- High School
The Varsity basketball team travelled to Chiang Mai, Thailand, for five days of service, culture and finished it off with a championship.
- High School
Our students come from many different countries and cultural traditions. Development of international mindedness and respect for the diversity of cultural and religious differences is central to life at Seisen. We offer a relevant, engaging and challenging curriculum in a friendly family environment.
At Seisen International School our aim is to provide our students with the academic and social skills they will need to become responsible and compassionate citizens of the world. Through the PYP programme we provide an inquiry-base learning environment for our diverse student body. Our programme is academically challenging whilst also meeting the needs of individual students.
Learning to love, loving to lean through courage and commitment.
In December 2007 Seisen International School was recognized by the International Baccalaureate Organization (IBO) as an authorized school to teach the highly regarded Primary Years Programme (PYP). The Primary Years Programme (PYP) is a curriculum framework for international education. The programme focuses on the holistic development of the child addressing the physical, social, emotional, cultural and academic well being of each student and reflects our strong belief that education must address the development of the whole child.
The PYP is a transdisciplinary curriculum model where teaching and learning is organized around six transdisciplinary themes which:
Our approaches to teaching and learning at Seisen require teachers to meet regularly in order to evaluate student work and plan the next stages of learning. Such collaboration enables us to address the three learning questions central to our philosophy of learning :
To know where students are going it's important for teachers to know the 'big picture'. Conversations about learning go way beyond planning engaging activities; the focus and primary purpose of planning meetings is for teachers to map out the possible learning pathways for students.
"The teachers themselves need to see beyond the bigger picture. In many ways, a good inquiry teacher is like a cartographer: they work at keeping a kind of 'aerial view' of the learning pathways available to the students"
Kath Murdoch, 2015
In order to do this, teachers create 'long-term' planning documents that map out the learning outcomes each semester. Homeroom and single-subject teachers make decisions about which learning outcomes will be integrated into the units of inquiry to support conceptual understanding and which learning outcomes would be better suited as stand-alone units (not integrated into the PYP units of inquiry). To keep parents informed about the teaching and learning, we have made these documents available to you.