During these pivotal years, we believe students need structure and stability, as well as an environment in which they can explore and pursue their unique talents - all of which sets them on a path to reach their learning potential.
Mrs Kate Pollard
Middle School Principal
Our Middle School caters to students from age 10-15, covering Year 7-10. Our structure is different to many New Zealand 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, it gives them a more solid foundation for Senior School, and also establishes many leadership opportunities.
Our foundations for learning in Kristin Middle School
Providing a holistic approach to education – not just classroom academia
Specialist teachers to provide more insight and deeper learning
A meaningful curriculum based on the IB Middle Years Programme
Developing genuine understanding and mastery of academic skills, to build strong confidence in learning
Smaller class sizes for more one-on-one support and extension from teachers
Zero tolerance approach to bullying, drugs and alcohol
Engagement and challenge are at the heart of learning in the 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.
The IB Middle Years Programme (MYP) is an inquiry based, student centred learning framework which encourages students to understand the connections between subject disciplines and the real world and to become knowledgeable, critical and reflective thinkers.
In the MYP, students study eight subjects. Distinctive features of the MYP include:
- Key and related concepts which form the basis of the teaching and learning programmes. They promote opportunities for deep learning within disciplines and for students to make interdisciplinary connections.
- Six Global Contexts which aim to promote international mindedness, inter-cultural understanding and global engagement.
- Approaches to Teaching and Learning skills which are central to the MYP. These skills are the foundation for students to manage their own learning in the classroom and the world beyond.
- Service as Action which is embedded throughout the learning programme. Students take action when they apply what they are learning in the classroom to the outside world. MYP learners strive to be caring members of the community who demonstrate a commitment to service, making a positive difference to the lives of others and to the environment.
- The Community Project in Year 10 which provides students with the opportunity to demonstrate what they have learned in the MYP through a year-long research and service-based project.
- Language learning whereby MYP students are required to learn at least two languages; their mother tongue and one other. Learning to communicate in a variety of ways is considered fundamental to their development of inter-cultural understanding and crucial to their identity affirmation.
- Assessment which is criterion referenced. For each subject and interdisciplinary units, students are assessed against pre-specified criteria. A variety of assessment strategies are used to enable students to best demonstrate their learning. Tasks are set by teachers which are internally assessed.
The MYP is a holistic learning programme which promotes academic excellence and aims to develop students with responsible attitudes who take principled action. The focus on developing independent learning makes it the ideal preparation for the IB Diploma Programme.
Students in Year 7 and 8 are required to follow a set programme and in Year 9 and 10 are offered choices as Option Subjects.
- Individuals and Societies
- Physical Education/Sport
- Language Acquisition (Chinese, French or Spanish)
- Technology Design
- Food Design
- Consumer Economics
- Digital Design
- Future Problem Solvers
- Visual Design
- Outdoor Education
- Sport Studies
- Materials Product Design
- Textiles/Food Product Design
- Enterprising Economics