Combini ng the IB Learner Profi le with NZ Key Competenci es

BBI Strategic Goal #4; The Key Competencies within the new curriculum will be incorporated into all class learning.
NZ K ey C om pete nc ie s BBI Lea r ne rs IB Lea r ne r P rof ile
Thinking • Critical, creative, • They develop their natural curiosity. (Inq)
divergent thinker • They acquire the skills necessary to conduct inquiry and research and show
Thinking is about using creative, critical, and • Globally aware and independence in learning. (Inq)
metacognitive processes to make sense of information, informed • They explore concepts, ideas and issues that have local and global significance. In so
experiences, and ideas. These processes can be • Problem solver doing, they acquire in-depth knowledge and develop understanding across a broad
applied to purposes such as developing understanding, • Enquiring and balanced range of disciplines. (Kno)
making decisions, shaping actions, or constructing • Adaptability • They exercise initiative in applying thinking skills critically and creatively to recognize
knowledge. Intellectual curiosity is at the heart of this • Risk Takers and approach complex problems, and make reasoned, ethical decisions. (Thi)
competency. • They are brave and articulate in defending their beliefs. (RT)

Students who are competent thinkers and problem-

solvers actively seek, use, and create knowledge. They
reflect on their own learning, draw on personal
knowledge and intuitions, ask questions, and challenge
the basis of assumptions and perceptions.
WWA PAT EO WW OO SP

Using language, symbols, and texts BBI Strategic Goal #1; • They understand and express ideas and information confidently and creatively in more
Literacy and Numeracy than one language and in a variety of modes of communication. (Com)
Using language, symbols, and texts is about working levels will be raised
with and making meaning of the codes in which school wide
knowledge is expressed. Languages and symbols are
systems for representing and communicating BBI Strategic Goal #5;
information, experiences, and ideas. People use Students will become
languages and symbols to produce texts of all kinds:
proficient in using a
written, oral/aural, and visual; informative and
imaginative; informal and formal; mathematical, range of technologies to
scientific, and technological. access, process and
communicate their
Students who are competent users of language, learning
symbols, and texts can interpret and use words,
number, images, movement, metaphor, and
technologies in a range of contexts. They recognise
how choices of language, symbol, or text affect
people’s understanding and the ways in which they
respond to communications. They confidently use ICT WWA PAT EO WW OO SP
(including, where appropriate, assistive technologies)
to access and provide information and to communicate
with others.
 NZ K ey C om pete nc ie s BBI Lea r ne rs IB Lea r ne r P rof ile
Managing self • Good decision maker • They actively enjoy learning and this love of learning will be sustained throughout their
• Leadership lives. (Inq)
This competency is associated with self-motivation, a • Organisation • They work effectively and willingly in collaboration with others. (Com)
“can-do” attitude, and with students seeing themselves • Problem solver • They approach unfamiliar situations and uncertainty with courage and forethought, and
as capable learners. It is integral to self-assessment. • Self motivation have the independence of spirit to explore new roles, ideas and strategies. (RT)
• Perseverance • They give thoughtful consideration to their own learning and experience. They are able
• Excellence, Pride to assess and understand their strengths and limitations in order to support their
Students who manage themselves are enterprising, • Lifelong learner learning and personal development. (Ref)
resourceful, reliable, and resilient. They establish • Willingness to learn
personal goals, make plans, manage projects, and set • Show initiative
high standards. They have strategies for meeting • Enthusiasm, positivity
challenges. They know when to lead, when to follow, • Intrinsic motivation
and when and how to act independently. • Risk Takers
• Independence
• Resilience

BBI Strategic Goal #2;

Students will be
confident, connected,
actively involved, WWA PAT EO WW OO SP
lifelong learners

Relating to others • Good decision maker • They work effectively and willingly in collaboration with others. (Com)
• Leadership • They act with integrity and honesty, with a strong sense of fairness, justice and respect
Relating to others is about interacting effectively with a • Listening for the dignity of the individual, groups and communities. (Pri)
diverse range of people in a variety of contexts. This • Respectful • They take responsibility for their own actions and the consequences that accompany
competency includes the ability to listen actively, • Show initiative them. (Pri)
recognise different points of view, negotiate, and share • Adaptability, openness • They understand and appreciate their own cultures and personal histories, and are
ideas. • Honesty, integrity open to the perspectives, values and traditions of other individuals and communities.
• Inclusiveness (OM)
• Empathy • They are accustomed to seeking and evaluating a range of points of view, and are
Students who relate well to others are open to new • Tolerance willing to grow from the experience. (OM)
learning and able to take different roles in different
situations. They are aware of how their words and BBI Strategic Goal #3;
actions affect others. They know when it is appropriate
All students will
to compete and when it is appropriate to co-operate. By
working effectively together, they can come up with experience success
new approaches, ideas, and ways of thinking. WWA PAT EO WW OO SP
 NZ K ey C om pete nc ie s BBI Lea r ne rs IB Lea r ne r P rof ile
Participating and contributing • Environmentally aware • They work effectively and willingly in collaboration with others. (Com)
• Good decision maker • They act with integrity and honesty, with a strong sense of fairness, justice and respect
This competency is about being actively involved in • Active for the dignity of the individual, groups and communities. (Pri)
communities. Communities include family, whānau, • Listening • They take responsibility for their own actions and the consequences that accompany
and school and those based, for example, on a • Participation them. (Pri)
common interest or culture. They may be drawn • Respectful • They show empathy, compassion and respect towards the needs and feelings of
together for purposes such as learning, work, • Taking responsibility others. (Car)
celebration, or recreation. They may be local, national, • Show initiative • They have a personal commitment to service, and act to make a positive difference to
or global. This competency includes a capacity to • Honesty, integrity the lives of others and to the environment. (Car)
contribute appropriately as a group member, to make • Cooperative • They understand the importance of intellectual, physical and emotional balance to
connections with others, and to create opportunities for • Inclusiveness achieve personal well-being for themselves and others. (Bal)
others in the group. • Empathy
• Tolerance

Students who participate and contribute in communities BBI Strategic Goal #7;
have a sense of belonging and the confidence to
Students will become
participate within new contexts. They understand the
importance of balancing rights, roles, and dynamic citizens,
responsibilities and of contributing to the quality and understanding their role
sustainability of social, cultural, physical, and economic in the future
environments. development of their
society
WWA PAT EO WW OO SP
International B accalaureate Learner P rofile;
Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy
learning and this love of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a
broad and balanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work
effectively and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and
communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.

Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies.
They are brave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support
their learning and personal development.