New principal to lead WIS’s Inquiry Revolution

Where students own their learning
At Windhoek International School (WIS), learning looks different. During a recent classroom visit, Primary Principal Jenna Brown watched Grade 3 students explain human body systems using models and interactive presentations, not simply reciting facts, but questioning, connecting ideas and demonstrating deep understanding.
Mamsey Musweu
  • 3 Days Ago

“It was such a clear reminder of what the PYP [Primary Years Programme] does best,” Brown noted.

This approach is why WIS students are learning at a rate 30 percentile points above their global peers in reading, writing, and mathematical reasoning. The school is further strengthening its commitment to this model with the appointment of Jason Bentley as the new primary school principal, effective August 2026.

Bentley, a UK national with nearly 30 years of experience at leading international schools, including Frankfurt International School, will succeed Brown. He brings extensive expertise in the International Baccalaureate Primary Years Programme (IB PYP), which forms the foundation of learning for students aged 3 to 11 at WIS.

What sets the WIS model apart is its transdisciplinary framework. Rather than teaching subjects in isolation, learning is organised around six Units of Inquiry, such as Who We Are, How the World Works, and Sharing the Planet. Students master grade-level content in language, mathematics, science, and the arts by applying it to real-world questions that spark curiosity.

Each unit begins with a carefully designed “provocation,” an experience that invites student questions. From there, students help shape investigations while teachers act as facilitators. This inquiry cycle of asking, investigating, reflecting, and sharing is embedded into daily classroom practice.

The benefits go beyond academics. Students explore sustainability, identity, and community, developing empathy, resilience, and global-mindedness. Outdoor education camps and learning celebrations, where students present to parents, further build confidence.

“Perhaps the most powerful outcome is that our students see learning as something they do, not something done to them,” the school explains. “We see education less like filling a bucket and more like lighting a fire.”