Search the Community

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