At AISB, academic achievement is balanced by the school’s emphasis on personal growth and socio-emotional development. Students are challenged and encouraged to discover their individual interests and abilities by teachers committed to developing their students as well-rounded individuals who are confident, creative and collaborative members of the school community.



There is a full time EAL teacher on each campus. These teachers assess the language learning needs of all students for whom English is not their native language; they develop appropriate curriculum aligned programs to assist non- English speakers; they work closely with the Homeroom teachers and the families and when students reach and independent level of communication in English, they graduate from the program.

The Language & Literacy levels have a strong focus to begin on the development of ‘spoken-language’. As students acquire more skills, the focus shifts to the development of more ‘written-like’ language. 

General English: 3 times a week

Intensive English: 5 times a week

The duration of our EAL program is 45 minutes per class with a maximum of 6 students in each class.


The learning support department was created for cases where a child may need additional support to reach their full potential. The aim of the Learning Support Department at AISB is to ensure that these student’s are provided with the appropriate environment and tools that they need to access the curriculum and continue growing in their learning. 

Our guiding principles include: respecting confidentiality, focussing on strengths to overcome weaknesses and nurturing students as individuals.   

The Learning Support Department functions by:

  • Providing targeted 1-1, small group, and in-class support

  • Creating Individual Learning Plans that outline the learning strategies and learning goals

  • Communicating with parents, administration, teachers, and students to ensure that the learning plan is implemented and updated

  • Supporting teachers with differentiation strategies, implementing accommodations, and providing resources

  • Providing referrals for external assessments as needed


As students progress through academic year groups, learning becomes more complex and some students may show symptoms of Special Learning Needs. These needs can manifest in many ways, there may symptoms of dyslexia, for example or other identifiable learning disorders which cause issues for the student’s learning progress.
The school's SEN teacher provides help to the teachers of the student and to the student, in some cases psycho-social assessments are conducted by outside specialist services who can provide therapy in various areas of special need, such as Speech therapy and Occupational therapy. In every case, the outside providers work with the school’s SEN teacher, the Homeroom teacher and the parents in a collaborative way.