A big advantage of teaching and learning in an independent school is the freedom to create an educational experience that truly aligns with what we believe learners need. The Ministry of Education requires independent schools demonstrate they are safe places for children, but they are not required to follow the National Education Guidelines. Instead, they can work with their parent community to deliver a curriculum that meets the values and expectations of those who have chosen the school. Commitment to EOTC (Education outside of the Classroom) experiences like forest learning in the Junior School, and Camp Week for the Middle and Senior Schools (years 7-13), are examples of this at Kristin.
The media has shown renewed interest in some teaching and learning approaches advocated by the Ministry of Education. How best to teach students is a worthwhile debate but exemplifies the fatigue many teachers endure from the introduction of such initiatives. More disheartening is teachers experiencing ideas going full circle with disregarded techniques reintroduced with snappy new titles. This is the reality faced by many within the system, accounting for huge investment in time and money in resources, training, planning, and assessment.
Many educators are attracted to the independent sector by the freedom to develop a curriculum and a teaching style grounded in evidence-based experience and best practice. It allows schools like Kristin to attract teachers passionate about meeting individual students’ needs. The International Baccalaureate (IB) curriculum that underpins much of our curriculum is the result of years of collaboration and research from dedicated teachers with real-life experience, from around the globe. Unique among educational systems, it explains why the IB retains a reputation for excellence.
In the Middle School, the IB Middle Years Programme encourages academic excellence alongside a range of learning experiences to ensure well-rounded students with academic, social and study skills are ready to meet the challenges of Senior School and beyond. Senior School students have the freedom of dual pathways, allowing them the choice between NCEA and the IB Diploma programme.
In the Junior School, our independence guarantees our approaches to the basics of literacy and numeracy remain balanced. A ‘structured literacy’ approach, which has received much support in the press, ensures our youngest learners are taught phonics, and the essential foundation of phonological awareness. Phonics has always been a part of Kristin’s Junior School literacy programme as our experienced teachers understand how important a sequential approach to learning sound and letter relationships is to mastering literacy skills. They draw on the best of both a phonics approach, alongside an understanding of how to develop children’s love of books, and a can-do attitude to reading and writing.
For teachers who truly love seeing the difference they make, there’s no more rewarding place to work, than an environment with the freedom to embrace their expertise, while empowering its use in the most effective ways.
Jayne de la Haye, Principal of Junior School and Early Learning at Kristin has spent over 20 years teaching and leading in a variety of top-tier schools internationally.
Words—Jayne de la Haye
