By Javier Saavedra

For Executive Principal James Stenning, education should prepare students for much more than exams. “Strong academics matter,” he says, “but what really shapes young people is how they learn, how they think, and how they respond to challenges. That’s what lasts.”

The British curriculum gives ISZN students a strong foundation in literacy, numeracy, and science. It builds knowledge step by step and allows them to explore subjects in greater depth through IGCSEs and A Levels. But the school’s goal goes beyond academic success. As Stenning explains, ISZN aims to “combine the structure and clarity of the British system with the personal qualities that help students thrive – in school and beyond.”

A Framework for Learning and Growth

That goal inspired the creation of ISZN’s Learner Profile, a framework that defines ten key qualities developed through everyday learning: reflective, self-regulated, compassionate, collaborative, communicative, critical thinkers, innovative, globally aware, ethical, and resilient.

“These qualities represent what we want every student to take with them when they leave ISZN,” says Stenning. “They connect what students know with who they are becoming.”

Teachers use the Learner Profile to bring these ideas into daily lessons. A science project might develop teamwork and problem-solving. A writing task might encourage empathy and self-expression. A debate might strengthen communication and ethical awareness. Over time, these experiences help students understand themselves as learners and as people.

“The profile gives everyone a shared language,” Stenning explains. “Teachers can plan with it in mind, students can reflect on it, and parents can see how their children are growing.”

This approach connects with global education trends such as the OECD Learning Compass 2030, which emphasises adaptability, agency, and well-being, and Cambridge Assessment’s research on how learner profiles can strengthen both understanding and confidence.

“At ISZN,” Stenning says, “we want students to think deeply, act responsibly, and approach learning with curiosity. The Learner Profile helps make that happen.”

Recognising Progress Beyond Exams

The Learner Profile also helps teachers and parents notice growth that traditional exams don’t always capture. “Tests show achievement,” Stenning says, “but they don’t always show the progress students make in empathy, collaboration, or resilience.”

Teachers now use the profile to observe and record examples of growth – how a student leads a group project, supports a classmate, or reflects on feedback. These observations are part of reports, assemblies, and everyday class discussions.

“When families see how these skills develop, they see their children’s learning differently,” Stenning explains. “They see confidence, curiosity, and persistence alongside grades. That’s real progress.”

ISZN’s direction mirrors the work of initiatives such as Rethinking Assessment and the Edge Foundation’s Digital Learner Profile Pilots, which explore how schools can capture a fuller picture of student growth through portfolios and reflection.

Across the Cognita network, schools are introducing similar frameworks that connect academics with personal development. In the UK, Highgate School and Wellington College have also created character-based models that celebrate leadership, well-being, and values alongside academic achievement.

For Stenning, this is part of a wider shift in education. “Knowledge remains essential,” he says, “but so are the skills that help students apply it – communication, creativity, and adaptability. Those are what shape futures.”

Building Skills for Life

Stenning believes this approach strengthens academic results as well as personal growth. “When students understand how they learn, they become more confident and strategic,” he explains. “They manage challenges better and see feedback as a tool for improvement.”

The British curriculum’s structure and rigour remain central at ISZN, but the Learner Profile gives learning a broader dimension. It connects academic success with purpose and personal development.

“We want our students to leave ISZN ready for whatever comes next,” Stenning says. “That means knowing how to learn, how to work with others, and how to make good choices.”

The Learner Profile is now visible throughout school life – in classrooms, in reports, and in how students talk about their learning. It has become part of ISZN’s culture – visible in how we teach, how we reflect, and how we recognise growth.

“If our students leave with knowledge, confidence, compassion, and resilience,” says Stenning, “then we’ve done our job.”

References and Further Reading