Middle School Curriculum 2022 - Years 7, 8, 9 and 10 - Scots College
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2 Curriculum Handbook 2022 Contents The curriculum handbook is an Introduction................................................................. 4 essential pathway for your child’s IB Learner Profile....................................................... 5 academic future – it provides What is the MYP?....................................................... 6 information on curriculum areas, Interdisciplinary Teaching and Learning................ 7 subject choices and teaching and Homework Guidelines............................................... 8 learning across the Middle School. Dual Qualification Pathway....................................... 9 Middle School Curriculum and where it leads..... 10 The handbook also provides an up-to-date explanation of the IB Middle Years Programme and the pathways that lead from this into the Senior School. Course Descriptions The Middle School academic framework delivers a diverse range of curriculum areas Drama........................................................................ 12 based on global standards and the desire to develop internationally minded young Music.......................................................................... 14 students. Visual Arts................................................................. 16 Compulsory language learning and a diverse ‘Arts’ and ‘Technology’ focus set Film............................................................................. 18 Middle School students up to make well-informed decisions on their future academic Design & Visual Communication, Digital pathways. It is important that families and their children spend time discussing the Technology and Materials Design Technology.... 19 appropriate courses for their future aspirations. As a general rule of thumb, courses Humanities................................................................ 25 should be chosen which leave doors open as young students are likely to change their Business Studies....................................................... 28 goals as they move through the Middle School and set themselves up for the Senior Enterprise Studies.................................................... 29 School. English........................................................................ 30 The curriculum handbook outlines the Learner Profile attributes, the Year 10 Chinese, French, Spanish, Te Reo M ori Community Project and it also offers a detailed explanation into each curriculum area and English Language B.......................................... 34 so both students and parents gain a greater insight into the teaching and learning Mathematics.............................................................. 37 within these disciplines. If you require further details and professional advice related PE & Health............................................................... 40 to your child’s academic decision making please don’t hesitate to contact Kate Bondett Science....................................................................... 43 (MYP Coordinator). Special Character Religious Education................ 46 Matt Allen Year 10 Community Project.................................... 47 Principal, Middle School A&A Programme (Able & Ambitious) .................. 48 July 2021 Learning Support Overview................................... 49 Middle School Contacts.......................................... 50
4 5 Introduction IB Learner Profile Our Middle Years Programme (MYP) The profile aims to develop learners who are: curriculum framework provides Inquirers Open-minded academic challenges that encourage We nurture our curiosity, developing skills for We critically appreciate our own cultures and students to embrace and understand inquiry and research. We know how to learn personal histories, as well as the values and the connections between learning independently and with others. We learn with traditions of others. We seek and evaluate a enthusiasm and sustain our love of learning range of points of view, and we are willing to areas and the real world. throughout life. grow from the experience. Knowledgeable Caring The curriculum further challenges students to become internationally minded and We develop and use conceptual understanding, We show empathy, compassion and respect. We reflective thinkers. A focus on approaches to learning skills throughout the programme exploring knowledge across a range of have a commitment to service, and we act to ensures your children are ready for the rapidly changing 21st Century world. disciplines. We engage with issues and ideas that make a positive difference in the lives of others have local and global significance. and in the world around us. The heart of the programme revolves around five key elements which: • Encourage international mindedness in students to develop a foundation in their own Thinkers Risk-takers We use critical and creative thinking skills to We approach uncertainty with forethought language and culture. analyse and take responsible action on complex and determination; we work independently • Encourage a positive attitude to learning by challenging students to solve problems, problems. We exercise initiative in making and cooperatively to explore new ideas and show creativity and resourcefulness, and participate actively in their communities. reasoned, ethical decisions. innovative strategies. We are resourceful and resilient in the face of challenges and change. • Reflect real life by providing a framework that allows students to see the connections Communicators among the subjects themselves, and between the subjects and real issues. We express ourselves confidently and creatively Balanced in more than one language and in many ways. We understand the importance of balancing • Supports the development of communication skills to encourage inquiry, We collaborate effectively, listening carefully to different aspects of our lives—intellectual, understanding, language acquisition, and to allow student reflection and expression. the perspectives of other individuals and groups. physical, and emotional—to achieve well-being • Emphasise, through the learner profile, the development of the whole student – for ourselves and others. We recognise our Principled interdependence with other people and with the physically, intellectually, emotionally and ethically. We act with integrity and honesty, with a strong world in which we live. sense of fairness and justice, and with respect The culmination of the MYP programme is the Year 10 Community Project. Working for the dignity and rights of people everywhere. Reflective in small groups students are expected to identify a community need and take action to We take responsibility for our actions and their We thoughtfully consider the world and our own either bring change themselves, raise money to finance change carried out by others, consequences. ideas and experience. We work to understand raise awareness of the issue or provide an analysis of how this issue can be alleviated. our strengths and weaknesses in order to Past projects include encouraging healthy eating at Kahurangi School, maintaining bike support our learning and personal development. trails and starting a beach clean up. Kate Bondett MYP Coordinator July 2021
6 7 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 Middle offered by over 850 IB World Schools. At Scots we run the MYP in Years Years Programme and a wonderful opportunity for students, is becoming 7-10. The MYP is especially designed to help adolescents adjust to life more prominent in the Middle School. in the 21st century. It is a difficult time for these young people as they In 2022, all students from years 7-10 will Interdisciplinary teaching and learning is learn to cope with a constantly changing and increasingly interconnected characterised by a genuine need for distinct participate in an interdisciplinary unit which world. The MYP provides them with the knowledge and skills they need disciplinary knowledge or skills from two bring together skills from all learning areas. We as they grow, helping the students to find a sense of belonging. The MYP subjects, to be taught together. Just like the hope these learning opportunities will allow workplace, knowledge does not sit in discrete students to explore authentic real-world contexts emphasises and builds on the IB Learner Profile. The key ideas behind the silos, it is used seamlessly together to work which draw deeply on learning from different MYP are; towards a goal or outcome. We try, using the learning areas. 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. balanced range of traditional subjects, the The learning of other languages extends the MYP also has an extra emphasis on the student’s ability to communicate and it teaches interrelatedness of the subjects. This encourages appreciation of different cultures and ways of the student to consider issues and problems from thinking. Good communication is also about a variety of points of view. The students learn listening to others and understanding variations to combine relevant knowledge, experience and and nuance. The MYP also encourages students critical thinking to solve real problems. to explore various modes of expression. Intercultural Awareness MYP Programme Model The MYP develops students’ attitudes, knowledge and skills as they learn about their own and others’ cultures. MYP teaching and learning encourages tolerance, respect and empathy. This is an essential part of education 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
8 9 Homework Guidelines in the Dual Qualification Middle School 2022 Pathway To allow students the time to experiment and the world of fiction encourages empathy and Years 1-6 challenge themselves with new activities the understanding that will improve the character of Middle School have a homework policy that our students as well. We are not saying that they PYP sees all MYP assessments completed during have to read every day but we think they should class time, and that most subjects will not set do it on all the days they eat! Primary Years Programme homework. We believe this gives students and We recommend students become members of opportunity to work on becoming the All-Round their local libraries and making a fortnightly trip Character. to the library part of your family routine will Years 7-10 contribute hugely to the success of this new Is there any Homework? initiative. We’d love the whole family to join in Yes, homework is based around reading, spelling, the reading as a way to counteract some of the MYP mathematics and second language study. We envision students having over an hour of concerns we have about the amount of time Middle Years Programme students are spending on screens. homework each night but a significant chunk of this is to be spent reading. Students may also use Academic Competitions the time to catch up on missed lessons or spend We encourage students to become involved homework time acting on teacher feedback to Year 11 in academic competitions like the spelling bee improve an assessment grade for any subject. and challenge themselves to follow their own Year 10 students also undertake the MYP interests in investigating the world around them Community Project where they identify a as they do through the popular Science Badge Year 11 Programme problem, analyse it and then take action to programme. mitigate that problem. Leaving time for cultural pursuits, Science homework will consist of 2-3 sport and leisure consolidation tasks for each unit of work. In Year 12 A key aim of the College is the creation of the addition, students can expect two reflective “All-Round Character”. The Middle School tasks per year in which they must consider how Homework policy aims to allow students the NCEA IB scientific learning has been applied to a problem and the implication of the use of that scientific time to play sport, develop a love of reading, Level 2 Diploma Programme follow hobbies, learn instruments and generally learning. maintain their own health whilst still reinforcing the academic work done in class. Why do we push reading? Reading, even in the digital age, is crucial to Year 13 How much homework will my child get? learning. We want our students to expand their Students will receive over an hour of homework vocabularies (hence the spelling lists students each night but a significant chunk of this is to be NCEA IB will be bringing home) so that when new material is introduced to them as they move into spent reading. Level 3 Diploma Programme the Senior School they will have the language skills to make the most of their ability. We also believe that the ability to enter imaginatively into
10 11 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 / Film Film Industry Art Industry Art Drama / Music Drama / Music Drama / Music Drama / Music Drama / Music / Film Drama / Music / Drama / Music Music / Film Film and Media Studies Design Materials Design Materials Design Materials Design Materials Design 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 Digital Digital Digital Design Technology Graphics) Graphics) Technology Technology Technology Technology Computer Science Digital Technology Digital Technology Computer Science Individuals Humanities Humanities Humanities Humanities Geography / History Classical Studies Classical Studies Classical Studies / Environmental & Societies / Humanities / Geography / / Geography / Systems & Societies / Geography / Business Studies Enterprise History History History / Psychology Studies Commerce / Consumer & Business Economics / Economics / Economics / Business & Management Law / Financial Business Studies Business Studies Capability / Tourism Studies / Tourism Studies 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 Te Reo M ori Te Reo M ori Te Reo M ori French / Language A Literature / Te Reo M ori Te Reo M ori 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 & Health / PE & Health / PE & Health PE & Health PE / Sports and PE (Theory) PE (Theory) Sports, Exercise and Health Sport Sport 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
12 13 Drama MYP Subject Group: Arts YEAR 7 COURSE OUTLINE role, situation, theme and mood to an audience. will explore an intention and theme through Students will consider the importance of making improvisation and convention based drama to Our Homegrown Heroes What is this subject about? drama in response to world events. create an original piece of work. Students through play-based role learning, Drama in the MYP engages students in an explore the lives of real-life New Zealand Heroes active relationship with theatre and encourages YEAR 9 COURSE OUTLINE YEAR 10 COURSE OUTLINE such as Sir Edmund Hilary, Sir Peter Blake, Kate autonomous learning and exploration. It How do we communicate without words? (FULL YEAR) Sheppard, Willie Apiata, Jonah Lomu and many encourages the growth of creative, reflective more. Students will learn how to use drama Students will explore how a narrative idea In addition to the content from the Semester and communication skills through practical conventions of storytelling and exploration/play. can be expressed though the theatre form of course outlined previously, work. Emphasis is placed on the artistic process Working collaboratively with improvisation and Mime. Students will develop universal skills full year drama students will look towards the and the students’ understanding of this process storytelling skills they will develop their ability of mime and look at world practices of the art Year 10 Art Exhibition. as an essential component to their artistic to communicate to an audience with integrity form. The students will workshop the specific development through continuous investigation, and consideration to the source material while techniques of Japanese, French, Italian and Year 10 Exhibition in Arts planning, goal setting, rehearsing, performing, working in role. The second part of the course Nouveau mime forms. Working both individually The full year programme will work on a chosen reflection and evaluation. will explore shadow puppet making, technology and collaboratively students will select and use topic along with other subject areas in the and performance through the story of a New performance skills of the art form studied to Arts and Technology to work towards a public How will students be assessed? communicate an intention to an audience. The performance exhibition. Works created in the Zealand WW1 hero based on the book The Red Assessment in drama is based on performance students self-directed work explores the ATL past have been centered around a theme such Poppy. Collaboration and time management skills tasks supported by evidence and documentation skills of collaboration and communication and as 15 Minutes of Fame, What a Load of Rubbish are explored in this project-based task. in a process journal. Both group and individual gives student ownership of the creative process. and Old meets New. The Drama students work performances will be assessed as well as the on creating an original piece of Drama. They will YEAR 8 COURSE OUTLINE In the second part of the course they will explore process journal. performance skills of voice, body movement choose a style of theatre such as The Happenings In what ways do we handle the concept of and use of space. They will transfer their mime experimental theatre, that often raised political Where does this subject lead? death through art? skills into an open scripted piece of work where ideas of the time. Drama is a senior school academic option from Using the Children’s Theatre play Johnny and the they can interpret role, situation and place as a Year 11 to 13 including scholarship. NCEA Dead, by Terry Pratchett students will explore Are plays of the past entertaining to today’s culmination of all skills explored in the semester. Level 2/3 drama can be counted towards a how through performance we can communicate audiences? student’s literacy credits. Many drama students the rights of dead people in society. They will Students will examine the world of Melodrama. YEAR 10 COURSE OUTLINE also take part in a wide variety of co-curricular consider if dead people have rights and how Using specific performance features from the activities within the school including our major drama can comment on political events to What does it mean to be Kiwi? period students will create a performance where production. appeal to our conscience. We will also consider Students will explore the Pasifika play of Niu they can demonstrate their understanding of the how the use of comedy in performance can Sila by Dave Armstrong and Oscar Kightley. features of Melodrama in performance. They will What enrichment opportunities will there normalise death. In the second part of the Examining racial stereotypes, cross cultural reflect on how a play from the past can still be be? course students will explore Physical Theatre friendships and our New Zealand societies entertaining and understood by a contemporary In class: performance to other classes and the to create responses to the ideas of war and the prejudice and past through the use of comedy audience. wider school community. Pals Battalions of WW1 in Johnny and the Dead. and satire with serious undertones. The students Outside of class: Shakespeare Festival, College Using the skills of movement students will work will perform an extract from the play as an Production, Middle School Production, Year 10 cooperatively to create their own dance drama assessment task. The second part of the course Exhibition Evening, visit to or by professional that explores how art can express the concept of is devised based work on the idea of a culture theatre groups. death through a different drama lens to explore clash in a New Zealand context. Students
14 15 Music MYP Subject Group: Arts programme has some optional standards which I’m So Popular YEAR 10 COURSE OUTLINE allow strengths to be followed. In Year 13 NCEA What are the elements that make up a hit (FULL YEAR) What is this subject about? students tend to specialise in the areas that song? Students will learn about songwriting Sample the Muse – How can music reflect Music is a complete art form that is beneficial interest them such as performing, composition and recording by creating their own hit songs. another medium? in so many ways. Learning, creating and or music technology through a wide choice of The very best of these will be recorded in our In this second collaborative unit with Art and performing music has been proven to produce standards, or continue working on IB Music. amazing recording studio. Drama, students will develop compositions and significant academic, social and health performances for a showcase performance that What enrichment opportunities will there YEAR 9 COURSE OUTLINE improvements. It also a highly enjoyable way to responds to a common stimulus. New skills be? spend your time. In the MYP Music programme Feelin’ Blue - When The Blues became Rock such as sampling and looping will be developed In class: All projects have been structured to music is looked at through different topics, Music alongside unique performance and composition allow students to extend their different musical but the goal is always the same: to be actively The story of how The Blues became Rock Music. settings skill levels. involved in music making. Students will use the movie The Blues Brothers Outside of class: concerts, music competitions as a stimulus for the study and performance of Settle the Score – How does interpretation Students will learn how to perform music with and additional musical instrument lessons. music from The Blues traditions. bring music to life? confidence and expressiveness. Often there is a choice of what music to perform within a topic, From aural traditions, through scores and YEAR 7 COURSE OUTLINE EDM – What advances in technology recordings, music has been transmitted and and students are always encouraged to develop Heroes and Villians - How does music tell have had the largest influence on live and interpreted between musicians in many ways. their skills further by either working in different a story and how do instruments convey recorded music? This unit will focus on developing students’ styles, with other students or learning a new character? Students will study the history of recorded interpretation skills to best communicate the instrument. Singing is encouraged at all levels Students will learn some famous ‘character’ sound and gain an understanding of how music of the composer, through the performer to and all instruments and levels able to be catered themes (e.g. Darth Vader) and study what makes the technologies have influenced peoples’ an audience. for. Creating music is the other main aim in MYP them effective. They will then develop their own experience of music by studying and creating Music. To this end, students will learn how to compositions and performances based on this their own EDM songs. use vital computer skills to aid the making and mixing of their compositions. material. YEAR 10 COURSE OUTLINE How will students be assessed? The Hills are Alive - How is vocal music Rocking New Zealand – Which aspects of There are two main assessments at each level; a a vital tool for human expression and New Zealand’s culture have been expressed performance that is videoed, and a composition identity? in our popular music? that is made into a sound file. Some written tasks This unit will focus on developing singing, In this unit students will learn some ‘classic’ New discussing the performance and composition ukulele, guitar and sound editing skills within a Zealand songs that reflect different aspects of process are also required, and together these context of folksongs from around the world. our culture and then create and perform their make up the music section of the MYP Arts own songs. ‘Process journal’. YEAR 8 COURSE OUTLINE Beatlemania - How did The Beatles change Expression – creating an emotional journey Where does this subject lead? music forever? in music In Year 11 students can continue with Music There can be little doubt about the enormity Can you imagine a film without music? How do which follows a programmme combining of The Beatles. But what lasting influence composers tell an emotional story with music? performance, composition and music studies. did they leave? Students will learn to perform This unit is an opportunity to create music In Year 12 students may opt into either some classic songs and develop the recording for a short film of occasion while learning the NCEA Level 2 Music or IB Music. The NCEA techniques pioneered by The Beatles. techniques of the great film composers.
16 17 Visual Arts MYP Subject Group: Arts Where does this subject lead? forms that leads onto a mannequin study using YEAR 10 COURSE OUTLINE In Year 11 students can continue with Art. In pastels. Students develop skills in painting, (FULL YEAR) What is this subject about? Year 12 students may opt into either NCEA Level drawing and sculpture. Artist models are more Taking a Line for a Walk ‘Arts stimulate young imaginations, challenge 2 Industry Art or NCEA Level 2 Studio Art or rigorously explored and there is continued This is unit of work focuses on a range perceptions and develop creative and analytical IB Visual Art (two-year programme). In Year 13 development of the process journal, subject- of drawing approaches with a focus on skills. Involvement in the arts encourages students may opt into a maximum of two art specific literacy, experimentation of wet and dry observational drawing techniques. There is an students to understand the arts in context courses of either NCEA Level 3 Industry Art or media. emphasis on acquiring and applying drawing and the cultural histories of artworks, thus NCEA Level 3 Studio Art or continue working on skills using a range of drawing media and supporting the development of an inquiring and IB Visual Art. YEAR 9 COURSE OUTLINE techniques. empathetic world view.’ Abstracting Colour What enrichment opportunities will there ‘Arts students have opportunities to function In this semester-long course students look at the T rangawaewae - A Place of Belonging be? as artists, as well as learners of the arts. Artists genre of abstraction. Students will solidify ideas Similar to the semester-long course, students • Artist-in-residence programmes have to be curious. By developing curiosity around what abstract art is and how and way start the course by looking at the genre of • Community-based art projects artists make abstract art. Students will continue landscape art, specifically the M ori concept of about themselves, others and the world, students become effective learners, inquirers and creative • Local and National Art competitions to acquire and apply skills in dry and wet media, t rangawaewae using materials such as pencil, problem-solvers. Students develop through such as pencil, paint, as well as photography and conté stick, charcoal, paint, ink and multi-media creating, performing and presenting arts in ways YEAR 7 COURSE OUTLINE digital platforms. Artist models are again more work. that engage and convey feelings, experiences rigorously explored and greater choice is given The Elements and Principles The Art of Protest and ideas.’ in terms of outcomes. There will be a focus in In this semester-long course students explore This unit of work gets the students to develop Year 9 Visual Art as well on the students’ ability ‘The arts are a universal form of human the world of Superheroes and Pop Art. Students their critical thinking skills and select a topic to thinking creatively, through verbal, visual and expression and a unique way of knowing will learn about some of the basic elements of that they research that is related to a protest written form, and document this within their that engage us in effective, imaginative and art to create comic-inspired work using a variety movement of their choice. The outcome is an Process Journals and their classes OneNote. productive activities. Learning through the arts of media including: pencil, pastels, paint, and artwork painted onto blank skateboard decks. helps us to explore, shape and communicate photography. Students will gain skills related YEAR 10 COURSE OUTLINE our sense of identity and individuality. A focus to pencil control, process journal writing and K penga – M ori net making organisation, basic art-related research/literacy, T rangawaewae - A Place of Belonging In this unit of work, students learn the art of on the individual enhances our self-confidence, exploration of colour, and a range of media. In this semester-long course students look kupenga, which is the M ori tradition of net resilience and adaptability.’ (International There will be a focus in Year 7 Visual Art as at the genre of landscape art. This course making. Students look at the work of Matthew Baccalaureate Organisation, 2014) well on the students’ ability to organize and aims to set up students for Year 11 Art at McIntyre Wilson, a local M ori artist, for How will students be assessed? self-manage themselves verbally, visually and in the introductory level in regards to project- inspiration. This is a collaborative sculptural The arts assessment is based on a portfolio written form, within their Process Journals and management, contextual understanding of art, project where the groups arrive at a large-scale of evidence where all work is documented in classes OneNote. creative thinking and development and response art installation that unpacks issues around a process journal. The scale and media used to artists’ work and their own work. Students to sustainability, reusing materials and the fashion in creating the artwork is not restricted by the YEAR 8 COURSE OUTLINE build on previous skills developed over Years industry. process journal, as photographs and colour 7-9 and work in new materials and methods Who am I? The art of portraiture copies of original work will be a part of the final including: charcoal, woodblock and/or intaglio In this semester-long course students continue assessment. Both group and individual work will printing, multi-media, and/or design. developing ideas around shapes and forms, as be assessed on the evidence documented in the well as learn about features of the face and body process journal by the individual student. such as proportion. Students explore simple
18 19 Design & Visual Communication, Digital Technology Film and Materials Design Technology MYP Subject Group: Arts YEAR 9 COURSE OUTLINE MYP Subject Group: Design Where does this subject lead? In the senior school Scots offers full year (Stop-motion) Pattern and repetition can What is this subject about? What is this subject about? NCEA Graphics/DVC and Product Design & communicate motion From learning about Film, and how to create it, As part of the Middle Years Programme, Design Construction Technology at Years 11, 12 and Students will learn the basics of cinematography students have the chance to understand better challenges all students to: 13, where students broaden their repertoire of by creating their own stop-motion based story. the power of film as a tool for expression and techniques to tackle increasingly challenging • apply practical and creative thinking skills to design problems. NCEA Digital Technology investigation. Imagery in film tells a story that (Music video editing) Sequencing is solve design problems. immediately crosses cultural boundaries to important to communicate narrative courses at Years 11, 12 and 13 build upon the Students will learn the basic concepts of editing • explore the role of design in both historical fundamental ideas explored during Years 7-10 speak in a universal language. and contemporary contexts. Digital Technology . The focus moves away film. How will students be assessed? • consider their responsibilities when making from physical projects to digital ones, including; Students will be assessed on their application YEAR 10 COURSE OUTLINE design decisions and taking action. Web Design, Programming, 3D Modelling and of the skills they develop in relation to Information Technology. How can we express who we are through The MYP uses the Design Cycle as a scaffold cinematography and editing. art? to structure inquiry, analyse problems, and find What enrichment opportunities will there Students will explore life at Scots College solutions. Where does this subject lead? be? This subject allows students to begin to develop through the camera lens. Students will create a Students are encouraged to extend the How will students be assessed? the core skills needed to follow Film through to five minute long, ‘slice of life’ expression of their complexity and refinement of their design Each assessment follows the design cycle, Year 11 Film then either Year 12 and 13 NCEA experiences at the College. projects as far as time allows. Prototyping tools requiring students to solve a problem in a given studies or Film in the IB Diploma. This can then such as the 3D printer and laser cutter are How can you make an audience want to brief: lead to tertiary studies and/or involvement in available for students who wish to make and test experience an artwork 1. Describe the issue the film industry. their ideas. Students will collaborate with students from 2. Research related concepts What enrichment opportunities will there be? MYP Music and Art, to create a film trailer. Students will need to exhibit an understanding 3. Generate initial ideas through freehand Students will be encouraged to involve of both genre, and conventions of movie trailers. sketching themselves in the co-curricular Film Club. There are also opportunities to be involved in the back- 4. Identify and develop the strongest idea/s stage effort for College events, such as Scots’ 5. Present the final design Got Talent as camera operator’s etcetera. There 6. Evaluate the success design against the brief is also opportunity for individual extension in editing and sound engineering.
20 21 Design & Visual Communication YEAR 7 COURSE OUTLINE YEAR 9 COURSE OUTLINE YEAR 10 COURSE OUTLINE Students are introduced to the world of design Students will further develop their design skills (FULL YEAR) and will be taught basic drawing techniques by learning 2D and 3D design techniques. Students will apply the design cycle to two major that enable them to express their design ideas Students will study the world of space travel and projects, covering areas such as architecture, through visual communication. Students will research the function and designs of a variety product, and graphic design. Freehand sketching follow the design cycle to produce an outcome of different space craft. After researching how techniques are refined and idea generation to design scenarios that involves the use of hand rockets work, students will create a range of techniques are introduced to enable students drawn and computer generated designs. They hand drawn design concepts and then continue to explore a wide range of potential outcomes. will develop an understanding of how to use to produce more ideas on 3D digital drawing Computer aided design skills are extended computer controlled programming to develop design software. Once they have developed their to allow students to effectively communicate a design that will be manufactured on the 3D designs, they will then make a scale model on and test their ideas. In choosing a full year printer. a laser resin printer and then collaboratively programme, students are offered an opportunity produce an exhibition to showcase their to extend their breadth of understanding and YEAR 8 COURSE OUTLINE collective designs. Finally they will evaluate their build a foundation of practical skills in order to Students will develop their design skills by learning styles and methods of working as well confidently transition into Design and Visual learning 2D and 3D drawing techniques and as the quality of their design. Communication at Year 11. rendering skills through the study of two major projects based on spatial and product design YEAR 10 COURSE OUTLINE tasks. For the spatial design task, students Students will apply the design cycle to two major will study architectural layout by designing projects, covering areas such as architecture, an Alpine hut for a specific function. This will product, and graphic design. Freehand sketching involve students learning how to draw in 2 point techniques are refined and idea generation perspective, render buildings to show materials techniques are introduced to enable students and light direction and how to use 3D digital to explore a wide range of potential outcomes. design programmes to create a fully rendered Computer aided design skills are extended to interior design. For their product design, they allow students to effectively communicate and will be introduced to ergonomic design through test their ideas. Students will develop ideas using the task of designing a drink bottle for a chosen advanced 2D and 3D drawing and modelling target market. techniques and will develop the skills and knowledge to thoroughly prepare them for Year 11.
22 23 Digital Technology YEAR 7 COURSE OUTLINE Good Game YEAR 10 COURSE OUTLINE Web Design The Year 7 course introduces students to the Students will learn to use a range of coding This Year 10 Digital Technology course is a half This topic explores practical HTML coding skills fundamentals of computational thinking, digital techniques to enable them to design, create and year subject that focuses on key areas of digital and how humans interacts with information in a innovation and the MYP design cycle. The test a multi-level game for a specific audience. design. This course gives students a foundation digital environment. The outcome of this project semester is split over two projects: They will learn more about aspects of digital for senior digital technology and computer will be a multipage website for a given event. design and the role that research, and human science options in the future. Robotics and Post Conflict Hazards computer interaction plays in this field. Programming Students will use design thinking to create Big Data Students will learn how to code using Python robotic solutions for a post conflict global YEAR 9 COURSE OUTLINE Students will learn about the fundamentals of and will develop an application that will have a community For example, students could look at The Year 9 builds further on the principles of Big Data and the impact that these concepts practical use in their community. how landmines continue to affect people long computational thinking, design thinking and their have for them personally and in the area of after war has ceased. Students will also learn digital design. They will investigate and present Passion Project role in digital innovation. Students will continue how to code their robots to move autonomously the uses and effects of Big Data in a sector of Students will choose an aspect of digital to use the framework of the MYP design cycle. through a complex course. the community, for example, in business, health technology and develop an individual project The semester is split over two projects: services, marketing and social media. based around the application of digital Imagining a Sustainable Future There’s an app for that technology to solve a problem. They will use Students will be given a series of STEM Students will explore more complex Web Design the MYP design cycle to guide them during challenges to undertake. Each challenge will be programming concepts and apply them to This topic explores practical HTML coding skills development and then pitch their product to a comprised of computational and critical thinking, create an application around a topic of personal and how humans interacts with information in a panel of experts. and hands-on digital design components. significance. They will research their chosen digital environment. The outcome of this project Students will work independently and be guided topic and develop a focused inquiry into their will be a multipage website for a given event. by their deeper understanding of the MYP target audience. After creating their app, they design cycle. Programming will design a test plan for their users in order to Students will learn how to code using Python get specific feedback on the usability of their YEAR 8 COURSE OUTLINE and will develop an application that will have a solution. The Year 8 course provides students with a practical use in their community. deeper understanding of computational thinking, Autonomous Vehicles digital innovation and the MYP design cycle. The Students will research the development of YEAR 10 COURSE OUTLINE semester is split over two projects: autonomous vehicles and analyse them from a (FULL YEAR) road safety viewpoint and as an application of This full year Digital Technology course offers a Rescue Me! the Internet of Things. They will then use the range of experiences using digital design tools. Students will design and create robotic solutions result of their research to design an autonomous The course is designed to give students an in- to assist in search and rescue operations. vehicle to complete a course with a variety of depth introduction to senior digital technology Students will research and draw inspiration from test points and obstacles. and computer science options in the future. current technology in a range of hazardous Students work with a far greater degree of Big Data situations such as mining disasters, earthquake independence in all aspects of this development. Students will learn about the fundamentals of zones and urban conditions. Students will also learn how to code their robots to move Along with the use of Lego Mindstorms Big Data and the impact that this has on the autonomously through an obstacle course based equipment students will have access to a 3D individual, business and service organizations on the situation that they have chosen. Along printer and electronics components in the and on society as a whole. They will investigate with the use of Lego Mindstorms equipment classroom to allow them to customize their and present their findings on the uses and effects students will have access to a 3D printer in the designs. of Big Data in a sector of the community, for classroom to further customize their designs. example, in business, health services, marketing and social media.
24 25 Materials Design Technology Humanities YEAR 7 COURSE OUTLINE by analysing existing products. Products require MYP Subject Group: Where does this subject lead? Students will be introduced to the design cycle increased accuracy of measurement, joining and Individuals and Societies Humanities is a core compulsory subject in the through a series of projects. Projects can make assembly, using some hand tools and extending Middle School. In the Senior School it splits into use of physical materials in the workshop as well basic machine handling skills with guided What is this subject about? a wide range of subjects that students can take design tools like Tinkercad. Students investigate practice. Students are learning to critically ‘The social sciences learning area is about how individually or in combination. These include: through research and develop a physical evaluate their outcomes against benchmark societies work and how people can participate Year 11: Humanities (Full Year); Classical outcome to meet their brief. Basic construction criteria so that they are fit for purpose. as critical, active, informed, and responsible Studies, History, or Geography (Semester); techniques are introduced working with both citizens.’ (The New Zealand Curriculum, 2007) Humanities in the News or Humanities in Arts wood and plastic. There is a focus on accuracy YEAR 10 COURSE OUTLINE Humanities, above all, is about people, and the and Culture (Semester). of measurement and application of hand tools. In Year 10, students will practise and apply the design cycle with greater independence in at ways they interact with each other, with society, Year 12 and 13 NCEA: Classical Studies, History, Final outcomes are evaluated in order to judge least one core project. In this project students and with the world they live in. By studying Geography, or Tourism. the success against the brief. continue to develop and extend digital design Humanities, students will become critical Year 12 and 13 IB: Classical Greek and Roman YEAR 8 COURSE OUTLINE and planning skills including CAD modelling and thinkers and communicators. They will be able Studies, History, Geography, Psychology, or Students will practice and apply the design cycle machining (laser cutting) as well as traditional to assess and analyse information, and identify Environmental Systems and Societies. to their own design projects. Digital and practical use of machinery and hand tools. Students will and respond to unfair situations, problems, skills are developed through their project. analyse existing products and trial and test by and challenges. They will also become caring, What enrichment opportunities will there Students investigate an issue through researching modelling to develop their outcomes. Students engaged, international minded individuals who be? and will consider a range of possible solutions. learn to frequently review each part of their engage with societal issues, and are aware of The Humanities department supports Middle Basic construction techniques including design and developing understanding of trial and their impact on the world. School students to participate in a range of laser cutting and soldering are developed as error as a key design thinking tool. Continued external events and competitions such as Model How will students be assessed? pupils refine and execute their 3-dimensional and increased levels of technical accuracy are United Nations, Climate Change Wellington, Humanities students are able to demonstrate product. Products require increased accuracy of expected so that their product meets the needs Create One World, Change Makers, and mastery of content and conceptual knowledge, measurement, joining and assembly using hand of the brief and stakeholders. various speech competitions (eg Race Unity, independent inquiry and research skills, tools and some entry level workshop machinery Commonwealth, Baha’i). communication in a variety of formats and using with teachers’ support. YEAR 10 COURSE OUTLINE At school we run an essay competition, an inter- different technologies, and critical thinking. They (FULL YEAR) class quiz, and from 2022 interested Humanities learn to consider different perspectives, and the YEAR 9 COURSE OUTLINE In the full year course, Year 10 students complete students will work together to create and changes that occur over time. In year 9 students will practise and apply the one core project (as previously described) publish a termly magazine for Scots students. All design cycle to develop a well-made product. At and one other project which explores CAD/ They will conduct investigations, interpret students also undertake an inter-disciplinary unit this year level, students are developing digital CAM technologies in Computer Numerically a range of sources, debate, write essays, alongside their classroom studies, connecting design and planning skills as well as sound Controlled design. This extends students’ future create Powerpoints, Prezis, and podcasts, give Humanities to another subject and using skills technical skills. They combine both digital and focused design skills. They will again, learn to speeches, and complete peer assessments and from both to solve a challenge. traditional manufacturing methods. They work address the needs of a stakeholder and meet a self reflections. with materials in the college workshop including minimum set of specifications to evaluate their the laser cutter. Students inform their ideas by design against at the end. reviewing stakeholders needs and feelings and
26 27 YEAR 7 COURSE OUTLINE How has disease changed the world? challenges and opportunities, including climate This topic looks at the ways societies have change, sustainability, fairness and development, How do we read our Environment? reacted to outbreaks of disease, and the ways access to resources and markets, globalisation, This topic is an inquiry into mapping that they have been changed as a result. It and marginalisation of countries and people. conventions and how the universality of maps examines epidemics from the past, eg the Students will consider issues facing the world connects people across time, place and space. Black Plague and the Spanish Flu, as well as today and tomorrow, and seek innovative How and why should we remember the contemporary diseases such as Malaria and solutions. ANZACs? Ebola, and now Covid-19. This topic examines New Zealanders’ YEAR 10 COURSE OUTLINE How do we respond to natural disasters? relationships with other nations during the Land and Civilisation This topic is an inquiry into natural disasters Gallipoli campaign of World War I. Students This semester long unit explores different and people’s responses to them. The context of look at the process of grief and reconciliation as approaches to land and resource use, the study is New Zealand and the wider world, and former enemies look to rebuild their worlds after cultural values attached, and the construction in particular how the world is interconnected by conflict, and memorialise their losses. of societies and civilisations. Students will such emergencies. examine a range of case studies from the How does our Government work? How do people live in extreme ancient, contemporary, and indigenous worlds, This unit is an inquiry into systems of environments? and the ways environment, climate, geography, government. It examines our own government as This topic examines extreme environments such and access to resources helped shape cultures. well as other governmental models from around as tropical rainforests, polar regions, and deserts. They will also consider the impact of global the world. It investigates the societies and peoples who live interactions, including colonialism, imperialism, How have explorers changed the world? there, and how they have adapted to survive in and conflicting land use. This unit examines explorers, their methods of such extreme conditions. Rules, Rights, and Resistance discovery, and their achievements and impacts. This semester long unit explores the systems Case studies will include Kupe, Magellan, and YEAR 9 COURSE OUTLINE of government and law under which societies Columbus. It particularly focuses on societal, Conflict and Consequences operate, the ways in which groups and cultural, and technological changes associated This semester long unit is a big picture individuals can be deprived of their rights under with exploration. exploration of the causes, conduct, and those systems, and the ways in which they can consequences of conflict for groups and work to address these inequities and access the YEAR 8 COURSE OUTLINE individuals. Students will explore local and global full rights and responsibilities of citizenship. How do people work for justice? interactions that lead to conflict, and a wide Students will examine a range of case studies This unit focuses on justice and human rights. It range of consequences including social, political, including suffrage, segregation, and religious and examines the Atlantic slave trade as a case study, economic, environmental, and cultural. cultural discrimination. They will explore various before shifting focus to contemporary issues like struggles for civil and political rights, and also Environment and Innovation child labour and human trafficking. consider the ways in which long term injustice This semester long unit explores contemporary can continue to have an impact on society.
28 29 Business Studies Enterprise Studies MYP Subject Group: What enrichment opportunities will there MYP Subject Group: Where does this subject lead? Individuals and Societies be? Individuals and Societies This subject leads to Year 11 Commerce • SavY Financial Literacy workshops subjects, which can then open up the opportunity What is this subject about? What is this subject about? to take NCEA Level 2 Economics and/or NCEA • Field trip to Shelley Bay development ‘MYP Individuals and Societies encourages ‘MYP Individuals and Societies encourages Level 2 Business Studies, or IB Business and • Online budgeting simulation through Banqer Management and/or IB Economics. It also learners to respect and understand the learners to respect and understand the world world around them and equips them with around them and equips them with the necessary provides for valuable entrepreneurial skills and YEAR 9 COURSE OUTLINE the necessary skills to inquire into historical, skills to inquire into historical, contemporary, knowledge for young people who will contribute How do communities manage sustainable towards New Zealand’s economic future. contemporary, geographical, political, social, geographical, political, social, economic, economic choices? economic, religious, technological and cultural religious, technological and cultural factors that This unit of work is an inquiry into considering What enrichment opportunities will there factors that have an impact on individuals have an impact on individuals societies and perspectives of household, producers, be? societies and environments.’ (MYP Individuals environments.’ (MYP Individuals and Societies communities and government to assist in • Local business owner presentation and Societies Guide, 2014/2015). Guide, 2014/2015). economic decisions. Students investigate a Students explore the choices, resources and proposed change to an area of Wellington Students engage in the research process about YEAR 10 COURSE OUTLINE processes that are available to communities including the positive and negative impacts any how businesses create solutions to cater How does this product satisfy the needs of whilst engaging with the financial literacy change would have on different stakeholders. for community needs, and make marketing my community? concepts of economic scarcity, income and Students examine and appreciate the decisions. An emphasis on evaluating viewpoints This unit of work is an inquiry into creating budgeting, and saving. perspectives of different groups impacted by and the impacts of these solutions allows and evaluating products which manage societal change. students to recognise the challenges faced by How will students be assessed? needs. modern day entrepreneurs. There are a range of formats of assessment Managing financial systems and processes How can I market my message? tasks including creation of a family budget, This topic encourages students to inquire into How will students be assessed? This unit of work is an inquiry into how development of a report comparing holiday budgeting and its impact on varying levels of There are a range of assessment tasks: Students marketing strategies help organisations remain destination costs, and analysis of different income, wants and needs. “Students examine engage in the research process of modifying and competitive in a global market. Students engage stakeholder perspectives to a change proposal. how individuals families can prepare for their existing product to meet community needs. As in the entire marketing process by evaluating an Research and investigation forms an important future quality of life by their present day saving part of the product unit, students are required adventure-based tourism business utilising the 4 part of all assessment tasks. decisions.” to present an action plan, provide evidence of P’s of marketing. research and reflect on the research process Where does this subject lead? that they followed. As part of the marketing This subject leads to Year 10 Enterprise Studies. unit, students will be assessed on research into It also provides a background which is useful a local tourism business and the marketing in all aspects of working and personal life. strategies adopted by the organisation that allow The theoretical aspect leads towards Year 11 them to stay relevant in a global community. Commerce subjects which can then open up the Their findings will be presented in the written opportunity to take NCEA Level 2 Economics presentation format. and/or NCEA Level 2 Business Studies, or IB Business and Management and/or IB Economics.
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