Introduction

In 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.

The IEA Mission Statement outlines a set of beliefs which guide the operation of IEA schools. From this foundation a set of principles have been developed which reflect system wide commitment to current educational thought and provide a framework within which IEA schools implement the curriculum. These principles are broad enough to enable teachers to develop and implement innovative programs reflecting varied pedagogical approaches.

Principles of developmental learning, partnerships, communication and continuous improvement reflect the processes and structure central to the IEA curriculum. Through these driving principles it is intended that the goal of developing connected, lifelong learners will be achieved.

A wide range of skills is vitally important to a child’s education. Schools strive to equip students to contribute to the economic, cultural, recreational and pastoral well-being of the community so that they may become valuable citizens.

Concern with the quality of the environment, both the natural and the social, has become a major political, economic and cultural issue. The youth of today will hold the responsibility in the future for preserving the environment in its delicate balance. The school’s curriculum accepts the task of preparing students for this complex but essential role.

The school’s curriculum is designed to ensure that the emphasis is on the student learning rather than the teacher teaching. It ensures a stimulating environment in which students have the opportunity to examine in detail the processes they must move through in achieving desired outcomes.

All students can learn. The IEA is committed to a learner centred approach to curriculum delivery. A range of learning opportunities is provided to ensure optimum student achievement.

Students pass through definable stages of development. They do not, however, all develop at the same rate. While most IEA schools group students according to age, the curriculum is sufficiently flexible to ensure that students are engaged in learning experiences appropriate to their individual stages of development, and not dictated by grade placement or the stages of commercial programs.

Our world changes so quickly, and the future has become so difficult to predict, that change will be a constant and major aspect of the adult lives of every student in IEA schools. Since the IEA draws its student population from a diverse range of national and cultural backgrounds, the curriculum focuses on the development of this ability to adapt and to understand the nature of change.

The curriculum provides opportunities for students to become attuned to their own self worth, and to develop sound levels of self awareness and esteem.

International schools in PNG have a wonderful opportunity to provide students with first hand experience of a wide variety of cultures. The curriculum makes use of these opportunities to ensure a broad inter-cultural knowledge and respect.

The student’s home has significance in education which often surpasses that of the school. Curriculum planning within schools must absorb the desires and needs of the family, and provide for communication of educational progress with the family. Education is a cooperative process.

All teachers need to be current in professional practice. The isolation and communication barriers faced by teachers in many IEA schools require a concerted effort from all stakeholders to facilitate Professional Development for teachers.

The IEA works within both the Papua New Guinea and international visions of education towards preparing young people to be valuable participating members of their communities. Students are helped to develop the skills to choose new opportunities and technologies, and to use these widely in a rapidly developing global community.

It is in this context that the IEA expects its schools to be learning communities of students, families and teachers who pursue academic excellence and the social development goals of equality, justice and human dignity. Schools can ensure they do this by providing opportunities for each child’s intellectual, physical, social, moral and aesthetic development.

Schools provide students with opportunities to develop the knowledge, skills, attitudes and values needed for the changing vocational and social needs of the twenty-first century. These needs include:

• the valuing of lifelong learning

• a commitment to democratic ideals

• a pride in their diverse cultures, and

• the ability to be adaptable and enterprising.

The learning outcomes outlined in each curriculum document provide guidance in developing learning experiences in the classroom. The key outcomes outlined below provide the broad focus for all learning activity in IEA schools. The IEA Key Outcomes must become integral components of the curriculum, instruction, assessment, and the culture of the learning organisation.

One who is self-confident, has high self esteem and personal integrity with a positive vision for self and the future.

Evidenced by

- being able to set, evaluate and achieve realistic personal goals with initiative, commitment, perseverance, courage and enterprise

- being self-monitoring, self-managing and self-modifying and assuming responsibility for actions

- a healthy lifestyle

One who confidently conveys and receives information, instruction, ideas and feelings appropriately and effectively in a range of different cultural, language and social contexts.

Evidenced by

- reading, viewing, listening, writing, presenting, speaking and numerating with a demonstrated awareness of and responsiveness to different language conventions and interpretations

- the ability to discriminate and critically analyse a range of communicative sources

One who exhibits appropriate morals, manners and virtues in a range of social and cultural settings and a sense of their own spirituality.

Evidenced by

- the demonstration of honesty, respect, humility, trust, integrity and fairness in multicultural community relationships

One who develops good relationships with others and works in cooperative ways to achieve common goals.

Evidenced by:

- the ability to monitor behaviour as a group member

- demonstration of interactive communication and consideration of individual differences

- the ability to assess and manage group functioning with joint ownership of responsibility for group actions and decisions.

One who accesses a range of information sources appropriate to the resolution of complex issues and applies strategies with accuracy and thoroughness.

Evidenced by:

- the ability to identify, describe and redefine a problem and then to inquire and research, explore, generate and develop ideas with imagination and creativity, initiative, reflection and flexibility.