Our international school, with diverse students and staff, prioritizing character development and moral understanding. In this project, our aim was to explore inclusive practices in the EU, understanding and exchanging good practices. We sought to broaden our understanding of systematic and whole-school approaches to ensure continuity. Through new wellbeing strategies, we anticipated clearer guidelines for parents, teachers, and a sense of security for students, fostering a united effort across all classes. We recognize the societal tendency to focus on challenges rather than strengths and interests. Gaining skills and strategies for overlooked areas is crucial for all students to thrive. The focus was hence on prevention, creating safe and loving environments. Similarly, with an international community, we aimed to enhance our assessment techniques through interactions with diverse communities. Thus this project aimed helping us refine our rubrics, evaluation methods, and assessments, benefiting both teachers and students in our vibrant school environment. Fundamentally, this project focused on 3 key areas: Inclusion and Wellbeing Policy, Inclusive Individualised Plans, and Creative, Holistic and Inclusive Assessment Practices.
COPIED ABOVE AS REQUESTED: We are an international school (pre-primary to lower secondary) with a diverse range of cultural backgrounds within our students and staff, and we also have several students with diverse learning needs and learning styles. The school is a member of the Cambridge Examination syndicate and is approved by the Ministry of Education in Slovakia. Developing character and moral understanding in our students are at the core of Brilliant Stars education. Our students aretaught to develop their intellect and character whilst also playing a contributing role within society as agents of change. Through this project, in regards to inclusion, we would like to learn: What is research and best practice saying? What are other schools doing in other countries (exchange of good practice)? What can students do (what is student-led inclusion and wellbeing)? At our school, we always aim at prevention rather than allowing situations to escalate. Although we place great focus on inclusive practices and supporting child happiness, we are yet to find a systematic whole-school approach to ensure regardless of which teacher is educating in which space continuity of standard is maintained.