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Golden Grove School has a special place within our community, and we want our student's appearance to reflect our values of a sense of belonging, pride, and inner discipline. We would like to present a neat, clean, and high-quality image to the community, and for ourselves. The Golden Grove curriculum is tailored to the needs of 6-12-year-old children. Children will explore the history of language and how it relates to them as young readers, writers, and speakers. Children will be exposed to a variety of writing and will read and be read to from a wide range of literature. They will learn to identify the parts of grammar and how to use them in language. Children will learn how to write effectively and learn the value of expressing their thoughts, feelings, and ideas in their writing. Children gain a solid understanding of the mechanics of writing including the use of capitals, periods, apostrophes, commas, and quotations. Our word study activities give children further tools for understanding language and using it effectively. For example, the study of compound words, suffix, prefix, antonyms, synonyms, homophones, homograph, singular-plural words, and masculine-feminine words. Mathematics in the Golden Grove School classroom gives the children the background and history of mathematics. It allows children to move through the curriculum in a logical systematic way moving from concrete materials to abstract ideas, concepts, and operations which build upon each other. The mathematics lessons and practice work rely heavily on the Montessori mathematics materials that are orderly, attractive, empowering, and engaging. The mathematics curriculum includes the teaching of the history of mathematics, number identification, place value, addition, subtraction, multiplication, division, fractions and decimals, and geometry. A variety of assessments are used throughout the year at Golden Grove School. Teachers use observation, formative assessments, progress indicators, and standardized assessments to determine student progress and to provide feedback and direction to students. Students are also assessing their work and that of their peers. Teachers meet with students regularly throughout each term to review their progress and discuss the next learning steps, personal goals, and new challenges. At Golden Grove School we value cultural diversity, acceptance, and peaceful education. We have a small group of international students currently within our International Student Programme, which caters to the individual needs of every student, and integrates children holistically into New Zealand education and culture. We warmly welcome students from all corners of the globe to experience a positive, tailored, rewarding learning environment at Golden Grove School. Our requirements for International Students: Children must be 5-12 years old A parent or guardian must provide a suitable home and personalized care for the child we do not organize accommodation for students. The child must have a current NZ study visa/permit The parent must have a relevant NZ visa/permit to accompany the child The child must have travel insurance for the duration of their studies For more information about our International Student Programme, please contact the school office View full school

It all started with a public meeting in 1972 when a small group of families came together with an optimistic shared vision for independent schooling on the North Shore. The closure of St Anne's School in Takapuna had left a vacuum for parents who believed that an independent education would best guarantee that every child's talents would be recognized and nurtured. Within three months the fledgling Kristin School was open for classes with a roll of 42 in Campbells Bay. Within five years this number had grown to 235 and the school moved to Albany. This rapid growth has continued over the years, with classes expanding to cover Kindergarten through to Year 13. In 1990 the roll exceeded 1000 for the first time, reaching a capped height of 1600 in 2006. From such humble beginnings, with just a handful of small classrooms, Kristin has grown into a North Shore icon, with a state-of-the-art campus featuring modern, innovative learning environments and some of the best sporting facilities in Auckland. Amidst the new modern buildings and beautifully established gardens, those early days are still visible. The Junior School Village pays homage to the many students who have passed through the gates, each with their own story of how Kristin shaped their schooling experience. Embracing children’s wonder, playfulness, and love for learning is paramount as they build a strong sense of who they are and explore the endless opportunities that await them in this ever-changing world. Inspiration for children to share knowledge, ask questions, think critically about their learning, build confidence and develop an understanding of others and the world around them while working constructively The New Zealand Early Learning Curriculum Te Whariki cleverly interweaved with the inquiry-based International Baccalaureate Primary Years Programme. Regular instruction by dedicated specialist teachers in music and movement, performing arts, visual arts, Mandarin Chinese, Te Reo Maori, and the Perceptual Motor Programme. Kristin Kindergarten caters to 4-year-olds and supports them on their learning journey through the early years, transitioning seamlessly into Year 0 and Year 1. Our Kindergarten students enjoy regular specialist instruction in Languages, Music & Movement, Performing and Visual Arts, and a Perceptual Motor Program. Visits to the Kristin library and bush add richness to our program. Our highly skilled teachers move to the Junior School with each class, continuing to support the dyadic relationships. We cater to students from Year 0 through to Year 6, and our teachers have a wealth of experience and knowledge, many of which are specialist subject teachers. We limit our class sizes to give our teachers more one-on-one time with each child, so they can provide students with the support they need and tailor their teaching strategy to get the best outcome for each child. In the primary years, there is an imperative to stimulate all corners of a child's developing brain. Our Junior School curriculum is rich and varied, ensuring all children experience a breadth of experiences to ignite interest and ensure engagement. Our Middle School caters to students from age 10-15, covering years 7-10. Our structure is different from many NZ schools, and we believe there is great benefit in keeping our students together for these four Middle School years. It allows them to develop a better sense of belonging and purpose over these pivotal years of development, gives them a more solid foundation for Senior School, and also establishes many leadership opportunities. Engagement and challenge are at the heart of learning in Middle School. Our IB Middle Years Programme is inquiry-based, meaning that every unit of work begins with a question. For example, "Is Language Power?" With this approach, students immediately understand the relevance of what they are learning and find it more engaging. The curriculum is relevant, challenging, integrative, and exploratory. It is also very adaptable so that teachers can differentiate learning to meet the individual needs of each student. Kristin can offer a wide range of sporting opportunities thanks to our many state-of-the-art sporting facilities. These include the Hockey Turf, rugby and football pitches, gymnasiums, climbing wall, and the Kristin Lodge. Kristin's sports fields are maintained to the highest standard, regularly staying open for use throughout the winter when other fields are closed. Because of the high standard of our playing surfaces, Kristin regularly welcomes National and International teams to train onsite and has recently hosted an NZ Football U20 Women's International match between New Zealand and Australia. Kristin has a rugby field, three cricket pitches, and several football fields situated inside Gate 2. Kristin has two purpose-built gymnasiums. The Roy Munn Gym is situated in the Junior School and the ‘Old Gym' is just inside Gate 1. Both are fully equipped for Basketball, Badminton, and Volleyball. The Roy Munn Gym can be used for Netball. Our competition-sized Hockey turf is located at the rear of the Junior School (access via Gate 1). Fully equipped with stadium lighting this turf incorporates the latest technology the surface is the best available and has been built to the International Hockey Federation (FIH) performance standards. The facility includes clubrooms and changing rooms. View full school

Saint Kentigern College is an Independent Presbyterian day and boarding school offering world-class private education for boys and girls in Years 7-13 (ages 11-18). To provide education that inspires students to strive for excellence in all areas of life for the glory of God and the service of others. The Mission commits us to foster a caring school environment where the potential of every student is realized to the full, and service to others is considered ahead of personal gain. The involvement of parents and families in many aspects of school life, including Chapel services, social gatherings, and class and school events, is a vital part of the Saint Kentigern experience. The College is located on a large and attractive campus in the suburb of Pakuranga, 16 kilometers from the center of Auckland, New Zealand. Our students enjoy a park-like setting bordering the waters of the Tamaki Estuary, with extensive playing fields and outstanding, well-resourced learning facilities. Our boarders enjoy some of the best boarding house ‘real estate in Auckland with superb views of the estuary and easy access to many of the College’s superb facilities. Established in 1953, the College remains true to its traditional Christian faith, values, and Scottish heritage. Our Graduates will Serve and Lead with Distinction. A Saint Kentigern education runs deeper than the acquisition of curriculum-specific knowledge. Throughout everything they undertake, our students are encouraged to offer support and leadership to their peers and the younger students who follow in their footsteps. Service takes many forms and does not always have to be about big issues it can be acts of kindness, consideration, and compassion in the classroom, in the playground, on the sports field, or at home. These little acts of service encouraged at an early age build a foundation for moral reasoning later in life. One of the measures of success for all our boys and girls is the extent to which they have made a positive contribution to their school and the wider community. Our innovative ‘parallel education’ philosophy offers the best of both worlds to students during their college years. Boys and girls are taught separately in the Middle School (Years 7-10), while Senior School (Years 11-13) students work in a co-educational setting. Saint Kentigern offers Senior School students a choice of academic pathways. As an IB World School, our students in Years 12 and 13 can elect to either study towards an International Baccalaureate Diploma or the New Zealand qualification, NCEA (National Certificate of Educational Achievement). Values education has long been synonymous with The Saint Kentigern Way, a code of care and respect that all our students and staff are encouraged to adopt in every facet of their daily lives, both during the school day and at home. These core values provide a starting point for our students to explore many other essential values such as compassion, courage, determination, loyalty, justice, and tolerance that are discussed and practiced during the year. With a well-deserved reputation for excellence in our academic, sporting, cultural, and service programs, we are proud to be recognized as one of the leading co-educational, independent secondary schools in New Zealand. Saint Kentigern Middle and Senior Schools opens ‘a world of opportunity for the young people who take their educational journey with us. As our students progress through the College, service opportunities at both school and community levels abound. Students are encouraged to become involved with projects such as World Vision’s 40 Hour Famine, to contribute to food, shoe, clothing, and stationery ‘banks’ that provide for those in the wider community who are less fortunate and to understand the purpose and result of Chapel offerings. Saint Kentigern College provides a wide range of clubs and societies which all students with a particular passion may join. These generally happen during lunchtime or after school and each has its specific focus. Research strongly associates levels of wellbeing with our learning capacity. The Guidance Department at Saint Kentigern is committed to educating the whole person, thereby supporting their experience towards improved levels of achievement and greater satisfaction in their lives. The Guidance team, consisting of the Head of Guidance, counseling psychologist, and clinical psychologist, are available for students primarily during school hours. Where necessary, we take a family approach and involve parents. View full school

Silverstream School has a long and proud tradition. It was first opened in 1924 to cater to a predominantly rural population. Today the school roll varies between 400-500 students drawn primarily from Silverstream, Pinehaven, Heretaunga, Manor Park, and Stokes Valley areas. The Latin motto `Facta non-verbal meaning `Deeds, not Words' characterizes the sense of energy, commitment, and involvement that has been evident throughout the school's history and is still present today. Our school vision of 'Together we inspire a passion for learning is enabled through preparing our children for living in the rapid change of the twenty-first century. We achieve this by blending the traditional values of the school's past with up-to-date innovation and effective classroom practice. school is at the heart of the village of Silverstream, edged by Mawai Hakona (meaning the silver stream), and surrounded by bush-clad hills. Silverstream children make the most of this beautiful environment and love learning in and outside the classroom. Silverstream School believes that ‘all learners can achieve and succeed’. We are an inclusive and welcoming school, strongly supported by our parents and the wider community. Our children are Smart Streamers: resilient, curious, caring, talented, fun with a strong future focus. We seek to prepare your child for living in the rapid change of the twenty-first century. This means blending the traditional values of the school’s past with up-to-date innovation and effective classroom practice. We believe those able to make worthwhile contributions to society will be motivated learners able to co-operate with others while also demonstrating independence and perseverance. They need to be adaptive and willing to give new learning ‘a a go’. They will demonstrate high-level competency in reading, writing, speaking, mathematics, and problem-solving. They will confidently utilize information technology as a tool to assist their learning. At Silverstream School, we will endeavor to challenge your child’s thinking skills and excite their creativity, within a caring environment. Together we will undertake the adventure that is learning. Sited at the entrance to the valley the school holds a prominent position in the community. A large number of parents are involved in the daily life of the school and education outside the classroom programs. The school is well resourced with up-to-date audio visual equipment, an excellent library, music resources, a fully networked computer system with e-mail and internet facilities, science equipment, a heated covered swimming pool, hard courts for netball and tennis, rugby and soccer fields, and adventure playgrounds. School staff is learners, professional, and hard-working. Learning programs are tailored to meet individual needs, providing choice, challenge, extension, and support. We seek to nurture each child’s potential and celebrate their successes and achievements. Year 3-6 have the option of choosing to do a series of home learning achievement challenges. It has been developed after researching home learning and its effectiveness and is based on a model developed by Windsor School in Christchurch. Students are set a variety of challenges with a family, social, personal, or community focus. They are to organize their time management to achieve these challenges, with the aim that they have completed a certain number by the end of the year. The home learning challenges do not replace other elements of home learning, particularly reading and basic facts. Participation is encouraged, but optional. View full school

Rangi Ruru Girls’ School was founded in 1889 by Miss Helen Gibson and was administered by her and her sisters for nearly 60 years. The Gibson sisters Mary, Beatrice, Helen, Alice, Lucy, Ethel, Ruth, and Winifred all helped in some way with the running of the school. In 1890 their father, Captain Frederick Gibson, built a large house with two schoolrooms on the corner of Webb Street. This was given the name Rangi Ruru, or ‘wide sky shelter’. In 1903 the school had 63 pupils. By the early 1920s, the Webb Street house was proving too cramped, and the decision was made to move to larger premises. In August 1923 the remaining four sisters shifted their school, day pupils, and eighteen boarders to Te Koraha – the large house and grounds formerly owned by the Rhodes family. As a housewarming present, the old girls raised funds to furnish the entrance hall of the house as a personal gift to the Gibson sisters. The reunion held for the presentation led to the formation of the Rangi Ruru Old Girls’ Association and the first general meeting was held in December 1923. Since 1946 when it was purchased by the Presbyterian Church, Rangi Ruru has been governed by a Board whose members are appointed by the Presbytery of Christchurch. Rangi Ruru, the name of the school, was suggested by an old Maori Chief of Rapaki Pa, Paora Taki. It is translated as “wide sky shelter” and indicates that the school stands for hospitality and generosity. Rangi Ruru’s campus has been designed around the needs of tomorrow’s women leaders, focused on personalized learning, and grounded in best practice teaching and learning. These buildings include modern, airy classrooms as well as collaboration zones where girls work together to drive their learning. Together with the latest technology girls are now connecting not only with each other but the wider community and the world around them for a truly global perspective to learning. What makes Rangi Ruru stand out is that we put the person at the center of a ‘personalized’ approach to learning. We do this by knowing and understanding each girl and focussing her learning needs on her interests, goals, and abilities. We do this across all aspects of her learning, not just the academic focus but through her co-curricular activities as well. A unique aspect of Rangi Ruru’s personalized approach to learning is the Personal Development Plan. The PDP is a portfolio developed by girls with their teachers to chart and reflect on their goals, strengths, development areas, and achievements. Parents are encouraged to contribute as well. Rangi Ruru girls foster and demonstrate a strong sense of community spirit, taking part in community service and fundraising activities throughout the year. Through strong relationships with the community girls at all years, levels are encouraged to understand their role in the wider community and the difference they can make to others. The girls raise money through events and church collections for their selected charities. Learning is made relevant and engaging through a wide range of experiences outside the classroom. Our rewarding and sometimes challenging Outdoor Education Programme beings at Year 7 offering experiences including rock climbing, abseiling, camping, river crossing, orienteering, and kayaking. Each year girls are allowed to challenge themselves and learn about a different culture in a way that is not possible in the classroom. Rangi Ruru has several very popular reciprocal exchanges available to senior students including Yokohama Jogakuin, Japan, King Edward VI School for Girls, England, UK, Annie Wright School, Seattle, USA, Pestalozzi School, Argentina, Unison World School, India, and Tahiti. Rangi Ruru is Christchurch’s only girls’ school offering a true Year 7 to 13 experience, delivering a seamless curriculum by specialist teachers at all year levels. Rangi Ruru is consistently in the top 3% of New Zealand schools for academic achievement. In national and international competitions and examinations, a high proportion of students feature at the top of their chosen fields of endeavor. More than 95% of Rangi girls go on to further tertiary study in New Zealand and overseas, many gaining substantial scholarships as a result of their work at school. Knowing each girl enables us to support her learning and hence the outcomes. Helping her find her learning passion and knowing that she will do better if she loves what she does means we can design learning opportunities to support her range of passions and individual strengths. We have high expectations – we know all girls will succeed on their terms we aim for the best possible outcome that we believe they can achieve. At Rangi, we believe in NCEA because it is a level playing field and a true New Zealand qualification that is well understood offshore. Starting your daughter at Rangi Ruru in Year 7 will ensure that she is future-ready, equipped with the necessary skills and knowledge to be a powerful learner. The stability of remaining in the same school from Year 7 through to Year 13 means no extra adjustment period at Year 9. From Year 7 girls are challenged to be resilient and responsible in preparation for transition into secondary school. View full school

Medbury School was established by the Chennells family after purchasing “Ripsford”, a property of two hectares and a large family home, in 1923. Right from the beginning, it was a family school, beginning with only nine boys cared for by Mr. and Mrs. Eric Chennells. By 1925 the roll had grown to nearly 50 boys and by the time the Chennells retired in 1955, there were 111 pupils. As the school grew, so did the development of the facilities, starting with the purchase of an adjoining property of one hectare in 1968, and major building and amenities developments in 1969, 1975, 1987, 1994, 2003, 2016, and 2019. Medbury School has moved with the times but the ideals, standards, and traditions that characterized its foundation, remain an integral part of its education. Our passion at Medbury is to unlock the potential of every boy. It is why we exist – to understand each boy’s opportunities and challenges, then personalize an education that brings out the very best he can be - ready for the next stage of his education and life with strong values to support him through the journey ahead Medbury aims to be recognized by parents and educators as one of Australasia’s leading preparatory schools for boys. This is a result of realizing every boy’s potential through our personalized learning programs, our world-class delivery of the curriculum, and our traditional Christian values. A Medbury education is to be cherished, as our boys have had one of the best educations available in Australasia. Boys leave Medbury with an education equipping them for life in the 21st Century. Friendships, values, and a quiet self-confidence that comes with sound preparation will provide an invaluable foundation for their journey ahead. To support a higher quality of curriculum delivery, Medbury has substantial resources and leading facilities. All boys in Years 5 to 8 have a personal Apple laptop, and learning environments are equipped with Apple TVs, pods of iPads, and interactive whiteboards. Our campus proudly boasts: Science laboratory Art studio Drama and dance studio Music suite and soundproofed music studios Library designed to engage boys in reading a wide range of books Modern gymnasium Heated swimming pool Astro-turf pitches Tennis courts Challenge course Climbing wall Cricket nets Sports fields Sport is an integral part of Medbury life and boys are encouraged to play sport at a level where they compete and enjoy. We recognize that promoting teamwork and good sportsmanship are important aspects of playing a sport and reflect the school ethos of 'Play the Game'. Medbury has a fine sporting reputation. Boys often gain recognition, both regionally and nationally, in a wide variety of sports. Competition is actively encouraged which allows the boys to learn the values of humility, fairness, loyalty, and honesty through experiences of both winning and losing. Medbury has extensive sporting facilities, with a modern gymnasium, cricket nets, basketball courts, climbing wall, heated swimming pool, two cricket pitches, three astroturf courts for tennis and hockey, a rugby field, and a mini soccer field. Medbury School is one of New Zealand's leading private primary schools for the education of boys from Years 1 to 8. Medbury is both a day and a boarding school and has a long, proud history of educational excellence. We aim to unlock every boy's potential through an individualized education program, a world-class curriculum, and our traditional Christian values. Medbury offers a warm, positive and affirming environment where every boy feels safe. A Medbury education caters specifically to boys. Competition is balanced, high expectations and standards are set within the bounds of clear rules and routines. Medbury is a school with strong values, which underpin the whole ethos of the school. The School operates specialist teaching where teachers have the opportunity to teach their dedicated subject. This allows boys to be taught with teachers with expertise and passion. As the boy's journey through the school the number of specialist lessons increases, therefore ensuring that we have a broad curriculum catering for all boys' needs and giving every boy the opportunity of finding his niche. Medbury provides a personalized learning program, catering for the boys who may require learning support through to boys who need extension through our extensive gifted and talented program. Boys are taught about positive relationships and individual responsibility, alongside academic education. Medbury encourages and rewards success, academically, sporting, and culturally both in aptitude and attitude. This helps develop self-confidence, allows boys to become risk-takers and participate in new challenges and enhance their self-esteem. Medbury currently has a roll of approximately 375 boys and class sizes are limited. The utilization of information technology as an effective teaching tool ensures Medbury delivers a 21st Century education. The annual academic assessment is used to develop a Personalised Learning Programme. We focus on the ‘whole boy’ so, in addition to academics, over 25 extra-curricular activities are provided to expand the curriculum further and develop wider talents and interests. The integration of technology and traditional teaching methods allows our teachers to better personalize and track their progress. Every boy from Year 5 to 8 has an Apple laptop and also benefits from the use of iPads, interactive whiteboards, and Apple TVs in the classrooms. 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Mt Hobson Middle School is a small 'boutique style' school with a total roll of just 48 students, with no more than 12 students per class. Led by outstanding teachers, our students excel through individualized education plans and our unique Integrated Project-Based Curriculum which develops knowledge, time management, and research skills essential for success in the senior secondary school years and beyond. We are conveniently located at 131 Remuera Road in Newmarket, with easy access to Auckland's best arts and sports facilities which we utilize extensively to further enhance our learning environment. The school is based on a middle school age group and uses the Villa Education Trust Integrated Project-Based Curriculum. Although privately run, the school reflects the 8 Essential Learning Areas as stated in the NZ curriculum - overlaid by clear Christian philosophy and values. Parents have an integral part in school life and are kept informed of their child’s progress. Each child has their own Individual Base Plan (I.B.P.) and staff know their educational needs and ensure they are met. The child’s interest areas are affirmed and they have the opportunity to significantly develop the capacity to direct their learning. Parents are invited to take an interest in all aspects of their child's schooling. They are welcome to take part in both the morning and the afternoon programs. Please discuss any special areas of interest with the staff. We aim to develop the individual talents of every student and to teach them to relate the experience to and learn through the everyday world. Through expert teaching and guidance, students develop the ability to complete assessments effectively and to the best of their ability. Good behavior, social skills, and manners are taught and expected at all times. We take full advantage of the excellent learning resources in the community. Before explaining what an integrated curriculum is, it is important to note that we teach core morning classes in Mathematics, Science, English, Social Studies, and Technology. Our integrated curriculum applies those subjects and the projects students complete in a related manner. We treat knowledge as being seamless and interrelated. An integrated curriculum is a means of breaking down the artificial barriers between subjects as they have been traditionally taught. It is also an effective way of broadening the possible topics that may be learned/investigated. Within the school’s written curriculum, the staff ensures that all of the Ministry of Education's Essential Learning Areas (ELA’s) are covered at the appropriate levels. A project-based curriculum treats the investigation of a topic as the basis for learning. The students complete eight projects each year. Within each topic, the staff identifies the areas of the national curriculum that need to be overtly taught within the ELA’s. Each year, the topics will encompass the full ELA requirements for that level. Within each set project, all of the Learning Areas are included and the students have the opportunity to direct their learning and work to a depth and breadth that is difficult to achieve within a traditional structure. Their learning skills (e.g. goal setting, planning, investigative research, presentation, computing, etc) are enhanced, as are their thinking skills (e.g. metacognition, evaluation, synthesizing information, etc). Their basic academic skills (reading, writing, mathematics) are in no way ignored but are enhanced and used as a building block for in-depth work. An I.B.P. is an Individual Base Plan. Traditionally, only students with “Special Needs” have received these. In recent years, the government has required schools to show that they cater for Gifted and Talented students also and IBPs have shifted to that end of the continuum. At MHMS, we think every child needs an IBP as they all have strengths worth enhancing and weaknesses to overcome. In addition to working through the school’s curriculum, each child will have their base document program, which identifies interests, strengths, areas needing development, goals, and progress measurements. The creation and development of the plan will be a negotiated process between staff, the child, and the parents/caregivers. View full school

Selwyn House School is a leading New Zealand Girls’ school for Years 1-8. Selwyn House School was founded in 1929 and is the only South Island Girl’s Primary School offering the International Baccalaureate Primary Year Programme. Selwyn House School offers an exceptional opportunity for girls from age three through to their graduation at the end of Year 8 to grow and learn in a stimulating and nurturing environment. As an International Baccalaureate World School teaching the Primary Years Programme, our focus is on developing globally-minded learners and leaders. Together with each family, our teachers work to ensure we inspire all our girls to love and be committed to learning as they develop their unique way of being ‘remarkable’. To achieve this we actively encourage the girls to think about what sort of person they want to be, what sort of life they want to lead, and what they are prepared to stand up and fight for. We believe in the strength of tradition, the promise of the future, and the power of education and inspiration to equip our young people to face our continually changing world with confidence and enthusiasm. Our students stand out amongst their peers. They are articulate and determined young women who have the values, skills, and attributes needed to not only achieve their goals but to make a difference in their communities. To be the pre-eminent educational community developing globally-minded learners and leaders. We inspire our students to learn through continuous inquiry, empowering them with the skills, knowledge, courage, and optimism to become caring, active, lifelong learners who enhance the lives of others. Our Values are at the center of everything we do. The International Baccalaureate Organization (IB) created the IB Learner Profile as a set of attributes that all IB schools strive to develop in their students, employees, and other community members. Selwyn House has embraced the IB Learner Profile and has adopted the attributes as our school’s values. Indoor swimming pool offering swimming lessons from Pre-school age Multi-purpose astroturf field for year-round play Outdoor courts for basketball, netball, and tennis Dedicated technology hub with 3-D printers to create exciting projects A well-equipped art space with a kiln, printing press, and large areas which facilities creativity A purpose-built food technology classroom suitable for primary age girls Spacious science and robotics lab Dance studio Multipurpose library with spaces for presentations and private study. The catalog of publications both in hard copy and electronic versions are specifically chosen for the Selwyn House School girls. The Carolyn Fletcher Performing Arts Centre Each classroom is designed specifically to meet the learning needs of the year group with designated spaces for each girl’s personal belongings A vibrant Spanish language room A modern boarding house A co-educational Pre-school Authorized 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 program covering all subject areas. The program 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. 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 programs are accessible to students in over 140 countries through close cooperation with the worldwide community of IB World Schools. At the heart of the program’s philosophy is a commitment to the structured, purposeful inquiry as to the vehicle for 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. View full school

The College’s founder was Reverend Alexander Thompson, an exceptional orator, scholar, fundraiser, and visionary, who served the British and Foreign Bible Society in New Zealand and Australia for 20 years and was instrumental in setting up the Flying Doctor Service. His driving ambition was to ‘educate the sons of the Presbyterian and Scottish community of Canterbury’, and due to his determination, St Andrew’s College opened its doors in Christchurch in 1917, with 19 boys and four teachers. In late 1917, the fledgling St Andrew’s College Board purchased ‘Strowan’ the magnificent property, which is still home to the College today. Its centerpiece, the gracious and fully restored Strowan House has overseen all the comings and goings at St Andrew’s over its long history and is a well-loved and highly recognizable landmark on the College campus. Scottish Presbyterian traditions remain at the heart of St Andrew’s, with the skirl of the pipes, twirl of the Highland dancers, the Ferguson tartan, St Andrew’s cross, and Scottish thistle weaved into the fabric of College life. We celebrate our early visionaries at the annual Founders’ Day celebrations when we hold our version of the Highland Games. St Andrew’s College is a Christ-centred Presbyterian Church School. We embrace a rich heritage of historic Christian faith with roots in the Free Church Presbyterian tradition and as part of the wider Presbyterian Church of Aotearoa New Zealand (PCANZ). The Trinitarian theology of this tradition (2 Corinthians 13:14) informs, pervades, and shapes the life of the school in a missional and pastoral manner, but concerning those of other faiths or no faith. We believe education must be holistic and embrace the spiritual and emotional wellbeing of students, as well as their academic and social growth, and development in sport and the arts. Life is co-ed, so it makes sense for students to spend their formative years in a highly engaged co-educational learning environment as they prepare for their future beyond school in a diverse society. St Andrew’s College is proud to be the only independent school in the South Island offering Pre-school to Year 13 education for both boys and girls. The benefits of co-education have been recognized since ancient times, when the Greek philosopher, Plato, said co-education creates a feeling of comradeship. He advocated teaching of both males and females in the same institution without showing any discrimination in imparting education. Collaboration in the classroom helps boys and girls to gain a fresh perspective from each other intellectually, develop socially, and become more confident in expressing their views in the presence of members of the opposite sex. Research shows that students in co-educational schools are often better prepared to succeed in post-secondary education and to enter the workforce. It fosters a positive self-image and helps to develop the confidence of our future leaders. Our teachers understand the holistic nature of learning. It is cognitive, as well as emotional and social. We use current scientific research to inform our practice. Our students are taught by passionate, highly skilled, and responsive teachers, many of whom are recognized nationally and internationally in their areas of expertise. All of our teachers work hard to create innovative and inspirational learning experiences. They are committed to teaching the College’s learning values alongside their subject areas, encouraging students’ creativity, the ability to think and question critically, to collaborate, to self manage and to contribute positively to the world in which they live. St Andrew’s College values looking forward to the future and understand the skills student will need to succeed in an uncertain world. Confidence, creativity, and the ability to think critically are central to our philosophy. We have the agility, flexibility, and innovations to ensure our staff and students are well equipped for the unprecedented rate of exponential change in digital technology. We have a purpose-built Innovation and Information Centre where students are encouraged to not just become fluent users of technology, but also skilled creators of digital innovations and inventions. Students have access to modern fabrication equipment such as 3D printers, laser cutters, and tools, and work on various coding applications and programs to write simple and complex programs, design games, and automate processes and procedures. We have active robotics teams in both the Preparatory and Secondary Schools. Outside mentors, with expertise in a wide range of areas including the Internet of Things (IoT), are brought in to support our Digital Technology programs. St Andrew’s College believes the co-curricular activity is integral to a young person’s development. We offer an exceptional range of sporting, recreational, musical, and other performance opportunities to our students, ensuring they can discover their potential, explore their interests, express their talents, and strive for excellence in their activity of choice. View full school

St Margaret’s College was founded in 1910 through the energy, faith, and determination of Bishop (later Archbishop) Julius who convinced the Synod of the Diocese of Christchurch of the need to establish a school for girls to parallel that already set up for boys. The Sisters of the Kilburn Order in London were invited to set up the school and it opened at 28 Armagh Street with 50 pupils. Under the Sisters, the school flourished and in 1913, with a roll of over 100, it moved into a new building on the corner of Cranmer Square and Chester Street West. In 1931 when the Sisters had to leave their educational work in New Zealand, they handed over to the Diocese a school strong in numbers and rooted firmly in the traditions and tenets of the Anglican faith. The Diocese appointed Mrs. Stephanie Grace Young MA (Oxon) as its first lay Headmistress and, in 1933, a Trust Board was set up to be responsible to the Diocese for the governance of the school. Its first Chairman was Bishop West-Watson, Bishop of Christchurch and later Primate of New Zealand. With a commitment to holistic education, balancing academic excellence with a multitude of co-curricular opportunities, St Margaret’s College encourages students and staff to discover their passions and be the very best they can be. A St Margaret’s College education is founded on Anglican values with a focus on service and wellbeing offered within a modern school environment promoting diversity, innovation, and sustainability. Each student is set up for success, joining a global alumni network of wahine toa with the courage to embrace change, the confidence to lead, the desire to learn, and the drive to make a positive impact on the world. At St Margaret’s Pre-School, we encourage children to be curious about their world. Our teachers provide opportunities for boys and girls to develop inquiring minds as they become creative and confident communicators and responsible citizens with a love of learning. In partnership with parents and whānau, we provide a nurturing environment where all children will thrive socially, emotionally, intellectually, physically, and spiritually. Our curriculum is based on the vision of Te Whāriki: that children grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society. We support and extend children’s learning by providing opportunities through an inquiry-based curriculum, enriched by specialist classes, facilities, and teachers. Our qualified teachers, support and extend children’s natural curiosity by planning an inquiry-based program drawing on current interests, events, and questions. Teachers provide a variety of experiences that weave the emerging inquiry into various curriculum areas that support the development of literacy, numeracy, motor skills, social interactions, art, and music. Through active investigation, children develop working theories and learn to question, investigate, experiment, and theorize in their quest for answers and solutions. We understand the importance of a smooth transition from pre-school to school as our children move to the next stage of their learning journey. Our transition to school program offers older boys and girls the opportunity to experience the routines, environment, and expectations of this next stage with one of our ECE and primary qualified teachers. All children are offered a term of this classroom experience up to three times a week. This complements the school visits they may be offered by the school they will be attending. In addition, our Pre-School boys are also invited to experience an all-boys environment at Medbury School. St Margaret’s College Senior School offers a wide range of exciting learning experiences for our senior students providing a sound foundation for success in NCEA or International Baccalaureate and most importantly, for their life beyond secondary education. We value holistic education blended with strong learning and academic focus. Our exceptional academic record provides outstanding opportunities for St Margaret’s girls in their future. St Margaret’s College is the only girls’ school in the South Island to offer a dual academic pathway in the Senior School, incorporating both NCEA and the International Baccalaureate Diploma (IB). In offering IB we allow our students to follow a philosophy of education and an internationally recognized qualification which reflects exactly what St Margaret’s is all about. Our Year 11 students study NCEA then in Year 12 the students are in the enviable position to choose whether they continue with their NCEA program or move to IB. This choice enables our students to follow the learning and assessment pathway that best suits their individual needs. View full school

Education is one of the most important investments you can make for your child’s future, and Springbank is nationally recognized for its exceptional learning environment and outstanding student achievement. When you choose Springbank School for your child, you join a wonderful community of parents who want the absolute best for their children. Springbank is unique. The school was founded in 1996 by Sophia and Bob Warren who had a vision of offering children across Northland the highest-quality learning experience which is focused on success. Over the past 20 years, Springbank has attracted students from all walks of life, who all share the common goal of wanting to grow and develop their capability in a fun, social, and supportive atmosphere. This simple focus, combined with high-quality teaching staff and significant re-investment, has allowed Springbank to grow steadily over time. Sustained growth in student numbers has resulted in the introduction of facilities such as artificial turf, gym, computer suite, and library. In 2006 Springbank Preschool was established to cater to the growing demand for early childhood services in our local region. Leaving the security of home and preschool and moving on to begin Primary School is a big step. At Springbank, your child will be cared for and nurtured from their very first day at school. We encourage you to visit Springbank so that you and your child can feel comfortable with the change, and excited by the future. Our Junior School has a strong Academic emphasis on reading, oral and written language, and mathematical fluency. Children are taught essential computer skills from the time they first start school, and further subjects such as Social Studies, Thinking Skills, and a Second Language (German, Spanish, French, or Japanese) strengthen their overall academic foundation. To further build your child’s character and confidence at a young age, we have a strong focus on Physical Education, Fitness, Personal Development, Music, Enterprise Studies, and the Arts (dance, drama, practical art). In Year 6, the final year of Primary School, students sit the Cambridge International Primary Checkpoint test and they receive Certificates of Achievement which show their performance. Student results are issued a grade, with 6.0 being the highest grade and 0.0 being the lowest grade. A grade of 3.0 is considered ‘average’ for Year 6. Leaving Primary School and moving on to the next level of education is exciting. Springbank’s Middle School is designed as a launchpad for Year 7-9 students who are making the transition from Primary School to Senior School. During this time our students mature from children to young adults. They are supported well with positive senior role models, leadership opportunities, and educational programs focussing on personal development. Springbank’s Senior School is unique. With smaller class sizes and an individualized learning focus, our senior students enjoy being part of a smaller social group. The supportive, cohesive and positive environment that our senior students create amongst themselves is something that sets Springbank apart. Our seniors encourage, challenge and support one another to inspire success across a range of facets whether it be academia, leadership, community, enterprise, sport, or the performing arts. Springbank Graduates typically form very tight-knit friendships that last a lifetime. By the time our students leave Springbank School, they are confident, self-assured young adults with the skills necessary to lead happy and successful lives. In Years 11-13, students choose an academic program to suit their strengths and abilities. There is a wide range of subjects to choose from and a Senior Course Booklet is distributed each year to guide decision-making. All teaching staff are extremely competent and committed to each student achieving the best that they can. Springbank has excellent facilities and resources to support all programs. Our Senior Leadership Programme is comprehensive, with opportunities to lead as a Prefect and Senior Leader through Junior and Middle School student liaison, lunchtime sport and clubs, fundraising for charities, motivational seminars, community support, Mock United Nations Assembly, regional and national sporting codes, performing arts and other various social events. The Cambridge International Examinations (CIE) begins with a two-year International General Certificate for Secondary Education (IGCSE) course, examined at the end of Year 11. Students then go on to study A-Levels in Year 12 and 13. The internationally benchmarked Cambridge curriculum prepares our students well for life and provides better opportunities in a global world. Good study habits are important for success in school. Knowing how to study effectively fosters feelings of competence, develops positive attitudes, and helps students realize they can control how well they do in both school and life. Good study habits help to lay the foundations for successful work habits as an adult. Preferred learning styles vary for individuals and students need to discover how they learn best, work out a study system that fits their learning style and use that system regularly. View full school

Pinehurst was opened in 1991 by a small group of committed parents and staff. The original roll was 34 students. Initially, the site and buildings were leased, however, courage and foresight demonstrated by the original Board ensured the purchase of 8 hectares in the Albany Basin, a site now worth millions of dollars. The school is in Albany, on Auckland’s North Shore, a few minutes from the motorway. Our grounds are large, green and fringed with trees but our school is small enough to ensure that nobody gets lost. You will find a calm, settled atmosphere in the classroom and around the school. There are approximately 900 students in total, and we think that this is the perfect number: everybody knows who everyone is, and we are large enough to offer a wide range of opportunities inside and outside the classroom. We also have clear expectations of students’ conduct, which are often exceeded. Teachers always have the time and the environment for real teaching and learning. They have excellent resourcing: they have the technological resources they need, the classroom environment to support learning, and the additional resourcing of the Cambridge International Examinations system. We teach the Cambridge International Examinations system from Year 1-13 and were the first school in New Zealand to do so. That means that we have a secure, internationally recognized, stable, and rigorous assessment framework, supported internally, nationally, and internationally by other teachers. Our class sizes are generally up to 22 in the primary school, between 15 and 25 in Year 7-9, and averaging around 15 in Year 10-13. In Year 12-13, it’s not unusual to have classes of fewer than 10 students. Small classes lead to individual attention and the time to devise responses that address every student’s specific learning needs. Nothing matters more than the relationship between a teacher and a young person. It’s the foundation of learning and supports the happiness of the whole community. Our school is a caring one: ours is a family. As in all families, there is a diversity of views and opinions, and we encourage those to be expressed within the context of our mutual respect. When we were established in 1991, the founding Board created the “Pinehurst Triangle”, a way of describing the importance of the relationship between the child, the parent, and the school. The Pinehurst Triangle matters to us: when parents join our community, they find they are asked to express their views more than they expect. We do listen because it is the whole community that matters. All that said, there are core values that inform what we do. Pinehurst’s mission includes providing each student with an excellent education in a safe, supportive environment that promotes self-discipline, leadership, motivation, and excellence in learning, and this is something we all believe in, and expect our whole community to support. We also want students to develop skills to become independent and self-sufficient adults who will succeed and contribute responsibly to the global community. Ours is a community-led by values. Our academic focus is on the development and consolidation of basic skills in numeracy and literacy that create a solid foundation on which to build. Pinehurst Primary works within two levels – the Junior Primary and Senior Primary to best meet the needs of our student's development. New Entrant intakes occur at the beginning of each term and new students attend two orientation visits before they start. When your child starts at Pinehurst they will either move into a brand-new class of no more than 15 students with one experienced teacher or they will join a class if fewer than 25 students with two teachers to ensure the individual attention that matters so much. In their second year and third years, the teacher-student ratio is 1:22. The Senior Primary School has 9 classrooms covering Years 4 to 6, ages 8-11. Each year has two parallel classes with a maximum of 25 students in each class. Our aim is that our College students will be studious and well-grounded, striving for excellence in their academic studies, sporting, and cultural fields, and possess a strong sense of direction and good judgment. View full school