ICS INTERNATIONAL SCHOOL DESIGN APPROACH
The learning process fostered by ICS International School is based on the teaching and learning idea that the student is the central character in building his or her own learning path. This educational approach inspires curiosity, develops problem-solving skills to find new solutions and allows students to plan their own future. It is based on three principles taken from the design world, which are adapted to the different educational stages in the kindergarten and primary school.
Knowledge is passed on through practical activities whereby students are given the starting conditions and a final objective and asked to take action. Teachers then have the role of encouraging the child's natural curiosity and creating the conditions that will allow him or her to ask the right questions and fully understand the objective, whilst at the same time accompanying the child in developing problem solving skills to reach possible answers.
ANALYSE IN ORDER TO CHOOSE
The collection of data and its analysis form the basis of all learning, from language learning, where the breakdown of a text allows the possibility to choose the appropriate vocabulary, to mathematical learning, where the interpretation of data is at the heart of identifying and investigating the problem, as in all subjects. This also means having the skills to control the tools available and not be constrained by them.
TO PLAN IN ORDER TO GROW
Planning is building a bridge between an idea and the realisation of the idea, by crossing interconnected stages. Attention is drawn not so much to the final result as to the development of the growth process, both from a personal point of view (self-determination, making sense of oneself) as well as from a global and community point of view (anticipating needs, finding solutions, opening up to an interconnected world).
Design in its most profound form is the ability to transform a problem into an opportunity for growth. At ICS International School it is applied using these three principles across all subjects. Subjects are not closed in fixed categories but are areas for migration, which the student should be able to cross freely in order to grasp the interconnections, the references and the relationships. Because all things are connected.
In this way design is an integral part of education, because it is an approach to find a solution to any problem. The process is more important than the final result because it calls into play curiosity, enthusiasm for discovery, the attention to analysis, the courage to fail and learn from that failure and the capacity to share. By carrying out this process students can apply the solution from one particular problem to other problems that have been solved in other subjects. We can all be designers once we have the opportunity to use this approach to improve our world of reference. Design can (and should) inspire our and our children's culture.