Our vision at Norwood International High School is for every student to graduate as an engaged global citizen to meet the challenges of a changing world. This commitment is also underpinned by our embedded core values of Distinction, Diversity and Respect and our motto, Enriching Humanity, which inspires students to make a positive difference in our world.


At Norwood International High School, we recognise that each student brings a unique set of skills, talents and interests with them. In this way, we seek to inspire a passion for learning and engage our students in a world class learning experience that extends their individual strengths and empowers them to achieve their personal best in all aspects of learning and life.


Norwood International High School has a proud history of excellence with our International Programs. International students from all over the world are welcome and valued as important members of our school community, offering diversity in the curriculum, community and culture of the school.

Norwood International High School is proud to be a school of choice in the eastern suburbs of Adelaide. We offer 3 special interest programs (STEM Enrichment, Italian Immersion & Rowing Program) and offer a number of open school events.



Norwood International High School is proud to offer one of the most comprehensive choices of curriculum of any school in South Australia. Students in Years 7 to 10 study the International Baccalaureate: Middle Years Program with the subject content informed by the Australian Curriculum. In Years 11 & 12 students study the South Australian Certificate of Education and have access to over 125 Stage 1 and Stage 2 subjects. Year 11 & 12 students can also apply to undertake the International Baccalaureate: Diploma Program.

For a more detailed overview of the subject and learning area opportunities at NIHS, please explore our Digital Curriculum Guide.

IB: Middle Years Programme

The IB: Middle Years Program (IBMYP) aims to develop active learners and internationally minded young people who can empathise with others and pursue lives of purpose and meaning. The programme empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally. The result is young people who are creative, critical and reflective thinkers.

South Australian Certificate of Education

The South Australian Certificate of Education (SACE) is the local senior secondary qualification designed to equip students with the skills, knowledge and capabilities to thrive as an engaged global citizen. Students are awarded the SACE if they successfully complete a two-stage course of study that meet the flexible requirements.

The SACE is a two-stage program offering a range of subjects. As students study the SACE, they will gain valuable literacy and numeracy skills in each of the disciplines offered, be challenged to think critically and creatively, problem solve, develop entrepreneurial skills and build upon their intercultural and ethical understanding.

Most students study Stage 1 in Year 11 and Stage 2 in Year 12, and can support their SACE completion by earning credits for individual and/or community activities e.g. the Duke of Edinburgh, or through recognition of vocational education and training (VET) courses.

Students will need to complete 200 credits of study to complete the SACE. Each subject is worth either 10 or 20 credits, depending on the length of the subject. Typically, subjects are awarded 10 credits for one semester and 20 credits for a full year.

Some of the 200 credits required to complete the SACE are awarded through the successful study (C grade or higher at Stage 1 and C- or higher at Stage 2) of the compulsory requirements. They are:

  • Stage 1 Personal Learning Plan (10 credits)

  • Numeracy requirement – a mathematics subject in Stage 1 or Stage 2 (10 credits)

  • Literacy requirement – an English subject in Stage 1 or Stage 2 (20 credits)

  • Stage 2 Research Project (10 credits)


These compulsory requirements make up 50 credits of the 200 needed to complete the SACE. As part of the remaining 150 credits, a minimum of 60 credits must be awarded at a Stage 2 level.


How does this work at Norwood International High School?

Typically, students complete their SACE according to the following pattern:

  • Year 10 – 10 credits from Personal Learning Plan – More details can be found at the PLP Digital Hub.

  • Year 11 – 100 credits from the study of 5 subjects per semester.

  • Year 12 – 90 credits from the study of 4 subjects and Research Project. More information about the research project for families can be found by clicking here.

What is an ATAR?

The Australian Tertiary Admission Rank (ATAR) is a rank given to secondary school students ranging from 0 to 99.95.

It is a numerical ranking (not a score) that shows how a student performed in their studies compared to other students completing an Australian Year 12 program.

Entry into courses at tertiary institutions can be quite competitive, which is cause for a fair and transparent process and tool for ranking applicants. As such, the ATAR is used to compare the results of students nationally for tertiary institutions to determine who will be offered entry into their courses.

In South Australia, the South Australian Tertiary Admissions Centre (SATAC) calculates the ATAR. Click Here to find out more information about how the ATAR is calculated.

IB: Diploma Programme

The Diploma Programme (DP) is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view.

The course is presented as six academic areas enclosing a central core. Students study two modern languages (or a modern language and a classical language), a humanities or social science subject, an experimental science, mathematics and one of the creative arts. Instead of an arts subject, students can choose two subjects from another area. It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university.

Normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL. In addition, three core elements—the extended essay, theory of knowledge and creativity, activity, service—are compulsory and central to the philosophy of the programme.

Through the DP, schools are able to develop students who:

  • have excellent breadth and depth of knowledge

  • flourish physically, intellectually, emotionally and ethically

  • study at least two languages

  • excel in traditional academic subjects

  • explore the nature of knowledge through the programme’s unique theory of knowledge course.

Vocational Education Training (VET)

The new vocational educational training (VET) in schools policy is being implemented by the Department for Education in 2022. In terms of VET study, the policy aims to clearly outline pathways to employment through the provision of quality VET programs that have been designed with industry to better prepare students for further study, training and employment. Norwood International High School is committed to supporting interested students to identify an appropriate VET pathway suited to their strengths and interests.

Students can be supported to apply for VET courses that are included in a Flexible Industry Pathway, are listed as Stackable VET or within a school-based contract of training. The school works with a list of preferred providers who will help students make a successful and meaningful post-school transition to further study, training or employment.

In 2022, the Eastern Adelaide Schools Vocational Alliance will be offering a range of courses. More information can be found using the EASVA website: https://www.easva.sa.edu.au/

Information on VET courses outside of the EASVA region can be accessed below:


Wellbeing is paramount to students’ success in school and in life in general. At Norwood International High School we aim to support students to thrive academically, physically, mentally, emotionally and socially. This is achieved through a holistic and multi-layered approach.


Our Approach 

Our approach to supporting and strengthening student wellbeing at NIHS involves a range of approaches and strategies, working in partnership with students, staff, families and the community.

Our work involves: 

  • fostering strong connections with students and their peers, school and staff. 

  • proactive approaches through educational programs increasing awareness and the holistic development of students 

  • proactive intervention through delivering programs and strategies which are responsive to data and trends

  • creating a network of support through working in partnership with support services, families and external services.

Through this work we aim to develop students’:

  • Resilience: Developing students’ ability to bounce-back and overcome challenges and adversity.

  • Connectedness: Increasing student connection to school and others around them, including peers, family and the community. 

  • Emotionally Literacy: Increasing student knowledge and understanding of emotions and equipping them with the tools to identify and manage them. 

  • Identity: Supporting students’ to have a strong connection and understanding of themselves, their culture and decision-making and be able to express this.  

  • Relationships Strengthening student ability to form positive relationships with others.  


This is achieved through:

  • A dedicated Student Wellbeing Team consisting of three Student Wellbeing Leaders, led by the Director of Middle School

  • A Wellbeing education delivered through the My Wellbeing Strand of the Connect program. 

  • Proactive programs delivered to support  the social and emotional development of students. 

  • Providing resources for families to support student wellbeing. This includes School TV, a platform accessible via our website which includes a range of resources produced by leading psychologists to support families in the wellbeing of their child: https://nmhs.sa.schooltv.me/ 


Connect is the Norwood International High School student development program. The program provides students with a range of opportunities and experiences to develop as adolescents, preparing them to be engaged global citizens. Students undertake the program in each year of their education at NIHS.  The program provides support for students throughout their schooling. This support is provided by the Connect Teacher, who is the student’s go-to person who they see during their Connect Class. They support and monitor student learning and wellbeing, and deliver the Connect Program.


Program Delivery

The Connect program is delivered via the Connect website and Daymap. Students have four 10 minute sessions of Connect each week called Morning Connect. Each of these Morning Connect sessions have a different focus:









Students also participate in two 55 minute sessions called Extended Connect where the Connect Program is delivered. The program involves students engaging in discussions, activities and student choice sessions. 


Learning is divided into the following four strands:










Middle Schooling

Our Middle Schooling philosophy provides a supportive and dynamic environment that promotes a culture of engagement, self-directed learning and achievement. Years 7-9 students undertake a broad program of study and experience a variety of subjects within the International Baccalaureate Middle Years Program (IB:MYP). 

It provides a framework of learning and encourages students to become “inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect” (International Baccalaureate Organisation Mission Statement). Students study a Language to support them in understanding their own language and culture and those of others.


In the final year of the program, all students complete a personal project. This engaging curriculum ensures excellence in academic, social and cultural outcomes and encourages students to become creative, critical and reflective thinkers.

Senior Schooling

Our Senior School has a success-oriented culture offering diverse programs to develop expert learners and provide for individual interests, talents, and pathways.

As a specialist senior campus, we have a proud tradition of academic excellence with graduates achieving outstanding results. The senior campus builds independent learning skills and effectively prepares students for further education, training or employment. Senior schooling centres around the SACE framework and its capabilities to develop resilient, informed and engaged global citizens.

We are passionate about providing an engaging, future-focused curriculum that develops our students’ critical and creative thinking, communication and collaborative skills to ensure lifelong success.

Norwood International High School’s specialist senior staff have a wealth of knowledge and experience. The staff understand the challenges and complexities of undertaking senior schooling and work collaboratively with all students to ensure the best possible outcomes.


Norwood International High School offers an extensive range of co-curricular clubs and activities providing students with the opportunity to share their passions and interests whilst strengthening school culture and connectedness. 

With a focus on developing student capabilities, students are empowered to lead their clubs and activities with the support of a teacher and Student Life Prefect.  

Clubs and Activities include: 

  • Social Justice Club 

  • Environmental Club 

  • Homework Club 

  • Greek Dancing Club 

  • Japanese Culture Club 

  • Dungeons and Dragons 

  • Engineering Club 

  • School Promotion and Marketing Club 

  • Drum Corp. 

  • Learning Hub Advisory Committee  

  • Pride Club 

  • Debating  

  • Table Tennis Club 

  • Acoustic Songwriting for Everyone 

  • Gym Club 

  • Sport Stacking 

  • Chess Club 

  • Lego Club 

  • Reading Club 

  • Ethics Olympiad 

  • Public Speaking Competitions 

  • Law Society of South Australia Mock Trials Competition 

  • Australian Business Week  

  • Annual Ski Trip 

  • A variety of Visual & Performing Arts competition and events 

  • International outbound Study Tours and Global Summits 


Students can apply for a range of leadership positions throughout their education at Norwood International High School. Each position has different roles and responsibilities, providing students with diverse opportunities and experience. As leaders, students will:

  • develop leadership skills and capabilities

  • provide opportunities for student agency and voice 

  • work collaboratively with staff and peers to improve school culture and connectedness


Leadership Positions 

Below is an overview of the various leadership roles and positions available to students at NIHS:


  • Connect Consultants will be the leader and representative of their Connect Class. They work in partnership with their learning community leader in strengthening year level culture and student life at NIHS. There is one Connect Consultant position available per Connect Class

  • Prefects are the heads and main student leaders of the school. The group of prefects work in partnership with school leadership to have a positive impact on student life and the school community.  There are eight Prefect positions available for year 12 students.

  • House Captains are the representatives of the NIHS house system. They play an important role in increasing student connectedness with school and the house system. There are 2 House Captain positions available at year 9 (middle school captains) and year 12 (senior school captains).  


House System

Norwood International High School house system has been a part of the school since 1993. The system has evolved over time to increase the connection of students and staff, through changes to house names, an increase in activities and events, and increased opportunities for students to become involved. 


Each student and staff member belongs to one of four houses: Morialta, Lofty, Murray or Torrens. Students compete in a range of events and competitions throughout the year to receive points for their house. Each house has student representatives who lead the house system and their allocated house.