Our Methodologies are drawn from respected research-based practices and from a prestigious international programme. They are influenced by the belief that learners construct knowledge based on personal experience. The IST teacher starts from the point of the child's current understanding and by creating the conditions for learning to occur, devising the activities and providing the materials, s/he leads the learner into new areas of knowledge. This is done through a process of structured inquiry.
We believe that learning occurs when the student passes through the above stages to the point where s/he reflects on the experiences s/he has had and on the information s/he has gained through a process of discovery. Through the guidance of the teacher, the learner acquires and moves beyond the "core" body of knowledge required to become an "educated person".
IST believes that this style of learning is collaborative, social and communicative, and provides an ideal vehicle for the construction of knowledge and the acquisition of linguistic competence.
The basic vehicle in the IST approach is through carefully designed activity and questioning, initially generated by the teacher and later increasingly by the students themselves. These "starting point questions" are
The school year begins with a two-week Diagnostic Unit and is then followed by six Teaching Units. During the Diagnostic Unit, the teacher assesses the knowledge, experiences and interests of the class and s/he uses this information to plan the Teaching Units. The Teaching Units vary from class to class, teacher to teacher and year to year however all fit within the following six themes :
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