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The official definition is “trans-sending beyond the traditional subject areas”. Breaking that down, it means:

  • PYP has a focus on the real world.
  • Teachers think in big ideas rather than subject silos.
  • Teachers take the skills and knowledge needed to unlock a big idea (central idea) and use whatever tools they have to ensure their students understand.
    • Example: If a unit is about transport systems in cities, (and we are using Maputo as our primary inquiry source) we would investigate how the systems work within our city and transfer that knowledge to other places in the world. In order for us to understand how it works, we would: gather information about Maputo, collect and record data, organise our thoughts, synthesise our thoughts to understand better, interpret/evaluate information; and present our new knowledge to the group.
  • You can see that subject skills are embedded in the units of study such as Literacy, Mathematics and Social Studies. They are also taught in stand-alone lessons.

  • Connections to the World: In the PYP it is “believed that genuine learning takes place best when it is connected to genuine components of the world around the student; that the acquisition of knowledge and skills and the search for meaning and understanding are best done in the context of the exploration of relevant content; that content is significant, relevant, engaging and challenging.” (MTPYPH, p7)
  • Relevant Ideas: The IB framework allows schools to build teaching and learning around locally relevant and globally significant ideas.
  • Concepts are Constant: Knowledge is changing. For example: The concept, extinction. Learning facts about dinosaurs may be interesting and exciting to some 5 year olds, but they can also be irrelevant. As new discoveries are made, our knowledge changes. So, in a PYP school we would teach the concept of extinction. Within this unit we would include dinosaurs because the fact that they no longer exist is what really interests (along with those funky names) young children. The concept is transferable too – once I know about extinction, I can use my understandings with other animals/plants.
  • The Exhibition is the culminating project of the Primary Years Programme. Students work in small groups to identify a locally significant and globally relevant central idea. They work together to inquire into this idea and present their findings to the parent community. They must include all five essential elements of the PYP – knowledge, concepts, skills, attitudes and action.
  • The subject skills are very much present within the larger conceptual model of the MYP. While a unit of inquiry is designed by placing conceptual understanding as the goal, we recognize that it is impossible to arrive at a deep conceptual understanding within a discipline without being well-versed in the knowledge and skills of that discipline. Therefore, we choose the skills for the subject based their relevance to the conceptual ideas the students respond to, rather than mandating a list of skills as the starting point in our planning.
  • Our curriculum framework covers the skills and topics most traditional courses cover, except that each MYP school can select the order of delivery of these skills and topics in its design and adjust the number of times the students re-encounter the skills/topics within the program.
    • For example, in the MYP Mathematics framework below, addressing the following topics and skills by the end of the five-year programme is what guides the Mathematics teachers at AISM. Over the course of the five-year programme, the teachers work to breakdown these skills in their given units of inquiry to ensure balanced coverage.
  • The knowledge and skills for each of the units of inquiry are documented on the MYP Scope and Sequence Tables. These tables are accessible for the current school year on the AISM secure website.
  • Most teachers, MYP or otherwise, follow other curriculum models to ensure their professional judgments are consistent with other national systems. All teachers at AISM were trained under the teaching licensing boards from their home countries, which give them a basis in at least one other system.
  • Teachers examine student work from other systems, and look at examples the IB provides for us through something called the IB Online Curriculum Centre. This is a service all MYP teachers have access to and where we can share work, discuss issues, and get feedback from IB teachers and managers around the world. At AISM, throughout the year, we practice grading each other’s student work by presenting each other with sample student work and the rubrics (i.e. assessment tables) for it. We check each other to make sure we (a) provided enough guidance, (b) are following our agreed upon practices, (c) have the same expectations for the levels, (d) are insuring that the task is designed so students could to meet the highest levels. If a teacher is uncertain about the levels he/she is giving, he/she has a department of teachers who can be called upon to assist.
  • The MYP practices used by AISM are created and reviewed by international experts in education who are very aware of the variations in different systems of education because they are active designers and participants in them as well. Few other systems have such a global reach and support network as the IB. Every five years our program is reviewed in its entirety by a team of global managers. Every year we send our MYP personal projects for “moderation” to check that our teachers assess students appropriately.  Several of our teachers are involved in assessing the work of other schools.  All of our teachers have access to professional development, and in-school and online support for their practices, on an on-going basis.
  • MYP assessment follows a process called criteria-related assessment.
  • The criteria relate to the International Baccalaureate’s objectives for the courses. 
  • There are four criteria for each of the eight MYP subject groups, and each of the four criteria is basically a cluster of several of these objectives represented in bands or pairs of criteria levels (0, 1-2, 3-4, 5-6, 7-8) to show where a student’s work is differentiated in terms of quality and depth of understanding.
  • It is required that teachers prepare these objectives in the form of rubrics (i.e. assessment tables) and simplify or qualify the wording to be age-appropriate to the students in the task instructions, or within the rubrics themselves
  • When the teacher receives the work from the student, the teacher marks the work against the rubrics designed for the task. 
  • The teacher reads through the objectives one by one from 1 to 8, until the teacher matches the best descriptors for each sample of student work. Where a piece of work spans multiple achievement levels, the teacher uses his/her “best fit” judgment to select a single level for the work.
  • In order to practice their “best fit” judgment, teachers practice assessing each other’s work within the school across grade levels, and across departments.
  • When the students’ work is returned to them, the teacher should spend some time reiterating the assessment practice so it is clear to each student how their work was assessed.
  • Teachers can base formative (small, ongoing tasks that measures students’ performance on discrete objectives) and summative tasks (larger work that measures multiple objectives and/or criteria) on the criteria.
  • A student would only receive a “0” level on a task if the work did not meet any of the objectives at all, so it is very rare.
  • A student who does not submit the work will receive an “N/A” until the work is submitted within a reasonable amount of time.
  • During the first and second trimester, the teacher is asked by the school to produce a “Progress Grade” and at the end of the academic year, a “Final/Overall Grade”, and at this point, the teachers look back at the criteria-related assessment scores and reflect on each student’s most consistent performance and progress, and use their “best-fit” judgement to select the criteria achievement level for that grading period. 
  • The achievement levels are converted to a 1-7 Grade in first and second trimester and are reported as “Progress Grades”.  At the end of the academic year, once the objectives have been rigorously addressed a minimum of twice (often more at AISM), the 1-7 grade is the overall Grade for the academic year.
  • On the AISM Secure Website the following documents can be found:
  • Course Objectives: Click Here
  • MYP Criteria Tables: Click Here
  • 1-7 Grade boundaries and descriptors: Click Here
  • Assessment and Deadline Policies: contact the Secondary School Principal
  • For more information about MYP Assessment in general contact: MYP Coordinator
  • For more information about a specific piece of assessment, your child’s teacher would welcome the opportunity to meet with you and explain further.
  • The Project is an independent research project that students begin at the end of MYP 4 (grade 9). Our MYP Personal Project Coordinator, will guide the students through the project and each student will be assigned a faculty supervisor until March of the MYP 5 (grade 10) year.  The goal is for students to demonstrate their independent learning through a project from start to finish using the processes they learned in the Middle Years Programme.  Students will be asked to select a topic they would like to research, think of a way to demonstrate what they learned (a product), and track their progress in a process journal.  In January, the students will write an academic report explaining what they did and what they learned.   The report and their work are evidence of their understanding of the MYP as well.
  • The Personal Project is not an extra class, and students receive no time in the schedule to work on the project (this is a requirement). The students will need to manage their regular schoolwork in their eight classes along with this project throughout their grade 10 year.
  • Students are assessed according to four separate criteria that follow the same assessment model as their classes, and their reports may be randomly selected so that external examiners in the global IB system can review them.
  • For more information about this process for your child you may contact our MYP Personal Project Coordinator.
  • It is important for the families of students who do enroll in international schools anywhere to ensure that any requirements particular to their home country to which they are returning are considered. AISM follows the IB programs and is accredited by the Middle States Association in the U.S.A.  It is best to consult your local school board for information about their requirements.
  • In order to meet such requirements, parents may need to enroll their child in supplemental language or citizenship classes outside of AISM and at their own expense.
  • Upon transferring out of AISM, all transfer documents and applications to a new school will be consolidated and distributed via the Secondary School Principal’s office. Please contact the office and they will distribute any required recommendation forms or letters to your child’s teachers and ensure that forms are sent directly to the new school.   On the day of departure from AISM, the school will issue an open copy and a sealed copy of your child’s academic records.
  • Contact the Secondary School Principal’s Assistant
  • The Diploma Programme (DP) is a curriculum framework designed by the International Baccalaureate (IB) for students in the last two years of high school.
  • IB students graduating with the IB diploma are able to study at universities all around the world, often with advanced credit. Students report that their involvement with the IB has given them the tools needed to succeed at college. In particular, students comment on their sense of preparedness, self-confidence, research skills and their ability to manage their time. Even more important, they have developed a sense of the world around them and their responsibility to it.
  • Diploma Programme students study six subjects (three at standard level and three at higher level) over two years and complete three additional requirements: the theory of knowledge (TOK), the extended essay and at least 150 hours of CAS—creativity, activity and service tasks outside of the classroom. In addition to these requirements, students must earn a minimum of 24 points out of a possible 45 points on the final assessments which are externally marked and moderated by the IB, in order to receive an IB diploma.
  • TOK is an interdisciplinary course designed to help students question and understand how they know what they know.
    Students study how individuals from various disciplines view the world in order to develop their own ways of thinking.
    By stimulating analysis of knowledge across disciplines, TOK seeks to help students make sense of school and the world.
  • CAS is an experiential learning component of the DP. Students complete a wide variety of extracurricular, community service and athletic options to fulfill this requirement.
  • The extended essay introduces students to the demands and rewards of independent work. Emphasis is placed on doing personal research and communicating ideas effectively in order to write a 4,000-word essay in an area of personal interest.
  • The DP is internationally recognized as representing one of the highest standards in university preparatory education. More than 1,000 colleges and universities in North America have recognition policies on how they weigh it in admissions, advanced standing, college credit and scholarships.
  • A list of colleges and universities that grant credit, scholarships and/or advanced standing for DP diplomas and certificates is available at
  • At AISM, The Integrated Learning Department supports learning opportunities for learning and growth beyond the classroom by sponsoring the Service Learning Program, sports program, After School Activities (ASA) program, academic and activity trips, and student leadership programs. 

All students in grades 1-12 can participate in ASA.

            • ASA begins at 2:40 for all students in grades 1 through 5.
            • ELC and K children do not participate in After School Activities.
            • Young children require unstructured time to play. Play is their work. This social time builds neurons in the brains of young children – literally their brain grows. This time gives them opportunities to develop scenarios, try out personalities, get frustrated or bored, try new things/experiment and to learn to entertain themselves. The latest neuro-science research supports this.
            • Children who are over-scheduled never learn how to naturally inquire, solve problems or interact with the real world. We purposefully support the growth of young brains by sending them home to play at the end of each day.
            • Click HERE for our current offerings in the primary school.
            • ASA begins at 3:45
            • This allows time for Xtra support without getting in the way of sports, the arts, and other activities
            • Click HERE for our current offerings in the secondary school. 
  • Integrated Learning programs nurture students’ sense of citizenship by exposing them to different learning environments and unfamiliar challenges both in Mozambique and international settings, develop in our students a healthy and balanced lifestyle, and promote opportunities for students to realize and demonstrate their personal potential. 
  • Service Learning facilitates authentic interactions between schools and community partners, with the hopes of planting the seeds of active, conscious citizenship.
  • In the Primary School, Service Learning is embedded into the curriculum through “Action”, which supports the transition to the Service Learning they will experience in Secondary School. 
  • Currently, the Secondary School students are engaged with 18 community partners with whom they maintain regular contact. Students and community partners meet on designated Action days, six times per year. 
  • Students become self-aware and develop a global mindset. Because they are exposed to Mozambican issues, they are able to apply their knowledge and skills to address these issues in alternative and sustainable ways. Students also develop important aspects of leadership, time management, and empathy.
  • Educators are able to connect with their students in and out of the classroom and engage in transformative education. While motivating their students to responsibly apply their passions, educators co-create profound learning opportunities in their community.
  • The Service Learning Community Partners can be associations, NGOs, schools and orphanages that have identified a specific need within their community and are able to provide a co-facilitated learning opportunity for AISM students. The most important aspect of a Community Partner is the ability to practice reciprocity throughout the academic year.
  • There are several channels through which the AISM community can get involved.
  • Students and Educators consolidate their passions, talents and skills with a potential partner. A project proposal is presented to the Service Learning Coordinator who then evaluates the feasibility of the project.
  • Parents are encouraged to join the Service Learning Committee within the PTA, where they can assist in organizing Service Learning events, awareness campaigns, facilitating capacity-building sessions for students and community partners, and chaperoning Service Learning Days.
  • In the Primary School, AISM offers basketball, soccer, swimming, and track and field.
  • In the Secondary School, AISM offers basketball, golf, soccer, swimming, tennis, track and field, and volleyball.
  • Students in grades 1-12 are encouraged to participate in the sports at AISM.
  • Parents are sent a unique email for each child.  The parent uses the web link in the email to sign each child up for activities online. 
  • ISSEA stands for International Schools of Southern and Eastern Africa.  It is an activities conference of eight international schools (American International School of Johannesburg, American International School of Lusaka, AISM, Harare International School, International Community School of Addis Ababa, International School of Kenya, International School of Tanganyika, and International School of Uganda).  The conference sponsors several festivals throughout the year for secondary school students.  The festivals include: volleyball, track and field, swimming, basketball, band and choir, drama and visual arts, STEM, soccer, tennis, and golf. 
  • The Integrated Learning Department (ILD) organizes annual Week Without Walls trips throughout Mozambique, Swaziland, and South Africa for grades 6-12 students.  The ILD organizes all of the ISSEA Festival travel.  The ILD also offers several annual sports and club trips to the American International School of Johannesburg and Waterford UWC in Swaziland. 
  • The Week Without Walls (WWW) Program is an annual week-long trip for all students in grades 6-12.  The trips are usually international trips, but also include travel to destinations within Mozambique.  The trips are chaperoned by AISM teachers.  The purpose of our trips is to promote learning opportunities outside of the classroom and take our students into a variety of learning environments.  The trips encourage our students to find their personal strengths and passions while they learn, reflect, and grow. 

 Some objectives include:

  • Increasing respect for our environment
  • Encouraging our students to be internationally minded and become global citizens through cultural experiences
  • Providing unique learning experiences in the real world
  • Building a stronger community with unique personal and interpersonal experiences
  • Challenging students physically and mentally

Student Leadership Mission  Statement

  • We commit to providing a communicative council that will remain open minded and active in and for the student body. We strive to create a positive, respectful and comfortable learning environment for students to engage in balanced student lives.

AISM Student Leadership Structure & Expansion


Our School Creed is: 


The Buffalo Creed

I am a Buffalo!!

I will be kind to all

I will respect others and respect the environment

I will earn trust by giving it

I will take responsibility for my actions

I will reach for excellence in everything I do

I believe in the team

I will have fun

I will take part in student life at AISM

I will support all other Buffalo

I will pass the Buffalo Spirit on to other AISM students

We are the Buffalo!

  • We collaborate and plan closely with our colleagues, including support teachers and coaches as well as our parents and our students.
  • We aim to engage all students and their voices by getting to know them well with input from the parents, and by providing a supportive and challenging learning environment.
  • Our aim is to encourage inquiry and risk-taking.
  • We challenge each child appropriately according to his/her own ability while maintaining the integrity of their independent learning journey, and keeping improved student learning as the core focus.
  • We are flexible and diverse in our instructional and assessment practices to accommodate a wide range of capabilities and to allow for strengths and talents toward expression and understanding.
  • Students use real-world application to demonstrate their knowledge and skills across different contexts.
  • We collaborate with families in a “Here’s how we can work together” approach to reach student excellence.

American International School of Mozambique

Rua de Rio Raraga, 266

P.O.Box 2026, Maputo - Mozambique

Telephone: +258 21491994

Cellphone: +258 822255247; +258 842255247


  • On arrival, students participate in a four-week programme of transition.
    • This programme introduces children to the school and the people within it.
    • They locate important destinations and the processes that make those places work – E.g. The Library.
    • They learn who they can turn to and how they can be helped.
  • When students leave AISM, they participate in a two-week programme where they:
    • look up their new destination and school on the internet, and
    • learn as much as they can about their new space.
    • they have a special book that helps them to say goodbye to the people here.
  • At the end of each academic year:
    • students spend a morning in their new classroom with their new teacher. They play games and begin the process of getting to know their new environment and teacher.
    • the first two weeks of the new academic year is allocated as Learning to Learn. In these weeks’ children learn to be students in their new space.
  • The grade 5 and grade 6 teams have developed a transition unit that begins in grade 5 and ends in grade 6. This unit is about change. It incorporates changing bodies and changing spaces.
    • Students spend the last four weeks of grade 5 on this unit.
    • They visit the secondary school and learn new organisational structures and new ways of knowing.
    • They are fully prepared and raring to go by the end of the month!
    • The final Community Time of grade 5 is a ceremony where the AISM Primary School community say good-bye and good luck.
  • In structure and style, the DP (grade 11 and 12) requires its students to be conceptual thinkers in all of its subject groups. For this reason, the MYP (grade 6 to 10) is a conceptually-driven program. 
  • DP students need to be versed in the ways of thinking of the subjects they study, and for this reason the MYP is good preparation for the DP.
  • The MYP prides itself on building students to be independent, self-reliant learners who can achieve the objectives of the courses to the highest degree, which is also a helpful ability to have when tackling the DP syllabus. 
  • In the organization of the classes and learning activities, the MYP can seem to be more open to processing work collaboratively and more flexible in its assessment products. This we see as a strength of the MYP as it more accurately simulates the world of work in the 21st Century.
  • In order to ensure that MYP students are prepared for the content of the DP, most of AISM's grade 9 and 10 teachers are also DP teachers. So they are well versed in what the expectations are for the DP and weave the appropriate content and skills into the upper years of the MYP accordingly.
  • AISM endeavors to create interactive and authentic opportunities for all aspects of learning; it is imperative that other essential issues concerning healthy living are also addressed in a similar manner. Apart from the core academic curriculum, AISM includes a one-hour session every nine school days (advisory day) where topics are explored through age appropriate activities. These activities may include video material, guest speakers, debates, small group and whole group discussions.
    • Advisory Topics: organizational skills; balanced Life Style; social media; substance abuse; relationships; school spirit; organizational skills/college applications; Skype conference with colleges; Balanced life style/stress management/healthy choices; Extended Essays/Internal Assessments; Theory of Knowledge (TOK); Community-Action-Service (CAS); and school spirit.
  • AISM provides a buddy system for students new to AISM.
  • For grade 6 students, AISM Buffalo Quest offers an additional socialization curriculum and program that delves into how to get along in social situations while creating school pride.
  • AISM has a counseling program which provides Advisory sessions for grades 6-12
  • At AISM, we have a career and university counselor dedicated to assisting the students with university applications world-wide, as each country and university has it's own unique application process and protocol.
  • Parents are encouraged to set up an appointment to become familiar with the process.
  • Grade 11 students and parents should begin to arrange to meet the university counselor. The counselor has meetings with all grade 11 students in December. Follow up individual meetings are scheduled for second semester.
  • Timelines are critical to students so parent support is needed to keep on track.
  • University applications begin as early as September of grade 12.
  • FIT welcomes families two times a year with an orientation and picnic, but the committee is available year round.
  • FIT provides new families orientation and guidance for departing families. Please contact our PTA, the School counselors, and our Nurse.
  • FIT supports families with social, emotional and safety concerns related to living in Mozambique.
  • actively engage in the school's program and the vibrant community;
  • use effective means of communication with the childs teacher;
  • collaborate with the teacher to promote a healthy, balanced lifestyle for optimal academic success;
  • have a shared and collective language in finding solutions;
  • promote working together;
  • nurture and sustain a two-way partnership;
  • work with the school to take on local, societal, and global issues.
  • DECISION MAKING: Serve on the school board, join a strategic planning committee and attend board meetings.
  • VOLUNTEERING: Volunteer through the Parent-Teacher Association (PTA) and other departments (such as Arts, Service Learning and Sports); recruit and organize other parent volunteers.
  • PARENTING: Come to the workshops and informational meetings.
  • COMMUNICATING: Access school information sources regularly, ask questions and seek support.
  • LEARNING AT HOME: Support the information and ideas that the school provides to families about how to help students at home.
  • COLLABORATING WITH COMMUNITY: Offer your knowledge and services with your individual strengths and connections to strengthen school programs.
  • Any time parents have questions about their child, they may contact the teacher and make an appointment. Teacher emails can be found on our secure site
  • Grade level teachers collaborate with single subject teachers (eg: PE, performing arts) to produce a password protected weebly (a blog). The weebly is updated every two weeks. This serves as a primary information source. All information on the child's learning program can be followed using this format. When updated, the parents receive an electronic link. It is imperative that parents log in regularly in order to follow their child's learning program.
  • Parent-Teacher Conferences occur at the end of the first quarter. Written feedback to parents is provided on the Parent-Teacher Conference form.
  • Student-Led Conferences occur at the end of the third quarter.
  • Narrative Reports are delivered to parents at the end of each semester.
  • Mahara (student portfolio) is open to parents in October and December and is provided to parents at the end of the year.


  • Any time a parent has questions about their child, they may contact the teacher and make an appointment. Teacher emails can be found on our secure site.
  • In Secondary School, teachers use the ManageBac program to provide parents and students with grades, homework and updates on school and class events. If parents have any technical issues with ManageBac, they can contact: Secondary School IT Coordinator. All teacher emails are also on Managebac, and they can be contacted at any time.
  • Parents meet with teachers during Parent-Teacher conferences. These occur one week prior to the progress reports. The progress report schedule is published for parents on the secure website at the start of the year. Report cards are issued three times a year (trimester). Parents and students conduct a student-led conference at the end of the year to discuss the year’s progress.
  • Parents are encouraged to communicate with the teachers directly or through their child’s advisor at any time during the year.
  • Contact will be made if a teacher or parent notices the need for academic support in a specific subject area.
  • Parent-Teacher appointments will be scheduled.
  • The teacher or parent may invite Learning Support Staff to attend the meeting, including the principal and counselors.
  • The concern will be addressed and a plan will be put in place for continued academic support.
  • Follow up discussions will be scheduled to check progress at pre-determined dates.
  • The Learning Support Coordinators ensure that students needing additional support receive the one-on-one support they need.
  • Learning support may come in two forms:
    • a short burst of intervention which allows a student to ‘catch up’ or overcome a particular hurdle
    • regular work to systematize/reinforce.
  • Learning support does not take the place of good differentiated instruction.
  • Teachers will only request tutoring for a student if:
    • the student is a “student of concern”
    • the learning support program staff has recommended/reinforced the need for tutoring
  • AISM provides extension activities to those students who are working beyond the grade expectations.
  • A Special Educational Needs (SEN) Coordinator supports staff school-wide.
  • School Counselors are assigned to the primary, middle and high schools to assist students and parents when a child experiences social and emotional problems.
  • A Middle School Student Support Coordinator also works with middle school students to facilitate their adjustment from primary to secondary school.
  • A Career/University Guidance Counselor is available and dedicated to assisting in this process.
  • English for Speakers of other Languages (ESOL) teachers are dedicated to assisting students and staff.
  • Learning difficulties are not always apparent upon admission and students may only exhibit behaviors after a lengthy observation in a classroom. At the discretion of the School’s administration and at parents’ expense, more sophisticated testing may be required. Recommendations from outside agencies need to be implemented by both parents and the school. The School’s administration reserves the right to recommend alternative school placement. 
  • Grasping a new language is challenging and we aim to encourage and support the students to the best of our abilities. The ESOL teachers are available to be contacted at any time.
  • The ESOL department administers the WIDA assessment to ascertain the specific English needs of the child.
  • In order to assist the student in English language skills and to enable active participation in daily classroom activities, the School may substitute the current foreign language class to allow the student to participate in an ESOL class.  Students work on English speaking, listening, reading, writing (grammar) skills, and academic vocabulary as the year progresses.
  • Parents receive regular updates in regard to the student’s development through the ‘reporting to parents’ process.
  • Students may be re-entered into the program if the classroom teacher and the ESOL program staff confer it is necessary. Parents will be notified.
  • In Primary School, beginner students are pulled out of their classrooms and intermediate students have in-class support. Parents are notified of the type of support their child is receiving.
  • In Secondary school:

         The student is offered after school ESOL sessions:

         ESOL after school class on Tuesday’s from 14:40-15:40

         ESOL Science after school class on Wednesday’s from 14:40- 15:40

  • The school does not recommend tutoring, but instead offers Xtra support.
  • To minimize the need for external tutoring in the Primary School, grade level support Xtra is offered weekly for students who need reinforcement and/or support through the After School Activities program.
  • In Secondary School, Xtra follows a published schedule and support sign up is with the teacher.
  • The Learning Support Staff or teacher may recommend Xtra to the parents and students.

  • Extended school days for all grade 11 and 12 Higher Level (HL) students.

(Xtra takes place after school between 2:45-3:45, before sports and activities)

  • This refers to assistance or help outside of what the school offers and remains the responsibility of the parent and involve private “external” persons who are paid by parents to work with their children.
  • The Learning Support Program Staff may suggest to parents that outside tutoring could be beneficial if the child's special needs require additional support.
  • Parents may also request tutoring for their child. If the request is made, the classroom teacher will take it to the Learning Support Program Staff who will revert to the classroom teacher with a recommendation.
  • Pre-assessments tell the teacher what each student knows or does not know. The unit of instruction is then built around the level of knowing.
  • Formative assessments happen as short, sharp snap-shots of the student progress. The information gathered drives learning forward.
  • Summative assessments happen at the end of a unit. These tell teachers what needs to be re-taught/refined or extended.

Modifications comprise a change in the curriculum for students who are unable to comprehend all of the content being taught. Modifications may also be made to assignments or assessments to ensure that the student meets with success. 

Modifications to assessment tasks involve changing or adapting the objectives of a task to suit a student’s individual needs:

  • Adjusting the objectives or required outcomes a learner is expected to complete in order to meet with success in a given task (i.e. secondary school: the number of sources required in a research paper, the number of comparative points to be made in an essay, the number of examples given to support an argument).
  • Extending the amount of time given to complete a test/exam/summative assessment.
  • Using, and/or providing an alternative setting to facilitate the use of, assistive technology (i.e. calculators, use of dictionaries, laptops for word processing, scribes, or readers) in summative assignments.
  • In some cases, where students are very advanced in certain subject areas, teachers may consider compacting the curriculum and offering extension/enrichment/independent line of inquiry.
  • Teachers moderate assessments (meet with other teachers and look at assessments across the grade level) to ensure they are understanding the grade as a whole and are meeting every student’s needs.
  • Each year our school participates in the ISA- International School Assessments for grade 3-grade 10 to moderate and compare to schools worldwide. Our school also administers the PSAT and the SAT.
  • Reading is assessed using the Fountas and Pinnell grading and assessment system. It has been modified to include deeper questioning using the Developmental Reading Assessment (DRA) structure form the USA. Assessments are available for parents to view.
  • Writing is assessed using the 6Traits/Fountas and Pinnell expectations for each grade. Rubrics (the tool) are available for parents to view.
  • Ask questions regularly; communicate concerns as they arise; meet with the teacher at prescribed times and schedule ad hoc meetings as needed; follow the weebly (primary school) or ManageBac (secondary school).
  • Follow these steps:
  • Meet first with the teacher.
  • If your needs are not satisfied, make an appointment to discuss the issue with the principal. The principal will work with you to find a solution. 
  • If your needs are not satisfied, schedule an appointment with the school director.

Please note: Procedures for communication can be found in the Parent and Student Handbook

  • Teachers in the Primary School eat lunch with the children. Children are encouraged to eat, but teachers will not force children to eat should they express they are not hungry or don’t wish to.
  • Students may bring lunch from home, have food delivered from home or purchase food in cafeteria.
  • Tickets for food purchase are available from the cafeteria.
  • Secondary School students may eat either in the cafeteria or at Café Sol. Café Sol food purchase is cash only.
  • All students are expected to tidy up after they finish eating.
  • Students in grades ELC through grade 6 are not permitted to use cell phones at school. Students have access to the school phones with the presence of the Primary/Secondary school administrative assistant.
  • Students in grades 7-12 students are allowed cell phone usage on campus, and must adhere to the rules of individual classrooms.
  • Cell phones may not be used during instructional time without a teacher’s approval.
  • The school has one full-time nurse and one part-time nurse, to ensure there is full cover for all afterschool activities and  weekend sporting events.
  • They contribute to information for the FIT committee.
  • They provide support to the Primary School through Units of Inquiry (eg: seat belt safety, correct handwashing, respiratory system, heart rate for mathematics).
  • They provide support to the Secondary School advisory sessions.
  • They facilitate and monitor required immunizations.
  • The Health office is an educational resource center for families and staff within the school community, to provide information  and contact details of health services available in Maputo and South Africa.
  • All students have access to water stations in the school. By having a water bottle students have 100% access to drinking water. Hydrated brains work better – this we all know, so please ensure your child has a water bottle. Teachers will build in water breaks to ensure hydration.
  • The sun is harsh and unforgiving....
    • There is evidence to support that most damage is done to a child’s skin before they are 16 years of age. The Primary School enforces a no hat, no play policy in order to ensure skin health. Students wear their hats at break time, in PE lessons and in the ASA programme.
  • AISM includes a one-hour session every nine school days (advisory day) where topics are explored through age appropriate activities. These activities may include video material, guest speakers, debates, small group and whole group discussions.
  • Advisory Topics: organizational skills; balanced life style; social media; substance abuse; relationships; school spirit; organizational skills/college applications; Skype conference with colleges; balanced life style/stress management/healthy choices; Extended Essays/Internal Asssessments; TOK; CAS; and school spirit.
  • AISM provides a buddy system for new to AISM students.
  • For grade 6 students, AISM Buffalo Quest offers an additional socialization curriculum and program that delves into how to get along in social situations while creating school pride.
  • AISM has a counseling program which provides Advisory sessions for grades 6-12.

The IB for ICT standards are cross referenced and aligned with the 2016 International Society for Technology in Education (ISTE) standards.

The technology resources used by Primary School teachers and students are mostly:

  • All classrooms are equipped with a teacher desktop computer, speakers and projector.
  • ELC to grade 1 classrooms are equipped with four laptops,  four iPads, cameras, video cameras, document cameras and listening centers.
  • Grade 2-5 classrooms are equipped with five laptops and five iPads, cameras, video cameras and document cameras.
  • One ICT Teaching lab for multimedia projects
  • One Research lab for research

The IB for ICT standards are cross referenced and aligned with the 2016 International Society for Technology in Education (ISTE) standards.

The technology resources used by Secondary School teachers and students are mostly:

  • One Mac Lab for multimedia projects
  • Two Design Labs for product and digital design classes
  • One Secondary School Tech Lab for research and meeting sessions
  • Most classrooms are equipped with a teacher desktop computer and projector
  • The Mac Lab also houses electronic items for check-out: laptops, cameras, iPads, speakers, document cameras and microphones
  • We have implemented the 1:1 iPad program in grades 6-8 to support the academic programs for middle school and each student has been assigned an iPad. This initiative aims to empower students in effectively utilizing mobile applications for learning. It also hopes to inspire and challenge both teachers and students to explore meaningful ways to integrate technology with transformative classroom practices.
  • The BYOD (Bring Your Own Device) program has been implemented in grades 9-12 for a couple of years now. Students have the option to independently use their own digital devices (laptops, tablets or smartphones) in school to support their academic needs. Using the school wireless network, many students are able to use their school-approved devices to expand their learning resources for research, productivity, creativity and collaboration.