Scots College – Learning. For Life.

After careful consideration of the strategic direction and consultation with College stakeholders the Board resolved in 2007 to implement all three International Baccalaureate (IB) programs into the College.  It was felt that these approaches would best prepare our students for the ever changing world they will live in and best deliver the College’s vision of Learning. For Life. While there were many aspects of these pedagogical approaches already undertaken by the College these programs provided a framework consistent with our culture, values and vision and would best equip our students. The Board has invested heavily in the professional development of College Staff which was another key aspect in this decision.

 Leading up to this period the College’s role had expanded and subsequent to 2007 both the Preparatory and Secondary rolls of the College were filled with waitlists at key intake levels. This growth has posed a number of challenges for the College in ensuring that we deliver on our vision, provide excellent facilities and ensure each boy is known. A key desire is to ensure accessibility to the College is enhanced. Over the last decade there has been a comprehensive facilities development program at the College including the refurbishment of the Preparatory School, Science, Boarding, Aitken building and more recently the Creative and Performing Arts Centre and the Covered Sports Centre.  In addition to this there have been numerous other minor capital works such as the technology development.

 The key challenge faced by the College was how to cope with this strong demand for places, subsequent growth and yet maintain its culture and personalised education. The creation of new secondary Houses and associated pastoral programs has assisted in this aim. In fact over the last few years we have been able to increase staffing and reduce student teacher ratios with the introduction of IB.

 It became clear however that the current two school model limited the College operationally.  Limits to roll meant the only option for extra funding were tuition fee increases and many students who wished to attend the College missed out on a place. It also meant that the options for facilities development were limited.

 The three school model is based around the curriculum the College wishes to deliver as well as the developmental ages and stages of our students. As a unique boys’ College in New Zealand we are able to provide an education for students from Years 1 – 13.  Research and trends from overseas in similar schools also showed a three school approach.