Curriculum

We are focused on nurturing learners who are responsible, resilient and empowered. In the face of a sometimes uncertain, complex and ambiguous world, education can make the difference; will our learners embrace the challenges they are confronted with or will they be defeated by them?

Our Curriculum, building pathways for learners in Aotearoa

As suggested by the OECD (2018), “In an era characterised by a new explosion of scientific knowledge and a growing array of complex societal problems, it is appropriate that curricula should continue to evolve, perhaps in radical ways.” At MBI, we prioritize evolving our curriculum to support and educate our learners of today and our leaders of tomorrow. 

Using the New Zealand Curriculum Framework as our cornerstone, MBI has developed our own robust local curriculum. Each inquiry unit identifies key knowledge, conceptual understandings and skills. With a belief that every child can influence, innovate, and create the pathways for our future, we have a focus on collaboration, valuing common prosperity, sustainability and well-being.

Our Approach

At MBI, we are focussed on delivering an inquiry concept-based curriculum. Concept-based learning focuses on the development of transferable ideas (known as generalisations - or ‘Big Ideas’). Concepts are drawn from a topic or process that can transfer to new situations and contexts. Factual knowledge is locked in time, place and or situation. Whereas concepts are timeless, universal, broad, and significant. 

Inquiry positions the student at the heart of learning, nurturing curiosity and developing essential skills such as questioning, thinking, investigating, analyzing, and generalising (making statements based on understanding). 

Within an inquiry concept-based classroom, students are viewed as knowledgeable learners, not empty vessels waiting to be filled. Students are encouraged to make connections based on their prior experiences, seeking patterns and relationships that will inform and extend their thinking and understanding. 

An inquiry concept-based classroom moves away from traditional methodologies of coverage and memorisation with a refined focus on thinking and applying new knowledge and understanding. In inquiry concept-based learning, teachers use facts, skills, and concept based generalisations to effect higher order thinking. 

We have adopted the Concept-Based Inquiry Model from the work of C. Marschall and R. French (2018). As suggested by them, “The intent of our model is to help educators reflect on how concepts and conceptual understandings form through inquiry-based learning and the role of the teacher in scaffolding this process.”