Student Representative Council
Student Representative Council
<img class="aligncenter size-large wp-image-15115" src="http://isn.school.fj/wp-content/uploads/2016/09/STUDENT-COUNCIL-1024x323.jpg" alt="ISN SRC" width="640" height="202" />
Primary Years Programme
Primary Years Programme
<h3>How does it work?</h3> Teachers select units of inquiry by considering its relevance, significance and meaning through structured, purposeful inquiry, which enables students to investigate themes of universal importance across all curriculum areas. This allows for exciting, meaningful and challenging programmes. Students are encouraged to work together and share what they know, what they want to know and what they have learnt. They achieve this by formulating questions, based on the <strong>key concepts</strong>, which will direct the inquiry. The responsibility of the learning is shared between the teacher and the student through the development of <strong>attitudes</strong>, and the learning of essential <strong>skills</strong> and <strong>knowledge</strong> in order for students to find out about and understand ideas of global importance. <img class="aligncenter size-full wp-image-15143" src="http://isn.school.fj/wp-content/uploads/2015/10/image1-copy.jpg" alt="Primary Swimming at ISN" width="1000" height="750" /> <h2>Why is it like it is?</h2> Current education research shows that children learn best when they are encouraged to actively asked questions and participate in finding answers or solution to problems. The inquiry approach helps students to make connections between different areas of knowledge, not by learning things in isolation. Certain areas of knowledge may have to be taught as a stand-alone unit where appropriate. <img class="aligncenter size-full wp-image-15144" src="http://isn.school.fj/wp-content/uploads/2015/10/IMG_0333-copy.jpg" alt="Primary classroom at ISN" width="1000" height="667" /> <h2>How is it changing?</h2> The curriculum is a living and growing document. This is why we as a staff are constantly reviewing and updating our curriculum through ongoing professional development of our programmes. It enables us to reflect on our programmes and make appropriate changes and also contributes ideas to the further development of the programme worldwide, thus keeping up with the latest education trends.[/toggle] <h3>Transdisciplinary Themes</h3> The Primary Years Program has identified six areas of knowledge called transdisciplinary themes - these are considered to be of lasting significance for all students and for all cultures. These themes provide a framework for teachers to design units of inquiry that incorporate district/state/national learning standards as well as opportunities for students to develop the skills, attitudes, concepts and knowledge needed to become internationally-minded people and life-long learners. PYP units of inquiry approach learning as being transdisciplinary in nature. Teachers use structured inquiry to guide students through each unit while incorporating perspectives from a variety of fields of knowledge (scientific, mathematical, technological, artistic, musical, linguistic, historical, cultural, and social, to name a few) to build on their past experiences and reach new understandings. The six transdisciplinary themes are addressed at each grade level, even through the individual units of inquiry based upon them are all unique, exploring different aspects of the knowledge contained under each theme. In addition to six yearly transdisciplinary units of inquiry based upon the PYP transdisciplinary themes, students receive daily instruction in Math, Reading and Writing to ensure that they continue to develop their skills in those foundational subject areas. <h4>Who are we</h4> An inquiry into the nature of the self; beliefs and values; personal, physical, mental,<span class="a">social and spiritual health, human relationships including families, friends,</span><span class="a">communities, and cultures; rights and responsibilities; what it means to be human.</span> <h4>Where we are in place and time</h4> An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and <span class="a">global perspectives.</span> <h4>How we express ourselves</h4> An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our <span class="a">creativity; our appreciation of the aesthetic.</span> <h4>How the world works</h4> An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. <h4>How we organize ourselves</h4> An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact of humankind and the environment. <h4>Sharing the planet</h4> An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. <img class="aligncenter size-full wp-image-15145" src="http://isn.school.fj/wp-content/uploads/2015/10/IMG_0367.jpg" alt="Primary classroom at ISN" width="1000" height="667" /> <h2>PYP Exhibition</h2> At the end of Year 6 all students participate in the PYP Exhibition. It is a significant event in the life of a PYP school and the students; it is an opportunity for students to exhibit the attributes of the IB Learner Profile that they have been developing throughout their engagement with the PYP and to celebrate their transition from Primary to Middle/Secondary school. The PYP Exhibition is an 8-10 week in-depth collaborative inquiry. Working in groups, the students investigate a real-life issue that is pertinent to them with the purpose of creating an action plan to make a difference. <ul> <li>They can use a variety of source materials: first-hand experience, interviews, surveys, field visits, etc. and use a range of media (e.g., moving and still images, audio, animation) and forms of expression (e.g., written work, oral presentations, performances).</li> <li></li> <li>Teachers/mentors will guide the students through each phase of the process. The Exhibition is shared with members of the wider school community during the process and also at the end - during the day for students and in an evening presentation for parents.</li> <li><img class="aligncenter size-full wp-image-15146" src="http://isn.school.fj/wp-content/uploads/2015/10/IMG_3694.jpg" alt="PYP Exhibition at ISN" width="1000" height="750" /></li> </ul> <h2>Fijian & Hindi Language</h2> Acquisition of more than one language enriches intellectual and personal growth and helps facilitate international understanding. English is the language of instruction at ISN, but we also provide the opportunity for all primary students to learn two additional languages – Hindi & Fijian which are the host country’s languages. Wherever possible, language teaching is linked with units of inquiry. For instance, in a unit such as <em>Visual Arts and Villages around our school</em>, students will learn about Fijian Art, the village settings, the history and the rules of the village. The class might then visit a village to look at the different art work such as pottery. In a unit such as <em>From Field to Table</em>, students learn about the different kinds of food in the Fijian words and might visit a local market where they can practice dialogues learned in class to purchase food in Fijian or Hindi. <h2>How Will You Know how your child is doing?</h2> Students and teachers are actively involved in assessing students' progress. Assessment involves the gathering and analysis of student performance and is designed to inform teaching and learning. It identifies what students know, understand, can do, and fell at different stages in their learning. We use a balanced range of assessment tools and strategies, carefully designed to give students, parents and teachers a clear picture of a student's progress. <strong>Some of these strategies are:</strong> <ul> <li>Observations</li> <li>Performance assessments such as presentations, debates and role-plays.</li> <li>Teacher-student/student-student conferencing and conversations.</li> <li>Tests with true/false, multiple-choice questions.</li> <li>Open-ended tasks such as written answers and drawing illustrations and diagrams.</li> </ul> <strong>Some of the assessment tools are:</strong> <ul> <li>Rubrics: student and/or teacher-designed criteria</li> <li>Benchmarks</li> <li>Checklists</li> <li>Anecdotal records: brief written notes based on observations of students</li> <li>Continuum: which show a progression of achievement or identify where a student has reached</li> </ul> Parents and Guardians are encouraged to play an active in supporting your child's learning by staying in touch with the class teacher throughout the year. <img class="aligncenter size-full wp-image-15147" src="http://isn.school.fj/wp-content/uploads/2015/10/image1-3.jpg" alt="Primary graduation ISN" width="552" height="640" />
Community
Community
More information on the ISN community coming soon.

Welcome

Welcome to International School Nadi. ISN prepares students to be positive members of their communities and responsible global citizens. The school aims to develop values in children such as respect and understanding for other people’s ideas, language and beliefs.

As an International Baccalaureate (IB) school, ISN encourages the education of the whole person through social, physical, emotional and cultural wellbeing thus establishing a foundation for lifelong learning.

In contrast to local public schools, ISN classes are much smaller, providing a greater focus on the progress and ultimate success of each individual student.

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Quality Education for 3-18 Year Olds

Early Childhood Programme
Welcome to Early Child Hood All children are special and all children are unique. The students at I...
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Primary Years Programme
Teachers select units of inquiry by considering its relevance, significance and meaning through structured, purposeful inquiry, which enables students to investigate themes of universal importance across all curriculum areas. This allows for exciting, meaningful and challenging programmes.
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Middle Years Programme
The IB MYP is a course of study designed to meet the educational requirements of students aged between 11 and 16 years. Curriculum developers of the Middle Years Programme have shared a common goal to prepare young people for the changing demands of life in the twenty-first century. All students at ISN in Years 7 to 11 are enrolled into this programme.
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Diploma Years Programme
Diploma Programme The IB Diploma Programme (DP) is an academically challenging and balanced program...
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ISN Quick Stats

99
% International Families
99
% Local Families
99
Different After-School Activities
99
Countries where ISN teachers come from

Latest ISN News

Expats Guide to Nadi – Things to Do
Expats Guide to Nadi – Things to Do
21 April, 2017
Things to Do in and around Nadi This is the fourth and final post in our Expats Guide to Fiji series. Please also check out the other posts: Shopping Dining Out Services If yo
Expats Guide to Nadi – Dining Out
Expats Guide to Nadi – Dining Out
21 April, 2017
Cafes & Restaurants This is the third post in our Expats Guide to Fiji series. Please also check out the other posts: Shopping Services Things to Do If you have anything t
Expats Guide to Nadi – Services
Expats Guide to Nadi – Services
21 April, 2017
Services This is the second post in our Expats Guide to Fiji series. Please also check out the other posts: Shopping Dining Out Things to Do If you have anything to add, pleas

International Baccalaureate

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