Baradene College Curriculum Document
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Baradene College
Curriculum Document
2019
2
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
3
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
4
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.
5
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. 6
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)
7
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.
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
9
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.
10COMMERCE
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
11ACCOUNTING
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.
12ECONOMICS
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
13ENGLISH
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
14LEVEL 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.
15ENGLISH 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.
17LEVEL 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.
18LANGUAGES
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
19CHINESE 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.
20FRENCH • 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.
21SPANISH 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)
22You can also read
