Our vision is to be a community of confident, connected and actively involved learners with inquiring minds and a foundation for lifelong learning.

The New Zealand Curriculum identifies five Key Competencies:

  1. thinking
  2. using language, symbols, and texts
  3. managing self
  4. relating to others
  5. participating and contributing

Curriculum areas are:




The Arts

Health and Physical Education

Learning Languages – Bahasa Indonesia, French and Mandarin

Social Sciences


Students will be encouraged to value:

  • excellence, by aiming high and by persevering in the face of difficulties
  • innovation, inquiry, and curiosity, by thinking critically, creatively, and reflectively
  • diversity, as found in our different cultures, languages, and heritages
  • equity, through fairness and social justice
  • community and participationfor the common good
  • ecological sustainability, which includes care for the environment
  • integrity, which involves being honest, responsible, and accountable and acting ethically

Our New Zealand trained teachers offer:

  • a creative and supportive learning environment
  • encouragement of reflective thought and action
  • enhancement of the relevance of new learning
  • facilitation of shared learning
  • connections to prior learning and experience
  • provision of sufficient opportunities to learn
  • inquiry into the teaching–learning relationship

How we teach:

Teaching and learning is developed through a wide range of experiences across all learning areas, a focus on literacy and numeracy along with the development of values and key competencies. We have a child-centred approach which facilitates every child to strive to achieve his/her individual best. As part of the International community we encourage understanding and respect for cultural diversity and personal relationships.

The Te Whaariki curriculum is a holistic approach to learning in the Early Years.

The aim of Te Whaariki is to encourage and facilitate meta-cognitive thinking with lots of opportunities for higher order thinking and physical exploration. Children are allowed time to investigate and articulate their own interests and ideas to discover new learning and solve problems.

Play is vital in developing the motor skills which must be in place for brain development. These cognitive advances happen in accordance with the developing behavioural and social skills required for more formal teaching and learning in the Primary Years.