The TISOL Curriculum

PhotoIn order to fully develop the talents and capacities of all students in line with its mission statement, the IEA provides a broad and balanced curriculum designed to promote intellectual, creative, personal, physical and recreational skills and understandings. The curriculum fosters an appreciation of the natural and social environments, encourages a sense of responsibility towards these and helps students develop strong self concepts so as to promote responsible independence and moral autonomy. It helps students learn to appreciate the value systems implicit in national cultures, and to recognise the need for tolerance and understanding.

The IEA curriculum is not a detailed syllabus or blueprint for the development and delivery of specific programs. It does not specify teaching methods to be used, resource materials or methods of assessment. Because of the IEA’s diversity and commitment to meeting individual needs, decision making about the development and implementation of teaching and learning plans is, as far as practicable, devolved towards those who must implement the decisions. These details, along with decisions about staffing, equipment and other resources, and all other aspects of actual programs, are determined by the individual school in the light of that school community's needs, priorities and resources.

Through the curriculum the IEA supports schools in developing and delivering programs by providing a strong focus for teaching and learning and clear statements of what students are expected to achieve.

The IEA curriculum has been developed in the PNG context and in collaboration with Papua New Guinean and international school practitioners. It provides a framework which supports teachers in their efforts to optimise the educational experience at an international level in a local setting.

Because it is attuned to the goals and aspirations of the government and people of Papua New Guinea, the IEA is mindful of its duty to contribute to the Nation’s development through the education of its students and through the development of its teachers.

All IEA schools strive to prepare students for life in a multi-cultural society, providing experiences leading to an appreciation and understanding of the culture of PNG within the context of the global community.

Curriculum Areas

The following section outlines broad outcomes to be adopted by schools when developing a total curriculum. It includes the outcomes which students will achieve at the end of their study at each level within each curriculum area. The nature of the area of Early Childhood requires a different approach to presentation of curriculum documentation. However the principles which provide the essential foundation of the remainder of the curriculum remain the same.

The following curriculum areas are included within the IEA Curriculum. Each area is the subject of a detailed document for schools and teachers as to the knowledge, skills and attitudes to be covered in each area and appropriate teaching approaches. 


The outcomes and strategies outlined are intended as the basis of individual schools’ curriculum planning. In grades 9-12 the teaching program will be guided by the demands of externally set curricula and examinations. This may necessitate some adaptation of the curriculum framework, depending on the Grade level involved.

Class Organisation and Structure

Classes are organised so as to best accommodate the current student enrolment. This may include multi-grade classes. Multi Grade Classes are a common method of school organisation around the world and can be found in most countries in public and private education systems.

As the IEA Curriculum is not a Grade Content system, student learning is based upon the individual needs of students and not around goals for specific ages, school years or grades. Multi grade classes fit very neatly with the IEA Curriculum and benefit student learning as teaching can be tailored to meet the learning needs of the whole class, groups and individuals as the subject and prior student knowledge indicates.

One full-time teacher is allocated to each class.  In addition classes will have Classroom Assistants who assist teachers in preparation and may teach small groups of students.

Each class is under the supervision of a teacher who is responsible for the pastoral care of the pupils in the class. Class numbers are kept at an optimum level to be economically viable, whilst providing maximum opportunity for individual attention. Classroom assistants work with teachers to provide clerical and other assistance in the management of the class.

Parent volunteers are welcomed and can be used in a variety of capacities around the school, i.e., swimming, cooking, reading, etc.

It may be necessary to arrange some grades within composite classes due to the number of students in those specific ages and grades.

Early Years Education

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Learning Support

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Afterschool/Vacation Programs

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Assessment and Quality Assurance

Internal monitoring of student performance will be undertaken in core areas of Mathematics and English. External monitoring will be undertaken by using international assessment instruments. The school will undergo an External School Review of all operations in 2013. 

Our teachers must attain qualifications from the International Education Agency of Papua New Guinea before being appointed to the school. They require this training to teach an international curriculum.

The school employs a Pedagogical Coach who works closely with the teachers to assist in the provision quality assured programs.