Middle School Curriculum 2022 - Years 7, 8, 9 and 10 - Scots College
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1 Middle School Curriculum 2022 Years 7, 8, 9 and 10
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 and26 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.You can also read
