Middle School Curriculum 2021 - Years 7, 8, 9 and 10 - Scots College
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2 Curriculum Handbook 2021 Contents The curriculum handbook is an Introduction..................................................... 2 essential pathway for your child’s IB Learner Profile........................................... 3 What is MYP?................................................. 4 academic future – it provides Interdisciplinary Teaching and Learning.... 5 information on curriculum areas, Homework Guidelines................................... 6 subject choices and teaching and Dual Qualification Pathway........................... 7 learning across the Middle School. Middle School Curriculum and where it leads.......................................... 8 The handbook also provides an up-to-date explanation of the IB Middle Years Programme Course Descriptions and the pathways that lead from this into the Visual Arts..................................................... 10 Senior School. Scots TV........................................................ 11 Drama............................................................ 12 The Middle School academic framework delivers a diverse range of curriculum Music.............................................................. 14 areas based on global standards and the desire to develop internationally Design & Technology, minded young students. Design & Visual Communications (Graphics), Compulsory language learning and a diverse ‘Arts’ and ‘Technology’ focus set Digital Design and Innovation.................... 16 Middle School students up to make well-informed decisions on their future Humanities.................................................... 20 academic pathways. It is important that families and their children spend time Year 9 Business Studies............................... 22 discussing the appropriate courses for their future aspirations. As a general rule Year 10 Enterprise Studies.......................... 23 of thumb, courses should be chosen which leave doors open as young students English............................................................ 24 are likely to change their goals as they move through the Middle School and set Chinese, French, Spanish themselves up for the Senior School. and English Language B.............................. 27 The curriculum handbook outlines the Learner Profile attributes, the Year 10 Mathematics.................................................. 30 Community Project and it also offers a detailed explanation into each curriculum PE & Health................................................... 33 area so both students and parents gain a greater insight into the teaching and Science........................................................... 35 learning within these disciplines. If you require further details and professional Special Character (RE)................................ 37 advice related to your child’s academic decision making please don’t hesitate to GATE Programme (Gifted & Talented) .... 38 contact Kate Bondett (MYP Coordinator). Learning Support Overview....................... 39 Matt Allen Year 10 Community Project........................ 40 Principal, Middle School Middle School HOD Contacts.................... 41 July 2020
2 3 Introduction IB Learner Profile Our Middle Years Programme The profile aims to develop learners who are: (MYP) curriculum framework Inquirers Caring provides academic challenges that We nurture our curiosity, developing skills for We show empathy, compassion and respect. We encourage students to embrace inquiry and research. We know how to learn have a commitment to service, and we act to independently and with others. We learn with make a positive difference in the lives of others and understand the connections enthusiasm and sustain our love of learning and in the world around us. between learning areas and the throughout life. Risk-takers real world. Knowledgeable We approach uncertainty with forethought We develop and use conceptual understanding, and determination; we work independently The curriculum further challenges students to exploring knowledge across a range of and cooperatively to explore new ideas and become internationally minded and reflective thinkers. A focus on approaches to disciplines. We engage with issues and ideas that innovative strategies. We are resourceful and learning skills throughout the programme ensures your children are ready for the have local and global significance. resilient in the face of challenges and change. rapidly changing 21st Century world. Thinkers Balanced The heart of the programme revolves around five key elements which: We use critical and creative thinking skills to We understand the importance of balancing analyse and take responsible action on complex different aspects of our lives—intellectual, • Encourage international mindedness in students to develop a foundation in problems. We exercise initiative in making physical, and emotional—to achieve well-being their own language and culture. reasoned, ethical decisions. for ourselves and others. We recognise our • Encourage a positive attitude to learning by challenging students to solve interdependence with other people and with the Communicators world in which we live. problems, show creativity and resourcefulness, and participate actively in their We express ourselves confidently and creatively communities. in more than one language and in many ways. Reflective • Reflect real life by providing a framework that allows students to see the We collaborate effectively, listening carefully to We thoughtfully consider the world and our own connections among the subjects themselves, and between the subjects and real the perspectives of other individuals and groups. ideas and experience. We work to understand issues. our strengths and weaknesses in order to Principled support our learning and personal development. • Supports the development of communication skills to encourage inquiry, We act with integrity and honesty, with a strong understanding, language acquisition, and to allow student reflection and sense of fairness and justice, and with respect expression. for the dignity and rights of people everywhere. We take responsibility for our actions and their • Emphasize, through the learner profile, the development of the whole student – consequences. physically, intellectually, emotionally and ethically. Open-minded The culmination of the MYP programme is the Year 10 Community Project. We critically appreciate our own cultures and Working in small groups students are expected to identify a community need and personal histories, as well as the values and take action to either bring change themselves, raise money to finance change traditions of others. We seek and evaluate a carried out by others, raise awareness of the issue or provide an analysis of how range of points of view, and we are willing to grow from the experience. this issue can be alleviated. Past projects include encouraging healthy eating at Kahurangi School, maintaining bike trails and starting a beach clean up. Kate Bondett MYP Coordinator July 2020
4 5 Interdisciplinary What is the MYP? Teaching and Learning The Middle Years Programme (MYP) for students aged 11-16 is now Interdisciplinary Teaching and Learning, a vital component of the offered by over 850 IB World Schools. At Scots we run the MYP in Middle Years Programme and a wonderful opportunity for students, Years 7-10. The MYP is especially designed to help adolescents adjust is becoming more prominent in the Middle School. to life in the 21st century. It is a difficult time for these young people Interdisciplinary teaching and learning is as they learn to cope with a constantly changing and increasingly characterised by a genuine need for distinct interconnected world. The MYP provides them with the knowledge disciplinary knowledge or skills from two and skills they need as they grow, helping the students to find a sense subjects, to be taught together. Just like the workplace, knowledge does not sit in discrete of belonging. The MYP emphasizes and builds on the IB Learner silos, it is used seamlessly together to work Profile. The key ideas behind the MYP are; towards a goal or outcome. We try, using the MYP interdisciplinary framework, to give Holistic Learning Communication students an opportunity to experience the need Whilst maintaining excellent standards of Good command of one’s own language enables for subjects to work together to achieve a result. teaching and learning in across a wide and clear expression of ideas, attitudes and feelings. In 2019, all Year 9 students took part in an balanced range of traditional subjects, the The learning of other languages extends the Interdisciplinary unit, between English and MYP also has an extra emphasis on the student’s ability to communicate and it teaches Humanities, utilizing skills taught in each interrelatedness of the subjects. This encourages appreciation of different cultures and ways of discipline to create a collaborative pitch, the student to consider issues and problems from thinking. Good communication is also about promoting an innovative solution for one of a variety of points of view. The students learn listening to others and understanding variations the 17 United Nations Global Sustainability to combine relevant knowledge, experience and and nuance. The MYP also encourages students Goals. All Year 8 students will also take part critical thinking to solve real problems. to explore various modes of expression. in their own unit at the end of the year, using Intercultural Awareness disciplinary knowledge from Math and Science The MYP develops students’ attitudes, to work together towards a result. MYP Programme Model knowledge and skills as they learn about their We have committed to rolling this out to Year own and others’ cultures. MYP teaching and 7-10 to allow all students the opportunity to learning encourages tolerance, respect and complete an interdisciplinary unit and learn in empathy. This is an essential part of education an authentic real-world context. to create a better and more peaceful world in the future. Scots College is authorised to deliver the MYP and is an IB World School. More information about MYP is available at www.ibo.org
6 7 Homework Guidelines in Dual Qualification the Middle School 2020-21 Pathway To allow students the time to experiment and We recommend students become members of Years 1-6 challenge themselves with new activities the their local libraries and making a fortnightly trip Middle School have a homework policy that to the library part of your family routine will sees all MYP assessments completed during contribute hugely to the success of this new PYP class time, and that most subjects will not set initiative. We’d love the whole family to join in Primary Years Programme homework. We believe this gives students and the reading as a way to counteract some of the opportunity to work on becoming the All-Round concerns we have about the amount of time Character. students are spending on screens. Is there any Homework? Academic Competitions Years 7-10 Yes, homework is based around reading, spelling, We encourage students to become involved mathematics and second language study. in academic competitions like the spelling bee We envision students having over an hour of and challenge themselves to follow their own MYP homework each night but a significant chunk of interests in investigating the world around them this is to be spent reading. Students may also use as they do through the popular Science Badge Middle Years Programme the time to catch up on missed lessons or spend programme. homework time acting on teacher feedback to Leaving time for cultural pursuits, improve an assessment grade for any subject. sport and leisure Year 10 students also undertake the MYP A key aim of the College is the creation of the Year 11 Community Project where they identify a “All-Round Character”. The Middle School problem, analyse it and then take action to Homework policy aims to allow students the mitigate that problem. time to play sport, develop a love of reading, Year 11 Programme follow hobbies, learn instruments and generally Science homework will consist of 2-3 maintain their own health whilst still reinforcing consolidation tasks for each unit of work. In the academic work done in class. addition, students can expect two reflective tasks per year in which they must consider how How much homework will my child get? scientific learning has been applied to a problem Students will receive over an hour of homework Year 12 and the implication of the use of that scientific each night but a significant chunk of this is to be learning. spent reading. NCEA IB Why do we push reading? Reading, even in the digital age, is crucial to Level 2 Diploma Programme learning. We want our students to expand their vocabularies (hence the spelling lists students will be bringing home) so that when new material is introduced to them as they move into the Senior School they will have the language Year 13 skills to make the most of their ability. We also believe that the ability to enter imaginatively into NCEA IB the world of fiction encourages empathy and understanding that will improve the character of Level 3 Diploma Programme our students as well. We are not saying that they have to read every day but we think they should do it on all the days they eat!
8 9 Middle School Curriculum and where it leads Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 IB Diploma Programme Level 2 (NCEA) Level 3 (NCEA) Year 12 & 13 (2 year course) Arts Visual Arts Visual Arts Visual Arts Visual Arts Foundation Art Applied Art / Applied Art / Visual Arts Studio Art / Studio Art / Industry Art Industry Art Drama / Music Drama / Music Drama / Music Drama / Music / Drama / Music / Film Drama / Music Drama / Music Music / Film Scots TV Design Design and Design and Design and Design and Biomimicry / DVC Construction / Construction / Technology / Technology / Technology / Technology / (aka Graphics) / Materials Design Materials Design DVC (aka DVC (aka DVC (aka DVC (aka Integrated Design Technology / Technology / Graphics) / Graphics) / Graphics) / Graphics) / Challenge / Materials DVC (aka DVC (aka Digital Design & Digital Design & Digital Design & Digital Design & Design Technology Graphics) Graphics) Innovation Innovation Innovation Innovation Computer Science Digital Technology Digital Technology Computer Science Individuals Humanities Humanities Humanities Humanities Geography / History- Classical Studies Classical Studies Classical Studies / Environmental & Societies Ancient / History- / Geography / / Geography / Systems & Societies / Geography / Business Studies Enterprise Recent / Humanities History History History / Psychology Studies Business Studies / Economics / Economics / Economics / Business & Management Consumer & Business Business Studies Business Studies Law / Economics / / Tourism Studies / Tourism Studies Financial Capability English & English English English English English / English English / English English / English Language and Literature / Language Literature Studies / ESL Studies / ESL Studies Acquisition / Language A Literature Languages French / Spanish French / Spanish French / Spanish French / Spanish Chinese / French / Chinese / French Chinese / French Ab Initio Language / Chinese / / Chinese/ / Chinese/ / Chinese/ / Chinese/ Spanish / ESL / Spanish / ESL / Spanish English Language Acquisition / English B English B English B English B French / Language A Literature / Spanish Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics- Abstract Mathematics / Calculus / Analysis and Approaches / / Mathematics- Real Statistics Mathematics- Application and Interpretation World Real World / Statistics PE & Health PE / Sport PE / Sport PE & Health PE & Health PE / Sports and PE (Theory) PE (Theory) Sports, Exercise and Health Exercise Science Sciences Sciences Sciences Sciences Sciences Biomedical Physics / Physics / Physics / Chemistry / Biology Science / Biology Chemistry / Chemistry / & Environmental Biology Biology Systems / Chemistry / Physics / Physics & Chemistry Special Religious Religious Religious Religious Religious Education Religious Extension Theory of Knowledge Character Education Education Education Education Education
10 11 Visual Arts Scots TV MYP Subject Group: Arts What enrichment opportunities will in terms of outcomes. There will be a focus in MYP Subject Group: Arts there be? Year 9 Visual Art as well on the students’ ability What is this subject is about? • Artist-in-residence programmes to thinking creatively, through verbal, visual and What is this subject is about? ‘Arts stimulate young imaginations, challenge • Community-based art projects written form, and document this within their From learning about media, through Scots TV and perceptions and develop creative and analytical • Local and National Art competitions Process Journals and their classes OneNote. how to create media, students have the chance to skills. Involvement in the arts encourages students understand better the power of media as a tool to understand the arts in context and the cultural Year 7 Course Outline Year 10 Course Outline for expression and investigation. Imagery in film histories of artworks, thus supporting the development tells a story that immediately crosses cultural of an inquiring and empathetic world view.’ Exploring Colour T rangawaewae - A Place of Belonging boundaries to speak in a universal language. Scots In this semester-long course students explore In this semester-long course students look TV will also allow students to develop planning ‘Arts students have opportunities to function as the world of Superheroes and Pop Art. Students at the genre of landscape art. This course and organisational skills within a highly motivating artists, as well as learners of the arts. Artists have to will learn about some of the basic elements of aims to set up students for Year 11 Art at context. be curious. By developing curiosity about themselves, art to create comic-inspired work using a variety the introductory level in regards to project- others and the world, students become effective of media including: pencil, pastels, paint, and management, contextual understanding of art, How will students be assessed? learners, inquirers and creative problem-solvers. photography. Students will gain skills related creative thinking and development and response Students will be assessed on their ability to use Students develop through creating, performing and to pencil control, process journal writing and to artists’ work and their own work. Students to the equipment required to produce at least two presenting arts in ways that engage and convey organisation, basic art-related research/literacy, build on previous skills developed over Years episodes of Scots TV. Students will then be feelings, experiences and ideas.’ exploration of colour, and a range of media. 7-9 and work in new materials and methods assessed on their ability to create episodes of There will be a focus in Year 7 Visual Art as including: charcoal, woodblock and/or intaglio Scots TV, and completion of a longer term project. ‘The arts are a universal form of human expression Students will also be expected to keep a process and a unique way of knowing that engage us in well on the students’ ability to organize and printing, multi-media, and/or design. self-manage themselves verbally, visually and in journal, to allow them to reflect on their creative effective, imaginative and productive activities. Learning through the arts helps us to explore, written form, within their Process Journals and Year 10 Course Outline journey. shape and communicate our sense of identity and classes OneNote. (Full Year) Where does this subject lead? individuality. A focus on the individual enhances This subject allows students to develop the core our self-confidence, resilience and adaptability.’ Year 8 Course Outline T rangawaewae - A Place of Belonging skills and knowledge required for IB Film in Year 12. Similar to the semester-long course, students (International Baccalaureate Organisation, 2014) Traditional vs. Contemporary start the course by looking at the genre of What enrichment opportunities will there Portraiture landscape art, specifically the Maori concept of be? How will students be assessed? In this semester-long course students continue t rangawaewae using materials such as pencil, Students will be encouraged to involve themselves The arts assessment is based on a portfolio developing ideas around shapes and forms, as conté stick, charcoal, paint, ink and multi-media in the back stage effort for College events, such as of evidence where all work is documented well as learn about features of the face and body work. Scots’ Got Talent as camera operator’s etcetera. in a process journal/visual diary. The scale such as proportion. Students explore simple There is also opportunity for individual extension and media used in creating the artwork is not What do my other subjects look like? forms that leads onto a mannequin study using in editing and sound engineering. restricted by the process journal, as photographs This unit of work allows the students to explore pastels. Students develop skills in painting, and colour copies of original work will be a what they have learned in another subject part of the final assessment. Both group and printmaking and/or digital illustration. Artist Year 10 Course Outline models are more rigorously explored and there area. It encourages more self-management individual work will be assessed on the evidence and interdependent learning. Students are How can we express who we are through is continued development of the process journal, documented in the process journal by the encouraged to use any media they want in the art? subject-specific literacy, experimentation of wet individual student. creation of an artwork that examines a topic or Students will explore life at Scots College through and dry media and the digital realm. Where does this subject lead? idea they have learned in another class. the lens of Scots TV. Students will create a five In Year 11 students can continue with Art. In Year 9 Course Outline What does Old vs. New look like? minute long, ‘slice of life’ expression of their Year 12 students may opt into either NCEA experiences at the College. Abstracting Colour This is the second of the collaborative Level 2 Design or NCEA Level 2 Painting or IB projects, this time with the Music and Drama How can you make an audience want to In this semester-long course students look at the Visual Art (two-year programme). In Year 13 departments. The students each develop experience an art work? genre of abstraction. Students will solidify ideas students may opt into a maximum of two art individual responses to the changing face of Students will collaborate with students from MYP around what abstract art is and how and way courses of either NCEA Level 3 Design or NCEA Scots College during a time of re-development Music and Art, to create a film trailer. Students will artists make abstract art. Students will continue Level 3 Painting or NCEA Level 3 Printmaking as a starting point. This project allows students need to exhibit an understanding of both genre to acquire and apply skills in dry and wet media, or NCEA Level 3 Photography or NCEA Level 3 to develop their own outcome which will conventions, and conventions of movie trailers. such as pencil, paint, as well as photography and Sculpture or continue working on IB Visual Art. be created using the media of photography, digital platforms. Artist models are again more rigorously explored and greater choice is given studying both traditional and contemporary photographers like Rodchenko.
12 13 Drama MYP Subject Group: Arts Year 7 Course Outline Year 9 Course Outline Year 10 Course Outline What is this subject is about? Our Homegrown Heroes How do we communicate without (Full Year) Drama in the MYP engages students in an Students through play-based role learning, words? In addition to the content from the active relationship with theatre and encourages explore the lives of real-life New Zealand Heroes Students will explore how a narrative idea Semester course outlined previously, autonomous learning and exploration. It such as Sir Edmund Hilary, Sir Peter Blake, Kate can be expressed though the theatre form of full year drama students will study; encourages the growth of creative, reflective Sheppard, Willie Apiata, Jonah Lomu and many Mime. Students will develop universal skills and communication skills through practical more. Students will learn how to use drama of mime and look at world practices of the art Year 10 Exhibition in Arts work. Emphasis is placed on the artistic process conventions of storytelling and exploration/play. form. The students will workshop the specific The full year programme will work on a chosen and the students’ understanding of this process Working collaboratively with improvisation and techniques of Oriental, French, Italian and topic along with other subject areas in the as an essential component to their artistic storytelling skills they will develop their ability Nouveau mime forms. Working both individually Arts and Technology to work towards a public development through continuous investigation, to communicate to an audience with integrity and collaboratively students will select and use performance exhibition. Works created in the planning, goal setting, rehearsing, performing, and consideration to the source material while performance skills of the art form studied to past have been centered around a theme such reflection and evaluation. working in role. The second part of the course communicate an intention to an audience. The as 15 Minutes of Fame, What a Load of Rubbish will explore shadow puppet making, technology students self-directed work explores the ATL and Old meets New. The Drama students work How will students be assessed? on creating an original piece of Drama. They will and performance through the story of a New skills of collaboration and communication and Assessment in drama is based on performance choose a style of theatre such as The Happenings Zealand WW1 hero based on the book “The Red gives student ownership of the creative process. tasks supported by evidence and documentation experimental theatre, that often raised political Poppy”. Collaboration and time management In the second part of the course they will explore in a process journal. Both group and individual ideas of the time. skills are explored in this project-based task. performance skills of voice, body movement performances will be assessed as well as the and use of space. They will transfer their mime process journal. Are plays of the past entertaining to Year 8 Course Outline skills into an open scripted piece of work where today’s audiences? Where does this subject lead? In what ways do we handle the concept they can interpret role, situation and place as a Students will examine the world of Melodrama. Drama is a senior school academic option from culmination of all skills explored in the semester. of death through art? Using specific performance features from the Year 11 to 13 including scholarship. NCEA Using the Children’s Theatre play “Johnny period students will create a performance where Level 2/3 drama can be counted towards a and the Dead”, by Terry Pratchett students Year 10 Course Outline they can demonstrate their understanding of the student’s literacy credits. Many drama students will explore how through performance we What does it mean to be Kiwi? features of Melodrama in performance. They will also take part in a wide variety of co-curricular can communicate the rights of dead people in Students will explore the Pasifika play of “Niu reflect on how a play from the past can still be activities within the school including our major society. They will consider if dead people have Sila” by Dave Armstrong and Oscar Kightley. entertaining and understood by a contemporary production. rights and how drama can comment on political Examining racial stereotypes, cross cultural audience. What enrichment opportunities will events to appeal to our conscience. We will also friendships and our New Zealand societies there be? consider how the use of comedy in performance prejudice and past through the use of comedy In class: performance to other classes, school can normalise death. In the second part of the and satire with serious undertones. The students community course students will explore Physical Theatre to will perform an extract from the play as an create responses to the ideas of war and the Pals assessment task. The second part of the course Outside of class: Shakespeare Festival, College Battalions of WW1 in “Johnny and the Dead”. is devised based work on the idea of a culture Production, Middle School Production, Year 10 Using the skills of movement students will work clash in a New Zealand context. Students Exhibition Evening, visit to or by professional cooperatively to create their own dance drama will explore an intention and theme through theatre groups. that explores how art can express the concept of improvisation and convention based drama to death through a different drama lens to explore create an original piece of work. role, situation, theme and mood to an audience. Students will consider the importance of making drama in response to world events.
14 15 Music MYP Subject Group: Arts Where does this subject lead? Year 7 Course Outline Year 10 Course Outline In Year 11 students can continue with Music which What is this subject is about? follows a programmme combining performance, Heroes and Villians - How does music Rocking New Zealand – Which aspects Music is a complete art form that is beneficial composition and music studies. In Year 12 students tell a story and how do instruments of New Zealand’s culture have been in so many ways. Learning, creating and may opt into either NCEA Level 2 Music or IB convey character? expressed in our popular music? performing music has been proven to produce Music. The NCEA programme has some optional Students will learn some famous ‘character’ In this unit students will learn some ‘classic’ New significant academic, social and health standards which allow strengths to be followed. themes (e.g. Darth Vader) and study what makes Zealand songs that reflect different aspects of improvements. It also a highly enjoyable way to In Year 13 NCEA students tend to specialise in them effective. They will then develop their own our culture and then create and perform their spend your time. In the MYP Music programme the areas that interest them such as performing, compositions and performances based on this own songs. music is looked at through different topics, composition or music technology through a wide material. Expression – creating an emotional but the goal is always the same: to be actively choice of standards, or continue working on IB The Hills are Alive - How is vocal music journey in music involved in music making. Music. a vital tool for human expression and Can you imagine a film without music? How do Students will learn how to perform music with What enrichment opportunities will identity? composers tell an emotional story with music? confidence and expressiveness. Often there is a there be? This unit will focus on developing singing, This unit is an opportunity to create music choice of what music to perform within a topic, In class: All projects have been structured to ukulele, guitar and sound editing skills within a for a short film of occasion while learning the and students are always encouraged to develop allow students to extend their different musical context of folksongs from around the world. techniques of the great film composers. their skills further by either working in different skill levels. styles, with other students or learning a new Year 8 Course Outline Year 10 Course Outline Outside of class: concerts, music competitions instrument. Singing is encouraged at all levels and additional musical instrument lessons. Beatlemania - How did The Beatles (Full Year) and all instruments and levels able to be catered change music forever? Sample the Muse – How can music for. Creating music is the other main aim in MYP There can be little doubt about the enormity reflect another medium? Music. To this end, students will learn how to of The Beatles. But what lasting influence In this second collaborative unit with Art and use vital computer skills to aid the making and did they leave? Students will learn to perform Drama, students will develop compositions and mixing of their compositions. some classic songs and develop the recording performances for a showcase performance that How will students be assessed? techniques pioneered by The Beatles. responds to a common stimulus. New skills There are two main assessments at each level; a such as sampling and looping will be developed I’m So Popular performance that is videoed, and a composition alongside unique performance and composition What are the elements that make up a hit that is made into a sound file. Some written tasks settings song? Students will learn about songwriting discussing the performance and composition and recording by creating their own hit songs. Settle the Score – How does process are also required, and together these The very best of these will be recorded in our interpretation bring music to life? make up the music section of the MYP Arts amazing recording studio. From aural traditions, through scores and ‘Process journal’. recordings... music has been transmitted and Year 9 Course Outline interpreted between musicians in many ways. Feelin’ Blue - When The Blues became This unit will focus on developing students’ Rock Music interpretation skills to best communicate the The story of how The Blues became Rock music of the composer, through the performer to Music. Students will use the movie The Blues an audience. Brothers as a stimulus for the study and performance of music from The Blues traditions. EDM – What advances in technology have had the largest influence on live and recorded music? Students will study the history of recorded sound and gain an understanding of how the technologies have influenced peoples’ experience of music by studying and creating their own EDM songs.
16 17 Design & Technology, Design & Visual Communication (Graphics), Digital Design and Year 9 Course Outline Design & Visual Innovation Students will further develop their design skills Communication by learning 2D and 3D drawing and digital MYP Subject Group: Design What enrichment opportunities will design techniques. Students will study the world (Graphics) there be? of space travel and research the function and What is this subject is about? Students are encouraged to extend the designs of a variety of different space craft. After Year 7 Course Outline As part of the Middle Years Programme, Design complexity and refinement of their design researching how rockets work, students will Students are introduced to the world of design challenges all students to: projects as far as time allows. Prototyping tools create a range of hand drawn design concepts and will be taught basic drawing techniques such as the 3D printer and laser cutter are and then continue to produce more ideas on a that enable them to express their design ideas • Apply practical and creative thinking skills to available for students who wish to make and test 3D digital drawing design software. Once they through visual communication. Students will solve design problems. their ideas. have developed their designs, they will then follow the design process to produce an outcome • Explore the role of design in both historical make a scale model on a laser resin printer and to design scenarios that involves the use of hand and contemporary contexts. • Consider their responsibilities when making Design & Technology then collaboratively produce an exhibition to showcase their collective designs. Finally they drawn and computer generated designs. They design decisions and taking action. will develop an understanding of how to use Year 7 Course Outline will evaluate their learning styles and methods of computer controlled programming to develop MYP uses the design cycle, a way to structure working as well as the quality of their design. a design that will be manufactured on a laser inquiry and analysis of problems, development Students will be introduced to the design cycle cutter. of feasible solutions, the creation of solutions, through a series of design and make projects. Year 10 Course Outline Projects are produced using resistant materials and testing and evaluation of the student’s in the college workshop. Students investigate an In Year 10, students are expected to be Year 8 Course Outline solution for the design problem. more autonomous in their application of the issue through research and develop a physical Students will develop their design skills by How will students be assessed? outcome to the brief. Basic construction design cycle. Possible solutions are explored, learning 2D and 3D drawing techniques and Each assessment follows the design cycle, techniques are introduced working with both refined, produced and tested. Evidence of rendering skills through the study of two major requiring students to solve a problem in a given wood and plastic. There is a focus on accuracy this is recorded in a portfolio. Computer projects based on spatial and product design brief: of measurement and application of hand tools. aided manufacture is further explored and tasks. For the spatial design task, students Final outcomes are evaluated in order to judge new techniques such as pewter casting are 1. Describe the issue will study architectural layout by designing the success against the brief. introduced. There is an opportunity for students 2. Research related concepts an Alpine hut for a specific function. This will to produce an independent project in which they 3. Generate initial ideas through freehand involve students learning how to draw in 2 point will select their own materials and manufacture sketching Year 8 Course Outline perspective, render buildings to show materials methods from the range available. 4. Identify and develop the strongest idea/s and light direction and how to use 3D digital Students will practice and apply the design cycle 5. Present the final design design programmes to create a fully rendered to their own design and make projects. Projects Year 10 Course Outline interior design. For their product design, they 6. Evaluate the success design against the brief are produced using resistant materials in the (Full Year) will be introduced to ergonomic design through Where does this subject lead? college workshop. Students investigate an issue In choosing the full year course, students have the task of designing a drink bottle for a chosen In the senior school Scots offers full year through researching and will consider a range of the opportunity to extend their breadth of target market. NCEA Graphics/DVC and Product Design & possible solutions. Basic construction techniques are developed as pupils explore more complex understanding. Students are encouraged to Construction Technology at Years 11, 12 and practice new techniques such as wood turning Year 9 Course Outline 13, where students broaden their repertoire of 3 dimensional products which require increased techniques to tackle increasingly challenging accuracy of measurement and construction and welding in order to consider them for use in Students will further develop their design skills design problems. NCEA Digital Technology using hand tools and some workshop machinery. their independent projects. by learning 2D and 3D drawing techniques and courses at Years 11, 12 and 13 build upon rendering skills through two major projects the fundamental ideas explored during Years based on spatial and product design tasks. 7-9 Robotics and Year 10 Digital Technology. For the spatial design task, students will study The focus moves away from physical projects architectural layout by designing a “sleep out” to digital ones, including; Web Design, Programming, 3D Modelling and Information Technology.
18 19 test a multi-level game for a specific audience. digital design. They will investigate and present They will learn more about aspects of digital the uses and effects of Big Data in a sector of for their own property. This will involve students learning how to create a site plan, and how Digital Design and design and the role that research, and human the community, for example, in business, health to draw in 1 and 2 point perspective, render Innovation computer interaction plays in this field. services, marketing and social media. buildings to show materials and light direction. Year 9 Course Outline Web Design For their product design, they will be introduced Year 7 Course Outline This topic explores practical HTML coding skills to branding design through the task of designing The Year 9 builds further on the principles of and how humans interacts with information in a The Year 7 course introduces students to the an aftershave or perfume for a chosen target computational thinking, design thinking and their digital environment. The outcome of this project fundamentals of computational thinking, digital market. This will involve them studying a range role in digital innovation. Students will continue will be a multipage website for a given event. innovation and the MYP design cycle. The of target markets and identifying how design to use the framework of the MYP design cycle. semester is split over two projects: Programming elements are incorporated into products to make The semester is split over two projects: Students will learn how to code using Python them attractive to specific demographic groups. Robotics and Post Conflict Hazards There’s an app for that and will develop an application that will have a Students will use design thinking to create Students will explore more complex practical use in their community. Design & Visual robotic solutions for a post conflict global programming concepts and apply them to community For example, students could look at Communication how landmines continue to affect people long create an application around a topic of personal Year 10 Course Outline significance. they will research their chosen (Full Year) (Graphics) cont... after war has ceased. Students will also learn how to code their robots to move autonomously topic and develop a focused inquiry into their target audience. After creating their app, they This full year Digital Technology course offers a through a complex course. Year 10 Course Outline will design a test plan for their users in order to range of experiences using digital design tools. Imagining a Sustainable Future get specific feedback on the usability of their The course is designed to give students an in- Students will apply the design cycle to two major depth introduction to senior digital technology Students will be given a series of STEM solution. projects, covering areas such as architecture, and computer science options in the future. challenges to undertake. Each challenge will be product, and graphic design. Freehand sketching Autonomous Vehicles comprised of computational and critical thinking, Big Data techniques are refined and idea generation Students will research the development of and hands-on digital design components. Students will learn about the fundamentals of techniques are introduced to enable students autonomous vehicles and analyse them from a Students will work independently and be guided Big Data and the impact that this has on the to explore a wide range of potential outcomes. road safety viewpoint and as an application of by their deeper understanding of the MYP individual, business and service organizations Computer aided design skills are extended to the Internet of Things. They will then use the design cycle. and on society as a whole. They will investigate allow students to effectively communicate and result of their research to design an autonomous test their ideas. Students will develop ideas using vehicle to complete a course with a variety of and present their findings on the uses and effects advanced 2D and 3D drawing and modelling Year 8 Course Outline test points and obstacles. of Big Data in a sector of the community, for techniques and will develop the skills and The Year 8 course provides students with a example, in business, health services, marketing Students work with a far greater degree of and social media. knowledge to thoroughly prepare them for deeper understanding of computational thinking, independence in all aspects of this development. Year 11. digital innovation and the MYP design cycle. The Web Design semester is split over two projects: Along with the use of Lego Mindstorms This topic explores practical HTML coding skills Year 10 Course Outline equipment students will have access to a 3D and how humans interacts with information in a Rescue Me! (Full Year) Students will design and create robotic solutions printer and electronics components in the digital environment. The outcome of this project classroom to allow them to customize their will be a multipage website for a given event. Students will apply the design cycle to two major to assist in search and rescue operations. designs. projects, covering areas such as architecture, Students will research and draw inspiration from Programming product, and graphic design. Freehand sketching current technology in a range of hazardous techniques are refined and idea generation situations such as mining disasters, earthquake Year 10 Course Outline Students will learn how to code using Python and will develop an application that will have a techniques are introduced to enable students zones and urban conditions. Students will This Year 10 Digital Technology course is a half practical use in their community. to explore a wide range of potential outcomes. also learn how to code their robots to move year subject that focuses on key areas of digital Computer aided design skills are extended autonomously through an obstacle course based design. This course gives students a foundation Passion Project to allow students to effectively communicate on the situation that they have chosen. Along for senior digital technology and computer Students will choose an aspect of digital and test their ideas. In choosing a full year with the use of Lego Mindstorms equipment science options in the future. technology and develop an individual project programme, students are offered an opportunity students will have access to a 3D printer in the based around the application of digital classroom to further customize their designs. Big Data technology to solve a problem. They will use to extend their breadth of understanding and Students will learn about the fundamentals of the MYP design cycle to guide them during build a foundation of practical skills in order to Good Game Big Data and the impact that these concepts development and then pitch their product to a confidently transition into Design and Visual Students will learn to use a range of coding have for them personally and in the area of panel of experts. Communication at NCEA Year 11. techniques to enable them to design, create and
20 21 Humanities MYP Subject Group: What enrichment opportunities will Year 8 Course Outline How can business help our community? there be? This unit is an inquiry into economic and trade Individuals and Societies In class: Interdisciplinary teaching opportunities, How do people work for Justice? systems. It examines access to markets, fair inquiry based learning where students ‘dig This unit focuses on justice and human rights. It trade and globalization and how some people are What is this subject is about? examines the Atlantic slave trade as a case study ‘The social sciences learning area is about how deeper’, further analysis and evaluation using marginalized by these systems. Blooms Taxonomy. before shifting focus to contemporary issues like societies work and how people can participate as child labour and human trafficking. What is the real impact of war? critical, active, informed, and responsible citizens.’ Outside of class: competitions, conferences or This unit is an enquiry into the long term effects (The New Zealand Curriculum, 2007) events such as Model United Nations Assembly, How did whaling change over time? of war on people. This is explored through Climate Challenge Wellington, Race Unity This topic is an inquiry into whaling practises examining child soldiers, refugees and the Humanities is about how societies work and in New Zealand and around the world and how people can participate as critical, active, Speech Competition, Create One World, the destruction of cultural icons. Veteran Affairs Passchendaele Competition and examines change in this industry with regard to informed, and responsible citizens. Units are drawn from the past, present, and future Year 10 Essay Competition. economic and technological developments as Year 10 Course Outline well as social attitudes. and from places within and beyond New What makes a civilization ‘great’? Zealand. Humanities helps students to develop Year 7 Course Outline How do we respond to natural disasters? Using the case study of Ancient Greece inquiry skills that lead towards conceptual How do we read our Environment? This topic is an inquiry into natural disasters students will examine art, culture and political understandings of the relationships between This topic is an inquiry into mapping and peoples responses to these disasters. organization to determine whether it was a individuals, societies and the environments in conventions and how the universality of maps The context of study is New Zealand and the ‘great’ civilization. which they live. connects people across time, place and space. wider world and in particular how the world is interconnected by such emergencies. How has disease changed the world? Through Humanities, students will understand, How and why should we remember the This topic focuses on how societies have reacted be inspired to become contributors to the local, ANZACs? How do people live in extreme and changed in response to disease. It examines national, and global communities in which This topic examines New Zealanders’ environments? disease from the past such as the Black Plague as they live and work. Students collect, describe relationships with other nations during the This topic examines extreme environments such well as contemporary epidemics such as Malaria, and analyse data used in studies of societies; Gallipoli campaign of World War One. as tropical rainforests, polar regions and deserts. H.I.V. and Ebola. test hypotheses; and learn how to interpret It investigates the people who live there and how increasingly complex information, including Students look at the process of grief and they have adapted to survive in such extreme Why do people value land? original source material. They will be asked reconciliation as former enemies look to rebuild conditions. This topic focuses on land and peoples to engage critically with societal issues and their world after conflict. connection with the land in NZ and Australia. It evaluate the sustainability of alternative social, How does our Government work? Year 9 Course Outline examines indigenous land values and how these economic, political, and environmental practices. This unit of work is an inquiry into systems of contrasted with land values of their colonisers. Can the Earth cope? How will students be assessed? government. It examines our own government This unit focuses on environmental issues and When is it OK to break the rules? There are a range of formats of assessment task system as well as other government models from how these are affecting the Earth. It examines This topic explores human actions like protest, formats such as; letter, speech, newspaper article around the world. the human interaction with the environment civil disobedience and social action across a and essay writing. Resource interpretation, How have explorers changed the world? and how we can make change to minimise our variety of contexts such as Parihaka, South research tasks and PowerPoint presentations are This unit of inquiry examines explorers, their footprint. Africa and India. also used. methods and achievements including Kupe, What starts a World War? Where does this subject lead? Magellan and Columbus. It particularly focuses This unit focuses on global interactions in the In Year 11 students can opt for Geography, on change associated with exploration. form of historical forces such as imperialism, Economics and History. In Year 12 these nationalism and alliance systems and how this subjects continue, whilst BAM (IB), led to World War One. Environmental Systems & Societies (IB), Classical Studies (NCEA and IB) begin. In Year 13 students can take NCEA Art History.
22 23 Year 9 Business Studies Year 10 Enterprise Studies MYP Subject Group: Year 9 Course Outline MYP Subject Group: Year 10 Course Outline Individuals and Societies How do communities manage Individuals and Societies How does this product satisfy the needs sustainable economic choices? of my community? What is this subject is about? What is this subject is about? This unit of work is an inquiry into considering This unit of work is an inquiry into creating ‘MYP Individuals and Societies encourages learners ‘MYP Individuals and Societies encourages learners perspectives of household, producers, and evaluating products which manage societal to respect and understand the world around them to respect and understand the world around them communities and government to assist in needs. and equips them with the necessary skills to inquire and equips them with the necessary skills to inquire economic decisions. Students investigate a into historical, contemporary, geographical, into historical, contemporary, geographical, How can I market my message? proposed change to an area of Wellington political, social, economic, religious, technological political, social, economic, religious, technological This unit of work is an inquiry into how including the positive and negative impacts any and cultural factors that have an impact on and cultural factors that have an impact on marketing strategies help organisations remain change would have on different stakeholders. individuals societies and environments.’ (MYP individuals societies and environments.’ (MYP competitive in a global market. Students engage Students examine and appreciate the Individuals and Societies Guide, 2014/2015). Individuals and Societies Guide, 2014/2015). in the entire marketing process by evaluating an perspectives of different groups impacted by adventure-based tourism business utilising the 4 Students explore the choices, resources and change. Students engage in the research process about P’s of marketing. processes that are available to communities how businesses create solutions to cater Managing financial systems and whilst engaging with the financial literacy for community needs, and make marketing processes concepts of economic scarcity, income and decisions. An emphasis on evaluating viewpoints This topic encourages students to inquire into budgeting, and saving. and the impacts of these solutions allows budgeting and its impact on varying levels of students to recognise the challenges faced by How will students be assessed? income, wants and needs. “Students examine modern day entrepreneurs. There are a range of formats of assessment how individuals families can prepare for their tasks including creation of a family budget, future quality of life by their present day saving How will students be assessed? development of a report comparing holiday decisions.” There are a range of assessment tasks: Students destination costs, and analysis of different engage in the research process of modifying and stakeholder perspectives to a change proposal. existing product to meet community needs. As Research and investigation forms an important part of the product unit, students are required part of all assessment tasks. to present an action plan, provide evidence of research and reflect on the research process Where does this subject lead? that they followed. As part of the marketing unit, This subject leads to Year 10 Enterprise Studies. students will be assessed on research into a local It also provides a background which is useful tourism business and the marketing strategies in all aspects of working and personal life. adopted by the organisation that allow them to stay The theoretical aspect leads towards Year 11 relevant in a global community. Their findings will Commerce subjects which can then open up the be presented in the written presentation format. opportunity to take NCEA Level 2 Economics and/or NCEA Level 2 Business Studies, or Where does this subject lead? IB Business and Management and/or IB To Year 11 Commerce subjects which can then Economics. open up the opportunity to take NCEA Level 2 Economics and/or NCEA Level 2 Business What enrichment opportunities will Studies, or IB Business and Management and/ there be? or IB Economics. It also provides for valuable • SavY Financial Literacy workshops entrepreneurial skills and knowledge for young • Field trip to Shelley Bay development people who will contribute towards New • Online budgeting simulation through Banqer Zealand’s economic future. What enrichment opportunities will there be? • Product presentation day • Local business owner presentation
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