The International School of Luxembourg is amongst the first in the world to offer the new Global Impact Diploma (GID) alongside the IB This interview was done in December before the tragic passing of Amy Lee. You can find a tribute to Amy from the ISL community here: https://www.islux.lu/news/~board/public-update/post/in-memory-of-amy-lee The International School of Luxembourg (ISL) is now amongst the first schools in the world authorised to offer a dual diploma, combining the traditional International Baccalaureate (IB) Diploma with the new Global Impact Diploma (GID), taken over three years. The aim is to give students both academic depth and experiential breadth: the “best of both worlds” approach to education. Iain Fish, Director of ISL, explained that while the long-standing IB Diploma remains a "wonderful programme" well-recognised by universities, it can still feel traditional due to its heavy final examination component. Recognising the world's changing needs for young adults emerging from school, ISL is introducing the GID to provide an alternative pathway, allowing students to pursue graduation through diverse methods, including academic work, projects, entrepreneurship, and artistic pursuits, alongside the traditional academic programme. The aim is to create pathways designed to recognise real-world learning, creativity, and the diverse strengths of young people. A global sprint for curriculum design Tanya Irene, Partner Learning and Online Learning Coordinator, provided insight into the development of the GID, revealing that it emerged from a collaborative "design sprint" of international schools who were previously innovating in silos. This global hackathon, involving educators in Asia, Europe, the Middle East, and the Americas, sought to define what students truly need in the world today,. This process identified three crucial themes: meaningful learning (more hands-on and project-based), agency (allowing students opportunities to decide their path and impact), and wellbeing. The dual diploma combines the conceptual focus of the rigorous IB Diploma with the competency-focused, experiential nature of the GID. This hybrid programme encourages students to claim their education rather than simply receive it. The GID coursework intentionally develops six core competencies: Drive Designing for impact Empathy for impact Collaboration for impact Reflection Communication As Tanya noted, these competencies are critical not just for academic success but for articulating one's motivation to future universities or employers. For example, the foundational course, The Imperfect Art of Living, which is loosely based on Yale’s popular well-being course by Dr. Laurie Santos, teaches students how to explore purpose and belonging. Prioritising the unique child The conversation underscored a crucial shift away from highly competitive environments and traditional summative assessments toward holistic development, skills assessment, and personalised learning. Catherine Cooke, Upper School Principal, emphasised that at ISL, there is a firm commitment to ensuring every student is treated as unique. She highlighted the school’s philosophy on evaluation, noting: "We do not do any comparison, we don't have any lists and rankings in the class, we don't compare children with each other, we compare them with where they were last month, where they were last week..." Amy Lee, Head of Teaching and Learning, supported this stance, calling classroom rankings a "hard no" and stating that significant research demonstrates students thrive best in a non-competitive environment. This focus on student well-being is vital, according to Mr. Fish, because being innovative, a key requirement for future employers, requires students to be willing to make mistakes and put themselves out there. This readiness only happens within a culture that fosters psychological safety and support. Preparing for futures we don’t yet know The school is also moving toward integrating more cross-disciplinary learning, with new IB courses like Environmental Systems and Societies (blending social sciences with science) and Language and Culture (examining the intersection of origin, life, and communication). This innovative approach, including the capacity for more authentic digital assessment, is part of the broader effort to meet the needs of today's children, who are different from those of 20 years ago due to technological shifts and increased access to information. With artificial intelligence reshaping industries and career paths becoming less linear, the panel agreed that education can no longer promise certainty. “We’re preparing students for futures that don’t yet exist,” said Catherine Cooke. “That means helping them understand who they are, not forcing them into predefined moulds.” In that sense, the dual diploma is not about replacing the IB, but expanding what success can mean: academically, personally and socially. As ISL begins rolling out the programme, the school hopes it will not only benefit its own students, but also contribute to a wider rethinking of education; one that values growth over ranking, agency over pressure, and impact over imitation. My guests are: Iain Fish, Director of the International School of Luxembourg Tanya Irene, Partner Learning & Online Learning Coordinator Catherine Cooke, Upper School Principal Amy Lee, Head of Teaching and Learning & IBDP Coordinator All of these teachers and educators have a vast experience in living around the world and knowing how to adapt to different cultures and needs of society. They are perfectly placed to recalibrate and redirect a new educational programme to fit the vast needs of our young adults (and older adults!) today. To listen to the full discussion, or enjoy another episode of the Lisa Burke Show, explore RTL Play below.
