One of the benefits that Norwegian International School enjoys is being able to search the world for the very best curricula and cross-curricular resources. We believe our search has been successful and we are able to track the academic progress of our students to ensure that these curricula are being used effectively to promote a high standard of learning in all our students.
The International Primary Curriculum
The International Primary Curriculum (IPC) is a comprehensive, thematic, creative curriculum with a clear process of learning and with specific learning goals for every subject, for international mindedness and for personal learning. It is one of the fastest-growing curricula in the world and is endorsed by schools, authorities and governments alike.
The IPC has been designed to ensure rigorous learning but also to help teachers make all learning exciting, active and meaningful for children. Learning with the IPC takes a global approach; helping children to connect their learning to where they are living now as well as looking at the learning from the perspective of other people in other countries. The IPC is used by more than 1800 schools in over 90 countries around the world.
The Language Arts program at Norwegian International School is intended to build a lifelong appreciation of the English language in all its forms and to develop the skills necessary for success in all subject areas. To ensure a high standard of teaching in this area, NIS has called upon the United Kingdom Literacy Curriculum to guide teachers in planning activates and assessing students against reliable, international benchmarks.
Learning to read and reading with fluency and comprehension is an essential skill that is needed to access other learning. All students take part in a reading program that aims to improve reading skills. Quality literature, noted authors and illustrators, learning strategies, and process writing activities closely related to the literature are found in the adopted reading series and form an excellent base for instruction. This literature based instruction emphasizes understanding and is developed through teacher-directed activities book sharing with classmates, frequent oral reading in class, and independent reading of student selected works
While students are always encouraged to write, even if they make mistakes, correct grammar, spelling and usage are expected on final drafts. Daily opportunities are provided for actual reading and real writing and practical application of these skills. Although students come to school from diverse backgrounds and with differing levels of proficiency, all students can learn to read and write in an engaging and encouraging environment. We believe that literacy skills are the keys to opening the doors future success. Our ultimate goal is to produce students who have the ability to read and write independently and the desire to do so frequently.
Norwegian International School provides opportunities for children to select and apply appropriate strategies to solve problems with confidence not only in mathematics classes, but also problems related to life experiences. We aim to teach students to make connections between concrete experiences and abstract ideas within other content areas, in the classroom and in everyday life. Linking mathematics to real-world experiences awakens children to the power and value of mathematics in their lives.
The school uses The Australian Curriculum: Mathematics to guide instruction in the class and provide solid benchmarks against which students can be assessed. This curriculum provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.
All students undertake Chinese Studies lessons daily. Each class is divided into two groups for these lessons in order to provide more individualised instruction and to better cater for each child’s level of development. A rigorous syllabus is taught in one group while a modified curriculum is taught to beginners or those who are learning at a slower pace. The class is taught using traditional Chinese characters.
All students participate in formal music lessons twice a week and also have the opportunity to participate in extra-curricular music programs outside of these lessons. All music lessons are taken by a specialist music teacher who has an extensive background in the theory and application of music teaching.
Music is a performing art, and the best way to study music and to learn to appreciate music is through a working knowledge of the elements of music. We believe each student should have the opportunity to become involved with music and so the music curriculum will allow each student to participate in a musical experience regardless of his or her degree of musical talent. The participation in a performing experience is the best way to study and appreciate music. Activities include singing, playing basic percussion instruments, exploring band and orchestra instruments, and creating with musical devices. All of these require the student to become actively involved with the elements of music.
Another facet of our music curriculum involves music appreciation which will expose students to a variety of music through recordings and live performances, and discussions of such topics as history, music personalities, the impact of music and students’ own preferences.
Physical education contributes to the overall well-being of our students through a curriculum which addresses the physical, mental, social, and emotional needs of youth. It is part of all the learning experiences the school offers and contributes uniquely to physical development and fitness through physical activities. It promotes:
- Physical fitness which permits the individual to live more effectively.
- Physical development which takes place through exercise.
- Social and emotional growth which depend on wholesome associations through small/large group interactions in group activity.
- Recreational activities which are creative, relaxing, or stimulating and provide for worthy use of leisure time.
- Self-esteem through feeling better about who one is as a person.