Woodland Star International School

At times - these are considered on a case-by-case basis.

Only if there are special needs involved and we want to ensure that we are able to support the student adequately.

Yes, in many age groups there is a often waiting list in place.

We have rolling admissions, so enrollment is possible throughout the school year, as long as there is space available in the respective classroom - the sooner, the better!

15:25 (there is a half-day option in the Early Years, where student may leave at 12:00 or at 15:25)

We continually integrate various technology in the class room, including iPads and laptops that students have access to.

Please see website for most up-to-date information, but these include: Soccer, Basketball, Mountain Biking, Cross Country Running, Rugby, Ultimate Frisbee, Dancing, Theatre/Drama (Performing Arts), Instrument Programme, Choir, Band, Cheer Squad, Science Club, Circus Arts, Taekwando, etc

Our students have a lot of physical activity in their school day, and do a lot of learning outdoors on our large campus and indigenous forest, including forest and bird walks. We start every day with a 20-minute forest walk (older students) or obstacle course (younger students). All learners have PE lessons at least twice per week. There are school sports on offer (included in the curriculum) after school on most days of the week.

Performing Arts Centre, Library, Forest Amphitheatre, Sensory Rooms, Maisha (Life) Centre, Science Lab, Lots of green spaces (including indigenous forest!)

Sportsfield(s), Basketball court, Tennis court, 100-acre indigenous forest, (swimming pool is off-campus, about 7 minutes away)

Not extra classes, but additional support is available.

In-person: KiSwahili, Sign Language Online delivery: Over 20 different language options

These are considered on a case-by-case basis. If necessary, we work with parents in acquiring one-on-one support for those students who require specialized attention. All students are considered on an individual level and learning and teaching is highly differentiated within the classroom to accommodate each learner in each subject area. We currently support a range of students with varying levels of learning needs, including Down Syndrome, autism, dyslexia, dyspraxia, Asperger, etc. We have co-teachers in every classroom. These are qualified teachers and specialized in special needs, with a primary function being to scaffold and differentiate for learners according to their needs.

Due to our small student:teacher ratio, we differentiate in each class room. This means there is no limit to where students may progress and develop in areas of giftedness, and these are accommodated and intentionally supported within the class room. We also have an enrichment programme that intentionally seeks to identify and further support cognitively advanced learners through in-class support and additional clubs.