Curriculum Booklet 2012
Transcript of Curriculum Booklet 2012
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CurriCulum Booklet
2012
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Page
Introduction 4
Learning Area Pathways 7-13 8
Learning Areas
Years 7-10 9
Year 7-8 Faculty 10
Religious Education 11
English 12
The Arts 15
Health and Physical Education 22Learning Languages 24
Mathematics and Statistics 29
Science 31
Social Sciences 34
Technology 39
Gateway 42
ASDAN 42
Learning Area Enrichment 43
Planning Your Programme 45
Staff Who Can Assist in Planning 46
NationalQualicationsFramework 47
Entry to Tertiary Courses 49
Appendix
TheUniversityof Auckland 55
AucklandUniversityof Technology 58
University of Otago 59
Massey University 60
Universityof Waikato 60
Unitec 60
Websites 61
contents
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2012 sees the third year of implementation of this exciting
and challenging new curriculum for New Zealand schools.We,atBaradenehaveworkedonourstrategicvisionin
line with this new document and the tradition of Sacred
Heart education. For teachers, parents and students there
are some important messages about how learning will
look,andwhatlearningwilltakeplace,aswecontinueto
prepare our young women for their future.
Vision
The New Zealand Curriculum, based on national andinternational research, after a thorough process of
consultation with educators and the wider community, has
identiedcommonvaluestobeencouraged,modelledand
explored: excellence; innovation; inquiry and curiosity;
diversity; equity; community and participation; ecological
sustainability; integrity and respect.
Baradene has aligned and embraced these values of the
New Zealand Curriculum with its own core values.
baradenecollegeofthesacredheart& thenewzealandcurriculum... aguide
Educatingforthe21stCenturyinvolvesnewknowledge
andnewwaysofknowing.Educationmustbeforalifeof learning and relearning. The traditional view of learning
andknowledgeasasetofuniversaltruthsboundintoa
frameworkof disciplineshasbeensurpassedbytheview
thatknowledgeandunderstandingthroughlearningmust
be something dynamic, uid and a process of making
something new.
Catching The Knowledge Wave, by Jane Gilbert (2005)asserts that: education will encourage students to learnknowledge from traditional disciplines, not in order to store it away
for future use, to reproduce it or add to it, but to do things with it,to remake it in new ways.
With this is mind and being aware of international and
national trends in education, along with the needs of
a global and national economy, our students need to
developabreadthof knowledgeandunderstandingsand
haveexibilityofchoiceintakinguparangeof learning
possibilities.
At Baradene College of the Sacred Heart we believe
that an holistic education starts with the individual. Werespect the gifts and talents of each student and we set
outtodiscoverthem.Weknow,aseducators,thatstudents
succeedat schoolbyrstdiscoveringandunderstanding
their strengths and then building upon them. With this
approach, not only will our students enjoy their learning
andexperiencesuccess,buttheywillalsolearntotakeon
thechallengesof learningthattheyndmoredifcult.
Theaimof thisCurriculumBooklet istorstly inform
parents and students of the changes to our Baradene
curriculum that comes through the introduction of the
New Zealand Curriculum and, secondly to inform parents
and students of learning area choices that will be offered
in our college in 2012.
The New Zealand Curriculum is a clear statement of what wedeem important in education. It takes as its starting point a visionof our young people as lifelong learners who are condent and
creative, connected, and actively involved. It includes a clear set ofprinciples on which to base curriculum decision making. It sets outvalues that are to be encouraged, modelled, and explored. It denes
ve key competencies that are critical to sustained learning andeffective participation in society and that underline the emphasison lifelong learning.
Kaen Sewell, Secetay o Education, 2009
The New Cuiculum, Ministy o Education
Integrity
AcademicAchievement Innova
tion
Div
ersit
y
Pers
onalE
xcelle
nce
InclusivenessIn
tellectu
alC
ha
llen
ge
Co Unum
One Heat, One Mind,
in the Heat o Jesus Chist
Mission StatementPrepared to make a difference with self-knowledge, energy and
purpose through an outstanding education in the tradition of the
Society of the Sacred Heart.
VisionBaadene College is committed to educate towads:
Afaithwhichisrelevantintodaysworld.Adeeprespectforintellectualvalues.
Thebuildingof communityasaChristianvalue.
Asocialawarenessthatimpelstoaction.
Personalgrowthinanatmosphereof wisefreedom.
Catholic School o Gils,
Aoteaoa New Zealand
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Keycompetencies
In order to live, learn, work and contribute as active
members of communities, the New Zealand Curriculum
identiescompetencies thatallyoungpeoplewillneed.
They are: thinking; using language, symbols and text;
managing sel; elating to othes; and paticipatingand contibuting.
As a college, we have been weaving the Habits of Mind
that have been actively used by teachers and students into
thesekey competencies.Our teachersnowgive explicit
opportunities for these competencies to be used, practised
andreecteduponinlearningprogrammes.
As parents, you can expect to see the language of the
competencies reected in both your daughters and
teachers evaluation of her learning journey.
learning areas
The New Zealand Curriculum species eight learning
areas, each with its own achievement objectives English, the arts, health and physical education,
learning languages, mathematics and statistics, science,social sciences, technology.
The intention is that learning be broad and general, laying
foundations for later specialisation in your daughters
learning journey. Our college will provide the learning
contexts that best suits the needs and aspirations of our
college community. Central to all learning areas is language
with its specialisation and students response to language.
Our college now presents a new Baradene Curriculum
that endeavours to meet the ongoing curriculum needs
of your daughter and the demands of the New Zealand
Curriculum.
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teaching &learninginthe newzealand curriculum
For schools and teachers new learning possibilities are being encouraged. Research tells us that students learn best when
teachers: create a supportive learning environment; encourage reective thought and action; enhance the relevance
of new learning; facilitate shared learning; make connections to prior learning and experience; provide sufcient
oppotunities to lean; make teaching as inquiy.
The New Zealand curriculum recommends the model of teacher as facilitator, as learning coach, no longer the traditional style
of lecturer,pouringcontentandknowledgeintoyoungpeople.Thismeansthatthecollegewillengageinmorestudentgroup
work,studentresearch/inquiry,individuallearningprogrammeswithexpertsfrombeyondtheclassroomandmanydifferent
resources and topics.
Ourstaff professionaldevelopmentprogrammereectsthisteachingandlearningcommitmentasexpressedinourStrategic
Plan 2009- 2013 with the Objective, Create and Implement the Baradene College Curriculum:
Establish programmes from Year 7 - 13 which optimise individual learning pathways for all students.
Ensure best practice pedagogy is embedded in all teaching and learning programmes.
e-learning
Learning supported by or facilitated by ICT will
increasingly be explored by this new curriculum as a way to
open up new and different ways of learning, for example,
enablingstudentstomakeconnectionsbyexploringnew
learning environments or by facilitating the creation of
shared learning communities beyond the classroom walls.
Another of our colleges Strategic Plan objectives supports
these curriculum and learning possibilities:
Embace ICT to Suppot the Building o a
Leaning Community
Provide support that enables teachers to embrace e-learning
for the best delivery of curriculum (PD, Hardware, Software,
E-learning Facilitator).
Our college continues to upgrade its IT infrastructure and
services, while supporting staff professional development
in this area.
Assessment for learningStudents need to learn how to learn.Students should own their own learning.
Teaching as inquiry.
Differentiated learning
Effective teaching and learning isneeds based.
Making connections to priorlearning and experience.
Providing sufcient opportunities to
learn.
Authentic learningLearning is relevant and authentic. Enhance the relevance of new learning.
Critical and creative thinking
Students need to be independent thinkers.
Time and reection is needed for learning.
Encouraging reective thought and action.
Integrity
AcademicAchievement Innova
tion
Div
ersit
y
PersonalE
xcelle
nce
InclusivenessIn
tellectu
al
Challen
ge
BArADENE COLLEGE
Of THE SACrED HEArTTEACHING & LEArNING CHArTEr
A faith which is relevant in todays world.
A deep respect for intellectual values.
The building of community as a Christian value.
A social awareness that impels to action.
Personal growth in an atmosphere of wise freedom.
Cooperative learning
Different learning styles impact.
Facilitating shared learning.
Positive relationships
Teachers and learners will bepassionate, holistic learners.
Positive, constructive relationshipbetween students and teachers forlearning to take place.
Creating a supportive learningenvironment.
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A key resource to enable E-learning at Baradene is
our community Ultranet. Set up by our dedicated staff
increasingly this is used by teachers, students and parents
as a learning tool.
themed learning
contexts
Our Five Goals of Sacred Heart education, along with the
values of the New Zealand Curriculum, provide teachers
with a context to explore todays issues that we as a
community and our young people grapple with. For
your daughter, such themed learning contexts provide
aplatformto thinkcritically and tosolveproblemsfor
the future. Such themes may include Enterprise and
Globalisation, Sustainability, Citizenship, Diversity, Ethics
and the Common Good.
inter-learning areas
TheBaradenecurriculum takesupthe challenge in the
New Zealand Curriculum document to remove subject
boundaries: While the learning areas are presented as distinct,
this should not limit the ways in which schools structure the learning
experiences offered to students. All learning should make use of the
natural connections that exist between learning areas and that link
learning areas to the values and key competencies.
Some Faculties are collaborating in planning to teach
common topics or themes across subject or Faculty areas.
This means students can explore from varying perspectives,
knowledgeandideasthatenrichtheirunderstandingsand
often provide them with new insights. In the Senior school
sometraditionalsubjectswilllooktochangingtheirsubject
titles to indicate a shift in focus to a broader concept-based
programme taken from a range of traditional learning
subjects, but which now have been customised to meet
students learning and assessment needs.
authentic learningexperiences
We encourage, and will continue to encourage the
many learning experiences that are provided for our
students outside the classroom. There are many learning
experiencesthatseeourstudentsacquirenewknowledge,
through real life contexts. As a college, we will continueto focus on our programme development in this area.
Some examples of authentic learning experiences that we
currently provide are:
YoungEnterpriseprogramme
ModelUnitedNationsAssembly
Year11SocialAwarenessprogramme
PrefectsthatPeak
OverseasExchanges
OutwardPursuitsCentre Overseastrips
JunktoFunk
StageChallenge
newzealand curriculum& seniorassessment (ncea)
At present, NCEA standards are undergoing an alignment
with the New Zealand Curriculum. Issues relating to unitstandards and achievement standards assessment are being
addressed by a Ministry of Education Review that began
with the Level 1 implementation in 2011. For Baradene
the alignment of the curriculum and assessment means
an opportunity to have less assessment, which means that
many courses will offer fewer credits, but the result will
be a greater focus on learning and experiencing than on
assessment. This will enrich our learning opportunities
and deepen our real achievement.
These are the real opportunities that underpin the New
Zealand Curriculum with its vision of sustainable learning
for young people that enables them to leave school,
condentandactiveaslifelonglearners.
The tradition of Sacred Heart education means,A Deep
Respect for Intellectual Values. We bring up the children for the
future, not for the present, not that we may enjoy the fruit of our
work, but for others, for God, for the church, for their parents, for
their home life. therefore it is better to begin a great work than
to nish a small one.M Monahan scJ
Ms Mage Scott,
Acting Pincipal
QSM, BSc, Dip Tch,
Dip Ed, MEd Admin (Hons)
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learning areas pathways 7-13
NCEAACHIEVEMENTSTANDARDS/UNITSTANDARDS
LEARNINGAREA YEARS7/8 YEAR9 YEAR10 LEVEL1 LEVEL2 LEVEL3
rELIGIOUSRE RE RE RE RE RE
EDUCATION
ENGLISH English English English English English English
Contemporary
English
JuniorESOL JuniorESOL JuniorESOL SeniorESOL SeniorESOL SeniorESOL
THE ArTS
VISUAL ARTS Art Art Art Art Art History Art History
Design Design
Painting/ Painting
Printmaking Printmaking Photography Photography
PERFORMING Music Music Music Music
ARTS Contemporary Music Con
Performing Arts Performing Arts Performance & Drama Drama Drama
Production Media Studies Media Studies
HEALTH and Health and PE Health and PE Health and PE Physical Physical Physical
PHYSICAL Education Education Education
EDUCATION
LANGUAGES Half year of French French French French French
-French Japanese Japanese Japanese Japanese Japanese -Japanese Spanish Spanish Spanish Spanish Spanish
-Spanish TeReoMori TeReoMori TeReoMori TeReoMori TeReoMori
-TeReoMori German German
MATHEMATICS Mathematics Mathematics Mathematics Mathematics Mathematics Maths with Calculus
and STATISTICS Statistics & Modelling
SCIENCE Science Science Science Science Biology Biology
(see page 32) Chemistry Chemistry
Physics Physics
SOCIAL Social Studies Social Studies Social Studies Accounting Accounting AccountingSCIENCES Business Studies Economics Economics Economics
Geography Geography Geography
Cultural Geography
History History History
Classical Studies Classical Studies
Travel & Tourism* Travel & Tourism*
Foundation Foundation Foundation
Social Science* Social Science* Social Science*
TECHNOLOGY Technology Technology Technology Technology Technology Technology
Digital Digital Digital Digital
Technology Technology Technology Technology
GATEWAY Gateway* Gateway*
ASDAN ASDAN* ASDAN* ASDAN*
*Entrybyinviteand/orinterviewonly.
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learning areas
learning areas 7-10The New Zealand Curriculum outlines the requirement to provide all students in years 7-10 with effectively taught programmes
in eight learning areas. At Baradene College of the Sacred Heart, Religious Education is central to our college curriculum at
all levels.
Christian education is the rst and most important means that the Society uses to honour the divine heart
of Jesus. It will make the reign of the heart of Jesus ower in the world.
Madeleine Sophie Baat
The learning area statements give clear direction to our colleges programmes. These statements determine learning goals
relevanttotheneedsofourstudents.Achievementobjectivesareselectedinresponsetoidentiedstudentinterestsand
learning needs.
Baradene offers a comprehensive curriculum based on the objectives of the New Zealand National Curriculum which
encourages students to be capable, self assured and self directed life long learners. The emphasis is on providing effective
teaching and learning programmes to meet individual needs. There is a focus on gathering effective data to show where the
studentisinherlearning,identifyingthenextstepssheneedstotakeandfacilitatingherachievement.
The Curriculum is organised around 9 Key Learning areas with cross curricula integration planned within the classroom
through integrated units with the focus on Inquiry learning. Engaging students in the learning process is the heart of teaching.
Teachersseektofosteractive,interactiveanddeeplearningapproachessothatlearnerscaninteractmeaningfullywithinthe
world in which they live.
9 learning areasfor7-10 ReligiousEducation
English
TheArts(PerformingArtsandVisualArts)
HealthandPhysicalEducation
LearningLanguages(TeReoMori,French,SpanishandJapanese)
Mathematics
SocialSciences
Science
Technology
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year7-8 faculty
TheYear7/8Facultyis comprisedof tencompositeclasses.Theemphasisisonprovidingeffectiveteachingandlearning
programmes to meet the needs of each student as they transition from primary education in preparation for their years in
secondaryschool.LearningprogrammesarecreatedbytheYear7/8teachersasaresultofevidencegatheredfromcontinuous
testing and observation of students needs throughout the year. Students are encouraged to analyse their own test andachievement information in order to create goals for further academic improvement. Programmes are developed that support
studentsnotonlyinachievingacademicsuccessbutalsotodevelopkeycompetences(ManagingSelf,RelatingtoOthers,
ParticipatingandContributing,UsingLanguage,SymbolsandTextandThinking),whichareinlinewiththevaluesof the
New Zealand Curriculum. These are underpinned by the goals of a Sacred Heart Education in order to provide Year 7 and 8
students with a holistic education intended to develop in them a lifelong love of learning.
subJects offered in year 7/8:
English (Reading, Writing and Oral Language) - This is
taughtbytheY7/8facultyteachers.
Mathematics - This is taught by the teachers in the
Year7/8faculty.
religious Education - Taught by Year 7/8 faculty
teachers or a specialist Religious Education teacher.
Social Studies-TaughtbyYear7/8facultyteachers,
often integrated into English studies.
Science - Taught by specialist Science teachers or Year7/8facultyteachers.
Technology - Taught by specialist Technology teachers
orYear7/8facultyteachers.
Health-TaughtbyYear7/8facultyteachers.
Physical Education - Taught by specialist PE teachers.
The Ats (Dance, Drama, Music) - Taught by specialist
teachers.
The Ats (Visual Arts) - Taught by specialist Art
teachersand/orYear7/8facultyteachers.
Languages(TeReoMaori,French,Spanish,Japanese)
- Taught by specialist Language teachers.
Programmes are also designed to cater for students
with special needs and special abilities within the
faculty.BaradenehasaLearningCentretospecically
help students needing extra academic support with the
core subjects of English and Mathematics. The Year
7/8studentswhorequireextraguidancewithEnglish
are able to boost their reading levels with a programme
called Rainbow Reading as well as a tailored writing
programme facilitated by the Teacher Aides in the Learning
Centre. For those students requiring extra support in
Mathematics, a specialistMaths tutorworks with small
groupsof studentswhohavebeenidentiedthroughthe
schools standardised tests as requiring extra tuition in this
subject. Mathematics support is also developed through a
Home/SchoolPartnership.
extra curricular
opportunities include:Debating/SpeechCompetitions
ICAS Competitions
Road Patrol
Dance groups
J-Rock/JunktoFunk
Sportsteams(seeseparatesportsbooklet)
Student Committees
JuniorChoir
Orchestra
Music Academy
School sports days
La Fete
Feast of the Sacred Heart performancesInvolvement in inter-house competitions
education outside
the classroom:RaglanCamporAucklandActivityWeek
Retreats
Masses
Trips out of the classroom to support learningSports Exchanges
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religious education
Religious Education (RE) is a compulsory course at all levels. In Religious Education, the academic content is chosen to
complementthereligioussocialisationprocessof thecollegecommunity,whichisconcernedwithawakeningandnurturing
faith and with relating the faith journey to the present day world. As well as the academic aspect of the course, students go on
a Retreat and participate in a class or year level Eucharist.
ReligiousEducationincludesunitsof workwhichcomplementtheHealthEducationProgramme.Alllevelsbegintheyearwith
a Myself, My Story unit with age appropriate activities which promote student well-being.
religious education (leVel 2)Desciption
This course covers:
ChristianArt,ArchitectureandMusic
Loss,DeathandGrief
WorldReligions
Leads to Level 3 Religious Education
religious education (leVel 3)Desciption
This course covers:
ContemporaryEthicalIssues
Sects,CultsandNewReligiousMovements
JesustheChrist
ASelf-DirectedUnitonBiblicalStudies
year 9 10All students follow a course in Religious Education in
Year 9:
The topics in the Year 9 programme are:
TheLifeandTimesofJesus
TheEucharistandtheChurchsYear TheChurchsStoryTheBeginnings
CreationandCo-Creation
TheSacramentsof Initiation
TheBeginningsof theChurchinAotearoa-New
Zealand
The Year 9 course leads on to Year 10 Religious
Education which has the following topics:
TheAlumnaeCup(Historyand traditions of the
Society of the Sacred Heart and its Foundations in
New Zealand)
TheChurchsStoryTheMiddleAges
TheMeaningandSignicanceofEucharist
TheSacramentsof Healing
ExpressionsofCatholicandIslamicLife
The Year 10 course leads on to Year 11 Religious
Education.
religious education (leVel1)Desciption
The course covers:
TheChurchsStory:ReformationandBeyond
UnderstandingtheGospelStory
SocialAwarenessProgramme
Leads to Level 2 Religious Education
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In English, students study, use, and enjoy language and literature communicated orally, visually, or in writing.
english
What is English about?
English is the study, use, and enjoyment of the Englishlanguage and its literature, communicated orally, visually,
and in writing, for a range of purposes and audiences and
in a variety of text forms. Learning English encompasses
learning the language, learning through the language, and
learning about the language.
Understanding, using, and creating oral, written, and
visual texts of increasing complexity is at the heart of
English teaching and learning. By engaging with textbased
activities, students become increasingly skilled and
sophisticatedspeakersand listeners,writersandreaders,presenters and viewers.
Why study English?
Literacy in English gives students access to the
understanding, knowledge, and skills they need to
participate fully in the social, cultural, political, and
economic life of New Zealand and the wider world. To
be successful participants, they need to be effective oral,
written,andvisualcommunicatorswhoareabletothink
critically and in depth.
By understanding how language works, students are
equippedtomakeappropriatelanguagechoicesandapply
them in a range of contexts. Students learn to deconstruct
and critically interrogate texts in order to understand the
power of language to enrich and shape their own and
others lives.
Students appreciate and enjoy texts in all their forms. The
study of New Zealand and world literature contributes to
students developing sense of identity, their awareness ofNew Zealands bicultural heritage, and their understanding
of the world.
Success in English is fundamental to success across the
curriculum. All learning areas (with the possible exception
of languages) require students to receive, process, and
present ideas or information using the English language
as a medium. English can be studied both as a heritage
language and as an additional language.
English presents students with opportunities to engage
withanddevelopthekeycompetenciesindiversecontexts.
year 9 10TheJuniorEnglishprogrammecoversthetwostrands
of the New Zealand English Curriculum: Creating
Meaning and Making Meaning. In each year of the
programme, students study four term-long units that
introduce them to the study of literature at secondary
level. Each unit is based around a theme and features
an in-depth study of one main text, supported by
related, intertextual readings.
The focus is on exploring genre and text conventions.
Studentsareassistedtodevelopeffectivenote-making
and study organisation skills, to read widely andthoughtfully, and to write accurately and effectively.
Students have many enriching opportunities to extend
their English studies into areas of personal interest and
to produce a range of written, visual and oral texts.
english (leVel 1)Desciption
The key areas covered in this course are reading
skills,responsetotexts,writingandproductionskills.
Students study a range of literary genres, including
theshortstory,poetry, novel,drama andlm,while
learning to respond critically to written and visual
unfamiliartexts.Skillsaredevelopedinallaspectsof
writing. Students are encouraged to develop their oral
skillsbytakingpartinclassdiscussions,drama,debates
and co-operative learning activities.
Peequisites
English is a compulsory subject for all students at
Level 1.
Leads to Level 2 English
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english (leVel 2)Desciption
Thestudyof languageandliteraturearekeyelements
in this course. In addition to academic poetry, short
stories, the novel and drama, a Shakespearean play
andafeaturelengthlmwillbestudiedandanalysed
indepth.Studentscontinuetobuildonwritingskills
developed atLevel 1.Critical thinkingskills andthe
close reading of unfamiliar texts with an emphasis on
techniquesrelatingtoreader/writerpurposearealso
developed. Students complete a research project aimed
at broadening their appreciation of literature. This
projectisakeycomponentforthestudentstoacquire
an understanding of the intertextuality of English
texts.
Peequisites
English is a compulsory subject for all students at
Level 2.Leads to Level 3 English and Level 3 Contemporary
English
english (leVel 3)Desciption
This is an course requiring students to demonstrate a
critical response to a range of written and visual literary
texts,includingaShakespeareanplay.Allstudentsare
required to produce an extended piece of writing in
a selected style and to deliver an oral presentation.
Independent research is carried out on a literature
topicandthendingspresentedinwrittenform.
Peequisites
Preference will be given to students who have a
minimum of 15 credits at Level 2 which must include
the literacy requirements of 8 credits in reading and
writing standards. Discretionary entrance will be
offered by the Head of Faculty.
Caee Oppotunities
Law, Journalism, Human Resources, Teaching,Publishing, Producer (Film/TV/Radio), Public
Relations.
english scholarshipDesciption
This course extends the Level 3 English programme by
addingdepthandbreadthtothestudentsknowledge.
Extra-curricular tuition and workshops prepare the
students for the critical and analytical nature of the end
of year examination. Candidates should demonstrate
wideknowledgeandwidereadingandanappreciation
of aspects of intertextuality. They must be able to
respondcriticallytodemandingtextsanduseskillsof
interpretation, analysis and evaluation.
Peequisites
Preference will be given to students who have a majority
of Excellence grades at Level 2 English but discretionary
entry will be offered by the Head of Faculty.
Assessment Scholaship
External: Three hour written examination of three
literary essays.
contemporary english
(leVel 3)Desciption
This is a Level 3 English course that offers students the
chance to study English literature and language within
a contemporary context. Students are offered a range
of written and visual literary texts as well as writing
skillsandanoral/dramaticpresentation.Closereading
of unfamiliar texts with an emphasis on techniques
relating to reader/ writer purpose is developed.
Independent research is carried out on a literature
topicandthendingspresentedinwrittenform.
Some multi-levelling may be offered to students still
requiring university entrance literacy.
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english for speaKers
of other languagesThis is a course for international students and students
whoserstlanguageisnotEnglish.ProciencyinEnglish
is assessed prior to entry and students are placed into one
of the ESOL classes, according to their year level and
ability.
year 9 - 10Desciption
JuniorESOLYears9and10isacoursethathelpsprepare
students for mainstream classes the following year if
they are ready. Both Year 9 ESOL and Year 10 ESOL
coursesarebasedonthefourbasicskillsofreading,
writing,listeningandspeaking.Bothprogrammesare
alignedtotheJuniorEnglishprogramme.Thereisan
emphasis on acquiring on the vocabulary and content
structure required for mainstream classes at the
variouslevels.Homework,especiallyinvocabularyand
grammar, deepens students learning.
Leads to a mainstream class or to Level 1 ESOL.
english for speaKers of
other languages (leVel 1)Desciption
Students are provided with the opportunity to achieve
ESOL Unit Standards or Achievement Standards for
Literacy at Level 1. The credits are in reading, writing,
listeningandspeaking.
Homeworkisgiventodevelopgrammar,vocabulary
competencyandwritingskillsaswellasthereading
of a variety of texts.
Peequisites
PlacementTest
Aportfolioof workfromtheirpreviousschool. At the discretion of the Dean of International
Students or the HOF of the English Department.
Leads to Level 2 Literacy and entry to a mainstream
class.
english for speaKers of
other languages (leVel 2)Desciption
Thisistherstyearofthetwo-yearLevel2course
that provides students with the opportunity to begin
achieving their Level 2 Literacy credits which provides
them with the possible opportunity to gain entry to
university.
StudentsfocusongainingLevel2Literacycredits
in reading and writing.
StudentsalsofocusongainingextracreditsatLevel
2inspeakingandlistening.
Homework is given to develop grammar and
vocabulary competence.
Peequisites
PlacementTest Aportfolioof workfromtheirpreviousschool.
Some Level 1 Standards might also be completed
during this time.
Leads to completion of Level 2 Literacy and further
academic English study.
english for speaKers of
other languages (leVel 2/3)
This is the second year of the two-year Level 2 coursethat provides students with the opportunity to complete
the 8 Literacy credits at Level 2 and obtain further
credits in Achievement Standards or start studying for
an International English examination.
academic english for
speaKers of other
languages
(leVel 3/4)Desciption
This is the nal year of the four-year course that
provides students with the opportunity to study English
for Academic Purposes. At this point some students
may be in mainstream classes for English.
Studentshave theopportunity tosit international
examinations in English such as IELTS, TOEFL
and TOEIC.
TheyhavetheopportunitytositsomemoreNCEA
Achievement Standards.
Homework is given in Academic vocabulary,
grammarandessaywritingskills.
Peequisites
Studentsmust have completed allof theLevel 2
Literacy Course.
At the discretion of the Dean of International
Students and the HOF of English.
Leads to a probable entry into a New Zealand or
overseas university.
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the arts
In the Arts, students explore, rene, and communicate
ideas as theyconnect thinking,imagination, senses, and
feelings to createworks and respond to the works of
others.
What ae the Ats about?
The arts are powerful forms of expression that recognise,
value, and contribute to the unique bicultural and
multicultural character of Aotearoa New Zealand,
enriching the lives of all New Zealanders. The arts have
their own distinct languages that use both verbal and
non-verbal conventions, mediated by selected processes
and technologies. Through movement, sound, and image,
the arts transform peoples creative ideas into expressive
worksthatcommunicatelayeredmeanings.
Why study the Ats?
Artseducationexplores,challenges,afrms,andcelebrates
unique artistic expressions of self, community, and culture.
ItembracestoiMori,valuingtheformsandpracticesof
customaryandcontemporaryMoriperforming,musical,
and visual arts.
Learning in, through, and about the arts stimulates creative
actionandresponsebyengagingandconnectingthinking,
imagination, senses, and feelings. By participating in the
arts, students personal well-being is enhanced. As students
express and interpret ideas within creative, aesthetic, and
technologicalframeworks,theircondencetotakerisksis
increased. Specialist studies enable students to contribute
their vision, abilities, and energies to arts initiatives and
creative industries.
Inthearts,studentslearntoworkbothindependentlyand
collaborativelytoconstructmeanings,produceworks,and
respond to and value others contributions. They learn touse imagination to engage with unexpected outcomes and
to explore multiple solutions.
Arts education values young childrens experiences
and builds on these with increasing sophistication and
complexityastheirknowledgeandskillsdevelop.Through
the use of creative and intuitive thought and action,
learners in the arts are able to view their world from new
perspectives. Through the development of arts literacies,
students, as creators, presenters, viewers, and listeners, are
able to participate in, interpret, value, and enjoy the arts
throughout their lives.
Visual arts
year 9 - 10Students will experience a range of art-making
processes and procedures in both two and three
dimensions. Assignments will involve any combination
ofthefollowingmedia:modelmaking,photographic
and digital processes, paint and dry materials. Students
will have the opportunity to explore their own ideas
using computer research as a starting point.
Assessment follows the curriculum strands and NCEA
markingdescriptorsof Achieved,MeritandExcellence.
art (leVel 1)Desciption
Studentswho are interested in creative thinkingand
expression will enjoy this course. They will record
information from subject matter using a variety of
different techniques and media. Students will generate
and develop their own ideas using artist models. They
will be able to extend their ideas into other media
(printmaking,paintingor sculpture) to produce newwork.Thiscoursethoroughlypreparesstudentsfora
wide range of exciting courses offered in Year 12.
Peequisites
Completion of a year 10 is an advantage, however
discretionary entry will be offered by the Head of
Faculty.
Leads to Level 2 Design, Level 2 Photography, Level 2
Painting/Printmaking.
art history (leVel 2)Desciption
The aim of Art History is to develop an understanding
of the context of art. Students will learn to research
topics, analyse art works and examine techniques,
subjects and themes within art. The areas of study are
19th Century French Art and Art in Aotearoa (19th
Century to present).
Leads to Level 3 Art History
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design (leVel 2)Desciption
Students will learn to research information, methods
and ideas in the context of a drawing study in Design.
They will learn to generate and develop their ideas using
drawing processes and procedures. This includes hand-
rendered and computer-based drawing. Students will
produceabodyof worktoshowanunderstandingof
art-makingmethodsandideas.
Peequisites
Preference will be given to students who have achieved
credits in Visual Arts Achievement Standard 90916.
Discretionary entry will be offered by the Head of
Faculty. No more than two practical Level 2 Visual Arts
coursesaretobetakeninanyoneyear(Thisdoesnot
include Art History).
Leads to Level 3 Design
painting/printmaKing
(leVel 2)Desciption
Thiscourseissplitintotwoeldsofstudy:Painting
and Printmaking. Studentswill learn togenerate and
develop ideas using drawing processes and procedures
inbothelds.Thisincludesusingavarietyof wetand
dry media within the established practice of Painting
andPrintmaking.
Peequisites
Preference will be given to students who have achieved
credits in Visual Arts Achievement Standard 90916.
Discretionary entry will be offered by the Head of
Faculty. No more than two practical Level 2 Visual Arts
coursesaretobetakeninanyoneyear(thisdoesnot
include Art History).
Leads to Level 3 Painting or Printing
photography (leVel 2)Desciption
Students will learn to use digital photographic process
andproceduresfordecisionmakingpurposes.Students
will learn to research information, explore techniques
and ideas.They will produce abody of workwithin
Photographytoshowanunderstandingofartmaking
methods and concepts from established practice.
Students will learn to generate, develop and present
their ideas through a series of images. Students will
need use of a digital camera. (Preferably a Digital SLR.)
Peequisites
Preference will be given to students who have achieved
credits in Visual Arts Achievement Standard 90916.
Discretionary entry will be offered by the Head of
Faculty. No more than two practical Level 2 Visual Arts
coursesaretobetakeninanyoneyear(thisdoesnot
include Art History).Leads to Level 3 Photography
art history (leVel 3)Desciption
Students will learn to analyse style in art, examine
iconography, examine media and processes in art,
explain a theory and its role in art and examine the
context of an art movement. The areas of study are
Cubism and Abstraction, Modern American Art and
Modern New Zealand Art.
Peequisites
Preference will be given to students who have achieved
12 credits in either English or History of Art Level
2. Discretionary entry will be offered by the Head of
Faculty.
Caee Oppotunities
Gallery Curation, Advertising, Architecture, Design,
FilmDirection/Production,Landscaping.
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design (leVel 3)Desciption
Students who are interested in learning about computer
based design will enjoy this course. They will
produceworkusingindustrybasedAdobecomputer
programmes: Illustrator and Photoshop. Students will
also be encouraged to develop their hand-drawing
skills andwill have the opportunity todevelop their
own personal ideas into a real design context. They
have the opportunity to produce a body of work
that demonstrates knowledge of established design
practice. This course will also prepare them for Tertiary
applications.
Peequisites
Preference will be given to students who have
achieved 12 credits in NCEA Level 2 Design, however
discretionary entry will be offered by the Head of
Faculty.NomorethantwoVisualArtscoursesaretobetaken
in any one year; this does not include Art History.
Caee Oppotunities
Spatial Design, Costume/PropDesign, Architecture,
Interior, Landscape and Fashion Design, Graphic
Designer, Web Design.
painting (leVel 3)Desciption
Students who have a passion for experimenting with a
range of paint media will enjoy this course. They will
have the opportunity to develop their own ideas into
work that will replicate the working processes of a
practicingartist.Studentswillproduceabodyof work
thatdemonstrates knowledgeof established painting
practice. This course will also prepare them for Tertiary
applications.
Peequisites
Preference will be given to students who have achieved
12 credits in NCEA Level 2 Painting/Printmaking,however discretionary entry will be offered by the
Head of Faculty.
NomorethantwoVisualArtscoursesaretobetaken
in any one year; this does not include Art History.
Caee Oppotunities
Architecture, Art Conservation, Costume/Prop
Design, Graphic Designer, Book Illustrator, Gallery
Curator.
photography (leVel 3)Desciption
Students who are interested in learning about computer
based digital Photography will enjoy this course. They
will produce work using the industry based Adobe
computer programme Photoshop. Students will also
beencouragedtodeveloptheirPhotographyskillsand
their own personal ideas. They have the opportunity to
produceabodyof workthatdemonstratesknowledge
of established Photography practice. This course will
also prepare them for Tertiary applications.
Peequisites
Preference will be given to students who have achieved
12 credits in NCEA Level 2 Photography, however
discretionary entry will be offered by the Head of
Faculty.
NomorethantwoVisualArtscoursesaretobetaken
in any one year; this does not include Art History.Caee Oppotunities
Commercial Photographer, Visual Communications,
Film Designer, Photojournalist.
printmaKing (leVel 3)Desciption
Students who have a passion for experimenting with
a rangeof printmakingmediawill enjoy thiscourse.
They will have the opportunity to learn solar-plate,
screenprinting, drypoint and monoprint processes
whiledevelopingtheirownideas.Theywilllookclosely
atestablishedpracticeandproduceabodyof workthat
demonstrates knowledge of established printmaking
practice. This course will also prepare them for Tertiary
applications.
Peequisites
Preference will be given to students who have achieved
12 credits in NCEA Level 2 Painting/Printmaking,
however discretionary entry will be offered by the
Head of Faculty.NomorethantwoVisualArtscoursesaretobetaken
in any one year; this does not include Art History.
Caee Oppotunities
Printmaker,BookIllustrator,GraphicDesigner,Gallery
Curator, Interior Designer.
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art history scholarshipDesciption
This aspect of the Level 3 Art History course will
extend the student by adding depth and breadth to their
knowledge.Extra-curriculartuitionandwiderreading
will prepare the students for the critical and analytical
nature of the end of year examination. Students will
needtodemonstratetheirknowledgeandunderstanding
of art works, contexts and theories across periods,
styles,andmedia.Studentscriticalresponsetoworks
of art from a range of contexts will be enhanced by
wide reading. Students must be prepared to do extra
reading on a regular basis.
Peequisites
Preference will be given to students who have a majority
of ExcellencegradesatLevel2English/ArtHistory
but discretionary entry will be offered by the Head of
Faculty.
Visual art scholarshipDesciption
This aspect of the Level 3 Visual Arts course will
extend the programme by adding depth and breadth
to the students knowledge. Extra-curricular tuition
andworkshopswillpreparethestudentsforthecritical
and analytical nature of the end of year examination.
Students will need to comprehensively demonstrate the
abilitytothinkandworkcriticallyanduentlyinthe
productionof originalworkandprovidecomprehensive
evidence of analysis, synthesis and communication that
critically underpins their individual practice.
Peequisites
Preference will be given to students who have a majority
of Excellence grades at Level 2 Design, Photography
orPainting/Printmakingbutdiscretionaryentrywillbe
offered by the Head of Faculty.
performing arts
year 9 - 10Performing Arts at Years 9-10 includes Dance, Drama,
Music and Media Studies.
Students are encouraged to express their ideas, emotions
and creativity through the creation and performance of
Dance, Drama, Music, Radio and Film.
InDramaandDance,topicscovercreatingyourown
plays,workingfromscriptandchoreography.The
emphasisisonpracticalwork,buildingcondence
andinitiatingtheskillsnecessarytoperformforan
audience.
InMusicstudentsbuilduptheirgeneralknowledge
of music and theory notation, aural listening, history
of music, music theatre, research and performance.
Media Studies covers media language, targetaudiencesandproductionskillsforradioandlm.
drama (leVel 1)Desciption
Muchoftheworkatthislevelispracticalandincludes
bothindividualandgroupwork.Studentsexperiment
with techniques and conventions in drama, sometimes
inimprovisedscenesandsometimesinscriptedwork.
Theyareexpectedtoreectonworkdoneandrecord
their process. Students need to research a given genre
and perform acting and technical roles in dramatic
production.
Peequisites
Preferencewill begiven to studentswhohave taken
Drama in Year 10 or who have had experience in Drama
outside the classroom setting. Discretionary entrance
will be offered by the Head of Faculty.
Leads to Level 2 Drama
general information for
leVel 3 Visual arts subJectsIf thereareinsufcientnumberstohaveindividualclasses
inPaintingorPrintmaking,acombinationclasswillbeset
up. Within this class, students will be able to choose a full
course in one of the three disciplines. However, this will
also be dependent on the continued availability of staff
withspecicexpertiseineachsubjectarea.
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drama (leVel 2)Desciption
Students are involved in a considerable amount of
practicalworkfordevelopingskills.Mostof thisisgroup
work. Students develop techniques and experiment
withconventionsthroughdevisedwork andscripted
work.Theyneedtorecordanalysesof liveproductions
viewed both in and out of class. Students are expected
to perform substantial acting and technical roles and
show depth of understanding of the drama process.
Peequisites
Preference will be given to students with a minimum of
12 credits in Drama at Level 1. Consideration will be
given to students who have had experience in Drama
outside the classroom setting. Discretionary entry will
be offered by the Head of Faculty.
Leads to Level 3 Drama
drama (leVel 3)Desciption
Students devise, script and perform dramatic pieces.
Theyresearchandanalysetextsofaspecicformor
period and perform directing or production roles for
the One Act Play Festival. They are expected to analyse,
applyandreectcriticallyondramaticprocesses.
Peequisites
Preference will be given to students with a minimum
12 credits in Drama at Level 2 and students who have
had experience in Drama outside the classroom setting.
Discretionary entry will be given by the Head of
Faculty.
Caee Oppotunities
Producer (Film/TV/Radio), Actor, Scriptwriting,
Teaching, Radio/TV Journalist, Advertising, Public
Relations.
drama scholarshipDesciption
This course will extend the Level 3 Drama performance
programme by adding depth and breadth to the
studentsknowledgeandperformanceskills.Thisisa
fully practical performance-based examination. Extra-
curricular tuition and workshops will prepare the
students for the high level of performance required for
this examination. Candidates should demonstrate wide
knowledge andwide reading and anappreciationof
aspects of dramatic style and performance. They must
be able to perform to a high level and to justify their
production choices.
Peequisites
Preference will be given to students with a majority of
Excellence grades at Level 2 and 3 Drama but
discretionary entrance will be offered by the Head of
Faculty.Assessment Scholaship
External: One hour practical examination of three
performance pieces: two are prepared and one is
impromptu.
MEDIA STUDIES (YEAR 12)Desciption
The media is a powerful force in all our lives. Media
literacy is therefore vital for learners in the twenty-
rst century. Media Studies aims to produce media
literate students by exploring how media products are
constructed.Studentswillgainknowledge,skills,and
experience by critically engaging with a variety of media
and media industries. Students have the opportunity to
gain practical experience by creating their own media
production in groups.
Peequisites
It is advisable that students have gained Level 1 Literacy
to achieve success in this course. Discretionary entrywill be given by the Head of Faculty.
Leads to Level 3 Media Studies
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MEDIA STUDIES (YEAR 13)Desciption
This course aims to extend students media literacy by
further exploring how media products are constructed
both practically and theoretically. The course covers a
media industry in New Zealand, a genre study and a
signicantpracticallmmakingcomponent.Students
will study documentary lmmaking techniques in-
depthandhavetheopportunitytomakeadocumentary
in groups on a subject of their choice. Scholarship is
offered in Media Studies.
Peequisites
Minimum 15 credits in Level 2 Media Studies. In special
cases, entrance to this course will be at the discretion
of the HOF.
Caee OppotunitiesDirector(Film/Television/Video),TelevisionPresenter,
Film Editor, Producer, Communication Manager,
Journalist, Marketing, Advertising, Publishing, Press
Secretary,CommunicationsOfcer,PublicRelations.
MEDIA STUDIES SCHOLARSHIPDesciption
This course adds depth and breadth to the subject
knowledge gained at Level 2 and 3.Extra-curricular
tuition and workshops will prepare the students for
the higher-level critical thinking and organisation/
presentation abilities required for this examination.
Candidateswillbeexpectedtodemonstratewideand/or
close reading and a personal perceptive understanding
of various media/media industry with reference to
specicmediatextsandotherrelevantevidence.Thisis
a written essay style examination.
Peequisite
Preference will be given to students with a majority ofExcellence grades at Level 2 and 3 Media Studies but
discretionary entrance will be offered by the Head of
Faculty.
Assessment Scholaship
External: Three hour examination
music
music (leVel 1)Desciption
Level1Musicaimstoprovidestudentswithskillsin
performance, composition, score reading, aural and
music research. Students will have access to music-writing software and will be expected to be involved in
a music group in the school.
Peequisites
It is advisable that students have reached Grade 2 or
equivalent standard on their performance instrument.
Grade 2 Theory is also desirable. Discretionary entry
will be given by the Head of Faculty.
Leads to Level 2 Music
music (leVel 2)Desciption
This course leads directly on from Level 1 Music in
which students perform, compose, gain greater aural
and scorereading skills and learn about music in
different contexts.
Peequisites
Preference will be given to students with a minimum
of 15 credits in Level 1 Music. Grade 4 or equivalent
reached on the students performance instrument is
also desirable. Discretionary entry will be given by the
Head of Faculty.Leads to Level 3 Performance Music, Level 3 Music
Studies
contemporary musicAt Levels 2 and 3 students will be given the opportunity
to acquire knowledge and skills associated with the
contemporary NZ Music Industry.
Desciption
Students will have the chance to:
attend workshops and work with contemporary
rock/popartists.
acquireandperfectperformance,recording,editing
andmixingmusicskills.
acquire songwriting and arranging skills while
workingwith a rangeof music technologiesand
equipment.
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performance music (leVel 3)Desciption
Students will choose this course if they wish to
specialize in Performance or Composition. The
externalexaminationtestsauralskillsandknowledge
of harmonic analysis (chords). All students will need
to:
1. perform in a group
2. arrange a piece of music
They then decide whether they will be solo performers
or composers.
Peequisites
Preference will be given to students with a minimum of
15 credits in Level 2 Music including Solo Performance
or Grade 5 standard reached on performance
instrument (including voice). Grade 5 Music Theory
or equivalent is also desirable. Discretionary entry will
be offered by the Head of Faculty.
general information for
music (leVel 3)Candidates may choose either course option or design
their own course, selecting a mixture of Achievement
Standards from Music Studies and Music Performance.
music studies (leVel 3)Desciption
This course is for students who do not wish to
perform or compose, but are deeply interested in how
music shapes our world. It includes a major research
assignment where students will delve into an area of
music which interests them. Students will need to have
a very good grasp of music theory and of the history
of musical styles.
Peequisites
Preference will be given to students with a minimum 15
credits in Level 2 Music including Solo Performance or
Grade 5 standard reached on a performance instrument
and/orMusicTheory.Discretionaryentrancewillbe
offered by the Head of Faculty.
Caee Oppotunities
Arts Administration, Composer, Performer, Recording
in Advertising / TV / Film Industry, OrchestralPlaying.
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health & physical education
In Health and Physical Education, students learn about their own well-being, and that of others and society, in health-related
and movement contexts.
What is Health and Physical Education about?In health and physical education, the focus is on the
wellbeing of the students themselves, of other people,
and of society through learning in health-related and
movement contexts.
Four underlying and interdependent concepts are at the
heart of this learning area:
Hauora a Mori philosophy of well-being that
includes the dimensions taha wairua, taha hinengaro,
tahatinana,andtahawhnau,eachoneinuencingand
supporting the others.
Attitudesandvaluesapositive,responsibleattitude
on the part of students to their own well-being;
respect, care, and concern for other people and the
environment; and a sense of social justice.
Thesocio-ecologicalperspectiveawayof viewing
and understanding the interrelationships that exist
between the individual, others, and society.
Healthpromotiona process thathelpstodevelop
and maintain supportive physical and emotional
environments and that involves students in personaland collective action.
Why study in this leaning aea?
Through learning and by accepting challenges in health
related and movement contexts, students reect on
the nature of well-being and how to promote it. As
they develop resilience and a sense of personal and
social responsibility, they are increasingly able to take
responsibility for themselves and contribute to the well-
being of those around them, of their communities, of
their environments (including natural environments), andof the wider society.
Thislearningareamakesasignicantcontributiontothe
well-being of students beyond the classroom, particularly
when it is supported by college policies and procedures
and by the actions of all people in the college community.
year 9 - 10 The main focus of the Year 9 and 10 programmes
in Physical Education and Health are to develop:
motorskills throughawide rangeof activities, skills
and attitudes needed to maintain and improve your
personalhealthand/orphysicaldevelopmentandthe
expertise that improves your relationships with other
people. It is hoped that you enjoy yourself and develop
positive attitudes towards physical activity. The Health
programmes will cover a range of topics to enhance
well-being.
physical education (leVel 1)Desciption
Students will be offered the opportunity to experience
and participate in a wide range of physical activities
in a variety of contexts. They will study how the body
moves and responds to physical activity, as well as learn
todeveloptheirinterpersonalskillsandleadershipin
a variety of settings. The main focus of this year is to
equipstudentswiththenecessaryskillstomaintainanddevelop their personal wellbeing, both now and in the
future, as well as prepare them for future academic and
vocational opportunities.
Leads to Level 2 Physical Education
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physical education (leVel 2)Desciption
Students will be offered the opportunity to experience
and participate in a wide range of physical activities.
They will study relationships between regular exercise
and tness and health. They will examine anatomy,
biomechanics and exercise physiology, and how they
relate to activity. Students will explore and develop
leadershipandsafetyskillsinavarietyof settingsand
improve their performance of a variety of sports.
This course will prepare students for future academic
and vocational opportunities. Preference will be given
to students with a minimum of 14 credits at Level 1
Physical Education, English or Science. This course
may be started at Level 2 without having done the
Level 1 course with evidence of sporting activity and
academic achievement.
Leads to Level 3 Physical Education
physical education (leVel 3)Desciption
Students will participate in and experience a wide range
of tnessandsportingactivities.
They will
demonstrateperformance inbadmintonandrock
climbing against National Standards
plan and evaluate a programme for performance
improvement in Badminton
examine activity levels and the impact on New
Zealand Society
plananoutdooreducationexperience
The main focus of the course is to develop personal
wellbeing. The emphasis is on personal responsibility
and organisation. A high level of commitment is
required.
Peequisites
Preference will be given to students with a minimum of
15 credits at Level 2 Physical Education. This coursemay be started at Level 3 without having done the
Level 2 course with evidence of sporting activity and
academic achievement.
Caee Oppotunities
Fitness/Leisure Industry, Sports Administration,
Sports Science, Rehabilitation, Teaching, Physiotherapy,
Coaching.
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learning languages
In Learning Languages, students learn to communicate in an additional language, develop their capacity to learn further
languages, and explore different world views in relation to their own.
What is Leaning Languages about?
Learning a new language provides a means of
communicating with people from another culture and
exploring ones own personal world.
Languagesareinseparablylinkedtothesocialandcultural
contexts in which they are used. Languages and cultures
playakeyroleindevelopingourpersonal,group,national,
and human identities. Every language has its own ways of
expressing meanings; each has intrinsic value and special
signicanceforitsusers.
Thislearningareaprovidestheframeworkfortheteaching
and learning of languages that are additional to the
language of instruction. Level 1 of the curriculum is the
entrylevelforstudentswithnopriorknowledgeofthe
language being learned, regardless of their school year.
Why study a language?
Languages link people locally and globally. They are
spokeninthecommunity,usedinternationally,andplaya role in shaping the world. Oral, written, and visual
formsof languagelinkustothepastandgiveusaccessto
new and different streams of thought and to beliefs and
cultural practices.
TereoMoriandNewZealandSignLanguage(NZSL)
areofciallanguagesofNewZealand.BecauseofNew
Zealandscloserelationshipswiththepeoplesof thePacic,
Pasikalanguagesalsohaveaspecialplace.Bylearning
an additional language and its related culture(s), students
come to appreciate that languages and cultures are systems
that are organised and used in particular ways to achieve
meaning. Learning a new language extends students
linguistic and cultural understanding and their ability to
interactappropriatelywithotherspeakers.Interactionin
a new language, whether face to face or technologically
facilitated,introducesthemtonewwaysof thinkingabout,
questioning, and interpreting the world and their place in
it.Throughsuchinteraction,studentsacquireknowledge,
skills,andattitudesthatequipthemforlivinginaworld
of diverse peoples, languages, and cultures. As they movebetween, and respond to, different languages and different
cultural practices, they are challenged to consider their
own identities and assumptions.
As they learn a language, students develop their
understanding of the power of language. They discover
newwaysof learning,newwaysof knowing,andmore
about their own capabilities. Learning a language provides
students with the cognitive tools and strategies to learn
further languages and to increase their understanding of
their own language(s) and culture(s).
year 9 - 10 All students learn a language at Year 9 and Year 10
level. They can choose between French, Japanese,
SpanishorTeReoMori.
At Year 9 level the aim is for the students to understand
and use familiar expressions and everyday vocabulary,
and to interact in a simple way in supported situations.
At Year 10 students are encouraged to continue with
the language they studied in Year 9 but may choose to
change their language provided they complete a self-guided summer study programme to cover the Year
9 course. At Year 10 level the aim is for the students
to understand and construct simple texts using their
knowledgeof thetargetlanguage,describeaspectsof
theirownbackgroundandimmediateenvironment.
At both Year levels students will cover the four
language skills of Listening, Reading, Writing
and Speaking. Inherent to language learning is a
deepening of intercultural understanding. The main
keycompetenciesinLanguagesareafocusonusinglanguage, symbols and texts and relating to others.
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french
french (leVel 1)Desciption
Students are provided with an opportunity to explore the
language and culture using a communicative approach
through the skillsof listening, speaking, reading and
writing. All students have the opportunity to enter
theNationalFrenchSpeakingCompetitionorganised
by the Alliance Franaise. Topics include Family,
Daily Life, Schooling and Holidays. Students learn to
understand and produce more complex language. They
learn to communicate beyond the immediate context,
for example, about past and future events. Students
learn to understand and produce a variety of text types.
Communicate information, ideas and opinions
through different text types. Expressandrespondtopersonalideasandopinions.
Communicateappropriatelyindifferentsituations.
Understandwaysinwhichthe targetlanguageand
culture(s) are organised for different purposes.
Peequisites
Preference will be given to students who have two years
of French. Discretionary entry will be offered by the
Head of Faculty.
Leads to Level 2 French
french (leVel 2)Desciption
Students adopt a more focused approach in grammar and
vocabulary and are introduced to some French literature
andlm.Frenchcontinuestobeafocalpointincluding
intensive oral practice. All students have the opportunity
to enter the National French Speaking Competition
organised by the Alliance Francaise. Topics covered
include Young People and Family, Environment, Future
Plans, Travel and Leisure. Students learn to use languagevariably and effectively to express and justify their own
ideas and opinions and support or challenge those of
others. They learn to use and identify the linguistic and
cultural forms that guide interpretation and enable them
to respond critically to texts.
Communicate information, ideas and opinions
through increasingly complex and varied texts.
Exploretheviewsof others,developingandsharing
personal perspectives.
Engage in sustained interaction and produce
extended text.
Analysewaysinwhichthetargetlanguageisorganised
in different texts and for different purposes.
Explorehowlinguisticmeaningisconveyedacross
languages.
Analysewaysinwhichthetargetculture(s)is(are)
organised for different purposes and for different
audiences.
Analysehowtheuseof thetargetlanguageexpresses
cultural meanings.
Peequisites
Preference will be given to students who have gained
credits in Level 1 French. Discretionary entry will be
offered by the Head of Faculty.
Leads to Level 3 French
french (leVel 3)Desciption
Students develop the ability to express themselves more
fullyinthelanguage.Studentslookin-depthattopics
such as: French Family Life, Social Problems, New
ZealandandFrenchspeakingcountriesandthefamousFrench novel Le Petit Prince by St Exupry. All
students have the opportunity to enter the National
FrenchSpeakingCompetitionorganisedbytheAlliance
Francaise.
Students learn to use language variably and effectively
to express and justify their own ideas and opinions and
support or challenge those of others. They learn to use
and identify the linguistic and cultural forms that guide
interpretation and enable them to respond critically to
texts.
Communicate information, ideas and opinions
through increasingly complex and varied texts.
Exploretheviewsof others,developingandsharing
personal perspectives.
Engage in sustained interaction and produce
extended text.
Analyse ways in which the target language is
organised in different texts and for different
purposes.
Explorehowlinguisticmeaningisconveyedacross
languages.
Analysewaysinwhichthetargetculture(s)is(are)
organised for different purposes and for different
audiences.
Analysehowtheuseof thetargetlanguageexpresses
cultural meanings.
Peequisites
Preference will be given to students who have gained
credits in Level 2 French. Discretionary entry will be
offered by the Head of Faculty.
Caee OppotunitiesInternational Business, International Law, Diplomatic
Service, Tourism and Hospitality, Translator/
Interpretation Education.
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german
german (leVel 3)Desciption
Students develop the ability to express themselves more
fully in the language and are introduced to some
German literature. Students look in depth at topics
such as Foreigners, the Environment, School and
Future Plans. All students have the opportunity to
enter the Goethe Society examinations organised by the
UniversityofAuckland.Studentslearntouselanguage
variably and effectively to express and justify their own
ideas and opinions and support or challenge those of
others. They learn to use and identify the linguistic and
cultural forms that guide interpretation and enable
them to respond critically to texts.
Communicate information, ideas and opinionsthrough increasingly complex and varied texts.
Exploretheviewsof others,developingandsharing
personal perspectives.
Engage in sustained interaction and produce
extended text.
Analyse ways in which the target language is
organised in different texts and for different
purposes.
Explorehowlinguisticmeaningisconveyedacross
languages.
Analysewaysinwhichthetarget culture(s) is(are)
organised for different purposes and for different
audiences.
Analysehowtheuseof thetargetlanguageexpresses
cultural meanings.
Peequisites
Preference will be given to students who have gained
credits in Level 2 German. Discretionary entry will be
offered by the Head of Faculty.
Caee Oppotunities
International Business, International Law, DiplomaticService, Tourism and Hospitality, Translator/
Interpretation, Education.
Japanese
Japanese (leVel 1)Desciption
The course continues the study of communication
functions, grammar, culture and the Japanese script.Topics covered include Japanese Schools, My town
and Getting around, Travel and Holidays, My friends
birthdayshopping,eatingout,etc.
Students learn to understand and produce more
complex language. They learn to communicate beyond
the immediate context, for example, about past and
future events. Students learn to understand and produce
a variety of text types.
Communicate information, ideas and opinions
through different text types.
Expressandrespondtopersonalideasandopinions. Communicateappropriatelyindifferentsituations.
Understandwaysinwhichthetargetlanguageand
culture(s) are organised for different purposes.
Peequisites
Preference will be given to students who have two years
of Japanese.Discretionaryentrywillbeofferedbythe
Head of Faculty.
Leads toLevel2Japanese
Japanese (leVel 2)Desciption
This course continues the study of the Japanese
script and extends grammar and vocabulary. There is
a focus on developing listening and reading (receptive
skills), speaking and writing (productive skills) and
communicationandconversationskills.Topicscovered
includeFamilyLife,EatingandDrinking,SchoolLife
and Leisure Activities.
Students learn to use language variably and effectively
to express and justify their own ideas and opinions and
support or challenge those of others. They learn to use
and identify the linguistic and cultural forms that guide
interpretation and enable them to respond critically to
texts.
Communicate information, ideas and opinions
through increasingly complex and varied texts.
Exploretheviewsof others,developingandsharing
personal perspectives.
Engage in sustained interaction and produce
extended text. Analyse ways in which the target language is
organised in different texts and for different
purposes.
Explorehowlinguisticmeaningisconveyedacross
languages.
Analysewaysinwhichthe targetculture(s)is(are)
organised for different purposes and for different
audiences.
Analysehowtheuseof thetargetlanguageexpresses
cultural meanings.
Peequisites
Preference will be given to students who have gained
creditsinLevel1Japanese.Discretionaryentrywillbe
offered by the Head of Faculty.
Leads toLevel3Japanese
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spanish
spanish (leVel 1)Desciption
Students are provided with an opportunity to explore the
language and culture using a communicative approach
through the skillsof listening, speaking, reading and
writing. Topics include Family, Leisure time, School and
Holidays. Students learn to understand and produce
more complex language. They learn to communicate
beyond the immediate context, for example, about past
and future events. Students learn to understand and
produce a variety of text types.
Japanese (leVel 3)Desciption
Studentsdeveloptheskillsneededtounderstandand
use Japanese to communicate effectively. Students
extend their comprehension and production skills
through aural, written, reading and oral tasks and
communicative activities. Topics covered include Land
and People, Travel and Tourism, Communication and
theMediaandWorkinginJapan.
Students learn to use language variably and effectively
to express and justify their own ideas and opinions and
support or challenge those of others. They learn to use
and identify the linguistic and cultural forms that guide
interpretation and enable them to respond critically to texts.
Communicate information, ideas and opinions
through increasingly complex and varied texts.
Exploretheviewsofothers,developingandsharingpersonal perspectives.
Engage in sustained interaction and produce
extended text.
Analyse ways in which the target language is
organised in different texts and for different
purposes.
Explorehowlinguisticmeaningisconveyedacross
languages.
Analysewaysinwhichthe targetculture(s) is(are)
organised for different purposes and for different
audiences. Analysehowtheuseof thetargetlanguageexpresses
cultural meanings.
Peequisites
Preference will be given to students who have gained
creditsinLevel2Japanese.Discretionaryentrywillbe
offered by the Head of Faculty.
Caee Oppotunities
International Business, International Law, Diplomatic
Service, Tourism and Hospitality, Translation /
Interpretation, Education.
Communicate information, ideas and opinions
through different text types.
Expressandrespondtopersonalideasandopinions.
Communicateappropriatelyindifferentsituations.
Understandwaysinwhichthetargetlanguageand
culture(s) are organised for different purposes.
Peequisites
Preference will be given to students who have two years
of Spanish. Discretionary entry will be offered by the
Head of Faculty.
Leads to Level 2 Spanish
spanish (leVel 2)Desciption
Students adopt a more focused approach in grammar
and vocabulary in order to extend their comprehension
and production skills. Topics covered include NewZealand, Youth Problems, Future Plans and Health.
Students learn to use language variably and effectively
to express and justify their own ideas and opinions and
support or challenge those of others. They learn to use
and identify the linguistic and cultural forms that guide
interpretation and enable them to respond critically to
texts.
Communicate information, ideas and opinions
through increasingly complex and varied texts.
Exploretheviewsof others,developingandsharingpersonal perspectives.
Engage in sustained interaction and produce
extended text.
Analyse ways in which the target language is
organised in different texts and for different
purposes.
Explorehowlinguisticmeaningisconveyedacross
languages.
Analysewaysinwhichthetargetculture(s)is(are)
organised for different purposes and for different
audiences.
Analysehowtheuseof thetargetlanguageexpresses
cultural meanings.
Peequisites
Preference will be given to students who have gained credits
in Level 1 Spanish. Discretionary entry will be offered by
the Head of Faculty.
Leads to Level 3 Spanish.
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TE REO MORI
TE REO MORI (LEVEL 1)Desciption
Students develop listening (whakarongo), speaking
(korero),reading(panui)andwriting(tuhituhi)skillsinTeReoMorionarangeoftopics.Moriculture(tikanga)is
an important aspect of the course. Topics covered include
KoAhautekaupapa(speakingaboutyourself),Temoana
(visitingtheseaside),NgtuaMori(Morigods),Mahi
Whakangahau(hobbies).
Peequisites
Year 10 Mori or equivalent. Te Reo Mori at NCEA
Level 1 is open to students from Years 11, 12 or 13 with
the approval of the Head of Faculty and provided they
complete a self-guided summer study programme.
Leads toLevel2TeReoMori
TE REO MORI (LEVEL 2)Desciption
Students continue to develop skills in whakarongo,
korero,panuiandtuhituhi.Agreateremphasisisplaced
on oral development with the expectation that Te Reo
willbespokenmostof thetime.Arangeof kiwahaand
whakataukiwillbecovered.Tikangaisalsoanimportant
component of the course.
Topics covered include:
Te Kawa o te Marae (marae protocol including
whaiko-rero)
Nga-MahiWhakangahau(leisureactivities)
TeAoHurihuri(TeReointhemodernworld)
TeHaerenga(Travel).
Peequisites
Credits fromTeReoMoriLevel1orequivalent. This
Level 2 course is open to students from Years 11, 12 or
13 with the approval of the Head of Faculty and provided
they complete a self-guided summer study programme.
Leads to Level3TeReoMori
TE REO MORI (LEVEL 3)Desciption
Students continue to develop skills in whakarongo,
korero,panuiandtuhituhi.Agreateremphasisisplaced
on oral development with the expectation that Te Reo
willbespokenmostof thetime.Arangeof kiwahaandwhakataukiwillbecovered.Tikangaisalsoanimportant
component of the course.
Topics covered include:
Nga-Paho-Mori (the portrayal of Mori in the
media including television and newspapers)
Nga-Mahi o Nga-Tupuna: Haka, Waiata-a-ringa,
Moteatea (ancient arts of the ancestors including
haka,waiata-a-ringamoteatoa)
Nga-Take Hauora monga -Rangitahi i Enei Ra-
(health issues that effect young people today)
Peequisites
CreditsfromTeReoMoriLevel2orequivalent.
Caee Oppotunities
Broadcasting, Journalism, Politics, Education, Tourism,
Translation, Public and Private Sector Policy Analysis,
Historical Research.
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mathematics & statisticsIn Mathematics and Statistics, students explore relationships in quantities, space, and data and learn to express these
relationshipsinwaysthathelpthemtomakesenseoftheworldaroundthem.
year 9 - 10
The new curriculum has grouped mathematics intothreestrandsandourcoursesreectthese:
1. Number and Algebra. This involves calculating,
estimating, generalising and patterning.
2. Geometry and Measurement. Properties and
symmetries of shapes, as well as quantifying
attributes of objects using appropriate units and
instruments.
3. Statistics. Collecting, using and presenting data and
what the data shows.
Students are tested prior to each topic and that prior
knowledgeisusedtoinformtheteachingprogramme.
Studentsareencouragedtodeveloptheabilitytothink
creatively, critically, strategically and logically.
year 11Students must do one of the following two courses in
2012, unless they have completed the course at Year 10.
Year 10 students will be selected for NCEA Level 1 at
the discretion of the Head of Faculty.
mathematics (leVel 1)Desciption
This course offers study of the strands of Number,
Algebra, Measurement, Geometry, Statistics and
Probability and Trigonometry.
Peequisites
Level 1 Mathematics is a compulsory subject.
Leads to Level 2 Mathematics.
mathematics for numeracy
(leVel 1)Desciption
This course is designed to assist students to achieve
Numeracy of 10 credits required for a Level 1 NCEA
Certicate.
PeequisitesEntrance to this course will be at the discretion of the
Head of Faculty.
What is Mathematics and Statistics about?
Mathematics is the exploration and use of patterns and
relationships in quantities, space, and time. Statistics is
the exploration and use of patterns and relationships in
data. These two disciplines are related but different ways
of thinkingandof solvingproblems.Bothequipstudents
with effective means for investigating, interpreting,
explaining,andmakingsenseof theworldinwhichthey
live.
Mathematicians and statisticians use symbols, graphs, and
diagrams tohelp themnd and communicate patternsand relationships, and they create models to represent
both real-life and hypothetical situations. These situations
aredrawnfromawiderangeof social,cultural,scientic,
technological, health, environmental, and economic
contexts.
Why study Mathematics and Statistics?
By studying mathematics and statistics, students develop
the ability to think creatively, critically, strategically, and
logically. They learn to structure and to organise, to
carry outprocedures exibly andaccurately, toprocessand communicate information, and to enjoy intellectual
challenge.
By learning mathematics and statistics, students develop
other important thinking skills. They learn to create
models and predict outcomes, to conjecture, to justify and
verify,andtoseekpatternsandgeneralisations.Theylearn
to estimate with reasonableness, calculate with precision,
and understand when results are precise and when they
must be interpreted with uncertainty. Mathematics and
statistics have a broad range of practical applications in
everydaylife,inotherlearningareas,andinworkplaces.
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mathematics (leVel 2)Desciption
Topics studied include Algebra, Graphs, Calculus,
Trigonometry, Statistics and Probability. Credits will
be gained from Achievement Standards.
Peequisites
Students need a minimum of 10 credits in the NCEA
Level 1 Mathematics examination. Other students
who wish to continue Mathematics in Level 2 may be
offered a reduced Level 2 programme.
Leads to Level 3 Statistics and Modelling, Level 3
Mathematics with Calculus.
statistics and modelling
(leVel 3)Desciption
The course extends the development of Algebra,Probability, Probability Distributions and Statistical
Methods to analyse data as well as the application of
Mathematical Models.
Peequisites
Preference will be given to students who have a
minimum of 15 credits in Level 2. Discretionary entry
will be offered by the Head of Faculty.
Caee Oppotunities
Market Research, Policy Analyst,Medical Research,
Quality Control, Genetics Research. This is
foundational for most University courses.
mathematics with calculus
(leVel 3)Desciption
Justoverhalf thecourseismadeupofextensionand
development of Calculus. The remaining topics are
Algebra, Trigonometry and Coordinate Geometry.
Peequisites
Preference will be given to students who have a
minimum of 15 credits in Level 2 Mathematics.
Discretionary entry will be offered by the Head of
Faculty.
Caee Oppotunities
Actuary, Operations Research, Mathematician,
E