Teaching & Learning - American International School of Johannesburg

Welcome

"Inspire learning and build our better world."

Welcome to Teaching and Learning at the American International School of Johannesburg (AISJ).

AISJ is committed to providing students with a high-quality education that stimulates the development of academic as well as dispositional competencies. Our curriculum is framed and organized around standards and benchmarks that develop the understandings, knowledge, skills and dispositions necessary for all students to be successful. Engaging, relevant, and challenging units of study are continuously renewed so that we reach all of our students and cater to their diverse needs. Teachers at AISJ translate the written curriculum into a rigorous road map of inquiry-based learning, and differentiation strategies are used to further support students’ individual learning needs.

On this website, you can find out more about our philosophy of teaching and learning (including our definition of learning, our learning principles, and our assessment principles) and our curriculum (which comprises academic and dispositional competencies).

Dr. Roz Whaley
Director of Teaching of Learning

OUR PHILOSOPHY

LEARNING PRINCIPLES

Learning is the development of knowledge, skills and character through experience and reflection that changes who we are.

At the heart of our educational approach lies a profound understanding that learning is a transformative journey of personal growth. Our Learning Principles are built on six foundational pillars that guide our pedagogical philosophy. We prioritize positive relationships that create a sense of safety and belonging, while simultaneously challenging learners with ambitious expectations. Through processes of deep inquiry and collaborative engagement, students explore diverse perspectives, making authentic connections across disciplines. By emphasizing ownership and self-direction, we empower learners to explore their individual passions, develop empathy, and become creative, curious individuals who understand not just what they learn, but how they learn.

ASSESSMENT PRINCIPLES

Assessment is the ongoing process of gathering evidence of learning and using this information to inform instructional and programmatic decisions.

Assessment is far more than a measurement of academic achievement—it is a powerful catalyst for learning and growth. Our Assessment Principles are meticulously designed to transform evaluation from a static process to a dynamic, responsive approach. By purposefully aligning assessment with educational standards, we create an agile learning environment where evidence continuously informs instruction. Our principles emphasize transparency, with clear success criteria and regular moderation ensuring accurate and accessible results. We place significant emphasis on learner self-regulation, enabling students to set goals, track their progress, and engage in meaningful reflection. Through strategic feedback and communication, we generate productive responses that motivate learners and stakeholders, making assessment a collaborative journey of continuous improvement.

Our Curriculum

The AISJ curriculum comprises two elements:

Academic competencies (which define the development of KNOWLEDGE and SKILLS)
Dispositional competencies (which define the development of CHARACTER)

Curriculum units are regularly revised and updated. Information about our current units can be viewed on our PowerSchool Curriculum and Instruction page.

ACADEMIC COMPETENCIES

Academic competencies are the essential skills and knowledge that students need to master in order to engage effectively in academic learning. They are derived from the standards that have been adopted by AISJ:

Students are assessed on the following academic competencies throughout the year:

Elementary School

ENGLISH LANGUAGE ARTS
Competency	Descriptor
Reading & Interpreting	Comprehending, analyzing and responding to text.
Speaking & Listening	Using oral and non-verbal communication skills for different purposes, text types and audience.
Using Language	Using and applying language conventions accurately and effectively.
Writing	Writing for different purposes, text types and audience.

MATHEMATICS
Competency	Descriptor
Calculating	Using appropriate mathematical procedures when solving problems in a variety of contexts.
Applying	Selecting and applying appropriate techniques to discover complex patterns or solutions to real world problems, and verifying and/or justifying whether the solution makes sense in the context of the authentic situations.
Communicating	Using appropriate mathematical language and representation to communicate complete, coherent and concise lines of reasoning.

SOCIAL STUDIES
Competency	Descriptor
Thinking Critically	Reasoning and making connections by comprehending, analyzing, and evaluating information including multiple perspectives.
Communicating	Communicating information and ideas using an appropriate style for the audience and purpose in the specified format.
Investigating	Asking relevant questions and using a range of research and sources to draw conclusions.

SCIENCE
Competency	Descriptor
Thinking Scientifically	Asking questions, defining problems, making connections between components of systems set in familiar and unfamiliar situations, and using scientific terminology, symbols, and units of measurement.
Inquiring & Designing	Planning and carrying out investigations, and designing solutions through scientific inquiry and experimentation.
Concluding & Evaluating	Explaining scientific concepts, analyzing data, drawing conclusions, and evaluating the accuracy and validity of scientific claims.

WORLD LANGUAGES
Competency	Descriptor
Listening	Listening with an interpretive or interpersonal purpose.
Reading	Reading interpretive texts or interpersonal communications.
Speaking	Using speech that is either interpersonal or presentational.
Writing	Writes presentational or interpersonal texts that is both spontaneous and reflective.

MUSIC
Competency	Descriptor
Creating	Conceiving and developing new artistic ideas and work.
Performing	Realizing artistic ideas through technique and presentation.
Responding	Understanding and evaluating how the arts convey meaning.
Connecting	Relating artistic ideas and work with personal meaning and external context.

VISUAL ART
Competency	Descriptor
Creating	Conceiving and developing new artistic ideas and work.
Presenting	Interpreting and sharing artistic work.
Responding	Understanding and evaluating how the arts convey meaning.
Connecting	Relating artistic ideas and work with personal meaning and external context.

PHYSICAL EDUCATION
Competency	Descriptor
Demonstrating	Demonstrating competencies in a variety of motor skills and movement patterns.
Applying	Applying knowledge of concepts and strategies related to movement, performance and fitness literacy.
Engaging	Exhibiting responsible personal and social behavior that respects self and others while recognizing the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

ENGLISH LANGUAGE LEARNING (ELL)
Competency	Descriptor
Listening	Listening with an interpretive or interpersonal purpose.
Reading	Reading interpretive texts or interpersonal communications.
Speaking	Using speech that is either interpersonal or presentational.
Writing	Writes presentational or interpersonal texts that is both spontaneous and reflective.

Middle School

ENGLISH LANGUAGE ARTS
Competency	Descriptor
Reading and Interpreting	Comprehending, analyzing and responding to text.
Speaking and Listening	Using oral and non-verbal communication skills for different purposes, text types and audience.
Using Language	Using language accurately, clearly and effectively.
Writing	Writing for different purposes, text types and audience.

MATHEMATICS
Competency	Descriptor
Calculating	Using appropriate mathematical procedures when solving problems in a variety of contexts.
Applying	Selecting and applying appropriate techniques to discover complex patterns or solutions to real world problems, and verifying and/or justifying whether the solution makes sense in the context of the authentic situations.
Communicating	Using appropriate mathematical language and representation to communicate complete, coherent and concise lines of reasoning.

SOCIAL STUDIES
Competency	Descriptor
Thinking Critically	Navigating complexity by comprehending, analyzing, and evaluating information including multiple perspectives.
Communicating	Communicating information and ideas using an appropriate style for the audience and purpose in the specified format.
Investigating	Asking relevant questions and using a range of critically evaluated research to draw conclusions.

SCIENCE
Competency	Descriptor
Thinking Scientifically	Explaining scientific concepts, making connections between components of systems set in familiar and unfamiliar situations, and using scientific terminology, symbols, and units of measurement.
Inquiring & Designing	Asking questions, defining problems, and designing solutions through scientific inquiry and experimentation.
Concluding & Evaluating	Analyzing data, drawing conclusions, and evaluating the accuracy and validity of scientific claims.

WORLD LANGUAGES
Competency	Descriptor
Listening	Listening with an interpretive (e.g., non-participative, overheard) or interpersonal (e.g., participative) purpose.
Reading	Reading interpretive texts (e.g., books, essays, reports) or interpersonal communications (e.g., texting, email communication).
Speaking	Using speech that is either interpersonal (e.g., interactive, two-way communication) or presentational (e.g., one-way, non-interactive).
Writing	Writes presentational (e.g., essays, reports, letters) or interpersonal texts (e.g., instant messaging, email communication) that is both spontaneous (e.g., immediate, unedited) and reflective (e.g., revised, edited).

BAND & CHOIR
Competency	Descriptor
Creating	Conceiving and developing new artistic ideas and work.
Performing	Realizing artistic ideas and work through interpretation and presentation.
Responding	Understanding and evaluating how the arts convey meaning.

SOUND PRODUCTION
Competency	Descriptor
Creating	Conceiving and developing new artistic ideas and work.
Producing	Realizing and presenting artistic ideas and work.
Responding	Understanding and evaluating how the arts convey meaning.

VISUAL ART
Competency	Descriptor
Creating	Conceiving and developing new artistic ideas and work.
Presenting	Interpreting and sharing artistic work.
Responding	Understanding and evaluating how the arts convey meaning.
Connecting	Relating artistic ideas and work with personal meaning and external context.

THEATER
Competency	Descriptor
Creating	Conceiving and developing new artistic ideas and work.
Performing	Realizing artistic ideas through technique and presentation.
Responding	Understanding and evaluating how the arts convey meaning.
Connecting	Relating artistic ideas and work with personal meaning and external context.

TECHNOLOGY
Competency	Descriptor
Constructing knowledge	Critically curating various resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences.
Designing	Using a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
Computational thinking	Developing and employing strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
Communicating	Communicating clearly and creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to goals.

PHYSICAL EDUCATION
Competency	Descriptor
Demonstrating	Performing a variety of motor skills and movement patterns with correct technique in physical and fitness activities.
Applying	Utilizing knowledge of rules, concepts, and strategies to increase opportunities for success in physical activities and fitness literacy.
Engaging	Exhibiting responsible personal and social behavior that recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

HEALTH
Competency	Descriptor
Researching	Accessing valid and reliable information and products and services to enhance health.
Managing self	Identifying areas to take personal responsibility and develop healthy practices to maintain and improve one's health.
Advocating for self and others	Advocating for personal, family, and community health.
Decision making	Using decision-making skills to enhance health.

High School

ENGLISH LANGUAGE ARTS
Competency	Descriptor
Reading and Interpreting	Comprehending, analyzing and responding to text.
Speaking and Listening	Using oral and non-verbal communication skills for different purposes, text types and audience.
Using Language	Using language accurately, clearly and effectively.
Writing	Writing for different purposes, text types and audience.

MATHEMATICS
Competency	Descriptor
Calculating	Using appropriate mathematical procedures when solving problems in a variety of contexts.
Applying	Selecting and applying appropriate techniques to discover complex patterns or solutions to real world problems, and verifying and/or justifying whether the solution makes sense in the context of the authentic situations.
Communicating	Using appropriate mathematical language and representation to communicate complete, coherent and concise lines of reasoning.

SOCIAL STUDIES
Competency	Descriptor
Thinking Critically	Navigating complexity by comprehending, analyzing, and evaluating information including multiple perspectives.
Communicating	Communicating information and ideas using an appropriate style for the audience and purpose in the specified format.
Investigating	Asking relevant questions and using a range of critically evaluated research to draw conclusions.

SCIENCE
Competency	Descriptor
Thinking Scientifically	Explaining scientific concepts, making connections between components of systems set in familiar and unfamiliar situations, and using scientific terminology, symbols, and units of measurement.
Inquiring & Designing	Asking questions, defining problems, and designing solutions through scientific inquiry and experimentation.
Concluding & Evaluating	Analyzing data, drawing conclusions, and evaluating the accuracy and validity of scientific claims.

WORLD LANGUAGES
Competency	Descriptor
Listening	Listening with an interpretive (e.g., non-participative, overheard) or interpersonal (e.g., participative) purpose.
Reading	Reading interpretive texts (e.g., books, essays, reports) or interpersonal communications (e.g., texting, email communication).
Speaking	Using speech that is either interpersonal (e.g., interactive, two-way communication) or presentational (e.g., one-way, non-interactive).
Writing	Writes presentational (e.g., essays, reports, letters) or interpersonal texts (e.g., instant messaging, email communication) that is both spontaneous (e.g., immediate, unedited) and reflective (e.g., revised, edited).

MUSIC, BAND, & CHOIR
Competency	Descriptor
Creating	Conceiving and developing new artistic ideas and work.
Performing	Realizing artistic ideas and work through interpretation and presentation.
Responding	Understanding and evaluating how the arts convey meaning.

VISUAL ART
Competency	Descriptor
Creating	Conceiving and developing new artistic ideas and work.
Presenting	Interpreting and sharing artistic work.
Responding	Understanding and evaluating how the arts convey meaning.
Connecting	Relating artistic ideas and work with personal meaning and external context.

DIGITAL ART
Competency	Descriptor
Creating	Conceiving and developing new artistic ideas and work.
Producing	Realizing and presenting artistic ideas and work.
Responding	Understanding and evaluating how the arts convey meaning.
Connecting	Relating artistic ideas and work with personal meaning and external context.

THEATER
Competency	Descriptor
Creating	Conceiving and developing new artistic ideas and work.
Performing	Realizing artistic ideas through technique and presentation.
Responding	Understanding and evaluating how the arts convey meaning.
Connecting	Relating artistic ideas and work with personal meaning and external context.

TECHNOLOGY
Competency	Descriptor
Constructing knowledge	Critically curating various resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences.
Designing	Using a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
Computational thinking	Developing and employing strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
Communicating	Communicating clearly and creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to goals.

PHYSICAL EDUCATION
Competency	Descriptor
Demonstrating	Performing a variety of motor skills and movement patterns with effective technique in physical and fitness activities.
Applying	Utilizing knowledge of rules, concepts, and strategies to increase opportunities for success in physical activities and fitness literacy.
Engaging	Exhibiting responsible personal and social behavior that recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

DISPOSITIONAL COMPETENCIES

The AISJ Portrait of a Learner identifies six competencies, which are developed in all learning activities. Each competency comprises three capacities. Students set goals each year based on these capacities and reflect on their progress and achievement at scheduled points during the year.

Our Teacher Competencies

At AISJ, we are committed to cultivating a culture of life-long learning—within our classrooms and among our faculty. Inspired by our school vision, "Inspire Learning and Build Our Better World," we believe that teachers grow best when supported by a clear, aspirational framework and a reflective process grounded in meaningful feedback and collaboration.

Our Faculty Growth Model is anchored in the AISJ Teacher Competencies, which articulate what highly effective teaching looks like in our context. These competencies are organized into four domains: Planning for Learning, Maximizing Teacher Efficacy, Reflecting as Practitioners, and Promoting Relationships, Community, and Culture. Each domain outlines research-informed, student-centered practices that guide teacher growth and development.

Each year, teachers set two personalized goals aligned to these competencies, focusing on both professional learning and student impact. Through three structured conversations with their supervisor—at the start, mid-point, and end of the year—teachers reflect on their progress, share evidence of growth, and identify next steps. This process not only promotes individual agency and accountability, but also fosters a shared professional language and commitment to continuous improvement across our school community.