NEW PLYMOUTH BOYS' HIGH SCHOOL - TE KURA TAMATĀNE O NGĀMOTU - Your Introduction to New Plymouth Boys' High School
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NEW PLYMOUTH BOYS’ HIGH SCHOOL
TE KURA TAMATĀNE O NGĀMOTU
2022
YEAR 9
PROSPECTUS Your Introduction to New Plymouth Boys’ High School
1
Content
3 Welcome
4 Why New Plymouth Boys’ High School?
5 School Vision
6 Uniform Regulations
7 Boys Do Better in Boys’ Schools
8 Internet and Computer Use
10 Timetable
11 Enrolment Process
12 Junior Curriculum
13 What is the difference between ADP and SiE?
14 Curriculum Outline
15 Year 9 Courses
49 Year 10 Courses
50 Our Facilities
52 Sport and Recreation
54 Cultural Activities
55 Itinerant Music
56 Te Haumaru Learning Centre and
Special Education Needs
57 Guidance Department
58 Outdoor Edcation
59 Scholarships & Financial Assistance
60 School Rules
Vision
62 School Information
‘Be The Example’ is our vision. We set the standard for the boys schools, not only in Taranaki, but in NZ. Our students
63 School Map
set the standard and our staff set the standard. It’s not about following other schools, it’s about cutting our path,
64 innovating,
Community and Schoolleading, being our own school, and one that others aspire to be like - not the other way round. It’s not
about being arrogant, putting ourselves above others, but focussing on what we do and what we can control.
65 Connect With Us!
65 How to Apply
Purpose
As a secondary school we are required to teach The New Zealand Curriculum. We teach both content and values.
We do this, not because the government tells us to, but because we want to set up our students to be successful
in life and reach their potential. If they can realise their potential, they will be happy and achieve their goals. Happy,
achieving members of our community, with good values, contribute positively to society. People who are contributing
to society are making the world a better place. That’s why we do what we do. Improving the future is our purpose.
Values
Rather than lengthy value statements and words that no-one can remember, ‘Be the Example’, also clearly defines
our values. ‘Be the Example’ encompasses everything like positivity, self-control, determination, respect, social
responsibility and integrity to name a few.
‘Be the Example’ covers all aspects of school life, including (but not limited to) academic achievement, effort, uniform
and how we treat each other. ‘Be the Example’ applies not only to the students, but staff and all those associated with
the school. We are all accountable to being the example. No one is beyond or above the responsibility of being the
2 very best we can be.
Welcome to
New Plymouth Boys’
High School
Welcome to your school.
Since 1882 NPBHS has been leading the way in the
education of boys in a world-class environment. From the
famous amphitheatre that is the Gully Ground, (the stage
for the incomparable full-school haka), to the impressive
1,300-seat Ryder Assembly Hall. NPBHS is a modern
learning environment where traditional standards of
achievement and behaviour are expected. We also have
a proud and high-performing hostel comprising 180 boys
who live on-site in unique and rich surroundings.
Our passionate and dedicated staff ensure NPBHS has an
innovative and challenging curriculum which combines a
testing academic programme with an exhaustive list of
extra-curricular activities. lt is proven that many life-skills
and values are obtained through participation in extra-
curricular activities. Our sport and culture programmes
enable all students to shine.
We believe NPBHS prepares boys exceptionally well for life
beyond school and sets a foundation for success. Values
like self-control, optimism, determination, social maturity,
and curiosity are woven throughout that preparation and
are integral to a happy and fulfilled life.
‘Be the Example’ is our simple vision that covers all
aspects of school life including (but not limited to)
academic achievement, effort, uniform, and how we
treat each other. ‘Be the Example’ applies not only to the
students, but to staff and all those associated with the
school. We are all accountable to Being the Example. No
one is beyond or above the responsibility of being the very
best we can be.
If you are a parent/caregiver, you think carefully about your
choice of school. Know that in your selection of NPBHS,
you are choosing a school that doesn’t just aim for
excellence, it demands it.
I welcome contact from anyone, anytime, so please do not
hesitate to get in touch with me if you have any questions.
Mr Sam Moore
Headmaster
July 2021
3
Why New Plymouth
Boys’ High School?
4
2022 Year 9 Prospectus
New Plymouth Boys’ High School is a striking school overlooking the city and the sea with a
picturesque well-groomed site, many permanent buildings, and many handsome amenities
which reflect the school’s history and confidence. Students are fortunate to work and play in
spacious surroundings with park-like walkways, gardens and native trees.
Supportive Staff Community
A highly qualified, experienced, and enthusiastic staff
who are dedicated to the school and its students, and
as such take a full part in the sporting, cultural and
recreational activities at the school which enhance
the excellent teacher/student relationships in the
classrooms.
Vision
‘Be The Example’ is our vision. We set the standard
Specialist classrooms for the boys schools, not only in Taranaki, but in NZ.
The school has excellent well-equipped classrooms. Our students set the standard and our staff set the
There are specialist facilities in Art, Photography, standard. It's not about following other schools, it's
and Music, as well as wood and metal shops and an about cutting our path, innovating, leading, being our
electronics room for Technology, and drawing rooms for own school, and one that others aspire to be like - not
Graphics. There are a number of science laboratories, the other way round. It’s not about being arrogant,
including those for Physics, Chemistry and Biology. putting ourselves above others, but focussing on what
Horticulture/Agriculture is fortunate in having, not only a we do and what we can control.
specialist room, but also adjacent gardens, shade-house
Purpose
and greenhouse. There is also a modern, well-equipped
facility for Home Economics/Hospitality. As a secondary school we are required to teach The
New Zealand Curriculum. We teach both content and
The Information Technology block offers facilities values. We do this, not because the government tells
which include the Cramond Library which boasts a full us to, but because we want to set up our students
reference section, a wide-ranging collection of fiction to be successful in life and reach their potential. If
and non-fiction, multi-media equipment, library search, they can realise their potential, they will be happy and
and wireless access to the outside world. achieve their goals. Happy, achieving members of our
community, with good values, contribute positively
to society. People who are contributing to society are
Excellent recreational and sporting making the world a better place. That’s why we do
facilities what we do. Improving the future is our purpose.
The school also provides excellent recreational and
Values
sporting facilities. There are 10 acres of playing areas
Rather than lengthy value statements and words that
within the school grounds, including fields for rugby
no-one can remember, ‘Be the Example’, also clearly
and football together with a water-based artificial
defines our values. ‘Be the Example’ encompasses
turf for hockey, pitches for cricket in the summer, and
everything like positivity, self-control, determination,
an indoor cricket wicket, all of which have changing
respect, social responsibility and integrity to name a
facilities nearby. Also adjacent to the changing facilities
few.
are two squash courts. These fields are supplemented
by fields on the adjacent racecourse. In addition there ‘Be the Example’ covers all aspects of school life,
are six astroturf tennis courts. The school possesses including (but not limited to) academic achievement,
two gymnasia, the main one with a full-sized basketball effort, uniform and how we treat each other. ‘Be the
court, six badminton courts with three volleyball courts Example’ applies not only to the students, but staff
and a large viewing gallery. The second gymnasium and all those associated with the school. We are all
also includes comprehensive weight-training facilities. accountable to being the example. No one is beyond
Adjacent to this complex is a 25-metre swimming pool or above the responsibility of being the very best we
with a large area for spectators. can be.
5
New Plymouth Boys’ High School
Uniform
Regulations
When parents sign the enrolment form to enter NPBHS they are signing
an agreement that they will do everything to ensure that their sons obey
the stated uniform regulations. These rules also apply when the student
is travelling to and from school.
In particular:
• The uniform of the school must be worn by all students and maintained in a clean and tidy
condition.
• Shirts are to be tucked in and socks are to be pulled up above the calf. Maximum of 4 finger
widths from the back of the knee.
• T-shirts or thermals worn underneath the school shirt must not be visible.
• The NPBHS school jacket (purchased from the Uniform Shop) is the only jacket to be worn
with the school uniform. The only exception to this is on wet days when full length waterproof
raincoats may be worn to and from school.
• Hair should be clean, groomed, a natural colour, of no more than moderate length, off the
collar and away from the eyes. Extreme styles such as: dreadlocks, braids, No1’s, mohawks,
colours, hair ties, raised hair, stripes or rats tails are unacceptable.
• Students must always be clean-shaven.
• Jewellery, other than a wrist watch, must not be worn to school. ie no necklaces, no wrist
bands, no earrings (no facial piercing and/or no visible body piercing). No make-up or nail
polish.
• The wearing and/or displaying of headphones is only permitted at interval, lunchtime and
before/after school. Ear bud (inner ear) type headphones are only allowed to be worn, not
headphones which sit on the outside and/or cup the ear.
NPBHS Uniform
Shirt: Grey with monogram.
Shorts: Charcoal shorts. The long surfie type are not acceptable.
Jersey: Black with monogram.
Jacket: School jacket.
Sandals: Plain black and leather. Must have a strap around the back with no writing or
advertising and worn with shorts only. Jandals are prohibited.
Shoes: Plain black leather (must take a shine), not canvas skate shoes or sports shoe type.
Socks: Black with bands in white and gold.
PE Gear: PE shirt available from Uniform Shop.
6
2022 Year 9 Prospectus
Boys do better in
Boys’ Schools
If you’re a parent exploring school options, you may be wondering
about the value of single gender vs co-ed schools.
Whilst research shows that both girls and boys do better in single-sex
schools, the advantage for the boys is more significant.
The facts:
This information is based on a Ministry of Education survey.
• That boys in boys schools achieved at higher rates than boys in co-educational
schools.
• This held true across all school deciles.
• Māori and Pasifika students were more likely to leave school with qualifications in
boys’ schools than in co-ed.
A study showed similar results:
Boys in boys school’s achieved higher results in NCEA at all levels than boys in a co-ed
school.
The rate of University Entrance was 15% higher for boys in a boys school than boys in a
co-ed school.
90
80 Level
2
70 Level
2
60
50 UE
40
UE
No
30 Qual
No
Qual
20
Boys Schools Co-Ed
7
New Plymouth Boys’ High School
Internet
and Computer Use
BYOD (Bring Your Own Device)
Device type for Years 9 and 10
Students in Years 9 and 10 who already own a
device should bring it to school. For students
who do not already own a device we recommend
purchasing a Windows laptop as this will last them
for several years and allow them to run specialist
software.
The main requirements for a device is one which:
• is portable – low weight and small dimensions.
• has a battery life of at least 4 hours.
• has a robust cover or carry-bag.
Note that the school policy is not to connect a student’s phone,
or other device smaller than a 10” (25.5cm) screen size, to our
wireless network.
Students can access the school network via their school log-on
and are given their own email account. They are expected to
use the computers for school work and to follow all rules and
expectations outlined in their computer-use contract. Violation of
these rules is treated seriously by the school.
The computer suite is open at interval, lunchtime and after school
for any student to do schoolwork. After school, students may also
use the computers for personal interest. Food and drink should
not be consumed by students when in the computer suite.
Students should bring their own devices to school for use in
classes. If the teacher does not require the device to be used in a
lesson, it should be turned off and kept in the student’s bag.
For those unable to bring a device to school, the school has some
laptops available to students to borrow during the school day.
8
2022 Year 9 Prospectus
Frequently Asked Questions
If your son already has a laptop or tablet at home
What happens if my son’s device runs out of battery during the day?
please feel free to use that. If it is an older device with
poor battery life you may want to try it for suitability If students bring a device to school there are storage and charging
before purchasing new. If you want to purchase a facilities in the IT Student Support area. This is located at the top of
low-cost device then a Chromebook would be a good the stairs, in the foyer to the computer rooms. Also, students can
choice for the core subjects of English, Maths, Science, charge devices in the library. Students need to use their school ID
PE, and Social Science. For specialist subjects, he will card as ID for leaving and collecting their laptop.
probably need a laptop rather than a Chromebook. Will my son be able to use his device in every class?
A Windows laptop is ‘highly recommended’ as some If the teacher does not require the device to be used in a particular
subjects use software that is specific to Windows OS. lesson, the expectation will be that it should be turned off and kept in
the student’s bag.
What type of Device for Year 11- 13 What software will need to be loaded onto the device?
Once a student gets to his senior years he should For most uses the free Google Suite of docs, spreadsheets etc will be
be using a Windows laptop that will meet the needs best. This will function on all device types.
of any specialist requirements. Students will need Some courses have specific software which they require to be loaded
to check with the HOD of the subjects as to what onto a student’s laptop. This is mainly senior courses.
specialist software is used in their area. The school
Can I connect my phone to the school network?
recommends that departments use freeware as much
as possible and so most departments are moving The current school policy is not to connect a student’s phone, or other
towards utilising open-source software. However, device smaller than an 10” screen size, to our wireless network.
some specialist software which runs on a Windows I have an old laptop at home. Will that be satisfactory?
laptop is still needed - particularly Art, Graphics,
If you have access to an older laptop it is worth trying it out to see if it
Engineering, Computer Science, Digital Media, Music,
will meet the requirements of the course.
and Electronics.
Can I play games on the school computers?
You should be able to shop around and get a low-
end laptop for around $800 on a special. For these All students using school machines are NOT permitted to have
purposes we recommend that devices have 8GB RAM. computer games, exe files or videos (not related to school work)
Some software used in Art, works better using 16GB stored in their H: drive on the school network. (One reason for this
of RAM. policy is that we do not have space on our servers for anything other
than educational work). After school, students may play online games
Recommended Specifications for which don’t require downloading.
Student Devices Is my computer insured by the school?
• Wireless networking capability using 802.11g The school’s insurance does not cover damage to your laptop. Please
(NPBHS provides filtered wireless access for check your personal insurance covers laptop damage at school and
student use with their devices). travelling to and from school.
• An audio-out port and earbud type headphones.
I want to do a subject where a laptop is strongly recommended but
• A minimum 4 hours of use from one battery charge.
I don’t have one.
• Chrome web browser installed to allow the
Students will not be prevented from doing a subject because they do
best access to Google Apps and other learning
not have a device. The school runs a system whereby a student gets
resources.
a form signed by his parent. He can then collect a loan device for the
day but must return it by the end of the school day as we have no
You may also wish to consider these
insurance once it goes outside the schoolgrounds.
features:
• A headset with built-in microphone. Do I need a ‘top of the range’ laptop?
• A robust bag for the laptop is very important. Don’t Expensive laptops aren’t always the best when considering things
let the laptop be put into the schoolbag along with such as damage, life expectancy, and changes to requirements. Also
everything else unless it has a specially designed consider the battery replacement costs. A laptop costing around
solid case. $800 is perfectly adequate for all subjects.
9
New Plymouth Boys’ High School
Timetable
First bell goes at 8.35am each day. Timetable below is a typical week
and are subject to change with notice via Facebook and School App.
Timetable Monday Tuesday Wednesday Friday Thursday’s Timetable
8.40am-9.00am School Huia Huia House 8.40am-9.35am Period
20mins Assembly rōpū rōpū Assembly 55mins 1
9.05am-10.00am Period Period Period Period 9.40am-10.35am Period
55mins 1 1 1 1 55mins 2
10.05am-11.00am Period Period Period Period 10.35am-11.05am
Interval
55mins 2 2 2 2 30mins
11.00am-11.30am 11.10am-12.05pm Period
Interval Interval Interval Interval
30mins 55mins 3
11.35am - 12.30pm Period Period Period Period 12.10pm-1.05pm Period
55mins 3 3 3 3 55mins 4
12.35pm-1.30pm Period Period Period Period 1.05pm-1.45pm
Lunch
55mins 4 4 4 4 40mins
1.30pm-2.10pm 1.50pm-2.45pm Period
Lunch Lunch Lunch Lunch
40mins 55mins 5
2.15pm-3.10pm Period Period Period Period No Assembly on Thursdays
55mins 5 5 5 5 Early Finish 2.45pm
House Assemblies
BARAK HATHERLY DONNELLY SYME
VENUE: RYDER HALL VENUE: GRAEME DOUGLAS DR VENUE: PRIDHAM HALL VENUE: GYM
102022 Year 9 Prospectus
Enrolment
Process New Plymouth Boys’ High School does not have
an enrolment scheme and as such will give
consideration to any student whose parents
make application for enrolment.
No application at any level will be considered unless it is made
on the prescribed enrolment form.
Please visit our website for enrolment form.
npbhs.school.nz
Enrolment packages will be posted/delivered to
contributing schools by the end of July 2021.
Through the courtesy of the contributing school principals,
enrolment, where possible, is completed at the local primary/
intermediate school, and for that purpose interviews will be
conducted at the contributing schools mid-August. However,
parents may, if they wish, enrol pupils directly at the school. In
addition, parents of applicants for day-school enrolments who
live beyond New Plymouth will also need to enrol directly at the
school. In either case, parents must contact the school, please
telephone (06) 758-5399, and arrange an interview.
All enrolments involve an interview at which parents and pupil
provide information and discuss with the Headmaster, or
member of the senior staff, special needs or circumstances
and the choice of subjects.
Letters of acknowledgement for Year 9 enrolments will be sent
by the end of September.
Boarding Enrolment
Applications for admission as a boarding student may be
made and accepted at any time and applications should be
made directly to:
The Headmaster’s EA
New Plymouth Boys’ High School
Private Bag 2028
NEW PLYMOUTH, 4342
Students accepted into boarding will automatically be
accepted into New Plymouth Boys’ High School. Enrolment
of Year 9 boarding students follows a similar pattern, but the
interviews are conducted at NPBHS.
executive.assistant@npbhs.school.nz
11New Plymouth Boys’ High School
Junior
Curriculum
The New Plymouth Boys’ High School Junior Curriculum develops resilient,
self-managing, hard-working thinkers who are actively engaged in on-going
learning.
There is a broad range of subjects offered based on student needs. Students
are enabled to choose courses of study relevant to their pathways from Year 9
through to Year 13.
The curriculum is complemented by specialist programmes, such as the
itinerant music programme and TOPEC.
Huia Rōpū (Huia Group) Reporting
Every Tuesday and Wednesday morning between Parents/Caregivers receive a weekly Engagement
8:40am - 9:00am students meet in their Huia Report via email. This evaluation indicates your
rōpū class (ie. B01) with their Huia teacher and son’s level of engagement in each of his classes.
Huia student leader. This time is set aside for At the end of each term an Academic Progress
the pastoral care of students from Years 9 - 13. Report is also produced which summarises
It includes the delivery of important information general progress in relation to their average
regarding the day-to-day running of the school, level of engagement. Finally, we offer ‘real-time’
the house competition, major school events reporting via the parent portal. This live reporting
as well as working with students to plan their format means that academic skills, knowledge,
future at NPBHS and beyond. Each Huia rōpū competencies, assessments, including NCEA
has a teacher that facilitates pastoral care of our internal assessments, are communicated as they
students as well as a student leader who helps are confirmed. This enables parents/caregivers
mentor the students over the course of the year. to be as up to date on academic progress and
The name “Huia rōpū”, derives from the Huia bird achievement as possible throughout the year.
which is on our school crest.
Homework Parent-Teacher Interviews
Homework should be seen as an extension to
The school conducts parent-teacher
the day’s class, since it encourages the continuity
of education, and establishes sound working
interviews on two occasions during
habits of independent study. Students should the year.
have some homework, not necessarily written, This gives parents the opportunity to meet with
to do each school night. If formal work is not their son’s subject teachers. These interviews
set, students are encouraged to use the time to take place over the afternoon and early evening
do some study. Years 9 and 10 could expect and involve both junior and senior students on
approximately one hour per night and Years 11 - the same day. Your son is encouraged to be part
14 one to two hours each week night. of the interview. Interviews can be booked via an
online portal.
122022 Year 9 Prospectus
What is the difference
between ADP and SiE?
SiE and the ADP are two separate programmes that are offered at NPBHS.
A student is able to select both SiE in their core subjects, and ADP as an option.
Athlete Development
Programme (ADP)
The Athlete Development Programme (ADP) is an course that
you can select as one of your three optional courses at Year
9. Students who wish to take part in the ADP will be invited to
the testing on Wednesday, 17th November. Please return the
application form by the end of Term 3.
On the testing day, we test for speed, endurance, and strength
and then you have a chance to play, or test your skills against
your peers.
The course is designed to develop fundamental skills, as well as
good training habits and understanding.
Please refer to the 2022 Prospectus on page 30 for more
information about ADP.
Athlete Development Programme Testing
Wednesday, 17th November
12.30pm - 3.00pm
Sport in Education (SiE)
Sport in Education (SiE) is currently offered over three year-
levels at NPBHS. The Year 9 and 10 programmes focus on
skill development through thematic and integrated learning
opportunities. The core subject teachers work closely together
to offer dynamic and engaging content which is based around
sport and movement as well as thematic and project-based
work.
For further information and if you would like to be considered
for the Sport in Education Programme, please contact Michael
Somers (06 758 5399) or email.
michael.somers@npbhs.school.nz
13New Plymouth Boys’ High School
Curriculum Outline
Year 9 Year 10 Level 1 Level 2 Level 3
COMPULSORY COURSES COMPULSORY COURSES COMPULSORY COURSES COMPULSORY COURSE SELECT 12 UNITS OF OPTIONAL COURSES
English English English English (Full) or
Mathematics Health Education Mathematics English for UE Literacy (Full) or FULL YEAR OPTIONAL
Physical Education Mathematics Science or AgriScience English for Industry (Full) or COURSES = 2 Units
Science Physical Education English Literacy (Half) Accounting
Social Science Science SELECT 6 UNITS OF OPTIONAL COURSES
AgriScience
Tikanga ā kura Social Science
SELECT 10 UNITS OF OPTIONAL COURSES
Ancient Roman and Greek
FULL YEAR OPTIONAL FULL YEAR OPTIONAL Civilisation (Classics)
SELECT 1 FULL YEAR COURSE SELECT 4 HALF YEAR OPTIONAL COURSES
COURSES = 2 Units COURSES = 2 Units Art Studio - Design
Accounting Accounting Art Studio - Paint &
LITERACY AND OPTIONAL COURSES AgriScience AgriScience Illustrate
LANGUAGE COURSES A World of Reactions Ancient Roman and Greek Ancient Roman and Greek Art Studio - Photography
Ancient Roman Civilisation Aotearoa History Civilisation (Classics) Civilisation (Classics) Athletic Preparation and
and Language (Classics) Art Studio - Design
AgriScience Art Studio - Design Applied Training
Asia-Pacific Studies Art Studio - Paint & Illustrate
Ancient Roman Civilisation Art Studio - Paint & Art Studio - Photography Biology
English Language (ESOL) and Language (Classics) Illustrate Building and Construction
Athletic Preparation and
Extra English Athlete Development Athletic Preparation and Applied Training Business Studies
French Programme Applied Training Biology Calculus
Mandarin Body Works Business Studies Building and Construction Chemistry
Spanish Beyond the Sports Field Computer Science Business Studies Computer Science
Te Reo Māori Computer Science Calculus
Digital Media Digital Media
The History of War Chemistry
Design and Print Drama Computer Science Drama
Digital Media Economics Digital Media Earth and Space Science
SELECT 1 HALF YEAR COURSE
Drama English Language (ESOL) Drama Economics
ARTS COURSES English Language (ESOL) Geography Earth and Space Science English
Drama French Graphics Economics English for Film
Māori Performing Arts Graphics Health English Language (ESOL) English Language (ESOL)
Music Home Economics History Farm Management Farm Management
Performance Music If I Could Rule the World Hospitality Furniture Making Furniture Making
Visual Art Māori and Pacifica Art - Gateway
Māori Performing Arts Gateway
Geography
Lino Carving and Drawing Metalwork Practical Graphics with Architecture Geography
SELECT 1 HALF YEAR COURSE Māori Performing Arts Physical Education Graphics with Product Graphics
TECHNOLOGY COURSES Mountains to Sea Science Design History
Computer Science Moving into the Future Sound and Lighting Health Science Hospitality
Digital Media Music Spanish History Māori Performing Arts
Music Composition/ Te Reo Māori Hospitality Metalwork Practical
Graphics Māori Performing Arts
Technology Electronics Analysis Technology Electronics Physical Education
Metalwork Practical
Technology Metal Our Planet Technology Engineering Physics
Outdoor Education
Technology Wood Performance Music Technology Wood Physical Education Politics and Law
Photography and Design Physics Science
SELECT 2 HALF YEAR OPTIONAL COURSES
Sculpture, Characters and HALF YEAR OPTIONAL Science Spanish
Creatures COURSES = 1 unit Sound and Lighting Statistics
OPTIONAL COURSES Sketching and Painting - Spanish
Aotearoa History 1 Te Reo Māori
AgriScience your choice Statistics
Aotearoa History 2 Technology Electronics
Athlete Development Spanish Te Reo Māori
Armed Forces and Technology Engineering
Programme Technology Electronics
Te Reo Māori Police 1 Technology Engineering Woodwork
Computer Science Technology Electronics Armed Forces and Woodwork
Digital Media Technology Metal Police 2 HALF YEAR OPTIONAL
Drama Technology Wood Athletic Preparation and HALF YEAR OPTIONAL COURSES = 1 unit
Graphics Who Wants to COURSES = 1 unit
Applied Training Aotearoa History 1
Home Economics be a Millionaire? Aotearoa History 1
Business for Trades Aotearoa History 2
Māori Performing Arts Aotearoa History 2
Commerce Armed Forces and
Music Armed Forces and
Cooking for Entertaining Police 1
Performance Music Police 1
Farm Management 1 Armed Forces and
Protecting Taranaki Armed Forces and
Farm Management 2 Police 2 Police 2
Space: The Final Frontier
It’s All Greek To Me Athletic Preparation and English
The Apprentice
Metalwork Applied Training Financial Planning 1
The Geography of
Music Practical Business for Trades Financial Planning 2
Disasters Financial Planning 1
Music Theory Hospitality
The History of Sport Financial Planning 2
Outdoor Education Mathematics
Technology Electronics Front of House
Physical Education Mathematics (Statistics)
Technology Metal Mathematics
Robotics Music Practical
Technology Wood Mathematics (Statistics)
Sport Management Music Practical Music Theory
Ultrafast Chemistry
Woodwork Music Theory Physical Education
Visual Art
Physical Education Robotics
Robotics Study 1
Sport Management Study 2
This is Sparta Tourism 1
Tourism 1 Tourism 2
Tourism 2
142022 Year 9 Prospectus
Year 9
Courses
Compulsory Courses
All Year 9 students study the following compulsory full year courses:
English Mathematics Physical Education
Pages
16 - 21
Science Social Science Tikanga ā Kura
Compulsory Literacy and Language Courses
All Year 9 students must select ONE full year course which supports their literacy development:
Ancient Roman Civilisation & Language Asia-Pacific Studies English Language (ESOL)
(Classics)
22 - 23
Pages
Extra English French Mandarin
Spanish Te Reo Māori The History of War
Compulsory Arts Courses
All Year 9 students must select ONE half year course which supports their creative development:
Drama Māori Performing Arts Music
24 - 25
Pages
Performance Music Visual Art
Compulsory Technology Courses
All Year 9 students must select ONE half year course which supports their technology development:
Computer Science Digital Media Graphics
26 - 27
Pages
Technology Electronics Technology Metal Technology Wood
Optional Courses
Student must choose TWO half year optional courses, but they MAY NOT repeat a choice from those selected above in
Compulsory ‘Arts’ and ‘Technology’ courses:
AgriScience Athlete Development Programme Computer Studies
Digital Media Drama Graphics
Home Economics Māori Performing Arts Music
28 - 48
Pages
Performance Music Protecting Taranaki Space: The Final Frontier
The Apprentice The Geography of Disasters The History of Sport
Technology Electronics Technology Metal Technology Wood
Ultrafast Chemistry Visual Art
15English About this Course
Year 9 English (9ENG)
is Compulsory.
Course Overview The Faculty
English is a compulsory core subject taken by all Year 9 students. The course has a strong focus on
reading and writing, through the use of interactive, interesting texts. The aim is for students to enjoy
the subject, whilst developing their skills and confidence in a wide variety of language situations.
Content Assessment
Students study a range of language and literature including: Assessment is carried out in a variety of forms. While
novels, short stories, poetry, drama, film and visual texts. teacher assessment remains a crucial part of the course,
There is a strong focus on New Zealand texts. peer assessment encourages students to take control of
The study of unfamiliar text, and encouraging students to their own learning. This is reinforced by regular feedback
develop the knowledge and skills to respond to language from the teacher.
in a wide variety of contexts, is also integral to the course. During the year, common assessments are conducted
Students are expected to engage in independent reading to monitor student progress. These assessments enable
beyond the classroom. teachers to determine students’ progress and to prepare
them for successive years in English.
Skills
• Critical Thinking
• Reading
• Writing
• Listening
• Reading
• Use of information technology in a range of activities.
• Self-management - including planning, homework,
participation, and work completion.
16Mathematics About this Course
Year 9 Mathematics
(9MAT) is Compulsory.
Course Overview The Faculty
The ability to problem-solve and make everyday decisions is aided by applying mathematics such as:
developing a savings plan, living on a budget, quickly calculating a discount, checking that you have
been charged the correct amount, or costing out a DIY project.
The range of teaching styles, methods and content allow
Content and Skills
us to cater to the individual needs of our students, as well
The way in which Mathematics is taught has progressed to as exposing them to the vast array of skills required in our
meet the demands of the modern world and the changing constantly changing world.
needs of our boys.
It is our goal to create an enjoyable experience of mathematics Assessment
for our students by employing a range of teaching strategies,
A variety of testing methods are used to gain information as
and to provide them with more meaningful and relevant
to how students are progressing. These methods include
learning opportunities. These include:
the use of PAT and curriculum-level class tests. Alongside
• Team teaching (teachers work together with a class and these tests classroom teachers use ongoing formative
organise students into learning groups that best suit their and summative assessments such as investigations and
needs). projects.
• Practical application of mathematical skills in “real life”
scenarios.
• Thematic teaching (such as the sport in education
programme, which teaches using a sporting context,
design and build projects, following a building project from
start to finish).
• Project based learning (Statistics in the real world, eg:
understanding the Real Estate market).
• Digitally-based/online assignments (through Google
Classroom).
17Physical Education About this Course
Year 9 Physical
Education (9HPE) is
Compulsory.
Course Overview The Faculty
All Year 9 Physical Education students will take part in a broad range of activities to better
prepare them for an active lifestyle.
Content and Skills Uniform
• Team Building (Orientation and Adventure-based learning) All students will be required to purchase and wear the
• Fundamental Movements (Strength & conditioning) school physical education T-shirt and shorts.
• Anatomy (Basic bones and muscles)
• Team Culture (Interpersonal skills)
• Hauora (Total Well-being)
• Games from other cultures (Celebrating diversity)
• Social responsibility (Summer sports)
Assessment
Students progress will be assessed using a variety of
methods including:
• Development of movement skill.
• Written assessments including tests and take-home
projects.
• Self and peer assessment.
• Teacher observation.
18Science About this Course
Year 9 Science (9SCI)
is Compulsory.
Course Overview The Faculty
Year 9 Science is a subject where skills and knowledge are learned through practical investigation.
Each content area is taught so that the theoretical aspects of Science are given in “real life”
examples.
Content Communicating in Science
Units studied include: • To be able to write concise and accurate reports, and
• An introduction to Science. discuss their implications.
• Chemistry. • To record observations and measurements.
• Physics. • To be able to locate information.
• Biology. • To evaluate information sources.
• Astronomy. Understanding in Science
• Science Fair. • To be able to identify trends and relationships in recorded
observations and measurements.
• To be able to use organised data and scientific ideas.
Assessment
• To be able to understand scientific concepts.
A variety of assessments will be used.
Participating & Contributing in Science
Reports, practical work, and formal testing will help students
• To be able to present the results of investigations.
measure their learning.
• To be able to discuss a viewpoint on a scientific issue.
All students are expected to develop science fair entries. • To be able to work as part of a team.
• To use scientific ideas in the real world.
Skills
Investigating in Science
• To plan a scientific investigation.
• To design “fair tests”.
• To collect and process accurate data.
19Social Science About this Course
Year 9 Social Science
(9SSC) is Compulsory.
Course Overview The Faculty
Social Science in Year 9 is made up of two modules. Each of the modules cover aspects of
Commerce, History, and Geography; the subjects that make up the core of Social Sciences in the
senior school. Students are taught and encouraged to be interested and informed learners and to
think critically of the world they live in.
• Mana motuhake
Content
• Te Tiriti o Waitangi
Financial Education: Students study the ways in which • The State and the people
individuals,communities, and nations participate in economic • The State and the Pacific
activities. They learn about consumption, production and
Comparisions will be made to other indigenous histories
distribution.
within the Asia-Pacific region.
Topics covered:
• Budgeting
• Banking
• Borrowing Assessment
• Kiwisaver The assessment will be in the form of an end-of-unit test.
Students will have to complete a social inquiry, which
Indigenous Histories: Students study past experiences, events, involves students collecting and analyzing information.
and actions. They investigate how interpretations of historical Students will then examine different value-positions and
events change over time. This module covers aspects of the come to a conclusion about the impact of decisions on
new Aotearoa New Zealand Histories curriculum. society.
Topics covered (a selection of the following):
• Migration and mobility
• Identity
• International conflicts
• Land, water, and resources
20Tikanga ā kura About this Course
Year 9 Tikanga ā kura
(9TKI) is Compulsory.
Course Overview The Faculty
Tikanga ā kura is a compulsory course that all Year 9 students will experience throughout the year.
Each student will receive one period of Tikanga per cycle where they will be introduced to a range
of values associated with Te Ao Māori.
Content Skills
The course intent is to study the various concepts through • Develop satisfaction and self-esteem from learning
a Māori lens and in turn, encourage students to make Tikanga Māori.
connections to their own values and views. Activities could • Develop knowledge and understanding of what makes
include pair/group/class discussion, journalised logging of NPBHS unique.
their learning, exploration of local pā sites and understanding • To show a respectful and responsible attitude to learning
of their significance. the ideals and philosophies of Māori Tikanga.
By using a range of activities, it is hoped to keep interest high * To reflect on their own culture and customs.
in the subject to challenge the students to engage in their
school’s heritage and build a sense of pride of who they are
Assessment
and their connection to the school.
Ongoing anecdotal assessments will be made throughout
We will be exploring the following concepts: localised
the unit.
Curriculum, through to Atiawatanga (but not limited to):
• Whanaungatanga - relationships and connections.
• Tuakiritanga - identity.
• Tūrangawaewae - place of standing, belonging.
• Wāhi hirahira - important places.
• Ngā korero o te kura - stories of the school.
• Tangata rongonui - important people.
21Compulsory Literacy
and Language Courses
All Year 9 students must select ONE course which supports their literacy development.
Ancient Roman Asia-Pacific English
Civilisation and
Language (Classics)
Studies Language (ESOL)
Course Overview Course Overview Course Overview
You’ve heard of the movies Gladiator, The Pacific Ocean is the largest ocean This is for students whose first language
300 and Pompeii. Now start to learn on earth. In this course you will look is not English. This includes international
about the world they took place in! In at some of the places and cultures students, and students who are either
this course you will look at the classical that border this vast stretch of water. permanent or temporary residents in
world through the study of ancient It will focus on different countries and New Zealand.
Greek and Roman daily life, government, cultures, with in-depth studies of our
entertainment, art and architecture. closest neighbours in the Pacific. The
Belief systems will also be studied course will be made up of three key
through religion and mythology as well as aspects: history, geography, as well as
historical events such as the eruption of culture and language.
Mount Vesuvius.
22Extra French Mandarin
English
Course Overview Course Overview Course Overview
This option is designed for students who An introduction for students to the Students will learn to understand
struggle with English. The focus will be French language and daily life of simple spoken Mandarin (Chinese) and
on the building blocks of English such as French-speakers from around the world. to speak in simple sentences about
grammar, punctuation, vocabulary and a variety of topics. Students will learn
spelling. Strategies to improve reading, everyday phrases and expressions
writing and comprehension will be which will be useful in any contact with
integral to this course. Mandarin speaking Chinese. Students
will also learn to read and write in simple
Mandarin characters as well as learn
about the culture and people of the
countries where Mandarin is spoken.
Spanish Te Reo Māori The History
of War
Course Overview Course Overview Course Overview
This course introduces students to Te Reo Māori is a subject that World history is littered with war and
the language and culture of Spanish- encompasses a range of skills and conflict. In this course, you will look at
speaking people both in Spain and South values associated with Te Ao Māori. different periods in world history looking
America. Students develop the ability to The course’s main focus is to develop at why conflicts came about, how they
understand and communicate in simple a standard of conversational Te Reo were fought, and the consequences
Spanish and to appreciate the Hispanic Māori that students can use in everyday of conflict. It will also look at the role
way of life. situations. changing technology has played and how
Activities could be simple, to Mau Rakau people and society were affected. Time
skills, Māori cooking, localised history, will also be taken to explore NPBHS’s
traditional Māori games, learning haka, involvement in WWI, WWII, and other
and waiata. conflicts.
23Compulsory Arts Courses All Year 9 students must select ONE course which supports their creative development. The Arts courses are the same courses as stated later in the option section of this Prospectus. Students may not select the same course twice, however, if there is a second Arts course they wish to study, they may select it as an option. 24
Drama Māori Music
Performing Arts
Course Overview Course Overview Course Overview
This course provides an opportunity This course is an introduction into Māori This is a practical course that involves
for students to develop their personal Performing Arts, it provides tauira with basic guitar/keyboard playing and a little
confidence. An immensely practical course, a significant bicultural dimension to music theory.
Drama looks to encourage students school life. This course will give tauira the This course is designed to actively involve
to explore their voice, body-language, opportunity to develop their knowledge students in the creative process and to
movement, and use of space. and understanding of tikanga and Te foster an appreciation for Music. During
Students will have the opportunity to Reo Māori. Tauira will work in Māori and this course the students will learn basic
perform and will learn the ins and out of a English through simple topics such as playing.
dramatic performance. haka, mōteatea, waiata-ā-ringa, mau rākau, This half-year course is not intended for
This course will provide a clear platform tākaro Māori, and pōwhiri. the student who wants to pursue NCEA
into pursuing Drama at NCEA Level 1. Music theory in the senior school.
Performance Visual Art
Music
Course Overview Course Overview
This course is designed for the music The Year 9 course is practical, hands on,
student who already plays a musical and provides opportunities for students to
instrument and wishes to be in a band. be creative, take risks, and problem-solve.
Students who already play a musical The Art department values student
instrument may want to begin learning agency and offers group and individual
another instrument. The emphasis is on activities. It recognises learning is not a
reading music and practical development linear or scripted activity, but it should
leading to NCEA Music. have personal meaning, be challenging
Students are also recommended to have and fun.
practical music lessons either through “Art enables us to find ourselves, and lose
the itinerant programme or privately ourselves at the same time”.
should they wish. Thomas Merton
25Compulsory Technology Courses All Year 9 students must select ONE course which supports their technological development. The Technology courses are the same courses as stated later in the option section of this Prospectus. Students may not select the same course twice, however, if there is a second Technology course they wish to study, they may select it as an option. 26
Computer Digital Graphics
Science Media
Course Overview Course Overview Course Overview
The focus of Computer Science is to The focus of Year 9 Digital Media is to Graphics is the subject of visual
begin to develop an understanding begin to develop the skills involved in communication through drawing, design,
of the skills needed for coding and creating a range of media including: web and presentation techniques. Any student
programming. By the end of the course, design, coding, graphic design, coded considering a career or vocation where
students will write code in Python and animation, and video creation. design, drawing, or the interpretation of
use drag-and-drop programming. drawings is required should consider
taking the subject. Freehand sketching,
technical drawing, and the use of three-
dimensional computer-aided modelling,
along with design and presentation skills,
are all used for portfolio assessment.
Technology Technology Technology
Electronics Metal Wood
Course Overview Course Overview Course Overview
Students in Technology Electronics will This course will develop skills and In Technology Wood the students
have the option to show innovation to knowledge through the process of produce a range of outcomes based in
resolve real problems. Using computer making a product within an engineering a workshop. The main project is a BBQ
modelling they will produce electronic workshop. tote box.
products. Projects can include moisture It will introduce students to sketching In consultation with parents and other
sensors using transistors and multi- and drawing skills used in an engineering stakeholders, the boys design, plan the
purpose alarms using 555 timers. environment and also important skills construction and develop the outcome of
From Year 10, students are introduced such as planning, evaluation and their BBQ tote, to their own brief. Quality
to microprocessors that require managing themselves and others while control and evaluation of the outcome, by
programming. producing a hand-built product within a the students, is key in producing a project
school workshop. that meets specifications.
27Optional Courses Student must choose TWO half year optional courses, but they MAY NOT repeat a choice from those selected in Compulsory ‘Arts’ and ‘Technology’. 28
AgriScience About this Course
Year 9 AgriScience
(9AGR) is Optional.
Course Overview The Faculty
The primary industries are the backbone of New Zealand’s economy and our way of life. AgriScience
is an applied science where students have the opportunity to learn by having hands-on experiences.
Communicating in Science
Content
• To accurately record observations and measurements.
Learn about the exciting science behind New Zealand’s • To be able to write a concise report based on written
primary industries. We will focus on sustainable, community- information and/or practical work completed.
based initiatives that can be used in home gardens and Understanding in Science
commercial agriculture. NPBHS is exceptionally well- • To be able to understand scientific concepts and apply it
resourced with a market garden, livestock and hydroponics. to real life context within the primary industry.
You will be involved in “pasture to plate” projects, hands-on
experiences and the science of plant and animal production. Participating and Contributing in Science
Be part of a future-focused course that will give you the skills • To be able to work as part of a team in a sensible and
you need to launch an amazing career in this fast-developing safe manner.
industry.
• To be able to make real-life connections from scientific
concepts taught.
Skills • Animal husbandry.
Investigating in Science
• To plan a scientific investigation in an Ag/Hort Science Assessment
context. A variety of assessments will be used to measure students’
• To collect and process accurate data. progress: reports, formal tests, practical and project-based
work ensure a range of learning styles is catered for.
29Athlete Development About this Course
Programme Year 9 Athlete
Development Programme
(9ADP) is Optional.
Course Overview The Faculty
The course is designed to develop fundamental skills, strength and conditioning, good training
habits, and develop the required mindset for successful participation in sport.
Athlete Development Programme Content and Skills
Students who have an interest in sports will be able to apply • Fitness testing.
for entry into the Athlete Development Programme option • Strength and conditioning.
course. Selection for sport specific classes will be made • Sports-specific tactics, strategies, and skills with highly
following the skills and fitness testing afternoon in term 4. qualified and experienced coaches.
The course is designed to develop fundamental skills, strength • Sport psychology:
and conditioning, good training habits, and develop the - Highlighting achievement.
required mindset for successful participation in sport. - Being brave.
- Solving problems.
There is a strong focus on self-sufficiency where students are
• Injury prevention and management.
expected to track their own well-being, to report and monitor
• Nutrition and hydration.
their health and fitness and to seek support when required.
• Long Term Athlete Development (LTAD).
Participation in this course will develop a high level of
understanding of what is required to become a successful
sportsman and a quality young man.
To select this course, you must
Prerequisites complete the Athlete Development
Entry to the Athlete Development Programme course requires: Programme application form.
• Application at Year 8.
• Attendance at a Year 8 skills & fitness assessment open Athlete Development Programme Testing
day. Wednesday, 17th November
• Playing for the school in their chosen sport. 12.30pm - 3.00pm
30Computer Science About this Course
Year 9 Computer Studies
(9COS) is Optional.
Course Overview The Faculty
The focus of Computer Science is to begin to develop an understanding of the skills needed
for coding and programming. By the end of the course, students will write code in Python
and use drag-and-drop programming.
IT Requirements Skills
This course is designed for students to be able to complete Students will learn and develop:
using a Windows laptop. Classroom desktops are also • Coding structures and how to apply them in a program -
available for those without a laptop. All software is open sequential statements, loops and conditional statements
source so will be free for students to download and install. • Writing a computer program using drag and drop and a
Note: Students can take just this course, or combine with the 9 text-based language.
Digital Media course as the content is different. • Logical application of skills to a new problem
• Research skills and time management in developing a
project.
Content
• Independent learning.
Students develop digital literacy skills that transfer across all
• Knowledge of technology-specific language and its
curriculum areas. Project work will allow students to improve
meaning.
their understanding of how to apply skills and knowledge in a
creative and original way.
The main areas of learning are: Assessment
• Develop digital literacy skills in research. • Students will be evaluated on both their practical work
• Gain an understanding of good file-management practices. and written work. Students choose a topic or combine
• The three main structures which make up good several topics to create a project. Students may also
programmes will be investigated using a drag and drop enter online competitions which is based on computer
programme. science problem-solving.
• Coding and problem solving using online programming • Problem-solving in computer science areas.
interfaces. • Evaluating design ideas.
• Writing code in Python. • Planning and managing their own project.
• Creating a game in Scratch programming.
31Digital Media About this Course
Year 9 Digital Media
(9DIG) is Optional.
Course Overview The Faculty
The focus of Year 9 Digital Media is to begin to develop the skills involved in creating a range of
media including: web design, coding, graphic design, coded animation, and video creation.
All software is open source, so will be free for students to
Content
download and install.
The focus of Year 9 Digital Media, is to begin to develop an
Note: Students can take just this course, or combine with
understanding of the skills involved in researching, designing,
the 9 Computer Science course as the content is different.
and creating a range of media including web pages, graphic
images and animations. The students will develop digital
literacy and project skills that transfer across all curriculum Skills
areas. Project work will allow students to improve their
Students will learn and develop skills in:
understanding of how to apply skills and knowledge in a
• Creating and editing images.
creative and original way.
• Learning html tags and basic inline css.
The main areas of learning are:
• Understanding digital communication.
• Graphic design.
• Finding information.
• Web design and coding using html and inline css.
• Storing and retrieving information
• Digital literacy and visual communication.
• Creating animation.
• Research.
• Collaboration.
• Simple animation including coded animation and video
• Project management and problem-solving.
creation.
• Project work - Propose, design and make.
Overview of software and assessment
• GOOGLE APPS - Introduction task.
IT Requirements
• Notepad ++/Atom-Coding.
This course is designed for students to be able to complete
• CANVA & GIMP - Poster Design.
using a laptop. School desktop computers are also available.
• WEVIDEO - Animation & video.
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