Scots College – Learning. For Life.

At Scots College Preparatory School we seek to develop a lifelong love of learning by providing stimulating learning experiences in first class facilities.

Scots College Preparatory School is currently in the candidacy stage of the accreditation process for the International Baccalaureate Primary Years Programme (PYP), and the Middle Years Programme (MYP). The programme runs along side the NZ Curriculum using an Inquiry Approach to learning. Literacy and Numeracy skills are integrated into all areas of teaching and learning.

The school is divided into three syndicates- Junior (Years1-3), Middle (Years 4-6), Senior (Years 7-8). Years 1-6 follow the Primary Years Programme, and Years 7 & 8 are involved in the Middle Years Programme.

In the Primary Years Programme Language, Mathematics, Science, Social Studies, Personal Social and Physical Education,and the Arts are all integrated. Specialist teachers provide expertise in Visual and Performing Arts, Physical Education, Learning Support, Christian Education and French. These teachers plan collaboratively with the Class Teachers to ensure that the unit of Inquiry is transdisciplinary.

The Middle Years Programme is a programme of international education designed to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world.

The curriculum contains eight subject groups together with a core made up of five areas of interaction. The subject groups are Language A (English), Language B (French and Japanese), Humanities, Technology, Mathematics, Sciences, Physical Education. The areas of interaction that are a component in all subjects include: Approaches to Learning, Health and Social Education, Community and Service, Environment and Human Ingenuity.

Learner Profile Attributes

The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

• Inquirers – They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

• Knowledgeable – They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

• Thinkers – They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

• Communicators – They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

• Principled – They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

• Open-minded – They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

• Caring – They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

• Risk-takers – They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

• Balanced – They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

• Reflective – They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.