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LEARNING

“To achieve an international education we work together to embrace and develop attributes of the IB learner profile. The profile combines knowledge, skills, and creative and critical thought to educate.”

IB Programme

Authorised to deliver the Primary Years Programme (PYP) in 2008, Selwyn House is committed to providing a continuum of international education to our students.

The focus from Early Childhood to Year 8 is on the total growth of the developing child, encompassing intellectual, social, physical, emotional, spiritual and cultural needs. The International Baccalaureate (IB) PYP is an international programme covering all subject areas.

The programme is grounded in a deeply held belief about the nature and future of international education and a firm desire to develop students who are international in their outlook.

An international education is dynamic and responds to ever-changing global needs. Through an exploration of concepts such as conflict resolution, communication and understanding relationships, cultural identity, history and responsibility (both environmental and human) we want to develop in our students an understanding that they can make a difference to their world, at both a local and global level.

The IB offers a continuum of high quality education that encourages international-mindedness and a positive attitude to learning. The IB programmes are accessible to students in over 140 countries through the close cooperation with the worldwide community of IB World Schools.

At the heart of the programme’s philosophy is a commitment to structured, purposeful inquiry as the vehicle for learning.

PROGRAMME OF INQUIRY

The programme of inquiry is based on six trans-disciplinary themes of global significance that provide a framework for exploration and study:

  1. Who we are
  2. Where we are in time and place
  3. How we express ourselves
  4. How the world works
  5. How we organize ourselves
  6. Sharing the planet

 
For more information please view the Primary Years Programme PDF.
Download PDF

“When she is surrounded by people who believe she can, chances are she will.”

THE 5 ESSENTIAL ELEMENTS OF OUR CURRICULUM

The five essential elements (concepts, knowledge, skills, attitudes and action) are incorporated into this framework so that students are given the opportunity to:

  1. Gain knowledge that is relevant and of global significance
  2. Develop an understanding of concepts, which allows them to make connections throughout their learning
  3. Acquire transdisciplinary and disciplinary skills
  4. Develop attitudes that will lead to international-mindedness
  5. Take action as a consequence of their learning

Teachers and students use key questions to structure their units of inquiry. Through planning, teaching, and assessment, the five essential elements of curriculum come together meaningfully. Through the PYP, the requirements of the New Zealand Curriculum in English, Mathematics, and Science can be addressed whilst still maintaining the IB philosophy and learning.

A PROFILE FOR LIVING IN THE 21ST CENTURY

To achieve an international education we work together as teachers and students to embrace and develop in each other the attributes of the IB learner profile.

As a community of learners at Selwyn House School, we welcome the challenges of the 21st Century by developing in each of our girls the capacity and ability to be:

  • • INQUIRERS – We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
  • • KNOWLEDGEABLE – We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
  • • THINKERS– We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
  • • COMMUNICATORS – We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of individuals and groups.
  • • PRINCIPLED– We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and the consequences.
  • • OPEN-MINDED– We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
  • • CARING – We show empathy, compassion, and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
  • • RISK-TAKERS – We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
  • • BALANCED – We understand the importance of balancing different aspects of our lives – intellectual, physical and emotional – to achieve well-being for ourselves and others. We recognise our independence with other people and with the world in which we live.
  • • REFLECTIVE – We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

“When students are involved in reflecting about assessment they are able to take control of their learning.”