

Stephany and Victoria

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Students are encouraged to choose a workshop or project. Timetable is “collapsed” in the afternoons to allow for “Workshop” time where students focus on a need or a project that they feel passionate about. Specialist teachers are available for students with specific needs or guidance.

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( Ulrike, Jordan and Mp)
The response-ability ( pun intended) of transmission through ISZL experiences

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Service Learning Student Led to develop ethical entrepreneurs

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It could be a simple way of catching all the talents and knowledge of our ISZL team. And this could be used to help support students and an entrepreneur mindset (use our own data base of experts).

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How do we emphasise and reward process rather than outcome to encourage students to focus away from final grades?

Possible ways to do this:

- Process journaling
- elevating ATLs
- assessment through observation
- student interviews
- student reflection
- capturing the ideation process
- structures that allow us as teachers to do these things (time, team teaching, assistant teachers in every classroom)
- portfolio for parents to access that show the above

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Systems,Space and Time revolution storyboard via Pixar story spine

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Systems,Space and Time revolution storyboard via Pixar story spine

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https://kami.app/XNE-Gy8-NzS-Fj9

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How might we build community and mentoring between students, teachers, and parents?

Our idea to create triads communities of Homerooms between Primary (Tadpoles), Middle (Froglets), and High School (Frogs) where teachers, students, and parents support each other through mentorship, activities, and events with the same 3 groups of people. This can help in building a sense of safety and community for these 3 homerooms to reach out to throughout the year and feeling like they have their own little family within the general ISZL community.

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Students to be given the opportunity to dive into skilling themselves up based on the areas interest and challenge with a subject area. We would to call it Learning Labs that will allow to focus on a specific area of learning within a subject, e.g. Vocabulary, grammar, phonics in German or English, for a duration of 3-4 weeks. Students self assess before and after to document their progress and share it with others at the end of this learning period. Next, they choice another skill to zoom in and improve.

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Shared time for multidimensional -enthusiastic inquiry.

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Shared time for multidimensional -enthusiastic inquiry.

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Create a time (weekly) where all staff students are available and on campus. Set individual goals (facilitated with staff) and have time to work on their goal with access to any needed staff / spaces. Goals can big /small - refinements even these are set in 6 week blocks. Restructure assembly to showcase a variety of goals.

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How might we educate our community including parents about the value of ethical entrepreneurship in school, in the working world, and for University.

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Team Assignments to take the pressure off of individual failure.

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How might we create avenues/pathways/ processes for learners to turn their ethical entrepreneurial ideas into tangible action?

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How might we create avenues/pathways/ processes for learners to turn their ethical entrepreneurial ideas into tangible action?

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How do we create structures that model Iszl ethical choices and beliefs?

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How might we?