Baradene College Curriculum Document

 
Baradene College Curriculum Document
Baradene College
    Curriculum Document

                    2019
Baradene College Curriculum Document
2
Baradene College Curriculum Document
CONTENTS

                                                      Page
Introduction                                             4
Learning Area Pathways 7 to 13                           8
Learning Areas
                 Year 7 - 10                             9
                 Year 7 & 8 Faculty                     10
                 Commerce                           11 - 13
                 English                            14 - 16
                 Health & Physical Education        17 - 18
                 Learning Languages                 19 - 23
                 Mathematics & Statistics           24 - 26
                 Performing Arts                    27 - 30
                 Religious Education                    27
                 Science                            28 - 32
                 Social Sciences                    33 - 35
                 Technology                         36 - 40
                 The Arts
                    Performing Arts                 41 - 44
                    Visual Arts                     45 - 48
                 Career Pathways                        49
                 Planning your programme                50
                 Staff who can assist in planning       51

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Baradene College Curriculum Document
BARADENE COLLEGE OF THE SACRED HEART
 & THE NEW CURRICULUM… A GUIDE

Educating for the 21st Century involves ‘new’ knowledge and                    We, at Baradene, have worked on our strategic vision in line
‘new’ ways of knowing. Education must be for a life of                         with this document and the tradition of Sacred Heart
learning and relearning. The traditional view of learning and                  education. For teachers, parents and students there are some
knowledge as a set of universal truths bound into a framework                  important messages about how learning will look, and what
of disciplines has been surpassed by the view that knowledge                   learning will take place, as we continue to prepare our young
and understanding through learning must be something                           women for their future.
dynamic, fluid and a process of making something new.

 Catching The Knowledge Wave by Jane Gilbert
 asserts that: … education will encourage students to learn knowledge           THE NEW ZEALAND
 from traditional disciplines, not in order to store it away for future use,    CURRICULUM
 to reproduce it or add to it, but to do things with it, to remake it in
 new ways.
                                                                               The New Zealand Curriculum, based on national and
                                                                               international research, after a thorough process of consultation
With this is mind and being aware of international and                         with educators and the wider community, has identified
national trends in education, along with the needs of a global                 common values to be encouraged, modelled and explored:
and national economy, our students need to develop a breadth                   excellence; innovation; inquiry and curiosity; diversity; equity;
of knowledge and understandings and have flexibility of                        community and participation; ecological sustainability; integrity
choice in taking up a range of learning possibilities.                         and respect.

At Baradene College of the Sacred Heart we believe that                        Baradene has aligned and embraced these values of the New
holistic education starts with the individual. We respect the                  Zealand Curriculum with its own core values.
gifts and talents of each student and we set out to discover
them. We know, as educators, that students succeed at school
by first discovering and understanding their strengths and then
building upon them. With this approach, not only will our
students enjoy their learning and experience success, but they
will also learn to take on the challenges of learning that they
find more difficult.

 The New Zealand Curriculum is a clear statement of what we deem
 important in education. It takes as its starting point a vision of our
 young people as lifelong learners who are confident and creative,
 connected, and actively involved. It includes a clear set of principles on
 which to base curriculum decision making. It sets out values that are
 to be encouraged, modelled, and explored. It defines five key
 competencies that are critical to sustained learning and effective
 participation in society and that underline the emphasis on lifelong
 learning.
               Karen Sewell, Secretary for Education, 2009
              The New Curriculum, Ministry of Education

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Baradene College Curriculum Document
KEY COMPETENCIES                                                                    LEARNING AREAS
In order to live, learn, work and contribute as active members                   The New Zealand Curriculum specifies eight learning areas,
of communities, the New Zealand Curriculum identifies                            each with its own achievement objectives …
competencies that all young people will need. They are:
thinking; using language, symbols and text; managing                                         English, the arts, health and physical education,
self; relating to others; and participating and                                           learning languages, mathematics and statistics, science,
contributing.                                                                                           social sciences, technology.

As a college, we have been weaving the Habits of Mind that                       The intention is that learning be broad and general, laying
have been actively used by teachers and students into these key                  foundations for later specialisation in your daughter’s learning
competencies. Our teachers now give explicit opportunities                       journey. Our college will provide the learning contexts that
for these competencies to be used, practised and reflected                       best suits the needs and aspirations of our college community.
upon in learning programmes.                                                     Central to all learning areas is language with its specialisation
                                                                                 and students’ response to language. Our college now presents
As parents, you can expect to see the language of the                            a Baradene Curriculum that endeavours to meet the ongoing
competencies reflected in both your daughter’s and teacher’s                     curriculum needs of your daughter and the demands of the
evaluation of her learning journey.                                              New Zealand Curriculum.

                          In English, students study, use, and enjoy language and
                          literature communicated orally, visually, or in writing.

          In the Arts, students explore, refine, and communicate ideas
          as they connect thinking, imagination, senses, and feelings to
          create works and respond to the works of others.

      In Health and Physical Education, students learn
      about their own well-being, and that of others and
      society, in health-related and movement contexts.

  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.

       In Mathematics and Statistics, students explore
       relationships in quantities, space, and data and learn to
       express these relationships in ways that help them to
       make sense of the world around them.

           In Science, students explore how both the natural and
           physical world and science itself work so that they can
           participate as critical, informed, and responsible citizens
           in a society in which science plays a significant role.

                          In Social Sciences, students explore how societies work
                          and how they themselves can participate and take action as
                          critical, informed, and responsible citizens.

                                                  In Technology, students learn to be innovative developers of
                                                  products and systems and discerning consumers who make a
                                                  difference in the world.

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Baradene College Curriculum Document
TEACHING & LEARNING IN THE NEW ZEALAND 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 reflective thought and action; enhance the relevance of new learning; facilitate shared
learning; make connections to prior learning and experience; provide sufficient opportunities to learn; make teaching as inquiry.

The New Zealand Curriculum recommends the model of teacher as facilitator, as learning coach, no longer the traditional style of
lecturer, pouring content and knowledge into young people. This means that the college will engage in more student group work,
student research/inquiry, individual learning programmes with experts from beyond the classroom and many different resources and
topics.

Our staff professional development programme reflects this teaching and learning commitment as expressed in our new Strategic Plan
2013- 2018 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.

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Baradene College Curriculum Document
e-LEARNING
Learning supported by or facilitated by ICT will increasingly
be explored by this curriculum as a way to open up new and                   AUTHENTIC LEARNING
different ways of learning, for example, enabling students to                EXPIRENCES
make connections by exploring new learning environments or
by facilitating the creation of shared learning communities
beyond the classroom walls.                                                 We encourage, and will continue to encourage the many
                                                                            learning experiences that are provided for our students outside
Another of our College’s Strategic Plan objectives supports                 the classroom. There are many learning experiences that see
these curriculum and learning possibilities:                                our students acquire new knowledge, through real life
                                                                            contexts. As a College, we will continue to focus on our
Embrace ICT to Support the Building of a
                                                                            programme development in this area. Some examples of
Learning Community
                                                                            authentic learning experiences that we currently provide are:
• Provide support that enables teachers to embrace
  e-learning for the best delivery of curriculum (PLD, Hardware,            • Model United Nations Assembly
  Software, e-learning Facilitators.)                                       • Year 11 Social Awareness programme
                                                                            • Overseas exchanges
                                                                            • Outward Pursuits Centre
                                                                            • Overseas trips
                                                                            • Stage Challenge
                                                                            • Coding

                                                                            These are the real opportunities that underpin the New
 THEMED LEARNING                                                            Zealand Curriculum with its vision of sustainable learning for
                                                                            young people that enables them to leave school, confident and
 CONTEXTS
                                                                            active as lifelong learners.

Our Five Goals of Sacred Heart education, along with the
                                                                            The tradition of Sacred Heart education means, A Deep Respect
values of the New Zealand Curriculum, provide teachers with
                                                                            for Intellectual Values. “We bring up the children for the future, not for
a context to explore today’s issues. For your daughter, such
                                                                            the present, not that we may enjoy the fruit of our work, but for others, for
themed learning contexts provide a platform to think critically
                                                                            God, for the church, for their parents, for their home life. … therefore it is
and to solve problems for the future. Such themes may include
                                                                            better to begin a great work than to finish a small one.”
Enterprise and Globalisation, Sustainability, Citizenship,
                                                                                                                                M Monahan RSCJ
Diversity, Ethics and the Common Good.

 INTER-LEARNING AREAS
The Baradene Curriculum takes up the 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
                                                                            Mrs Sandy Pasley,
topics or themes across subject or faculty areas. This means
                                                                            Principal
students can explore from varying perspectives, knowledge
                                                                            BSc, PG Dip (Chem),
and ideas that enrich their understandings and often provide
                                                                            Dip Tchg, Dip Ed,
them with new insights.
                                                                            MEd Admin (Hons)

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Baradene College Curriculum Document
LEARNING AREA PATHWAYS 7 - 13

                                                                                        NCEA ACHIEVEMENT STANDARDS / UNIT STANDARDS

LEARNING AREA                    Year 7/8         Year 9           Year 10              Year 11 / LEVEL 1    Year 12 / LEVEL 2      Year 13 / LEVEL 3

RELIGIOUS EDUCATION              RE               RE               RE                   RE                   RE                     RE

ENGLISH                          English          English          English              English              English                English
                                                                                                                                    English Shakespeare
                                 Junior ESOL      ESOL             ESOL                 Senior ESOL          Senior ESOL            Senior ESOL

COMMERCE                                                           Business Studies     Accounting           Accounting             Accounting
                                                                                        Economics            Economics              Economics

THE ARTS

PERFORMING ARTS                  Music            Music            Music                Music                Music                  Music
                                 Dance/Drama      Dance/Drama      Dance                Dance                Dance                  Dance
                                                                   Drama                Drama                Drama                  Drama
                                                                                        Media Studies        Media Studies          Media Studies
VISUAL ARTS                      Visual Art       Visual Art       Visual Art           Visual Art           Art History            Art History
                                                                                        Design & Photography Design                 Design
                                                                                        Intro                Painting               Painting/Printmaking
                                                                                                             Photography            Photography

HEALTH & PHYSICAL                Health & PE      Health & PE      Health & PE          Physical Education   Physical Education     Physical Education
EDUCATION

LANGUAGES                         Chinese         Chinese          Chinese              Chinese              Chinese                Chinese
Half a year of each in Year 7 & 8 French          French           French               French               French                 French
                                  Spanish         Spanish          Spanish              Spanish              Spanish                Spanish
                                  Te Reo Māori    Te Reo Māori     Te Reo Māori         Te Reo Māori         Te Reo Māori           Te Reo Māori

MATHEMATICS &                    Mathematics      Mathematics      Mathematics          Mathematics          Mathematics            Mathematics
STATISTICS                                                                              -for Numeracy        - Alternative          - Alternative
                                                                                                             - towards Calculus     - Calculus
                                                                                                              -towards Statistics   - Statistics
                                                                                                                                    - Calculus Advanced

          SCIENCE                Science          Science          Science              Biological Science   Biology                Biology
                                                                                        Physical Science     Chemistry              Chemistry
                                                                                                             Physics                Physics
                                                                                                                                    Chemistry Advanced

SOCIAL SCIENCES                  Social Studies   Social Studies   Social Studies       Geography            Geography              Geography
                                                                                        History              History                History
                                                                                                             Classical Studies      Classical Studies
                                                                                                             Travel & Tourism*      Travel & Tourism*

TECHNOLOGY                       Technology       Technology       Design & Visual Com Design & Visual Com   Design & Visual Com    Design & Visual Com
                                                                   Coding & Digital    Coding & Digital      Coding & Digital       Coding & Digital
                                                                   Construction &      Construction &        Construction &         Construction &
                                                                   Materials           Materials             Materials              Materials
                                                                   Food & Processing Food & Processing       Food & Processing      Food & Processing

GATEWAY                                                                                                      Gateway*               Gateway*

   Y12 you may choose no more than two subjects marked * for 2019 unless approved by the Dean.
8 Y13 you may choose only one subject marked * unless approved by the Dean.
Baradene College Curriculum Document
LEARNING AREAS

                  “Christian education is the first 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 flower in the world.”

                                                                                                                    Madeleine Sophie Barat

The learning area statements give clear direction to our College’s programmes. These statements determine learning goals relevant to
the needs of our students. Achievement objectives are selected in response to identified student interests and learning needs.

Baradene College 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 student is in her learning,
identifying the next steps she needs to take and facilitating her achievement.

The Curriculum is organised around 10 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. Teachers seek to
foster active, interactive and deep learning approaches so that learners can interact meaningfully within the world in which they live.

                     LEARNING AREAS FOR 7 - 10
                     • Religious Education
                     • English
                     • The Arts (Performing Arts and Visual Arts)
                     • Commerce
                     • Health and Physical Education
                     • Learning Languages (Te Reo Māori, French, Spanish, Mandarin and Japanese)
                     • Mathematics
                     • Social Sciences
                     • Science
                     • Technology

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Baradene College Curriculum Document
YEAR 7 & 8
Year 7 & 8 is comprised of 12 classes, 6 x Year 7 and 6 x Year 8 classes. The emphasis is on providing effective teaching and learning
programmes to meet the needs of each student as they transition from primary education to secondary school. Learning programmes
are created by individual faculties as a result of evidence gathered from continuous testing and observation of students’ needs
throughout the year. Students are encouraged to analyse their own test and achievement information in order to create goals for further
academic improvement. Programmes are developed that support students not only in achieving academic success but also to develop
key competencies (Managing Self, Relating to Others, Participating and Contributing, Using Language, Symbols and Text and
Thinking), which are in line with the values of 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:
                                                                        The Gifted and Talented, identified by the school’s
 English - taught by specialist teachers
                                                                        standardised testing, are offered the opportunity to participate
                                                                        in a timetabled enrichment programme which is challenging
 Mathematics - taught by specialist teachers                            and stimulating.

 Religious Education - taught by specialist teachers                      Extra-curricular opportunities include:
                                                                          • Debating/speech competitions
                                                                          • ICAS competitions
 Social Studies - taught by specialist teachers
                                                                          • Road patrol
                                                                          • Dance groups
 Science - taught by specialist science teachers                          • Sports teams (see separate sports booklet)
                                                                          • Student committees
 Technology - taught by specialist technology teachers                    • Junior Choir Orchestra
                                                                          • Music Academy
                                                                          • School sports days
 Health - taught by specialist teachers
                                                                          • La Fete
                                                                          • Feast of the Sacred Heart performances
 Physical Education - taught by specialist PE teachers                    • Involvement in inter-house competitions
                                                                          • Future problem solving
 Performing Arts - taught by specialist teachers                          • National Young Leaders Day
 (Dance, Drama & Music)                                                   • Kapa Haka Cultural Group

 Visual Arts - taught by specialist teachers
                                                                          Education Outside the Classroom:
                                                                          • Y8 Camp
 Languages - taught by specialist language teachers
                                                                          • Retreats and Masses
 (Te Reo Māori, French, Spanish, Mandarin)
                                                                          • Trips out of the classroom to support learning
                                                                          • Sports Exchanges
Programmes are also designed to cater for students with
diverse needs within the faculty. Baradene has a Learning
Centre to specifically help students needing extra academic
support in the core subjects of English and Mathematics. The
Year 7/8 students who require extra guidance with English are
able to boost their reading levels with a programme called
“Rainbow Reading” facilitated by the teacher aides in the
Learning Centre. For those students requiring extra support in
Mathematics, a specialist Maths tutor works with small groups
of students who have been identified through the school’s
standardised tests as requiring extra tuition in this subject.

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COMMERCE

All students need to be able to understand and make decisions in the financial world we live in. Studying any Commerce subject will
enable the student to make financial decisions for themselves and others.

What is Commerce about?
In Commerce, students explore how the economic and
business world operate. In Accounting, students become
equipped with the ability to make real life financial decisions,
to prepare and communicate financial information to users
and to be accountable to stakeholders for their actions. In
Economics they examine the choices people make about the
use of limited resources to satisfy unlimited wants.
Economics explore issues around sustainability, enterprise,
citizenship and globalisation. Economists are interested in
the factors that influence the well-being of people and aim to
find solutions to improve people’s standard of living.
Business Studies is an introduction to all of these concepts.

Why study Commerce?
Commerce provides many job opportunities in virtually every
sector and therefore prepares the student well for their future
employment and adult life.

 BUSINESS STUDIES - YEAR 10

 Description

 This course introduces students to the business world and
 the practical skills that develop enterprising knowledge and
 practice. It will include a range of business activities, leading
 to students developing their own product and business
 model and applying their product in a market environment.
 It will include the development of personal skills around
 enterprise, financial literacy, teamwork, promotion and
 communication. The course will introduce accounting
 concepts related to the students’ business activities and
 basic understanding of economics, business and consumer
 behaviour from a personal and small business perspective.

 Costs: $20.00 contribution for products and market
 experience (may be returned if product successful).

 Leads to Accounting or Economics

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ACCOUNTING

LEVEL 1                                                           •   Making financial decisions for an individual or group.
The Level 1 course introduces the student to the language         •   Demonstrate understanding of cash management for
and process of accounting and how it is used to provide               small entity.
information on the financial performance of individuals,
                                                                  •   Process financial transactions for a small entity.
households, communities and small businesses. The
objectives of the course are to enable students to:               •   Prepare financial statements for sole proprietors.

 •        Manage the financial affairs of individuals,            •   Prepare financial information for a community
          households, sole proprietors and community                  organisation’s annual general meeting.
          organisations, while acting with integrity.             •   Interpret accounting information proprietors.
 •        Make use of appropriate communication tools and       Prerequisites: Discretionary entry to Level 2 Accounting
          skills to process, report and interpret financial     will be offered by the Teacher in Charge of Accounting.
          information for individuals, households, sole
          proprietors and community organisations.              Leads to Level 3 Accounting

Topics covered include a selection from the following:
                                                                LEVEL 3
 •        Accounting concepts for small entities.
                                                                The Level 3 course further utilises the knowledge,
 •        Making financial decisions for an individual or
                                                                understanding and analysis skills gained in Level 1 and 2
          group.
                                                                Accounting and applies it to the context of partnership and
 •        Demonstrate understanding of cash management          company entities. The course covers Generally Accepted
          for small entity.                                     Accounting Practice (GAAP) including the New Zealand
 •        Process financial transactions for a small entity.    Framework, the New Zealand International Reporting
          Prepare financial statements for sole proprietors.    Standards (NZIFRS) and the New Zealand International
          Prepare financial information for a community         Accounting Standards (NZIAS) and the associated
          organisation’s annual general meeting.                statutory requirements.

 •        Interpret accounting information proprietors.         Topics covered include a selection from the following:

Prerequisites: No prerequisites are required.                     •   The conceptual basis of accounting in context.

Leads to Level 2 Accounting                                       •   Processing transactions and preparing financial

                                                                      statements for a partnership.

LEVEL 2                                                           •   Processing transactions and preparing financial

     The Level 1 course introduces the student to the                 statements for a company.
     language and process of accounting and how it is used to     •   Using management accounting to discover how
     provide information on the financial performance of              complex decisions are made in companies.
     individuals, households, communities and small
     businesses. The objectives of the course are to enable       •   Prepare a report analysing a listed New Zealand
     students to:                                                     company.

     •   Manage the financial affairs of individuals,             •   Demonstrate understanding of a job cost subsystem
         households, sole proprietors and community                   for an entity.
         organisations, while acting with integrity.            Prerequisites: Students who have completed the Level 1
     •   Make use of appropriate communication tools and        and/or Level 2 courses in Accounting. Discretionary entry
         skills to process, report and interpret financial      will be offered by the Teacher in Charge of Accounting.
         information for individuals, households, sole          Career Opportunities: Running your own business,
         proprietors and community organisations.               business management, chartered accountancy, corporate,
Topics covered include a selection from the following:          management or financial accounting, finance and banking,
                                                                share broking, law and taxation, company secretary and a
     •   Accounting concepts for small entities.                large range of positions involved in management.

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ECONOMICS

LEVEL 1                                                          LEVEL 3
The aim of Economics is to develop an understanding of           This year students combine microeconomic and
how people meet their needs by allocating resources in           macroeconomic theory to understand the factors
society. The course looks at how, as a result of scarcity,       influencing a well-functioning market. Students learn to
consumers, producers, and the government make choices            examine how the nature and size of the New Zealand
that affect New Zealand society and how the different            economy is influenced by internal and external factors.
sectors of the New Zealand economy are interdependent. A         Topics for the year are efficiency of the market,
field trip to carry out market research will provide the basis   government interventions in the market, micro and
for internal assessment requirements.                            macroeconomic theory.
Leads to Level 2 Economics                                       Prerequisites: Preference will be given to students who
                                                                 have achieved 12 credits in Level 1 and preferably Level 2
                                                                 Economics. Discretionary entry will be offered by the
LEVEL 2                                                          Teacher in Charge of Economics.

Students continue to develop analytical and numerical skills,    Career Opportunities: Lawyer, marketing manager,
promote decision-making skills and make predictions based        property manager, economist, teacher, banker, financial
on real world events. The Level 2 course looks at economic       consultant, international business.
indicators within four main topics: Inflation, Trade,
Growth and Government Policies in the New Zealand
Context.

Prerequisites: Preference will be given to students who
have achieved a minimum of 12 credits in Level 1
Economics. Discretionary entry will be offered by the
Teacher in Charge of Economics.

Leads to Level 3 Economics

SCHOLARSHIP

ACCOUNTING                                                       ECONOMICS

This course will extend the Level 3 Accounting programme         This course will extend the Level 3 Economics programme
by adding depth and breadth to the student’s knowledge.          by adding depth and breadth to the student’s knowledge.
Extra-curricular tuition and workshops will prepare the          Extra-curricular tuition and workshops will prepare the
students for the critical and analytical nature of the end-of-   students for the critical and analytical nature of the end-of-
year examination. Candidates should demonstrate wide             year examination. Candidates should demonstrate wide
knowledge and wide reading. They must be able to respond         knowledge and wide reading. They must be able to respond
critically to demanding resources and use skills of              critically to demanding resources and use skills of
interpretation, analysis and evaluation.                         interpretation, analysis and evaluation.

Prerequisites: Preference will be given to students who          Prerequisites: Preference will be given to students who
have a majority of Excellence grades at Level 2 Accounting       have a majority of Excellence grades at Level 2 Economics,
or are showing they are capable of this at Level 3. However,     however discretionary entry will be offered by the Head of
discretionary entry will be offered by the Head of Faculty.      Faculty.

Assessment: External - Three hour written examination            Assessment: External - Three hour written examination

                                                                                                                             13
ENGLISH

In English, students study, use, and enjoy language and literature communicated orally, visually, or in writing.

What is English about?                                                      YEARS 7 - 8
English is the study, use, and enjoyment of
                                                                            Year 7 & 8 study extended texts to provide them with the
the English language and its literature, communicated orally,
                                                                            opportunity to develop their love of literature and lay an
visually, and in writing, for a range of purposes and audiences
                                                                            excellent language foundation for future study in
and in a variety of text forms. Learning English encompasses
                                                                            English. Reading is encouraged with regular library
learning the language, learning through the language, and
                                                                            sessions.
learning about the language.
Understanding, using, and creating oral, written, and visual
texts of increasing complexity is at the heart                              YEARS 9 - 10
of English teaching and learning. By engaging with text-
                                                                            The Junior English programme covers the two strands of
based activities, students become increasingly skilled and
                                                                            the New Zealand English Curriculum: Creating Meaning
sophisticated speakers and listeners, writers and readers,
                                                                            and Making Meaning. In each year of the programme,
presenters and viewers.
                                                                            students study several units that introduce them to the
Why study English?                                                          study of literature at secondary level. These units are
Literacy in English gives students access to the                            designed to help prepare students for NCEA Level 1.
understanding, knowledge, and skills they need to participate               The focus is on exploring genre and text conventions.
fully in the social, cultural, political, and economic life                 Students are assisted to develop effective note-making and
of New Zealand and the wider world. To be successful                        study organisation skills, to read widely and thoughtfully,
participants, they need to be effective oral, written, and visual           and to write accurately and effectively. Students have many
communicators who are able to think critically.                             enriching opportunities to extend their English studies into
By understanding how language works, students are equipped                  areas of personal interest and to produce a range of written,
to make appropriate language choices and apply them in a                    visual and oral texts.
range of contexts. Students learn to deconstruct and critically
examine texts in order to understand the power of language
to enrich and shape their own and others’ lives.
                                                                            LEVEL 1
Students appreciate and enjoy texts in all their forms. The
                                                                            The key areas covered in this course are reading skills,
study of New Zealand and world literature contributes to
                                                                            response to texts, writing and production skills. Students
students’ developing sense of identity, their awareness of
                                                                            study a range of literary genres, including the short story,
new Zealand’s bicultural heritage, and their understanding of
                                                                            poetry, novel, drama and film, while learning to respond
the world.
                                                                            critically to written and visual unfamiliar texts. Skills are
Success in English is fundamental to success across the                     developed in all aspects of writing. Students are encouraged
curriculum. All learning areas (with the possible exception                 to develop their oral skills by taking part in class
of languages) require students to receive, process, and                     discussions, drama, debates and co-operative learning
present ideas or information using the English language as a                activities.
medium. English can be studied both as a heritage language
and as an additional language.                                              Prerequisites: English is compulsory for all students at
                                                                            Level 1.
English presents students with opportunities to engage with
and develop the key competencies in diverse contexts.                       Assessment: Three internal assessments, three external
                                                                            standards in a three-hour exam

                                                                            Leads to Level 2 English

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LEVEL 2                                                          ENGLISH SHAKESPEARE
The study of language and literature are key elements of
                                                                 This is a course that teaches students how to develop a
this course. Poetry, short stories, novel, drama and film will
                                                                 critical response to a range of visual and written texts,
be studied and analysed in depth. Students continue to
                                                                 including Shakespeare. This course is designed to equip
build on writing skills developed at Level 1. Critical
                                                                 students with the skills needed to study at tertiary level as
thinking skills and the close reading of unfamiliar texts with
                                                                 well as support their learning for possible entry to the
an emphasis on techniques relating to reader/writer
                                                                 scholarship examination. Students extend their reading into
purpose are also developed.
                                                                 critical literature and participate in a unique interview
Prerequisites: English is compulsory for all students at         assessment that develops speaking skills for tertiary studies.
Level 2.                                                         Close reading and forming literary arguments are major
Assessment: Three internal assessments, three external           foci in this course.
standards in a three-hour exam                                   Prerequisites: The course is open to all, but students are
Leads to Level 3 English                                         advised to consider their Level 2 results and to be aware
                                                                 that this Level 3 programme is challenging and suits
                                                                 students who are passionate about the study of English
LEVEL 3                                                          language and literature. Students should seek their English
                                                                 teacher’s advice or speak to the Head of Faculty if in doubt.
ENGLISH
                                                                 Parents and students should be aware that Auckland
This is a course that teaches students how to develop a          University will require 17 credits in Level 2 or Level 3
critical response to a range of visual and written texts. This   English for admission to all courses in addition to the 10
course is designed to equip students with the skills needed      UE literacy credits required by NZQA. Students who do
to study at tertiary level. They extend their reading into       not have 17 credits in Level 2 English should also discuss
critical literature and participate in a unique interview        their options.
assessment that develops speaking skills for tertiary studies.
                                                                 Assessments: Three internal assessments, three external
Students undertake a personal project in an area of
                                                                 standards in a three-hour exam.
literature or language that is of interest to them. To foster
personal growth, students also develop their own
assessment task from a range of options.                         Career Opportunities: Law, journalism, human resources,
                                                                 teaching, publishing.
Prerequisites: The course is open to all, but students are
advised to consider their Level 2 results and to be aware
that the Level 3 programme is challenging. Students should       SCHOLARSHIP
seek their English teacher’s advice or speak to the Head of
                                                                 This course extends the Level 3 English programme by
Faculty if in doubt. Parents and students should be aware
                                                                 adding depth and breadth to the students’ knowledge. Extra
that Auckland University will require 17 credits in Level 2
                                                                 -curricular, fortnightly tuition and holiday workshops
or Level 3 English for admission to all courses in addition
                                                                 prepare the students for the critical and analytical nature of
to the 10 UE literacy credits required by NZQA. Students
                                                                 the end-of-year examination. Candidates should be widely
who do not have 17 credits in Level 2 English should also
                                                                 read and have an appreciation of aspects of intertextuality.
discuss their options with the Head of Faculty.
                                                                 They must be able to respond critically to demanding texts
Assessment: Three internal assessments, two external             and use the skills of interpretation, analysis and evaluation.
standards in a three-hour exam
                                                                 Prerequisites: Preference will be given to students who
                                                                 show a steady commitment to literature in their personal
Career Opportunities: Law, journalism, human resources,          reading and in their formal studies.
teaching, publishing.
                                                                 Assessment: External - Three hour written examination of
                                                                 three literary essays.

                                                                                                                             15
ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

This is a course for international students and students whose first language is not English. Proficiency in English is assessed prior to
entry and students are placed into one of the ESOL classes, according to their year level and ability in order to achieve literacy.

 YEARS 9 - 10

 Junior ESOL Years 9 and 10 is a course that helps prepare
 students for mainstream classes. Both Year 9 ESOL and
 Year 10 ESOL courses are based on the four basic skills of
 reading, writing, listening and speaking. Both programmes
 are aligned to the Junior English programme. There is an
 emphasis on acquiring the vocabulary and content required
 for mainstream classes at the various levels. Homework,
 especially in vocabulary and grammar, deepens students’
 learning and a wide variety of reading also helps.

 Leads to Level 1 ESOL

 LEVEL 1

 Students are provided with the opportunity to achieve
 Achievement Standards for Literacy at Level 1. The credits
 are in reading, writing and visual presentation.

 Homework is given to improve grammar, increase
 vocabulary competency and writing skills as well as helping
 students to read a variety of texts.

 Prerequisites: Placement Test and at the discretion of the
 Dean of International Students and the HOF of English.

 Leads to Level 2 Literacy and entry to a mainstream class

 LEVEL 2/3

 Description

 This two-year Level 2/3 course provides students with the
 opportunity to begin achieving their Level 2 achievement
 standards which gives them the opportunity to gain entry to
 a New Zealand or overseas university.

 Students focus on gaining Level 2/3 achievement standards
 in reading, writing, speaking and presenting.

 Homework is given to increase grammar, accuracy and
 develop vocabulary competency.

 Prerequisites: Some Level 1/2 standards might also be
 completed during this time.

 Leads to either Level 3 English or tertiary study

16
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?
                                                                       PHYSICAL EDUCATION
In health and physical education, the focus is on the well-
being of the students themselves, of other people, and of
society through learning in health-related and movement                LEVEL 1
contexts.                                                              Students will be offered the opportunity to experience and
Four underlying and interdependent concepts are at the heart           participate in a wide range of physical activities in a variety
of this learning area:                                                 of contexts. They will study how the body moves and
                                                                       responds to physical activity and investigate the influences
Hauora - a Māori philosophy of well-being that includes the
                                                                       in society that encourage people to be active. The main
dimensions taha wairua, taha hinengaro, taha tinana,
                                                                       focus of this year is to equip students with the necessary
and taha whānau, each one influencing and supporting the
                                                                       skills to maintain and develop their personal well-being,
others.
                                                                       both now and in the future, as well as prepare them for
Attitudes and values - a positive, responsible attitude on the         future courses in NCEA Physical Education.
part of students to their own well-being; respect, care, and
                                                                       Leads to Level 2 Physical Education.
concern for other people and the environment; and a sense
of social justice.

The socio-ecological perspective - a way of viewing and                LEVEL 2
understanding the inter-relationships that exist between the           Students will be offered the opportunity to experience and
individual, others, and society.                                       participate in a wide range of physical activities. They will
Health promotion - a process that helps to develop and                 study relationships between regular exercise, fitness and
maintain supportive physical and emotional environments                health. They will examine anatomy, biomechanics and
and that involves students in personal and collective action.          exercise physiology, and how they relate to activity.
                                                                       Students will explore and develop leadership and safety
Why study in this learning area?                                       skills in a variety of settings and improve their performance
Through learning and by accepting challenges in health                 of a variety of sports. This course will include an outdoor
related and movement contexts, students reflect on the                 education camp at the Hilary Outdoors Centre in National
nature of well-being and how to promote it. As they develop            Park. Preference will be given to students with a minimum
resilience and a sense of personal and social responsibility,          of 14 credits at Level 1 Physical Education, English or
they are increasingly able to take responsibility for themselves       Science. This course may be started at Level 2 without
and contribute to the well- being of those around them, of             having done the Level 1 course with evidence of sporting
their communities, of their environments (including natural            activity and academic achievement.
environments), and of the wider society.

 YEARS 7 - 10

 The main focus of the Years 7-10 programmes in Physical
 Education and Health are to develop: motor skills through
 a wide range of activities, skills and attitudes needed to
 maintain and improve personal health and/or physical
 development and the expertise that improves relationships
 with other people. It is hoped that students develop
 positive attitudes towards physical activity. The Health
 programmes will cover a range of topics to enhance well-
 being.

                                                                                                                                    17
LEVEL 3

Students will participate in and experience a wide range of
fitness and sporting activities.

They will:

•      demonstrate performance in sports against national
       standards

•      plan and evaluate a programme for performance
       improvement in badminton

•      examine trends and issues in sport and the impact
       on New Zealand Society

•      participate in and reflect on an outdoor education
       experience

The main focus of the course is to develop personal well-
being. The emphasis is on personal responsibility and
organisation. A high level of commitment is required.

Prerequisites: Preference will be given to students with a
minimum of 15 credits at Level 2 Physical Education. This
course may be started at Level 3 without having done the
Level 2 course at the discretion of the HOF and with the
evidence of sporting activity and academic achievement.
Career Opportunities: Fitness/leisure industry, sports
administration, sports science, teaching, physiotherapy,
rehabilitation, coaching.

SCHOLARSHIP

The Level 3 students are encouraged to participate in the
Scholarship programme. This opportunity will add depth
and critical thinking skills to the student’s knowledge.
Candidates should demonstrate a high level of knowledge
and the ability to research, develop and evaluate ideas.
Extra tuition and workshops will assist students in
preparing and writing the external report, which is on a
topic of their choice.

18
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 Learning Languages about?                                       own capabilities. Learning a language provides students with
Learning a new language provides a means of                             the cognitive tools and strategies to learn further languages
communicating with people from another culture and                      and to increase their understanding of their own language(s)
exploring one’s own personal world.                                     and culture(s).

Languages are inseparably linked to the social and cultural
contexts in which they are used. Languages and cultures play             YEARS 7 - 10
a key role in developing our personal, group, national, and              Languages offered in Year 7 & 8 are French, Spanish, Te
human identities. Every language has its own ways of                     Reo Māori and Chinese. All students have a two- terms
expressing meanings; each has intrinsic value and special                taster course for each language in Year 7 and Year 8 so they
significance for its users.                                              can choose the language they want to study in Year 9.
This learning area provides the framework for the teaching
                                                                         All students learn a language at Year 9. They can choose
and learning of languages that are additional to the language
                                                                         between Te Reo Māori, French, Spanish or Chinese.
of instruction. Level 1 of the curriculum is the entry level for
students with no prior knowledge of the language being                   This course is preparing students to work at Levels 1 and 2
learned, regardless of their school year.                                of the New Zealand curriculum. It integrates language and
                                                                         culture and provides a variety of opportunities for listening,
Why study a language?
                                                                         speaking, presenting and performing, viewing, reading and
Languages link people locally and globally. They are spoken              writing. The focus at this level is on developing
in the community, used internationally, and play a role in               communication skills.
shaping the world. Oral, written, and visual forms of
language link us to the past and give us access to new and               At Year 9 level the aim is for the students to understand
different streams of thought and to beliefs and cultural                 and use familiar expressions and everyday vocabulary, and
practices.                                                               to interact in a simple way in supported situations.

Te Reo Māori and New Zealand sign language (NZSL) are                    At Year 10 students are encouraged to continue with the
official languages of New Zealand. Because of                            language they studied in Year 9 but may choose to start
new Zealand’s close relationships with the peoples of                    learning a second additional language. At Year 10 level the
the Pacific, Pasifika languages also have a special place. By            aim is for the students to understand and construct simple
learning an additional language and its related culture,                 texts using their knowledge of the target language, describe
students come to appreciate that languages and cultures are              aspects of their own background and immediate
systems that are organised and used in particular ways to                environment.
achieve meaning. Learning a new language extends students’               At all year levels students will cover the four language skills
linguistic and cultural understanding and their ability to               of listening, reading, writing and speaking. Inherent to
interact appropriately with other speakers. Interaction in a             language learning is a deepening of intercultural
new language, whether face to face or technologically                    understanding. The main key competencies in Languages
facilitated, introduces them to new ways of thinking about,              are a focus on using language, symbols and texts and
questioning, and interpreting the world and their place in it.           relating to others.
Through such interaction students acquire knowledge, skills,
and attitudes that equip them for living in a world of diverse
peoples, languages, and cultures. As they move between, 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 new
ways of learning, new ways of knowing, and more about their

                                                                                                                                      19
CHINESE                                                                 in different texts and for different purposes.
                                                                    •   Explore how linguistic meaning is conveyed across
                                                                        languages.
LEVEL 1
                                                                    •   Analyse ways in which the target culture(s) is(are)
Students continue to develop their speaking and listening               organised for different purposes and for different
skills using the communicative approach and increase their              audiences.
ability to read and write characters in Year 11 Chinese.            •   Analyse how the use of the target language expresses
                                                                        cultural meanings.
They will learn to initiate and sustain a conversation in
                                                                  Prerequisites: Preference will be given to students who
familiar social situations beyond the immediate context, e.g.
                                                                  have gained credits in Level 1 Chinese. Discretionary entry
past and future, write extended passages and read
                                                                  will be offered by the Head of Faculty.
independently in characters.
                                                                  Leads to Level 3 Chinese.
Students will also extend their understanding and awareness
of Chinese culture and values.
                                                                  LEVEL 3
Students learn to understand and produce a variety of text
types:                                                            This course provides students opportunities to relate
                                                                  themselves to the society and the bigger world. They will
     •   Communicate information, ideas and opinions in the
         form of letters, reviews, emails or blogs.               develop the ability to express and share opinions, interact
                                                                  with others, and communicate in a variety of spoken and
     •   Express and respond to personal ideas and opinions.
                                                                  written contexts. The topics will cover different lifestyles,
     •   Communicate appropriately in different situations,       stereotypes, cultural events, living in China, and one
         e.g. restaurant, shops or on streets.
                                                                  Chinese film. The students can participate in the National
     •   Understand ways in which the target language and         Chinese Speech Competition and the Essay Competition
         culture are organised for different purposes, e.g.
                                                                  held by the Confucius Institute.
         letters, posters or blog entries.
Prerequisites Preference will be given to students who            Students learn to use language variably and effectively to
have two years of Chinese.                                        express and justify their own ideas and opinions and
                                                                  support or challenge those of others. They learn to use and
Leads to Level 2 Chinese.
                                                                  identify the linguistic and cultural forms that guide
                                                                  interpretation and enable them to respond critically to
LEVEL 2                                                           texts.
This course continues the study of a wider range vocabulary         •   Communicate information, ideas, and opinions
and extends grammar, expressions and Chinese characters.                through increasingly complex and varied texts.
There is a focus on developing listening and reading                •   Explore the views of others, developing and shaping
(receptive skills), speaking and writing (productive skills)            personal perspectives.
and communication and conversation skills. Topics covered           •   Engage in sustained interaction and produce extended
include: health and lifestyle, part-time work, leisure,                 text.
festivals, travel and school ball. All students have the            •   Analyse ways in which the target language is
opportunity to participate in the National Chinese Speech               organized in different texts and for different
Competition in New Zealand.                                             purposes.
                                                                    •   Explore how linguistic meaning is conveyed across
Students learn to use language variably and effectively to
                                                                        languages.
express and justify their own ideas and opinions and
support or challenge those of others. They learn to use and         •   Analyse ways in which the target culture(s) is(are)
                                                                        organised for different purposes and for different
identify the linguistic and cultural forms that guide                   audiences.
interpretation and enable them to respond critically to
                                                                    • Analyse how the use of the target language expresses
texts.
                                                                      cultural meanings.
     •   Communicate information, ideas and opinions
         through increasingly complex and varied texts.           Prerequisites: Preferences will be given to students who
                                                                  have gained credits in Level 2 Chinese. Discretionary entry
     •   Explore the views of others, developing and sharing      will be offered by the Head of Faculty.
         personal perspectives.
     •   Engage in sustained interaction and produce extended     Career Opportunities: Business, management, diplomatic
         text.                                                    services, global marketing specialist, engineering companies,
     •   Analyse ways in which the target language is organised   education, consulting, tourist, journalism, research analyst.

20
FRENCH                                                              •   Analyse how the use of the target language expresses
                                                                        cultural meanings.

                                                                  Prerequisites: Preference will be given to students who
LEVEL 1
                                                                  have gained credits in Level 1 French. Discretionary entry
Students are provided with an opportunity to explore the          will be offered by the Head of Faculty.
language and culture using a communicative approach
                                                                  Leads to Level 3 French
through the skills of listening, speaking, reading and writing.
All students have the opportunity to enter the National
French Speaking Competition organised by the Alliance             LEVEL 3
Française. Topics include family, daily life, schooling and
holidays. Students learn to understand and produce more           Students develop the ability to express themselves more
complex language. They learn to communicate beyond the            fully in the language. Students look in depth at topics such
immediate context, e.g., about past and future events.            as: Social Problems, New Zealand and French speaking
Students learn to understand and produce a variety of text        countries, the famous French novel ‘Le Petit Prince’ by
types.                                                            St Exupéry and a film study “Intouchables”. Students also
                                                                  read a comic book about the life of Madeleine Sophie
 •     Communicate information, ideas and opinions                Barat.
       through different text types.
 •     Express and respond to personal ideas and                  Students learn to use language variably and effectively to
       opinions.                                                  express and justify their own ideas and opinions and
 •     Communicate appropriately in different situations.         support or challenge those of others. They learn to use and
                                                                  identify the linguistic and cultural forms that guide
 •     Understand ways in which the target language and
       culture are organised for different purposes.              interpretation and enable them to respond critically to
                                                                  texts.
Prerequisites: Preference will be given to students who
have two years of French. Discretionary entry will be              •     Communicate information, ideas and opinions
offered by the Head of Faculty.                                          through increasingly complex and varied texts.
                                                                   •     Explore the views of others, developing and sharing
Leads to Level 2 French                                                  personal perspectives.
                                                                   •     Engage in sustained interaction and produce
                                                                         extended text.
LEVEL 2
                                                                   •     Analyse ways in which the target language is
Students adopt a more focussed approach to grammar and                   organised in different texts and for different
vocabulary and are introduced to some French literature                  purposes.
and film. Topics covered include young people and family,          •     Explore how linguistic meaning is conveyed across
environment, future plans, travel and leisure. Students learn            languages.
to use language variably and effectively to express and            •     Analyse ways in which the target culture is organised
justify their own ideas and opinions and support or                      for different purposes and for different audiences.
challenge those of others. They learn to use and identify the      •     Analyse how the use of the target language
linguistic and cultural forms that guide interpretation and              expresses cultural meanings.
enable them to respond critically to texts.                       Prerequisites: Preference will be given to students who
 •     Communicate information, ideas and opinions                have gained credits in Level 2 French. Discretionary entry
       through increasingly complex and varied texts.             will be offered by the Head of Faculty.

 •     Explore the views of others, developing and sharing        Career Opportunities: International business,
       personal perspectives.                                     international law, diplomatic service, tourism and
 •     Engage in sustained interaction and produce                hospitality, translator/interpretation education.
       extended texts.
 •     Analyse ways in which the target language is
       organised in different texts and for different
       purposes.
 •     Explore how linguistic meaning is conveyed across
       languages.
 •     Analyse ways in which the target culture is organised
       for different purposes and for different audiences.

                                                                                                                            21
SPANISH                                                                 organised for different purposes and for different
                                                                        audiences.

                                                                    •   Analyse how the use of the target language expresses
LEVEL 1
                                                                        cultural meanings.
     Students are provided with an opportunity to explore the
                                                                  Prerequisites: Preference will be given to students who
     language and culture using a communicative approach
                                                                  have gained credits in Level 1 Spanish. Discretionary entry
     through the skills of listening, speaking, reading and
                                                                  will be offered by the Head of Faculty.
     writing. Topics include leisure time, school and holidays,
     myself and my family and shopping for food and gifts.        Leads to Level 3 Spanish
     Students learn to understand and produce more complex
     language. They learn to communicate beyond the
     immediate context, e.g., about past and future events.       LEVEL 3
     Students learn to understand and produce a variety of        Students adopt a more focussed approach in grammar and
     text types.                                                  vocabulary in order to extend their comprehension and
     •   Communicate information,        ideas and    opinions    production skills. Topics covered include: Planning a trip,
         through different text types.                            personal problems, health, social problems and latest
                                                                  news.
     •   Express and respond to personal ideas and opinions.
                                                                  Students learn to use language variably and effectively to
     •   Communicate appropriately in different situations.       express and justify their own ideas and opinions and
         Understand ways in which the target language and         support or challenge those of others. They learn to use and
         culture(s) are organised for different purposes.         identify the linguistic and cultural forms that guide
Prerequisites: Preference will be given to students who           interpretation and enable them to respond critically to
have two years of Spanish. Discretionary entry will be            texts.
offered by the Head of Faculty.                                     •   Communicate information, ideas and opinions
Leads to Level 2 Spanish                                                through increasingly complex and varied texts.

                                                                    •   Explore the views of others, developing and sharing
LEVEL 2                                                                 personal perspectives.

Students adopt a more focussed approach in grammar and              •   Engage in sustained interaction and produce extended
vocabulary in order to extend their comprehension and                   text.
production skills. Topics covered include in the past, our          •   Analyse ways in which the target language is organised
world, youth problems, future plans and health.                         in different texts and for different purposes.
Students learn to use language variably and effectively to          •   Explore how linguistic meaning is conveyed across
express and justify their own ideas and opinions and                    languages.
support or challenge those of others. They learn to use and
                                                                    •   Analyse ways in which the target culture(s) is (are)
identify the linguistic and cultural forms that guide
                                                                        organised for different purposes and for different
interpretation and enable them to respond critically to
                                                                        audiences.
texts.
                                                                    •   Analyse how the use of the target language expresses
     •   Communicate information, ideas and opinions
                                                                        cultural meanings.
         through increasingly complex and varied texts.
                                                                  Prerequisites: Preference will be given to students who
     •   Explore the views of others, developing and sharing
                                                                  have gained credits in Level 2 Spanish. Discretionary entry
         personal perspectives.
                                                                  will be offered by the Head of Faculty.
     •   Engage in sustained interaction and produce extended
                                                                  Career Opportunities: International business,
         text.
                                                                  international law, diplomatic service, tourism and
     •   Analyse ways in which the target language is organised   hospitality, translation/interpretation, education and
         in different texts and for different purposes.           health.
     •   Explore how linguistic meaning is conveyed across
         languages.

     •   Analyse ways in which the target culture(s) is (are)

22
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