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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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


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.


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.


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


16/6416

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





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





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


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.


17/6417

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


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


applications.

Peequisites


12 credits in NCEA Level 2 Painting/Printmaking,however discretionary entry will be offered by the

Head of Faculty.

NomorethantwoVisualArtscoursesaretobetaken


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


12 credits in NCEA Level 2 Photography, however


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


applications.

Peequisites


12 credits in NCEA Level 2 Painting/Printmaking,

however discretionary entry will be offered by the

Head of Faculty.NomorethantwoVisualArtscoursesaretobetaken


Caee Oppotunities

Printmaker,BookIllustrator,GraphicDesigner,Gallery

Curator, Interior Designer.


18/6418

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


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


of Excellence grades at Level 2 Design, Photography

orPainting/Printmakingbutdiscretionaryentrywillbe


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.


19/6419


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


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


20/6420

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.


21/6421

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


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


Caee Oppotunities

Arts Administration, Composer, Performer, Recording

in Advertising / TV / Film Industry, OrchestralPlaying.


22/6422

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


23/6423


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


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


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.


24/6424

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.


25/6425

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


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.


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


Leads to Level 3 French


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.






extended text.

Analyse ways in which the target language is

organised in different texts and for different

purposes.


languages.



audiences.


cultural meanings.

Peequisites


credits in Level 2 French. Discretionary entry will be


Caee OppotunitiesInternational Business, International Law, Diplomatic

Service, Tourism and Hospitality, Translator/

Interpretation Education.


26/6426

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.




extended text.



purposes.


languages.

Analysewaysinwhichthetarget culture(s) is(are)


audiences.


cultural meanings.

Peequisites


credits in Level 2 German. Discretionary entry will be


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.


through different text types.

Expressandrespondtopersonalideasandopinions. Communicateappropriatelyindifferentsituations.

Understandwaysinwhichthetargetlanguageand


Peequisites


of Japanese.Discretionaryentrywillbeofferedbythe

Head of Faculty.

Leads toLevel2Japanese


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.






texts.






extended text. Analyse ways in which the target language is


purposes.


languages.

Analysewaysinwhichthe targetculture(s)is(are)


audiences.


cultural meanings.

Peequisites


creditsinLevel1Japanese.Discretionaryentrywillbe


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.


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.





interpretation and enable them to respond critically to texts.



Exploretheviewsofothers,developingandsharingpersonal perspectives.


extended text.



purposes.


languages.

Analysewaysinwhichthe targetculture(s) is(are)


audiences. Analysehowtheuseof thetargetlanguageexpresses

cultural meanings.

Peequisites


creditsinLevel2Japanese.Discretionaryentrywillbe


Caee Oppotunities

International Business, International Law, Diplomatic

Service, Tourism and Hospitality, Translation /

Interpretation, Education.


through different text types.

Expressandrespondtopersonalideasandopinions.

Communicateappropriatelyindifferentsituations.

Understandwaysinwhichthetargetlanguageand


Peequisites


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.






texts.



Exploretheviewsof others,developingandsharingpersonal perspectives.


extended text.



purposes.


languages.



audiences.


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


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


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.


29/6429

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.


30/6430

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


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


minimum of 15 credits in Level 2 Mathematics.


Faculty.

Caee Oppotunities

Actuary, Operations Research, Mathematician,

E

curriculum booklet 2012

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