The curriculum is constantly evolving to ensure that we help students learn in a way that prepares them for tomorrow’s world. It is designed to provide students with a strong foundation for learning through programmes that are engaging and authentic, allowing learners to achieve academic excellence and a life long love of learning. 

Every learner will be provided with a range of opportunities, within and beyond the classroom, to enrich and extend their learning. Teachers provide a differentiated approach and personalised programmes to meet the specific need of students. In addition, students are exposed to a range of experiences through our specialist subject areas, such as foreign languages, technology and the Arts.

ERO comments that “Students experience a rich curriculum that prepares them well to be global lifelong learners. Their enjoyment and engagement in the learning process is highly evident, with high levels of achievement. A sense of collective responsibility and collaboration allows the school to work on meaningful change and supports the sustainability of successful initiatives that support student learning.”

Throughout the year students participate in a range of assessment tasks which are used to measure their progress and help teachers plan learning programmes. Students are encouraged to lead their own learning, and work with the teacher to interpret their assessment data in order to identify next learning steps.

We use an extensive range of standardised assessment tools such as e-asTTle, PAT and Learning Progression Frameworks (LPFs) to determine progress and achievement. This information is reported regularly to parents and caregivers through student led conferences twice a year and two written reports.

Reporting on your child’s progress

The following information will help you know how your child is doing at school:

  • Student Led Conferences (term one)
  • Triadic Interviews (term two)
  • Written Reports (terms two and four)

Specialist Progress Portfolio – wix link found on report.

Please click here to view the ERO modern New Zealand learning practice glossary.

Ministry of Education information on National Standards

The Removal of National Standards

At ANI, we understand the value that the New Zealand Curriculum (NZC) provides both our teachers and students. Part of the NZC is assessment, which was used to inform National Standards and form those judgements.

So what is next at ANI regarding assessment tools is stipulated on the link below which includes our intentions and plan going forward.

The link below elaborates on our stance regarding the removal of National Standards.

Click here for more information.

International Baccalaureate links to NZ Curriculum

Information on PAT and STAR tests

Information on e-asttle testing



International Baccalaureate (I.B)

The IB is a non-profit educational foundation based in Geneva, Switzerland which offers four high-quality and challenging educational programmes for a worldwide community of schools: the IB Career-related Certificate, the Diploma Program (final 2 years of school), the Middle Years Program (11- 16 years of age) and the Primary Years Program (3 – 12 years of age). In 2012 ANI became accredited as an IB world school. We receive regular Professional Development from IB facilitators and have scheduled review visits every four years. Our latest report following the 2016 review can be found here.

At ANI we use the Primary Years Programme (PYP) which is a curriculum framework designed for students aged 3–12. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It provides an educational framework based upon what is currently known about how young students learn and draws on best practice in primary schools worldwide.

The PYP framework is guided by six Transdisciplinary Themes of global significance, explored using knowledge and skills with a powerful emphasis on inquiry-based learning. In this context the meaning of the word ‘transdisciplinary’ means across all subject areas and connecting learning to the world around us.

The six Transdisciplinary Themes that are covered in a year are: Who we are; Where we are in place and time; How we express ourselves; How the world works; How we organise ourselves and Sharing the planet.

All areas of learning at ANI will be integrated into the Transdisciplinary Themes including the Specialist subjects.

The reasons we have adopted the IB framework are because:

  • students gain a global view on the world
  • it parallels the New Zealand Curriculum
  • our staff are provided with world renowned Professional Development
  • IB combines the best research and practice from around the world
  • innovative curriculum resources are readily available
  • it provides another quality control mechanism
  • there is an emphasis on global networking for teachers and students.

If you would like further information about the programme please go to or email the school by clicking here

PYP Exhibition
In Year 8 all students participate in the Primary Years Programme Exhibition. This is a consolidation of what the students have learnt during their time in the programme, and shows their understanding of five essential elements: knowledge, skills, concepts, attitudes, and action. It is a collaborative inquiry that gives the students an opportunity to identify a real life issue, investigate this, and offer solutions. Although it is conducted by the students, the whole school community, and some of the local community, are involved in varying aspects.

The Exhibition is a very exciting and challenging time for the Year 8 students. Every year they manage to astound the teachers and the community with what they have learnt, and the high quality of their exhibits.

International Baccalaureate Terminology
What is a Transdisciplinary Theme?
Within the International Baccalaureate Programme there are six overarching themes. The themes are: Who we are; Where we are in place and time; How we express ourselves; How the world works; How we organise ourselves and Sharing the planet.

These themes help guide teachers as they plan and design transdisciplinary (combining two or more subject areas) units of inquiry. Within these units, children are encouraged to ask questions, are taught how to use a variety of resources to seek answers and led to a deeper understanding of the theme being studied. The Primary Years Programme seeks to create students who are not bound by the physical borders of their community. Instead it works to study broad topics that can have an application in any part of our world.

Click here to view our 2018 School Wide IB Transdisciplinary Theme Overview and Programme of Inquiry

What is a Central Idea?
Each Unit of Inquiry has a Central Idea. A Central Idea is a statement which supports students’ understanding of the particular Transdisciplinary Theme it is connected to, and should challenge and extend students prior knowledge.

What are Concepts?
The Primary Years Programme (PYP) has a set of eight Key Concepts which answer the question, “What do we want the students to learn?” Two Key Concepts will be selected for each Unit of Inquiry to help drive the curriculum:

Form – What is it like?
Function – How does it work?
Causation – Why is it like this?
Change – How is it changing?
Connection – How is it connected to other things?
Perspective – What are the points of view?
Responsibility – What is our responsibility?
Reflection – How do we know?

These eight fundamental concepts, expressed as key questions, fuel the process of inquiry.

What is a Line of Inquiry?
The Lines of Inquiry clarify the Central Idea and the scope of the inquiry. These should focus student research, and deepen students understanding. Connections are made between the Lines of Inquiry as well as with the Central Idea.


IBInternational Baccalaureate
IBOInternational Baccalaureate Organisation
PYPPrimary Years Programme
POIProgramme of Inquiry
UOIUnit of Inquiry


Glossary of Terms
An explicit expectation of the PYP is that successful inquiry will lead to responsible action, initiated by the student as a result of the learning process.

The attitudes PYP planning aims to develop are; appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance.

Central Idea
The central idea should be written as one sentence that expresses concisely an enduring understanding. It should be substantial enough to generate in-depth inquiries, be concept driven and promote the ability to think critically. It is the core of the unit of inquiry.

The PYP curriculum is divided into three components; the written curriculum, the taught curriculum and the assessed curriculum.

Essential Elements
Is an overall heading for the concepts, knowledge, skills, attitudes, and action.

Enduring Understanding
Refers to the important ideas that are central to a unit that can be transferred to different situations often beyond the classroom. In thinking about enduring understanding for a unit, teachers are encouraged to ask ‘What do we want students to understand and be able to use several years from now, after they have forgotten the details.’

International Baccalaureate
An organisation promoting and developing programmes of international education. There are three programmes. The Primary Years Programme, Middle Years Programme, and Diploma Programme.

Key Concepts
Key concepts are selected to focus each unit of inquiry. They include form, function, causation, change, connection, perspective, responsibility and reflection.

Learner Profile
The aim of all IB programmes is to develop internationally minded people who strive to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.

Lines of Inquiry
These define the scope of the central idea for each unit.

Primary Years Programme
The IB primary years programme is aimed at children from age 3-12.

Programme of Inquiry
The units of inquiry collectively constitute the schools programme of inquiry. It is an overall picture of the units covered at each year level within that school.

Teacher questionsThe teachers have the responsibility to frame the inquiry at the beginning of the unit, through the questions that they ask.

Transdisciplinary Skills
Within their learning and throughout the programme students acquire and apply a set of transdisciplinary skills. These include social skills, communication skills, thinking skills, research skills, and self-management skills. These skills are valuable, not only in the unit of inquiry, but also for any teaching and learning that goes on in the classroom and in life outside the school.

Unit of Inquiry
Developed from the schools programme of inquiry and encompasses the planning, teaching and learning that takes place in a unit. Six units of inquiry are covered each year.

Specialist programme


Integrated learning through Specialist Programmes

Students participate in a number of learning areas where the programme is facilitated by a specialist teacher:

  • Digital, Technology and The Arts (Visual Art, Music and Performing Arts)
  • Languages (Japanese, French and Te Reo Maori)
  • Science
  • Physical Education

Technology and The Arts
ANI offers a unique learning environment for students to explore their ideas in Technology and The Arts. 

Practical projects are integrated with what the students are learning. Classroom teachers join students in the specialist areas and have an active and collaborative role in their learning. The specialist programme allows students to choose which area they would like to work within to develop their idea and demonstrate their understanding of the central idea. They have full control of how they will undertake answering inquiry questions. Teachers are facilitators within these spaces moving through the process with them.

Students will cover each of the six areas of Technology and the Arts over their two years at ANI.

During the two years at ANI students have the experience of learning Japanese, French and Te Reo Maori, each with its own specialist trained language teacher. This involves learning the language, being able to communicate and fully immersing the students in cultural practices. The language programme is integrated with the International Baccalaureate programme, creating connections with the student inquiries that are happening within the classroom. 

Twice a year students get the chance to work through two integrated inquiries linked to the classroom programme with our specialised science teacher. The science programme is designed to initially build student’s knowledge and skills before they investigate the science of their personal inquiry. During the year, students have two lessons (1.5 hours) per week for twelve weeks in our science lab. Throughout the two years, students will cover all four science themes: Planet Earth and Beyond, Physics, Chemistry and Biology. This ensures that they have a broad foundation in all realms of science.

Physical Education
Students have the opportunity to experience Physical Education, taught by our specialist P.E. teacher once a week for their two years at ANI. This curriculum area fosters critical thinking and action that enables students to understand the role of physical activity for individuals and society.  The programme is integrated with the International Baccalaureate programme and focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. The emphasis is on: 

  • Learning through and about movement
  • Learning to understand, appreciate and move their bodies
  • Relating to others and demonstrating constructive attitudes and values
  • Learning through play, games, sport, exercise, recreation, adventure and expressive movement
  • Promotion and development of physical and social skills
  • Participation in diverse physical and social skills



We believe sport plays a key role in the development of our students. Children benefit from participating in organised, competitive and non-competitive activities involving both teams and individuals. Organised sport is essential for promoting our students Haurora, with a strong sense of belonging, friendship and team spirit in our school.

School-wide Sporting Events

  • Super Bowl (term one)
  • Swimming Sports (term one)
  • Cross Country (team three)
  • Athletics (term four)

Interschool Sport
We are a member of the Central Zone Intermediate Schools competition. We participate in the following interzone events.

Table TennisHockeyNetball
Rugby LeagueCross CountrySquash
Touch RugbyTennisAthletics

Lunchtime Sport
These are organised, competitive round-robin events, where classes compete against each other in sports events such as Team Tactics, Basketball, Dodgeball. They are held during lunch breaks throughout each term. Any student from Year 7 or Year 8 is able to participate and there is a requirement for mixed teams.

Sports Academies
During the year the school runs different sporting academies for lessons of 45 minutes in duration. Students who are not necessarily the elite in that sport but want an opportunity to participate and improve their skills in that desired sport with an external coach are invited to join the academy.

There is also an opportunity for our leading sportspeople to be part of the sports council and become leaders within the school helping to organise and run sports assemblies and the G&T sports academy. Both of these groups happen weekly.

Extra-Curricular Sport
These teams play in local school/association events outside of normal school hours.

  • Netball (terms two and three) – played at Mt Wellington Netball Courts
  • Basketball (terms two and three) – played at St Kentigerns
  • Cycling (terms two and three) – various venues
  • Water Polo (terms two, three and four) – played at Epsom Girls Grammar and Diocesan


Overseas Exchange

Your child will have the opportunity to go on an international exchange and build international friendships.

As part of our Global perspective on education we offer overseas trips to Australia, Japan and in 2018 Noumea. Each of these trips will provide many unique opportunities for our students who go to Japan to be billeted with an overseas family and all groups to experience the sights and sounds of a new country from a local perspective. The trips are offered to all students and this is a once in a lifetime opportunity for students to experience culture and customs that are diverse from their own.

The focus for each trip is to learn more about the culture, language and heritage of the country they visit. However, each trip will have its own unique areas of educational interest and will vary in cost depending on location (trips are self- funded by the students). All students are encouraged to apply for one of these trips as they offer fantastic learning and cultural experiences for all who go. 


Education Outside the Classroom


We believe that Education Outside of the classroom (EOTC) is an integral part of learning at ANI. These programmes advance your child’s personal and social development, while encouraging confidence and building self esteem in an enjoyable outdoor setting.

EOTC experiences take place early in the school year.  We welcome and appreciate your involvement. 

Year 7

In Year 7 your child will participate in a week of outdoor pursuits including rock climbing, archery and kayaking.  The venue is Birkenhead Leisure Centre.

2018 Year 7 EOTC Dates

Group One:19 – 22 March
Group Two:26 – 29 March

Year 8

Year 8 students attend an off-site camp for five days at Tui Ridge Park, Rotorua.

Tui Ridge Park is located on Oturoa Road, 17 kilometres north of Rotorua. It is set in a 170 hectares of bush and native forest on the Mamaku Plateau. The school sends 12 Year 8 classes to this camp (six classes at a time).

Accommodation is in separate dormitory buildings for boys and girls. The dormitories have bunk beds with separate rooms for supervising adults. The dormitories are carpeted and have heat pumps. Mattresses are supplied, students need to bring their own pillow and sleeping bags. There are shower and toilet facilities within each dormitory.

Tui Ridge camp is a fully catered camp and the food is tasty and plentiful. All cutlery and crockery is supplied and the dining hall is large and well equipped.

There are large meeting spaces we use for evening activities and a gymnasium available for use.

The programme taken by trained instructors is designed to enhance the skills learnt and practised in Year 7. Activities can include high ropes, abseiling, rock climbing, mountain biking, orienteering and archery. There is also a fitness trail and confidence course on site.

Full details regarding organisation, dates and activities are distributed early in the year.

2018 Year 8 Camp Dates

Rimu Team:  Monday 12 –  Friday 16 February (Rooms 6, 7, 8, 9 and 10)
Matai Team:  Monday 26 February –  Friday 2 March (Rooms 1, 2, 3, 4 and 5)



At the end of term three we give our Year 7 students the opportunity to participate in a four week programme that encourages them to develop new skills. (Year 8 students are preparing for their Exhibition at this time). The programme offers a variety of activities for students to join from Wearable Arts to Top Chef. Some activities have no associated costs and others have a maximum cost of $10.00 for the four weeks.


Cultural and Creative Opportunities

We give ample opportunity for your child to pursue creative and cultural experiences in their time at ANI. On offer are both performance and creative groups, giving your child the chance to explore their preferences and develop potential they may never have recognised in themselves. We also offer groups where students develop their leadership abilities with the school and wider community.

Here are some options your child might like to explore:

Cultural Groups

  • Indian Dance
  • Japanese culture
  • Kapa Haka
  • Production or Cultural Festival (alternate years)
  • Cultural Leadership

Creative Groups

  • Hip Hop Dance
  • Drama Academy
  • Modern Dance
  • Orchestra
  • Year 7 & Year 8 Band

Student Leaders

  • Head Boys and Girls
  • Cultural Leaders
  • Sports Captains
  • Sustainability
  • Strategic Planning
  • Student Assessment