Massimo: Relationships are at the heart of everything we do. Whether it’s among students, teachers or parents, we focus on building a community where everyone feels seen and supported. Our goal is to provide a continuum of growth – from early years to graduation – ensuring children leave not just with knowledge, but also with a deep understanding of themselves and the world.
Catalina: It sounds like a remarkable journey for both students and teachers. Thank you for sharing this insight, Massimo.
their individual experiences while also fostering collaboration. It allows children from different cultural backgrounds to bring their own perspectives, creating a rich, shared learning environment.
Catalina: That approach seems especially impactful for neurodiverse children. Would you say creativity and expression offer them unique opportunities?
Massimo: I wouldn’t say better opportunities, but certainly more room to explore at their own pace. Our system is designed to meet children where they are and provide them with safe spaces to learn and grow. Neurodiversity often signals that the traditional system isn’t meeting modern needs and through creativity we can adapt to better support these students.
Catalina: It’s a refreshing perspective. How does CIS balance this open-ended, inquiry-based learning with the need for structure, particularly when it comes to assessment?
Massimo: Assessment here isn’t about checking boxes; it’s about making learning visible. For example, if we’re studying tree bark, we start by breaking stereotypes of what a tree ‘should’ look like. Children use their bodies to mimic tree shapes, explore balance and then translate these observations into detailed drawings. This process builds knowledge incrementally. It’s not just about the final outcome, but also about understanding how children develop logical, motor and expression skills through the journey.
Catalina: I love the idea of “making learning visible.” It sounds like it also fosters a sense of agency.
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Massimo: Exactly. When children see their own progress, then they begin to take ownership of their learning. They trust the process – and their teachers. And trust is the foundation of meaningful education.
Catalina: It’s inspiring to hear how CIS fosters not just creativity, but also community and relationships. How does this shape the broader school culture?
89
Read more online in the Guide to International Education & Schools 2024/25
The value of primary school education in an international school, in the PYP
Copenhagen International School
Catalina Gardescu, Director of Admissions, Marketing & Communications and Jan Humpleby, Primary School Principal
In conversation with Fiona Murchie WATCH OUR LIVELY NEW WEBINAR VIDEO
We are thrilled to record a new webinar with Copenhagen International School as part of our autumn International Education & Schools’ Fair to inform parents, employers and relocation professionals. Check out the full series at
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Massimo: My pleasure, Catalina. At the end of the day, it’s about creating a space where everyone – children and adults – can learn, grow and imagine new possibilities together.
www.copenhageninternational.school
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