TNIS Curriculum
TNIS runs the International Baccalaureate Primary Years Programme, which is underpinned by the New Zealand Curriculum. Learning areas are integrated as much as possible to provide cohesive, relevant learning contexts. Stand-alone learning in a particular curriculum area is sometimes necessary for skills acquisition and practice.
Ko te reo te tuakiri
Ko te reo tōku ahurei
Ko te reo te ora.
Language is my identity.
Language is my uniqueness.
Language is life.
Literacy is the study, use, and enjoyment of the English language and its literature, communicated orally, visually, and in writing for a range of purposes and audiences and in a variety of text forms. Literacy encompasses learning the language, learning through the language, and learning about the language. Understanding, using, and creating increasingly complex oral, written, and visual texts is at the heart of Literacy teaching and learning. By engaging in text-based activities, students become increasingly skilled and sophisticated speakers and listeners, writers, readers, presenters, and viewers.
The strands of Mathematics in the New Zealand Curriculum include Numbers and Algebra, Geometry and Measurement, and Statistics. At TNIS learners are provided with a sequence of lessons that extend their mathematical thinking across all strands. Teachers strive to contextualize and differentiate teaching and learning engagements to meet learners’ needs better. Maths Inquiry learners work in mixed ability groups, relishing the increased challenge, accepting mistakes as part of learning, and enjoying the opportunity to learn from others. They also share their own ideas in an attempt to solve real-life problems. Our learners are guided to become active participants in their learning.
Te Reo Māori is taught in all classes at TNIS through three instructional lessons per week (during Term 1) with a focus on ‘korero’. All learners are encouraged to create their own individual Pepeha and to know their place in Aotearoa. Te Reo is used in all classes throughout the school year.
Learning Languages is a part of our everyday life at TNIS. We celebrate diversity; we are proud to be a multicultural school. As educators, we want our learners to understand the importance of communication and this often involves attempting to use languages that are not first languages. We build awareness of different values and beliefs through our language program; we also encourage learners to be open-minded, have empathy and take risks when trying to communicate.
Using the TNIS inquiry process, learners explore six Transdisciplinary Themes throughout the year. These provide rich contexts and learning engagements, covering a vast range of global situations and issues. An aim is to develop lifelong learners who are able to be great caretakers of our planet as they have an awareness of global issues.
TNIS learners:
ask questions, gather information and background ideas, and examine relevant current issues
explore and analyse people’s values and perspectives
consider the ways in which people make decisions and participate in social action
reflect on and evaluate the understandings they have developed and the responses that may be required.
In health and physical education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts.
PE and fitness lessons act as a foundation of movement and sport. We use these times to promote positive attitudes towards physical activity and as a chance for learners to engage with a range of different skills. We regularly encourage learners to get moving as a way to support their well-being and development.
Four underlying and interdependent concepts are at the heart of this learning area:
Hauora – a Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others.
Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.
The socio-ecological perspective – a way of viewing and understanding the interrelationships that exist between the individual, others, and society.
Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involve students in personal and collective action.
