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Showing results for tags 'zealand'.
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Our school has a short history having begun in 2002, with change being a very big part of our journey. In 2016, the school is working at gaining national accreditation and ensuring we maintain both national and international teaching standards. The process of accreditation is rigorous but important as it shows we are complying with expected standards and regulations. In 2016 we have been fortunate to maintain a stable expatriate staff, several of whom have stepped up to take leadership roles within our more distributive leadership structure. Our lead team focus is on ensuring we deliver quality learning and teaching programs across both our campuses and provide a wide range of experiences for our students. We are finding the best ways to cater for our growing number of English second language learners, to build our dynamic Early Years program, to continue to develop our creative, holistic New Zealand Primary Curriculum, and in Secondary to provide specialized university and career guidance and develop our Language programs to A levels. We are unique in the international teaching world as we are possibly the only school that teaches the NZ curriculum outside of New Zealand. In our Primary campus, we have the Te Whariki curriculum as our backbone for our Early Years program. This encourages play and investigation as an integral part of the young mind’s learning process. We carry this through into our NZ Primary years’ curriculum where our focus is then centered on big ideas and interdisciplinary work. We are looking to ensure that our students get a strong foundation for their secondary school learning but also that they have tolerance and understanding of international cultures and a global sense of their place in the world through a solid immersion in our NZ Primary curriculum. The secondary campus follows the Cambridge Curriculum with our senior students taking International IGCSE / AS / A level examinations. We have recently added the Cambridge Secondary 1 programs to our curriculum strands, which will allow us to look at improving our building blocks to IGCSE. GLOBE We have added the internationally recognized Duke of Edinburgh Award (known in Indonesia as IAYP – International Award for Young People) and have established an NZIS Leadership Award, which is based on helping and serving others. This year we are also introducing a Hauora (Wellbeing) Award. Our House system is based on Maori themes and we acknowledge our role in exposing Maori and New Zealand culture to our students. However, we are advocates of all cultures, especially our host, Indonesia. Our school is small and this allows us to personalize our teaching. Our student-to-teacher ratio is low, especially in senior secondary classes. We include through our TAP program, Indonesian trainees who operate as teacher’s assistants in the majority of our Primary classes, the TAs provide extra support to our students and complement our native English speakers. Most of our Primary staff hail from New Zealand. However, we are not an exclusively NZ school, with our staff coming from all corners of the world and bringing with them a wealth of experience and knowledge. To be a community of confident, connected, and actively involved learners with enquiring minds and a foundation for lifelong learning. Our focus as a school is very much on nurturing the creative minds of all our students. This begins with a student-led play-based approach in our Early Years Centre, continues through the holistic, creative ethos of the New Zealand Primary Curriculum, and culminates in the Secondary area with a focus on developing individual skills and abilities. We emphasize both the nurturing of the individual student and the building of a collaborative NZIS community, able to contribute to the wider global community. Our goal is for NZIS students to leave us as confident learners who are well poised to take their place as lifelong learners in any field they choose. The New Zealand International School – Jakarta (NZIS) is a private, international school located in Kemang, South Jakarta, Indonesia. It was established in 2002 for expatriate and local students living in Jakarta. It is the only school in Indonesia to offer a New Zealand-based curriculum. NZIS has 175 students aged 2 to 18 from about 36 nationalities. The school follows the world-renowned curriculum models for Kindergarten and Primary School from New Zealand. The secondary campus in a similar vein to many New Zealand secondary schools offers Cambridge International Examinations. Cambridge International Examinations is the world’s largest provider of international education programs and qualifications. NZIS has two campuses in Kemang that are about 100 meters from each other. The primary campus caters to the younger students aged 2 to 12 and the secondary campus looks after the emerging young adults. View full school
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Our school has a short history having begun in 2002, with change being a very big part of our journey. In 2016, the school is working at gaining national accreditation and ensuring we maintain both national and international teaching standards. The process of accreditation is rigorous but important as it shows we are complying with expected standards and regulations. In 2016 we have been fortunate to maintain a stable expatriate staff, several of whom have stepped up to take leadership roles within our more distributive leadership structure. Our lead team focus is on ensuring we deliver quality learning and teaching programs across both our campuses and provide a wide range of experiences for our students. We are finding the best ways to cater for our growing number of English second language learners, to build our dynamic Early Years program, to continue to develop our creative, holistic New Zealand Primary Curriculum, and in Secondary to provide specialized university and career guidance and develop our Language programs to A levels. We are unique in the international teaching world as we are possibly the only school that teaches the NZ curriculum outside of New Zealand. In our Primary campus, we have the Te Whariki curriculum as our backbone for our Early Years program. This encourages play and investigation as an integral part of the young mind’s learning process. We carry this through into our NZ Primary years’ curriculum where our focus is then centered on big ideas and interdisciplinary work. We are looking to ensure that our students get a strong foundation for their secondary school learning but also that they have tolerance and understanding of international cultures and a global sense of their place in the world through a solid immersion in our NZ Primary curriculum. The secondary campus follows the Cambridge Curriculum with our senior students taking International IGCSE / AS / A level examinations. We have recently added the Cambridge Secondary 1 programs to our curriculum strands, which will allow us to look at improving our building blocks to IGCSE. We have added the internationally recognized Duke of Edinburgh Award (known in Indonesia as IAYP – International Award for Young People) and have established an NZIS Leadership Award, which is based on helping and serving others. This year we are also introducing a Hauora (Wellbeing) Award. Our House system is based on Maori themes and we acknowledge our role in exposing Maori and New Zealand culture to our students. However, we are advocates of all cultures, especially our host, Indonesia. Our school is small and this allows us to personalize our teaching. Our student-to-teacher ratio is low, especially in senior secondary classes. We include through our TAP program, Indonesian trainees who operate as teacher’s assistants in the majority of our Primary classes, the TAs provide extra support to our students and complement our native English speakers. Most of our Primary staff hail from New Zealand. However, we are not an exclusively NZ school, with our staff coming from all corners of the world and bringing with them a wealth of experience and knowledge. Through our students, we endorse key concepts and values of respect, tolerance, perseverance, and humility. Like our staff, they also come from all parts of the world and it is not uncommon for a small class of fourteen to be made up of ten nationalities. The strength of our school lies in its warm friendly “family-like” atmosphere and the genuine inclusiveness that exists between all students and staff. We are a true melting pot of nationalities and we take pride in celebrating our diversity. View full school
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Our school has a short history having begun in 2002, with change being a very big part of our journey. In 2016, the school is working at gaining national accreditation and ensuring we maintain both national and international teaching standards. The process of accreditation is rigorous but important as it shows we are complying with expected standards and regulations. In 2016 we have been fortunate to maintain a stable expatriate staff, several of whom have stepped up to take leadership roles within our more distributive leadership structure. Our lead team focus is on ensuring we deliver quality learning and teaching programs across both our campuses and provide a wide range of experiences for our students. We are finding the best ways to cater for our growing number of English second language learners, to build our dynamic Early Years program, to continue to develop our creative, holistic New Zealand Primary Curriculum, and in Secondary to provide specialized university and career guidance and develop our Language programs to A levels. We are unique in the international teaching world as we are possibly the only school that teaches the NZ curriculum outside of New Zealand. In our Primary campus, we have the Te Whariki curriculum as our backbone for our Early Years program. This encourages play and investigation as an integral part of the young mind’s learning process. We carry this through into our NZ Primary years’ curriculum where our focus is then centered on big ideas and interdisciplinary work. We are looking to ensure that our students get a strong foundation for their secondary school learning but also that they have tolerance and understanding of international cultures and a global sense of their place in the world through a solid immersion in our NZ Primary curriculum. The secondary campus follows the Cambridge Curriculum with our senior students taking International IGCSE / AS / A level examinations. We have recently added the Cambridge Secondary 1 programs to our curriculum strands, which will allow us to look at improving our building blocks to IGCSE. We have added the internationally recognized Duke of Edinburgh Award (known in Indonesia as IAYP – International Award for Young People) and have established an NZIS Leadership Award, which is based on helping and serving others. This year we are also introducing a Hauora (Wellbeing) Award. Our House system is based on Maori themes and we acknowledge our role in exposing Maori and New Zealand culture to our students. However, we are advocates of all cultures, especially our host, Indonesia. Our school is small and this allows us to personalize our teaching. Our student-to-teacher ratio is low, especially in senior secondary classes. We include through our TAP program, Indonesian trainees who operate as teacher’s assistants in the majority of our Primary classes, the TAs provide extra support to our students and complement our native English speakers. Most of our Primary staff hail from New Zealand. However, we are not an exclusively NZ school, with our staff coming from all corners of the world and bringing with them a wealth of experience and knowledge. Through our students, we endorse key concepts and values of respect, tolerance, perseverance, and humility. Like our staff, they also come from all parts of the world and it is not uncommon for a small class of fourteen to be made up of ten nationalities. The strength of our school lies in its warm friendly “family-like” atmosphere and the genuine inclusiveness that exists between all students and staff. We are a true melting pot of nationalities and we take pride in celebrating our diversity. -
Our school has a short history having begun in 2002, with change being a very big part of our journey. In 2016, the school is working at gaining national accreditation and ensuring we maintain both national and international teaching standards. The process of accreditation is rigorous but important as it shows we are complying with expected standards and regulations. In 2016 we have been fortunate to maintain a stable expatriate staff, several of whom have stepped up to take leadership roles within our more distributive leadership structure. Our lead team focus is on ensuring we deliver quality learning and teaching programs across both our campuses and provide a wide range of experiences for our students. We are finding the best ways to cater for our growing number of English second language learners, to build our dynamic Early Years program, to continue to develop our creative, holistic New Zealand Primary Curriculum, and in Secondary to provide specialized university and career guidance and develop our Language programs to A levels. We are unique in the international teaching world as we are possibly the only school that teaches the NZ curriculum outside of New Zealand. In our Primary campus, we have the Te Whariki curriculum as our backbone for our Early Years program. This encourages play and investigation as an integral part of the young mind’s learning process. We carry this through into our NZ Primary years’ curriculum where our focus is then centered on big ideas and interdisciplinary work. We are looking to ensure that our students get a strong foundation for their secondary school learning but also that they have tolerance and understanding of international cultures and a global sense of their place in the world through a solid immersion in our NZ Primary curriculum. The secondary campus follows the Cambridge Curriculum with our senior students taking International IGCSE / AS / A level examinations. We have recently added the Cambridge Secondary 1 programs to our curriculum strands, which will allow us to look at improving our building blocks to IGCSE. GLOBE We have added the internationally recognized Duke of Edinburgh Award (known in Indonesia as IAYP – International Award for Young People) and have established an NZIS Leadership Award, which is based on helping and serving others. This year we are also introducing a Hauora (Wellbeing) Award. Our House system is based on Maori themes and we acknowledge our role in exposing Maori and New Zealand culture to our students. However, we are advocates of all cultures, especially our host, Indonesia. Our school is small and this allows us to personalize our teaching. Our student-to-teacher ratio is low, especially in senior secondary classes. We include through our TAP program, Indonesian trainees who operate as teacher’s assistants in the majority of our Primary classes, the TAs provide extra support to our students and complement our native English speakers. Most of our Primary staff hail from New Zealand. However, we are not an exclusively NZ school, with our staff coming from all corners of the world and bringing with them a wealth of experience and knowledge. To be a community of confident, connected, and actively involved learners with enquiring minds and a foundation for lifelong learning. Our focus as a school is very much on nurturing the creative minds of all our students. This begins with a student-led play-based approach in our Early Years Centre, continues through the holistic, creative ethos of the New Zealand Primary Curriculum, and culminates in the Secondary area with a focus on developing individual skills and abilities. We emphasize both the nurturing of the individual student and the building of a collaborative NZIS community, able to contribute to the wider global community. Our goal is for NZIS students to leave us as confident learners who are well poised to take their place as lifelong learners in any field they choose. The New Zealand International School – Jakarta (NZIS) is a private, international school located in Kemang, South Jakarta, Indonesia. It was established in 2002 for expatriate and local students living in Jakarta. It is the only school in Indonesia to offer a New Zealand-based curriculum. NZIS has 175 students aged 2 to 18 from about 36 nationalities. The school follows the world-renowned curriculum models for Kindergarten and Primary School from New Zealand. The secondary campus in a similar vein to many New Zealand secondary schools offers Cambridge International Examinations. Cambridge International Examinations is the world’s largest provider of international education programs and qualifications. NZIS has two campuses in Kemang that are about 100 meters from each other. The primary campus caters to the younger students aged 2 to 12 and the secondary campus looks after the emerging young adults. -
The Australian and New Zealand College of Anaesthetists (ANZCA) is the professional organization for about 6400 specialist anesthetists (Fellows) and 1500 anesthetists in training (trainees). One of Australasia's largest specialist medical colleges, ANZCA, and its Faculty of Pain Medicine, is responsible for the training, examination, and specialist accreditation of anesthetists and pain medicine specialists and clinical practice standards in Australia and New Zealand. The College also plays a significant role in advancing anesthesia in south-east Asia and South Pacific island countries. ANZCA is governed by the ANZCA Council and employs specialist staff to help achieve its goals. ANZCA offers several awards and medals to reward achievements in the advancement and promotion of anesthesia, anesthesia training, and pain management. ANZCA, which includes the Faculty of Pain Medicine, was formed in February 1992 after 40 years operating as a Faculty of Anaesthetists within the Royal Australasian College of Surgeons. Its function is to cultivate and maintain the highest principles and standards in the training, practice, and ethics of anesthesia, perioperative medicine, and pain medicine. To assist the ANZCA Council in achieving its objectives, the College engages professional and administrative staff located at ANZCA House, in the New Zealand national office, and state and territory regional offices. The Faculty of Pain Medicine assists the ANZCA Council in achieving these objectives in pain medicine. The ANZCA Constitution sets out the form, reasons for, and purpose of the College. It defines the objectives of the College and lists the powers vested in the corporate entity to achieve those objectives. The constitution describes the operations of the College, including definitions, membership, composition, and functioning of the ANZCA Council, and elections to the council. It also covers operational areas, including the council's powers, admission of Fellows, postal ballots, subscriptions, cessation of membership, discipline, reinstatement, and indemnity. ANZCA's mission is "to serve the community by fostering safety and high-quality patient care in anesthesia, perioperative medicine, and pain medicine". From the mission flows three significant objectives: To promote professional standards and patient safety in anesthesia, perioperative medicine, and pain medicine. To promote education in anesthesia, perioperative medicine, and pain management. To advance the science and practice of anesthesia, perioperative medicine, and pain management. The ANZCA Strategic Plan 2018-2022 concentrates on the development of emerging initiatives and activities. The substantive "business as usual" work of fellows, trainees, and staff will continue unabated. Four main goals are supported by key strategies and evaluation embedded in a section on "how we will measure success." ANZCA Council approved the plan at its November 2017 meeting. The Faculty of Pain Medicine has also developed and launched its FPM Strategic Plan 2018-2022. These strategic plans define the College's direction over five years and are an integral part of our response to the professions' long-term challenges. View full university
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The Australian and New Zealand College of Anaesthetists (ANZCA) is the professional organization for about 6400 specialist anesthetists (Fellows) and 1500 anesthetists in training (trainees). One of Australasia's largest specialist medical colleges, ANZCA, and its Faculty of Pain Medicine, is responsible for the training, examination, and specialist accreditation of anesthetists and pain medicine specialists and clinical practice standards in Australia and New Zealand. The College also plays a significant role in advancing anesthesia in south-east Asia and South Pacific island countries. ANZCA is governed by the ANZCA Council and employs specialist staff to help achieve its goals. ANZCA offers several awards and medals to reward achievements in the advancement and promotion of anesthesia, anesthesia training, and pain management. ANZCA, which includes the Faculty of Pain Medicine, was formed in February 1992 after 40 years operating as a Faculty of Anaesthetists within the Royal Australasian College of Surgeons. Its function is to cultivate and maintain the highest principles and standards in the training, practice, and ethics of anesthesia, perioperative medicine, and pain medicine. To assist the ANZCA Council in achieving its objectives, the College engages professional and administrative staff located at ANZCA House, in the New Zealand national office, and state and territory regional offices. The Faculty of Pain Medicine assists the ANZCA Council in achieving these objectives in pain medicine. The ANZCA Constitution sets out the form, reasons for, and purpose of the College. It defines the objectives of the College and lists the powers vested in the corporate entity to achieve those objectives. The constitution describes the operations of the College, including definitions, membership, composition, and functioning of the ANZCA Council, and elections to the council. It also covers operational areas, including the council's powers, admission of Fellows, postal ballots, subscriptions, cessation of membership, discipline, reinstatement, and indemnity. ANZCA's mission is "to serve the community by fostering safety and high-quality patient care in anesthesia, perioperative medicine, and pain medicine". From the mission flows three significant objectives: To promote professional standards and patient safety in anesthesia, perioperative medicine, and pain medicine. To promote education in anesthesia, perioperative medicine, and pain management. To advance the science and practice of anesthesia, perioperative medicine, and pain management. The ANZCA Strategic Plan 2018-2022 concentrates on the development of emerging initiatives and activities. The substantive "business as usual" work of fellows, trainees, and staff will continue unabated. Four main goals are supported by key strategies and evaluation embedded in a section on "how we will measure success." ANZCA Council approved the plan at its November 2017 meeting. The Faculty of Pain Medicine has also developed and launched its FPM Strategic Plan 2018-2022. These strategic plans define the College's direction over five years and are an integral part of our response to the professions' long-term challenges.
