Trondheim International School is as of spring 2008 authorized for the International Baccalaureate Primary Years Programme (PYP) and Middle Years Programme (MYP). The International Baccalaureate Organization from the International Baccalaureate (IB) Organisation of Geneva, Switzerland. This means that our educational programmes are being evaluated by external moderators from the IB organisation, thus ensuring a high quality, international education.
In addition to this, we comply with the enhanced Norwegian curriculum “Kunnskapsløftet” integrated with our IB curriculum. We present the entire curriculum in English with the exception of Norwegian language lessons.
We believe that an international school is a part of the local community. We value Norwegian culture, language and history. As an international school, we will try to serve as an integrating factor in Trondheim’s international community.
Subjects offered include English, Norwegian, Social Studies, Science and Environment, Arts and Crafts, Music, Physical Education, Technology and religious and ethical education. In our Middle Years Programme we also offer French as a compulsory class.
Children are presented with a rigorous curriculum that uses a diverse range of forms of expression acknowledging different learning styles and forms of intelligence.
The curriculum at This is presented with the following philosophical approaches underpinning practice:
- Children learn best when they are actively involved in constructing their own meanings.
- Children learn best when they are challenged in a supportive environment.
- Children learn best when they have access to a broad range of quality teaching materials.
- Children learn best when they are motivated and develop self-disciplined working habits.
- Children learn best when work that is presented is suitable to their specific development.
- Children learn best when assessment is meaningful and focused.
Children have a direct impact on curriculum through forums such as class councils and School Student Council. Teachers strive to use the interests of the children as the basis for planning and work to document this learning visually.
