At ISGR, learning is more than just gaining knowledge—it’s about building understanding, developing skills, and growing as individuals in a global community.
We believe high quality teaching and learning happens when students are engaged, curious, and reflective. Our teachers set clear goals, plan thoughtfully, and create supportive learning environments where every student can thrive. Whether in the IB programmes or our Swedish sections, learning at ISGR is designed to connect across subjects, between school and real life, and between students from around the world.
Our approach is guided by clear principles that ensure consistency and quality across the school. Students are encouraged to set goals, reflect on their learning, and take action. Teachers collaborate, plan with care, and use varied teaching strategies to meet the diverse needs in every classroom. We value both academic excellence and the personal growth of each learner.
Explore our different programmes to learn more about how we teach, track progress, build community, and grow as international learners.
At ISGR high quality learning happens when students are aware of how they learn, are able to make connections between subjects, connections with what they learn and their own lives, are actively engaged in their own learning and are able to reflect on that learning enabling them to take action.
Learning is a life-long process where students gain knowledge, develop new skills and deepen understanding.
High quality learning cannot take place without high quality teaching. High quality teaching takes place when teachers are well planned, setting clear expectations for lessons and units, while creating a positive learning environment for each student, maintaining high expectations and using a variety of strategies and approaches suitable for the varying learning and cultural needs within the classroom.
We connect learning across subjects to help students understand how different areas of knowledge relate to each other and to the real world. Teachers plan collaboratively and integrate both content and language development.
– Transdisciplinary learning
– Collaborative planning
– Content and language integrated learning
Students are active participants in their learning. They set personal goals, reflect regularly, and choose how to demonstrate their understanding — through portfolios, projects, and discussions during developmental talks.
– Student goal setting and review in developmental talks
– Choice in showing what and how they have learned
– Student portfolio
Reflection is a regular part of classroom life. Students think about what they’ve learned and how they’ve learned it, while teachers use reflection to adapt future lessons and support individual growth.
– Student reflection throughout learning
– Teacher reflection that informs future planning
– Building up reflection to inform next steps in teaching and learning
We believe learning should lead to action. Students are encouraged to use their knowledge and skills to make a difference, whether through personal projects, service activities, or global themes.
– Essential element of unit planning
– Service as action
– Personal Project and Exhibition
– Internationalism and intercultural themed months
Students know what they’re expected to learn and how success is measured. Learning goals and assessment criteria are shared clearly so that students can take ownership of their progress.
– Clear criteria for assigning grades
– Clearly communicated learning outcomes
– Summative and formative assessments are planned and communicated
Our teachers plan with intention. All learning is aligned with the Swedish national curriculum and the IB framework to ensure consistency, quality, and progression across grades.
– Documented planning
– Aligns with Swedish Curriculum
– Aligns with IB Curriculum Framework
We use a range of teaching methods to meet the needs of our diverse student body. Teachers engage in continuous professional development and collaborate to share strategies and support.
– Regular professional development to support teachers
– Cooperative approach to teaching and learning
– Knowing our students informs our approach to teaching
Every learner is different. Our planning allows for flexible instruction, and our teachers work closely with student support teams to ensure all students are challenged and supported in the right ways.
– Present in lesson and unit planning
– Available professional resources in the school to support teachers
– Collaboration between the student support team and teaching staff
Pre and After school Learning (PAL) is after school care for students whose parents are working or studying. It is a part of the Swedish primary school curriculum. PAL is available for students from age 5 to 12.
Primary Years Programme. Ages 5 – 11.
Middle Years Programme. Ages 11 – 16.
Curriculum for primary years, grades F to 6. Ages 6 – 12.
Curriculum for middle years, grades 7 to 9. Ages 13 – 15.