Kongsberg International School is committed to developing intuitive, ingenious and divergent thinkers in the service of a global society. We seek excellence, mentoring the individual in finding their element via self-discovery, creative and practical competencies, and inspiration.…
In the MYP at KIS, our curriculum grows out of the KIS mission statement. The curriculum evolves with the needs of students and with changing opportunities to offer dynamic experiences, with our mission-based principles at the core, and innovation as its consistent focus.
The KIS MYP strives to sync learning experiences with best practice in conceptual education. We emphasize critical and creative thinking, with adaptability for new technologies, new media and unpredictable challenges. The MYP faculty also strives to sync our curriculum to the role of Kongsberg as a global knowledge hub and to trends in the global marketplace, making KIS an active partner in the larger community, with our founding companies, the Norwegian Center for Expertise and a range of international organizations.
…We seek conceptual and critical thinking in the grasp of ideas, technologies, relationships and processes…
Technology is a taught subject at KIS and as such it is the outgrowth of collaboration with local industry. The curriculum spans information and design technologies, working from principles in systems engineering, product design, programming and other focus areas that build a foundation for engineering and design skills, collaboration and innovative thinking. Beyond the taught curriculum, the stress we place on the design cycle and on transfer skills ensures that students use technology effectively and creatively to solve problems in all fields of study, and use other fields of study to effectively solve problems in technology.
Technology-based initiatives in the KIS MYP have included K2K: Kongsberg to Korea, an ongoing student-led curriculum design project linking KIS to South Korea as a ‘think thank of young minds on issues in technology, communication and the global marketplace.’ KIS collaborates with Tata, FMC and Kongsberg Gruppen in teaching Solid Works for 3D design and Arduino as an introduction to programming. KIS has also worked with Devoteket on the Lysbrua project and with Kongsberg Automotive in supporting hydraulics instruction. Ongoing collaboration with companies is central to our thinking.
KIS regularly participates in Innovation Camp and Lego League, giving students further opportunities within and beyond the KIS curriculum to test innovative ideas and problem-solving strategies with the mentorship of professionals in the field.
Keywords in the framework for the taught curriculum in technology include:
CAD MATERIALS MACHINES ELECTRONICS & ROBOTICS SYSTEMS
…We strive to be outstanding communicators, innovators and ambassadors in a world of change. We commit to putting learning into action…
Communications skills spur reflection, and the ability to articulate learning, creativity and sense of self. Language competence supports the ability to collaborate, to persuade and to lead others. Language determines our ability to be understood, to reach common ground and to come to agreement with those who think differently. Communicative skill serves connection with other cultures, putting international-mindedness into action.
The role of language instruction at KIS is to develop communicative competence in diverse ways of connecting. This includes advanced fluency in English as the language of instruction, Norwegian as the home/host country language, and in Spanish as a world language. We strive to extend thinking about the nature of language itself to include visual language and new modes of communication. As with technology, language is central to all instruction in the KIS MYP, with focus on linguistic competency, communication design, expressive range, confidence in presentation and technical writing skill.
All students study English and Norwegian. Students are placed in Language Acquisition or Language and Literature, based on their academic language proficiency. All students also study Spanish as an additional language.
Keywords in the framework for the taught curriculum in languages include:
CREATIVITY, RESEARCH & DEVELOPMENT EXPRESSION, INFLUENCE & IMPACT PRESENTATION & COLLABORATION
PERSPECTIVE & SYNTHESIS PATTERN RECOGNITION & LANGUAGE SYSTEMS
…We value collaboration as creators and extend ourselves to others as tolerant and caring members of the world community…
Part of what makes the KIS MYP special is our emphasis on student-led learning. Students are given opportunities to peer-teach and collaborate based on the idea that the teacher is facilitating, not directing. Student collaboration on curriculum design is also encouraged.
We see collaboration as an extension of communicative competence, in which students are gaining in negotiation and persuasion skills and in their ability to interact socially and practically with other perspectives. KIS is committed to putting learning into action, and collaboration is a very practical model for understanding ‘that other people, with their differences, can also be right.’
KIS teachers are also effective in collaboration, stressing interdisciplinary thinking in curriculum development and standardization in assessing learning. KIS MYP teachers actively connect to a network of peers and mentors in the IB regional office and in IB schools around the world.
…We strive to be outstanding communicators, innovators and ambassadors in a world of change…
The MYP at KIS serves a changing community in which students come to us from around the world and from very close to home. Though our demographics are often very Norwegian, the KIS MYP is expressly committed to widening perspectives on the world, in practical and tangible terms.
Critical thinking is an integral part of the curriculum and culture of the KIS MYP, and students are consistently encouraged to weigh a range of perspective to be (in the words of the IB Learner Profile) risk-takers willing to defend their beliefs but also open-minded, inquirers, and thinkers.
This happens in and out of the classroom, through connections in our curriculum to our trips program and in bringing expertise in from abroad. International initiatives have included trips to South Korea, the Balkans, Ireland, London and Spain, and visiting professionals from around the world.