An Introductory Guide for Students and Parents

Table of Contents

Director’s Welcome 3

ISB Mission Statement 4

ISB Vision Statement 4

History 5

Accreditation 6

ISB Curriculum Model 7

Primary Years Program (PYP) 7

Middle Years Program (MYP) 9

Diploma Program (DP) 10

DP Creativity, Action, Service (CAS) 11

MYP Service as Action 12

Technology at ISB 12

Counseling 14

Learning Support 16

English as an Additional Language (EAL) 17

Language Acquisition 17

Serbian Mother Tongue / After-School Mother Tongue Program 19

Fine Arts 19

ISB Health Services 20

After School Activities (ASA) / CEESA Activities 21

ISB Parent Teacher Student Association (PTSA) 23

Statistics on ISB Faculty 24

 An Introductory Guide for Students and Parents

Dear Students and Parents,

I am delighted to welcome you to the International School of Belgrade (ISB).

ISB has been the leading light in international education in Belgrade for over 70 years. We are a truly
remarkable school by any measure, preparing our students to be successful wherever they go in the world.
We are ambitious and strive for them to make exceptional progress at all ages. Indeed, our IB results are
consistently among the best in the world and our graduates go on to study at some of the world’s finest
universities.

But this is only part of the story; at the same time, we prepare our students with the contemporary skills,
attributes and concepts that prepare them for their fast-changing, globally connected, technology-
rich future. We are a fully authorized IB World School and our Diploma, Middle Years and Primary Years
Programmes are designed to offer the right balance of challenge and support through a truly global
perspective.

This is place where students are nurtured and guided to take ownership of their own learning, where
students are engaged and active participants in real-world learning, critical thinking and problem solving.

Our teachers are dedicated professionals, a majority holding multiple or master’s degrees in their areas
of specialization. They purposefully create inspiring, student-centered and personalized learning
environments designed to address each student’s unique approach to their learning.

ISB is fortunate to have parents who are actively involved in the lives of their children and the school
community. A dedicated PTSA organizes annual social events and fundraisers to support the school. Our
Board of Trustees, devote their time and talents to assure continuous improvement of programs and
services for all our children. In this regard, we are a close and supportive community of learners, with
students placed firmly in the center.

No matter how hard we try, this guide can only give you a glimpse of who we really are and how we put
learners and learning at the center of everything we do. I warmly welcome you to visit us whenever you
can. We are very proud of our school and we will always take the time to show you around.

ISB is a collaborative learning community that inspires, equips and empowers its students to succeed and
contribute positively to society.

Andrew Derry
Director
An Introductory Guide for Students and Parents

ISB Mission Statement

ISB is a collaborative learning community that inspires and empowers its members to discover their
passions to be global innovators.

ISB Vision Statement

We aspire to challenge and empower students through living the IB learner profile.

To achieve our mission, we embrace the values of:

• Empathy – We understand the impact of our words and actions and act with compassion towards our
community members.
• Integrity – We conduct ourselves in ways that bring honor to ourselves, our school and the community.
• Respect – We demonstrate respect for the person and property of ourselves and others.
• Responsibility –We are responsible for our behavior as well as for contributing to a healthy and safe
learning environment.

Parameters for Decision-Making

• The best interests of our students and their diverse needs are always at the center of our decisions.
• We strive always to ensure safe, supportive, and healthy environments conducive to learning.
• We strive always to provide a broad, balanced, high-quality educational program, which includes
visual and performing arts as well as athletics.
• No program or service is introduced unless it is consistent with the strategic plan, the benefits justify
the cost, and provisions are made for professional development and program evaluation.
• No program or service is retained unless it continues to make an optimal contribution to the mission
and its benefits continue to justify cost.

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History

Founded in 1948 by the wife of the British Ambassador, Lady Peake, the Foreign Colony School was housed
in two rented rooms at the American Mission. One staff member, assisted by parents, taught elementary
children using British texts. The wife of the American Ambassador became the first chairperson of the
School Board in 1949.

During the 1950s, the School grew to be a K-8 school using American Forces’ teaching manuals. In 1952, the
name was changed to The International School of Belgrade.

In 1957, ISB moved to its present Lower School residential location. The Main Villa was remodeled and
additional buildings were constructed on the beautiful grounds. Enrollment fluctuated considerably,
reflecting the population of the diplomatic community, the establishment of other foreign national schools
in Belgrade, and the political and economic situation in the former Yugoslavia.

In 1962, the School began to receive yearly United States Government financial grants enabling the
recruitment of overseas-hired teachers and the opportunity for long-term teachers to attend courses at
U.S. universities. From 1966 through 2000, the School was associated with the Pittsford, New York School
District in a School-to-School program, which included resources, information, and teacher exchange. ISB
also became associated with the European Council of International Schools and the Central and Eastern
European School Association.

ISB was accredited in 1981 by the New England Association of Schools and Colleges and the European
Council of International Schools. In July 2011, ISB received re-accreditation status from the Council of
International Schools, the International Baccalaureate Organization, and the New England Association of
Schools and Colleges for an additional ten years.

In the spring of 2003, ISB inaugurated the opening of the Upper School campus for students in Grades 6
through 12. In the fall of 2005, to cater for an expanding middle school student population, the middle
school was located on a newly renovated third campus within walking distance of the other two campuses.
In December 2011, ISB had a ribbon-cutting ceremony marking the opening of its new middle school and
gymnasium. Students occupied the new middle school in January 2012 effectively closing the old middle
school located at Sanje Zivanovica 15.

Thousands of children have passed through the ISB threshold of knowledge since its inception. The future
looks bright, not only for The International School of Belgrade, but also for the country as a whole.

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Accreditation

The International School of Belgrade is accredited by the Council of International Schools (CIS), New
England Association of Schools and Colleges (NEASC), and authorized by the International Baccalaureate
Organization (IBO), and the Serbian Ministry of Education, Science and Technological Development.

Accreditation is a process through which a school is regularly measured against external standards of
quality determined by the accrediting agencies. “The accreditation process has long been recognized in the
United States and in international school circles as a highly effective means of initiating and maintaining
school improvement and demonstrating adherence to a set of publicly stated standards.” (The Guide to
School Evaluation and Accreditation, Eighth Edition (Version 8.2), CIS). The CIS and NEASC methods of
accreditation work in tandem to focus on a school’s mission and vision as the impetus for continued school
improvement.

The Goals of the CIS / NEASC Accreditation Process

According to the accreditation guides from CIS and NEASC, the overall aims of the School Evaluation and
Accreditation Process, are:

• to encourage school improvement and to foster excellence through on-going self-study and peer
review
• to award recognition to those schools that provide an educational program of high quality which is
based upon a clearly defined Philosophy and Objectives, suitable for their unique school population,
and which meets the demanding standards drawn up by CIS

The cycle of accreditation is a five-year process which begins with a thorough self-study conducted by all
members of the school community. A team made up of colleagues from other NEASC/CIS member schools
visits the school to review its self-study report results.

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ISB Curriculum Model

International Baccalaureate Organization (IBO) Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful world through intercultural understanding
and respect.

To this end the organization works with schools, governments and international organizations to
develop challenging programs of international education and rigorous assessment.

These programs encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.

As an IB World School, ISB offers three programs: Primary Years Program (PYP), Middle Years Program (MYP)
and Diploma Program (DP).

Primary Years Program (PYP)

The PYP is designed for students between the ages of 3 and 12 years. It is an inquiry-based transdisciplinary
program that focusses on the whole child - touching hearts as well as minds, and incudes the social, physical,
emotional and cultural welfare of our students as well as their academic needs.

The PYP aims to develop internationally-minded students, who with encouragement, care and opportunities,
can create a better and more peaceful world. The PYP (as well as the MYP and DP), describe an internationally-
minded person through the attributes expressed in the IB Learner Profile. These attributes describe what
we want our students to become. We want our students to be inquirers, thinkers, communicators, risk-
takers, knowledgeable, principled, caring, open-minded, balanced and reflective.

The PYP creates a relevant, engaging, challenging and significant educational framework for all children.
Learners construct meaning through planned, purposeful, concept-driven inquiries where skills, knowledge
and understanding are embedded in authentic and meaningful contexts.

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The PYP Curriculum Model

Teachers and students are guided by four to six (PreK does 4 and Kindergarten does 5) transdisciplinary
themes as they design curricular units for inquiry and study. Students explore subject areas through these
themes, often in ways that transcend conventional subject boundaries. In the process, they develop an
understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes,
and learn to take socially responsible action.

The PYP is made up of the following five essential elements:

• Concepts
• Transdisciplinary skills
• Attitudes
• Action
• Knowledge

Concepts

Seven fundamental concepts, expressed as key questions, propel the process of inquiry and help to
encourage a transdisciplinary perspective.

The concepts are the following:

• Form: What is it like?

• Function: How does it work?
• Causation: Why is it like it is?
• Change: How is it changing?
• Connection: How is it connected to other things?
• Perspective: What are the points of view?
• Responsibility: What is our responsibility?

Approaches to Learning

Five categories of skills are developed through structured inquiry. These are: thinking, communication,
social, research and self-management skills. These skills are applied and practiced across the curriculum for
a variety of purposes.

Action and Agency

Students are encouraged to take ownership over their learning, reflect, make informed choices, and take
action that may impact their peers, school, wider community and/or the environment.

Knowledge

The Primary Years Program identifies a body of significant knowledge relevant for all students in six
principal subject areas: language arts; social studies; mathematics; science; the arts; and personal, social
and physical education. The school uses the Program of Inquiry and stand-alone subjects as the context in

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which to develop and acquire subject content and skills.

The aim of all IB programs is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.

Middle Years Program (MYP)

The IB MYP offered at ISB covers Grades 6, 7 and 8 at the Middle School, and Grades 9 and 10 at the High
School. The IB MYP is the natural continuation after the IB Primary Years Program, and is an excellent
preparation for the IB Diploma Program.

The curriculum taught within the MYP is a well-balanced, student-centered, international curriculum
which includes teaching of eight subject groups, makes valid connections in traditional subjects with
the real world through the five Areas of Interaction, and focuses on the development of the IB Learner
Profile. The curriculum combines academic rigor with important skills and attitudes appropriate for the
challenges of the 21st century through teaching various Approaches to Learning. The purpose of teaching
these important skills is to enable students to be metacognitive at the end of the final MYP year, and well
prepared for the DP Theory of Knowledge.

The philosophy of the MYP encompasses three fundamental concepts:

1. Holistic Education: The MYP requires schools to offer traditional subject groups, but to organize
learning in such a way that students understand connections between subjects through interdisciplinary
teaching and learning and the development of Approaches to Learning skills.

2. Intercultural Awareness: Because this concept is gaining in importance every day, the MYP focuses
on developing students’ attitudes and knowledge about their own identity and culture and that of

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others. It fosters tolerance and respect, develops empathy and understanding, and acknowledges and
accepts differences in appearance, habits, beliefs and opinions.

3. Communication: The MYP considers communication fundamental for learning; most important is a
command of one’s own language along with learning foreign languages. Multiple languages extend
linguistic competence and an appreciation of different cultures and traditions. This concept extends
students’ inquiry and understanding, provides for reflection and encourages multiple forms of
expression, both verbal and non-verbal. Additionally, good communication will help students become
active listeners and participate more fully in the exchange of ideas.

ISB students display in their everyday school life the philosophy of the MYP and the attributes of the IB
Learner Profile. They create, produce, and actively participate in a variety of school activities: Visual Arts,
Dramatic Productions, Community Service, Athletics, Student Council, Knowledge Bowl, Speech & Debate,
and Excursions. Interdisciplinary units allow students to analyze and synthesize the curriculum into
performance based outcomes.

Diploma Program (DP)

ISB is an international school serving a varied, multicultural community of students and teachers and offers
the International Baccalaureate Diploma Program for all students in Grades 11 and 12. ISB has been an
authorized Diploma Program school since April, 2005.

The IBO describes the DP as a comprehensive and challenging pre-university course that demands the best
from both motivated students and teachers.

“… Typically, diploma holders are ready to debate real-world issues from an international perspective and
to provide leadership and support in the local and global community. They demonstrate a capacity for
in-depth study while maintaining a broad perspective of the different subject areas. They are able to ask
challenging questions but also know how to research a topic and express their opinion. They have a strong

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sense of their own culture and identity, as well as the ability to communicate in two or more languages
with people who have a different perspective of the world.”

To become successful candidates for the full IB Diploma - recognized and valued by competitive universities
worldwide - students must take six courses, three at the Higher Level and three at the Standard Level.
Diploma Program courses are offered in six subject areas and take two years to complete. In May of their
senior year, ISB students sit for IBO external examinations.

DP Creativity, Activity, Service (CAS)

The Creativity, Activity, Service (CAS) component is a fundamental part of the IB Diploma Program and places
emphasis on the importance of life outside the world of scholarship, providing a refreshing counterbalance
to academic studies. Through organizing, carrying out and reflecting on the CAS experiences and projects,
students are challenged to step out of their comfort zone in order to develop a spirit of open-mindedness
and discovery.

Balanced creativity, activity and service experiences provide valuable opportunities for students to
engage with local and international non-government organizations, which opens doors to students as
they develop their interests. Moreover, students learn how to take initiative, as they become aware of the
humanitarian issues across the world, awakening compassion and caring in them as well as allowing them
to learn through service.

Simply put, our students become responsible, caring and innovative citizens of the world. Some of the
activities that take place through and beyond the CAS program are: Big Brother/Big Sister Program with the
“Drinka Pavlovic” Home for Children without Parental Care, Gardening Workshops at the Vocational High
School, Refugee Relief Aid, Senior Citizens Computer and Art Classes with Bread of Life, Homework Help for
children from marginalized families with the Center for Youth Integration.

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MYP Service as Action

Service and Action is a concept that has replaced Community and Service in the MYP program as of the
2014/2015 school year. Nevertheless, the essence of the program has maintained the emphasis on the
students’ interaction and service work within the community on the local and global levels. This Area of
Interaction focuses on developing the following outcomes in our students:

• Feeling empathy towards others

• Making small-scale changes to their behavior
• Undertaking larger and more significant projects
• Acting on their own
• Acting collaboratively
• Taking physical action
• Suggesting modifications to an existing system to the benefit of all involved
• Lobbying people in more influential positions to act

Grade-based community service projects are organized 2-3 times per year where students as a class are
focused on helping out a particular group or cause. Students are also encouraged to initiate activities
independently.

Technology at ISB

ISB recognizes the importance of authentically integrated technology in our learning environments.
Our technology program aims to provide students and staff with the necessary skills to meaningfully
incorporate technology in their endeavors. Information and communication technology, rather than being
viewed as separate subjects, are interwoven into all aspects of the K-12 curriculum. IT is a part of many
MYP and DP units and nearly every PYP unit. In addition to developing digital skills and habits for learning
and teaching in the classroom, teachers at the Lower School can also sign-up for computer lab time based
on the needs of their unit. The ISB Tech department has an IT Director, a full-time IT Specialist/Information
System Manager and two IT Technicians.

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Lower School

Grades 3 – 5 are equipped with laptop carts and each of the 3 carts is equipped with 18 laptops located
in homeroom classrooms. Grades PreK - Grade 2 have access to small laptop hubs (4-5 laptops) located in
their homeroom classrooms. In addition to this ISB has an iPad program and as part of this Lower School is
using two iPad carts with 40 iPads in total, which are available for our students on a checkout basis.

At the beginning of the 2014/2015 school year a completely new robust wireless infrastructure was
installed at the Lower School campus to meet the growing demand of mobile device users. The redesigned
LS Library has grown into a Media Lab, which offers 18 desktop computers for student research. Classroom
teachers each have a wireless laptop and all classrooms are equipped with ceiling mounted projectors
and screens. In addition, all classrooms have Apple TV devices for iPad and laptop wireless presentation
features. The Lower School also has several checkout document cameras, digital cameras, and HD digital
camcorders for teacher and student use. The Lower School utilizes high-quality educational software
suitable for various learning needs which are increasingly falling under the Web 2.0 banner.

Upper School

In the 2010/2011 school year, ISB adopted and implemented a 1:1 Laptop program at the Upper School.
As part of the 1:1 Laptop program the Upper School campus has been equipped with a robust wireless
infrastructure and ISB has regularly upgraded the fiber-optic Internet connection to meet the increased
bandwidth demand. As of SY 2016/2017 ISB is moving from the 1:1 Laptop program to the BYOL (Bring
your own laptop) scheme. The school’s IT systems and infrastructure have been developed to be robust
enough to manage this more flexible approach.

In addition to this ISB has an iPad program and as part of this the Upper School is using one iPad cart with
10 iPads which are available for our students on a checkout basis. The Media Lab (Library) has 6 powerful
27” Apple iMacs which provide our students access to professional tools for video/photography, sound
editing and other OS platform environments, in addition to the traditional MS Windows based ones.

All teachers have a wireless laptop and all Upper School classrooms are equipped with ceiling mounted
projectors and screens. As in the Lower School, all classrooms have Apple TV devices for iPad and laptop
wireless presentation features. The Upper School also has several document cameras, classroom clickers
for interactive work with students, digital cameras, and HD digital camcorders for teacher and student use.

General
ISB educators have integrated the Moodle Learning Management System (LMS) into teaching and learning
from Grades K-12. ISB’s branding of this open source LMS is “Moodlic”. The use and interaction of Moodlic
by teachers and learners naturally varies through the grades. This online LMS provides the convenience,
accessibility, and organizational ability inherent in a web-based platform. The teacher-created pages hosted
inside our password-protected LMS allow for the safe display of lesson schedules, curricular expectations,
course layouts, educational resources etc., alongside components requiring student interaction and the
co-creation of knowledge.

As part of the internet connection infrastructure ISB has an Internet filtering/monitoring system which
prevents students from visiting inappropriate websites. ISB has a modern “follow-me-print” system where
all students and faculty can easily release their print and copy jobs with their ID Cards on multi-functional

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printing devices available in all areas of both the Lower and Upper School. In addition to the up to date
educational Tech infrastructure, ISB has a state of the art security system with an IP based CCTV system,
2-way PA system in each room and a chip based locking system. All of the systems mentioned ensure
that ISB students have easy access to modern educational technology and at the same time a secure
environment for their learning.

Students today are well adapted to using digital technology for entertaining themselves and
communicating with friends. Although these skills are increasingly being leveraged to educate our youth,
there are a multitude of digital applications that must be learned to remain technologically literate in the
21st-century. The Upper School 1:1 Laptop Program and BYOL reflect ISB’s commitment to fostering this
goal. The authentic use of technology in our classrooms will not only augment learning in all subject areas,
it will prepare our learners with the digital skills and habits needed to be successful participants in a world
of rapid change.

Counseling

Lower School Counseling (Pre-K - Grade 5):

Children at ISB are continuously encouraged to look through the Primary Years Program (PYP) lens of
inquiry to discover how to make thoughtful decisions that impact their well-being, their social relationships
and their interactions with the natural world. When children struggle or encounter social and academic
difficulties, the Lower School uses a team and solution-focused approach to apply useful strategies that
address concerns and sets learners to success. The Lower School Counselor is an active and important
member of this team.

The Lower School Counselor is an advocate for all learners and works to establish conditions within the
school that enhance every aspect of a child’s performance. For example, students learn to develop social skills
through counselor guided classroom workshops that encourage students to become active participants in
creating a healthy and safe learning environment. Depending on the need, students may also participate in
group or individual counseling, as well as their family being invited to work collaboratively towards child-
focused goal.

Middle School Counseling (Grade 6 - Grade 8):

TThe Middle School Counselor provides students with assistance in the areas of academic development,
citizenship, and social skills. Close collaboration with faculty, staff and parents is necessary in order to
better understand and meet the needs of all students. Depending on the need, students may participate
in group, individual and/or crisis counseling. The middle school has a homeroom class that is dedicated to
working on social skills, organizational skills, and academic skills, with a curriculum that is designed by the
counselor. Additional work concentrates on forming a common language that is understood by all middle
school students in an effort to maintain continuity and success. The counselor will focus on positive peer
relationships, self-esteem, transitioning into adolescence, and team building within the school environment.
Additionally, topics such as peer mediation and conflict resolution are emphasized throughout the year as
students within the middle school are striving for independence from adult involvement while problem
solving.

Parent support is offered through individual meetings and workshops. Individual meetings may be informal;
however, the counselor may arrange an instructional team meeting to address a student’s difficulties on a

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broader level. Throughout the school year school-wide parent meetings or workshops could be offered to
address bullying, alcohol, sex education, adolescence, and general middle school concerns. Parents who
have specific concerns regarding their child may always reach the counselor to set up any of the above
meetings.

High School Counseling (Grades 9 - 12):

Personal Counseling and Pastoral Care

Personal counseling: Students are always welcome to come to the counseling office to talk informally;
occasionally meetings are set up on a regular basis if the need arises. These meetings are kept confidential
unless intent to harm self or others is disclosed. If requested, parents and students can meet jointly in the
counselor’s office for family counseling. Parents are encouraged to contact the counselor on behalf of the
family or their child.

Orientation: Counselors, as well as specifically chosen students, aide in this process, by using peer buddies
and activities to help orient new students to the school. There is an orientation day that begins the process
as we look at how the school day is constructed, the class choices and timetables for the year. Peer buddies as
well as homeroom classmates and teacher are asked to aid these new students in finding support, building
social networks, and succeeding academically. The returning students are encouraged to continue to foster
a relationship with our incoming students not only at the orientation, but throughout the school year.

Homeroom: The high school has a homeroom advisory program which meets twice during the six day
rotation and follows curricula that are adjusted by grade level. Homeroom teachers, along with coordination
and help from the school counselor, school doctor and the IB DP & MYP and CAS coordinators, deliver
school-wide themed lessons depending on the content being discussed. Examples of subjects addressed
include: bullying and cyber-bullying, learning styles and multiple intelligences, topics related to Third
Culture Kids, college readiness, substance abuse, goal setting, study skills, stress reduction and time
management, Personal Projects, Extended Essays, CPR workshops, and Resume Writing.

College & University Counseling

The counselor along with homeroom teachers works with all levels of high school students during their
time at ISB to prepare them for the college and university search and application process. Students in
Grades 9 and 10 prepare for the university admissions process by doing their best in coursework, extra-
curricular activities and community service. All Grade 10 students take the PSAT, which serves as practice
for university entrance exams and as well begin career exploration. This foundation prepares them for the
formal university application process which begins in their 11th Grade and continues through all of Grade
12. Grade 11 students are encouraged to take the PSAT again if they intend to apply to a university that
requires the SAT for admission, and have access to an SAT prep class that ISB accommodates on school
grounds. We serve as an SAT testing center and host examinations in October, November, December,
January and June. Course selection at the end of Grade 10 includes a conversation about university goals
and which classes are best to suit those goals. We highly encourage University visits from Grade 10 on
because it will help facilitate the right fit for your child.

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The university admissions counseling process at ISB includes group and individual student meetings, parent
coffees, and family meetings. Several university representatives visit the high school campus throughout
the year and students at every grade level are invited to attend. The counselor and homeroom teachers
help students develop all the skills and areas that they will need to focus on when applying to university.
Examples are resume/CV and personal statement writing and presentations on the application process
itself, as it varies by region. Evening programs in the middle of Grade 11 are followed by individualized
student and/or family meetings which outline a student’s goals for post-high-school study. In the beginning
of Grade 12, the formal application process begins in earnest. At this point, students are encouraged to
have a list of universities to which they are applying.

The goal of counseling students through the university admissions process is to help students realize what
post-high-school options would best suit their needs and aspirations. To this end, the counselor works
closely with families and students to research possible university options, develop a list of schools that
provide a “match” for the students, and submit their applications in a thorough and timely fashion. Most
ISB students choose to attend university in the United States, Canada, the United Kingdom, Europe and
Australia. With the successful completion of the full IB Diploma at the end of Grade 12, students improve
their chance of admission to universities around the world.

Learning Support
While staff and specialists provide support for learning exceptionalities, ISB does not have the resources
or programs to support students with significant learning disabilities or physical challenges. A child with
a moderate to severe disability is defined as a child who requires more than one period (45 minutes)
of individual or small group assistance up to four times a week from a teacher in order to be successful
within the core academic program. Students manifesting mild disabilities are served in the mainstream
educational program and receive support services through our push-in or pull-out models.

Due to accessibility issues with the school’s facilities, especially on the Lower School campus, applications
for students with limited mobility are difficult to accommodate, but will be considered on a case by case
basis.

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English as an Additional Language (EAL)

ISB embraces the IB concept of an international education that promotes intercultural understanding. The
rich development of language and literacy for all learners is an essential element of all three IB programs
at ISB.

In order to enable all students in the school to access the curriculum in a manner that allows them to
benefit fully from their education and to reach their full potential, ISB provides an English as an Additional
Language (EAL) program for all students for whom English is not their native tongue. We believe that
learning a second language is a developmental process that occurs over a number of years. ISB recognizes
that developing basic interpersonal communication skills (BICS) can take up to two years, while the more
demanding cognitive academic language proficiency (CALP), the level of English language competence
required to have adequate access in the mainstream curriculum, can take much longer to fully develop. For
this reason ISB considers EAL to be a long-term commitment.

The EAL specialist teachers plan with the grade level/subject teachers and assist EAL students with
curriculum subjects and general language acquisition. All teachers work together to support EAL students
and help them integrate successfully into the academic and social life of the school. In their classrooms,
EAL students follow the same curriculum as their peers and are provided with experienced and qualified
teaching and language learning support.

In support of this philosophy, our school strongly promotes the concept of nurturing bilingualism by
encouraging the maintenance and development of a student’s mother tongue in addition to English
language development. Our goal is to develop balanced bilinguals who are highly proficient, literate and
knowledgeable.

Language Acquisition
The International School of Belgrade, in line with the International Baccalaureate, offers an international
education that promotes intercultural understanding and “the ability to communicate in a variety of modes
in more than one language.” The rich development of language and literacy for all learners is an essential
element of all three IB programs at ISB.

ISB recognizes that language acquisition and development play a crucial role in each student’s personal
development. In addition to promoting cognitive growth, language is an important factor in sustaining a
student’s cultural identity and intercultural understanding.

English is the language of instruction at ISB, and therefore, has priority in the school’s language program.
In order to enable all students in the school to access the curriculum in a manner that allows them to
benefit fully from their education and to reach their full potential, ISB provides an English as an Additional
Language (EAL) program for all students for whom English is not their native tongue.

ISB recognizes that learning a second language is a developmental process that occurs over time. ISB
supports the IB philosophy that when possible, proficiency in language should be the goal of second-
language acquisition, and will therefore encourage students to continue their studies in languages of
previous tutelage and knowledge.

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Primary Years Program

From Grades 1 to 5, students proficient in English opt for one of the following foreign languages: French,
Serbian or Spanish. EAL teachers together with classroom teachers determine when an EAL student is
ready to start learning a foreign language.

Middle Years Program

In the MYP, students will take one of the following MYP language acquisition courses: English as an
Additional Language, French, Serbian, or Spanish. In addition, students may take enrichment or elective
language courses in French, German, or Spanish.

French students are prepared for the Diploma in French Language Studies (DELF) examination every school
year, which is organized by the French cultural center in Serbia. This diploma is highly recognized in Europe.
French and Spanish students may continue French and Spanish as foreign languages (Language B) in the
DP.

Diploma Program

ISB offers four language acquisition courses in the DP program: English Language B, French Language B,
Spanish Language B and German ab initio.

Spanish ab initio may be studied online via IB-accredited Pamoja Education (www.pamojaeducation.com).

Students can also take Mother Tongue Self-Taught language classes subject to approval by the Diploma
Program Coordinator. Students taking self-taught classes will have a scheduled language class in the
school timetable, but will study independently during the class in their own Mother Tongue. They will be
monitored by the school’s DP English Language and Literature teacher, who will help them make their list
of works from the IB prescribed list of works, and will be additionally tutored at home by a family hired
language teacher. However, those students will not have a regular school instruction in their Mother
Tongue, and will not be assessed by the school teacher.

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Serbian Mother Tongue Program / After-School Mother

Tongue Program

ISB introduced the Serbian Mother Tongue Program in 2005, thereby recognizing the importance of
maintaining and further developing the academic knowledge of a child’s mother tongue while acquiring a
second or third language. ISB contends that a strong foundation in one’s mother tongue facilitates success
in learning a second language. Serbian MT is strongly recommended as a language choice for all Serbian
mother tongue students (Grades 1 through 10), and as the group 1 course selection in Grades 11 and 12.

The Mother Tongue options for languages other than Serbian* are available for Grades 1 through 10. Since
2009, we have offered classes in French, Spanish, Italian, Russian, German, Portuguese, Swedish, Hebrew,
Dutch, Norwegian, Chinese, Turkish, and Urdu. Based on students’ interest, we will do our best to organize
classes in as many different languages as possible

Fine Arts
Fine Arts at ISB are an integral component of our curricular and co-curricular programs. Students gain valuable
experiences in music, drama, and visual arts in all grades. Students are given opportunities to work with artists
from a variety of cultures, while actively creating and reflecting on their own work and the work of others.

The music program follows the strands of performance, composition, improvisation, listening, movement,
and creativity. Students are engaged in theatre productions and curricular drama classes, thus enabling
them to hone their communication and performance skills.

Through various art techniques, materials, and the study of art history, students develop skills to create art
work with confidence and ease while gaining a greater appreciation of Visual Arts. Student work is displayed
in local galleries and school exhibits. The Visual Arts interdisciplinary units often include costuming and
set design for school productions. Exhibitions, concerts, theatre productions, and in-class performances
provide multiple outlets of artistic expression through the Fine Arts program at ISB.

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ISB Health Services

ISB considers the health and safety of its students and faculty of vital importance. The school has a full-time,
fully accredited School Physician on staff. Multiple staff members are trained in basic first aid, CPR, and
defibrillation.

Both campuses are well equipped with a proper medical room. The School Physician provides an immediate
diagnosis and follows up with timely communication between school and home. Health issues are
addressed via letters, articles on the website, and direct telephone contact with parents. Annual medical
physical screenings are conducted at the beginning of the school year and periodically throughout all
grade levels when needed.

The health office working hours are 7:45 am – 3:45 pm (4:15 during after school activities)

For information on School Medical service, please visit our school health web page https://www.isb.rs/site/
page/academics/student-support/doctor/13 and Parental Portal/Community/Health Info/School Health
information for Parents

Procedures for Students Absences due to Medical Reasons – Illness, Injuries and Other Conditions:

Please visit our Parental Portal for Health information related to child absence from school, do not send your
child to school when symptoms of illness are present. In order to provide the healthiest school environment
possible, please provide the Doctor’s clearance letter in case of communicable illness, injury at home or
school, or other acute/ chronic health conditions, with recommendations regarding child’s participation in
school activities, sports, recesses is needed for the child’s school health file.

In case your child suffers from any health condition (acute or chronic-heart, lungs, diabetes, epilepsy,
allergies, bone fractures or any other medical conditions) which may intrude with your child’s school or
physical education performance, or other, while child is in the school, for short or long period of time
throughout the school year, please inform the school health office.

For more information on Health procedures due to medical reasons, please see our Parental Portal/
Community/ Health info/School Health Information for Parents.

Medical Administration in School

Medications (both prescription and over-the-counter drugs) should not be taken during school hours if it
is possible to achieve the medical regimen at home. Medication to be taken three times a day can be given
before school, after school and at bedtime.

Please contact the school physician and check our School Health Information for Parents on our Parental
Portal for more details on school health procedures.

Annual Medical Screening

Annual Medical Screenings are provided to all ISB students where they are screened for vision, hearing,
scoliosis, height and weight in the Lower School and an extended (vision, hearing, scoliosis, height, weight,
blood pressure, heart and lung auscultation) check-up as a part of Upper School Students screening. Only
in case of concerns, the school physician informs parents regarding findings and advises of possible care
that can be carried outside of the school.

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Please if you have any questions/concerns/information regarding your child’s health, you can also contact
the School Health Office via cell phone: 062/805 6108 or land line 011/206 9913 during school working
hours or via e-mail: lbalos@isb.rs. If there is a need for any health support, please contact the school health
office to schedule a meeting in advance.

After School Activities (ASA) / CEESA Activities

The purpose of the After School Activities Program is to provide students with the opportunity to explore
a variety of areas outside the academic curriculum offered during the regular school day. It’s important to
emphasize that no two seasons are alike. We always aim to offer new and exciting activities to our students.
Our program includes sports, arts, sciences and numerous hobby activities. More than 80% of the student
body participates in the sessions.

Lower School

Examples of offerings within the Lower School ASA program are:

Drama                   Arts & Crafts

Baseball                   Table Tennis                                                   
Soccer Dance                   
Karate                                          Muddy Hands                                      
Girl Scout Brownie Troop Choir
Calligraphy Athletics
Basketball Quilling
Guitar Club IPad – I Create
Swimming Program Intro to Sports
Mad Scientist Club Lego
Lacrosse A Mathematical Mystery Tour
Yoga Basketball

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Middle School and High School

High School and Middle School students may elect to participate in a variety of non-CEESA related activities
which change depending on student interest. Recent offerings include:

Board Games Dance

Theatre Productions (Fall & Spring) Robotics
Yoga Dragons Den
Community Choir Architecture
Chess Badminton
Table Tennis Model United Nations
Event Management Flag Football
E Sports Running Club
ISTA Student Council

Central and Eastern European Schools Association (CEESA)

The International School of Belgrade is an active member of the Central and Eastern European Schools
Association (CEESA). CEESA sponsors a wide variety of activities. The list of activities in which ISB participates
includes:

High School Middle School

Basketball Basketball
Soccer Soccer
Volleyball Volleyball
Knowledge Bowl Knowledge Bowl
Math Competition Math Counts
Speech & Debate Speech & Debate
Choral Festival Model United Nations
Choral Festival

DRAGON ATHLETICS & ACTIVITIES PHILOSOPHY

The primary purpose of our after-school activities program is to provide opportunities for all
students, in a positive environment through which we prepare our students for the future. We
certainly hope that all participants acquire the core values of ISB: respect, responsibility, empathy
and integrity.

MIDDLE SCHOOL PHILOSOPHY

The emphasis should be on maximum participation, where effort and enthusiasm are rewarded
alongside prowess. Participants are encouraged to develop a longstanding enjoyment. They will
begin to develop specific skills and learn how to apply these in different situations. No ‘cuts’ should
be made in any middle school sports. All students on the playing roster on game day will be
allocated playing time.

HIGH SCHOOL PHILOSOPHY

The emphasis is on preparing students for more competitive situations and striving for excellence in
all areas. Each student is required to develop an even stronger sense of personal responsibility and

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commitment. All student-athletes at this age are expected to take on responsibility, demonstrate
their self-sufficiency, show positive leadership skills and be a good role model to younger students.

ISB Parent Teacher Student Association (PTSA)

The ISB PTSA works hard to bring the Parents, Teachers and Students of ISB together and to foster a
positive sense of community. The PTSA arranges special events and activities to supplement the academic
program and enhance the school’s sense of community, and serves as a liaison to encourage and facilitate
communication between ISB families, administration, and staff.

PTSA Sponsored Events:

• Welcome Back Barbecue

• Halloween Party
• Refreshments at theatrical performances and sports events
• PTSA Spring Fair
• PTSA Garage Sale
• PTSA Wine and Cheese Evening
• PTSA Bingo Night

The PTSA also works closely with the various student councils and High School IB Diploma students and
offers them the unique opportunity to become members of the PTSA volunteer team to earn community
service credits.

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Statistics on ISB Faculty

The professional staff at ISB consists of both local and foreign hired teachers. Teachers recruited abroad are
brought to Serbia to work at ISB and are considered “Foreign Hired” (FH) teachers. Those hired in Serbia are
considered “Locally Hired” teachers. Locally Hired teachers are composed of Host Country Nationals (HCN)
and Locally Hired Expats (LH Expats).

Overall Faculty Distribution

Foreign Hire (FH): 27 (37%)

7%
10%
37% Host Country Nationals (HCN):
34 (47%)

Host Country Nationals –

International (HCNI): 7 (10%)
46%
Locally Hired Expats (LHE): 5
(7%)

ISB Faculty Total Teaching Experience

8%
11-20 years: 33 (45%)
14%

45% 21 and more years: 24 (33%)

6-10 years: 10 (14%)

33% 0-5 years: 6 (8%)

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ISB Faculty Degree Status

3% 1%
Masters Degree: 48 (67%)
29%
Bachelor’s Degree: 21 (29%)

Associates Degree: 2 (3%)

67%
PhD:1 (1%)

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Notes
Notes