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Junior Curriculum

Compulsory Subjects

The course focuses on developing skills needed for NCEA.  These include more sophisticated analysis of fiction, non fiction, film and short stories.  Students will compete in a debate or prepare a speech, design visual images, write a narrative and construct a formal essay.  Close reading and literacy skills will be embedded in all units of work. AsTTle testing is used to diagnose student learning needs.

Courses based on student ability are provided with the majority studying Level 5 achievement objectives.  Students study the Learning Strands of Number, Measurement, Algebra, Geometry, Trigonometry, Statistics and Probability. Throughout each strand students will develop the understanding of Mathematical processes and gain a sound background for national qualifications at Year 11. AsTTle testing is used to diagnose student learning needs and placement in classes.

This is a practical course that challenges the student’s views about the living, physical and material aspects of our world.  They will develop skills in literacy, numeracy and be able to carry out investigations on their own.

This is a reality based course which examines themes like War and Peace, the Government, Human Rights, the Impacts of Tourism, Technology – Change and Crisis and the Use of Oceans. Curriculum themes supporting our courses are Time, Continuity and Change, Place and Environment, Culture and Heritage, Social Organisation and Resources and Economic Activity.  A wide range of social science’s skills are taught and units of work are frequently linked to current events to emphasise the immediate relevance of our coursework.

In health and physical education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts.

Four underlying and interdependent concepts are at the heart of this learning area:

  1. Hauora – a Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others.
  2. Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.
  3. The socio-ecological perspective – a way of viewing and understanding the interrelationships that exist between the individual, others, and society.
  4. Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action.

To support and embed the underlying concepts teaching and learning programs are development around these areas:

  • Personal health and physical development
  • Movement concepts and motor skills
  • Relationships with other people and
  • Healthy communities and environments

Options

Te Reo Māori  (MAO) and International Languages – Chinese  (CHI) / German (GET) / Japanese (JAP)

Each language is taught separately with a focus on speaking, listening, reading and writing – as well as some exploration of customs and culture.

Students may select one or two languages and must have done the Year 9 Option to select the Year 10 Option.

Learning is supported by the LanguagePerfect software that students can access from home as well as at school.

Half Year Courses

This course investigates the combination of text and image (including some traditional and digital media skills) to solve specific design problems that will be extended in the senior courses.

This course concentrates on the traditional Fine Art areas of painting and print-making. Drawing to generate ideas and developing them by following the example of existing artists are the main skills taught and developed for the senior courses.

This course will enable students to gain an insight into the world of business.  Students explore the key elements of successful enterprises with a focus on the role of the entrepreneur.  The importance of innovation, creativity, risk management, and ‘can-do’ attitude and drive required to make ideas happen are investigated.  At the conclusion of the course students will require enthusiasm, motivation and a willingness to work with others as they produce a marketable product.  This course leads to Economics and Business Studies at senior levels.

This practical course provides an introduction into Computer Programming. It involves computer game creation, following a technological process through Scratch programming, application design and developing websites using JavaScript, HTML. and CSS languages.

This practical course further develops the dance choreography and performance skills.  This is a fun, physical course promoting group work, communication and confidence.

This is an introduction to accounting involving the use of computer technology. Students apply word processing, spreadsheet and data base programmes to process business transactions and data. This course leads to accounting at senior levels.

The focus of this course is on developing student confidence to efficiently and effectively use a range of computer skills. Students will use and apply digital tools, concepts and skills for the management and presentation of information using a range of programmes. They will explore communication through the use of digital media and develop the ability to create and publish a digital media product.

This course builds on previous skills. This is a practical course covering improvisation, story-telling and short scripts as well as promoting group skills, confidence and performance skills.

Through the design and manufacture of simple projects, this course offers students the opportunity to explore in more depth areas such as component symbols and characteristics, simple circuits and circuit design.

Food plays a big part in the daily lives of humans and therefore it is important to investigate and study its role, effects and use. Students will develop skills and knowledge around food, including nutrition. Students will develop their own Food Product.

This course includes traditional draughting skills, problem solving and how to communicate those solutions in an appropriate manner.

This course covers music knowledge (the study of music elements within different styles of music), solo and group performances, aural skills, theory and music composition.

Students are introduced to a range of Sport Science subjects including Human Anatomy and Physiology, Biomechanics, Motor Skill Learning and Fitness principles. A combination of theory and practical sessions will develop students understanding of these concepts. A strong focus is placed on the language of Physical Education in order to prepare students for NCEA Level 1 PED.

Students design and make projects using a variety of materials including wood, metal, bone, stained glass and thermoplastic, and using some portable electric tools and wood-working machinery.  The course also includes the study of the materials and tools used to construct their projects.

Students are given the opportunity to develop skills in the planning, preparation and development of textile items. They will explore the variety of uses fabric and textiles have in the current material and technological world. The ‘Clothes Shop’ is the major unit of work which allows students to work as part of a group or team. It is a fun and rewarding course for students that give them an insight into the fashion and retail industry.

Course Progression

Senior Curriculum

The Senior Curriculum is centred around the National Certificate of Educational Achievement (NCEA).  Senior students studying NCEA Level 3 subjects may also apply for NZ Scholarhips.

Some students will qualify for other Vocational Pathway Awards such as National Certificate in Building

CLICK BELOW VIEW SENIOR COURES HANDBOOK

Senior Courses Handbook 2019

Year 11

  • All students study six subjects – aiming to stay as broad as possible
  • All students study English and Mathematics
  • Students are strongly encouraged to choose a Science
  • Students are encouraged to take a maximum of two subjects from any one learning area. This is to ensure students keep their options open for a variety of possible pathways in Year 12.
  • Students who wish to study a language in Year 11, must have taken it in Year 10 (unless they can prove prior learning to the teacher in charge of the language)

Year 12

  • All students study six subjects
  • All students study English
  • Mathematics is highly recommended
  • There is a wide range of subjects available at Year 12 and students following a Degree Course Pathway should carefully consider which subjects lead on to Year 13 subjects
  • Year 12 students may undertake a multilevel course with subjects at Year 11, Year 12 or Year 13 based on ability and meeting prerequisitites

Year 13

  • Most students choose six subjects
  • Some students study five subjects and have a study option (if at least 4 of the subjects are UE approved the student may be entitled to a study period for their sixth option – this will be checked by the Year 13 Dean)
  • Most Year 13 subjects have prerequisites ​which must be met before the subject can be taken
  • There are no compulsory subjects
  • Year 13 students may undertake a multilevel course with subjects at Year 11, Year 12 or Year 13 based on ability and meeting prerequisites
  • Some students may be offered places in the Young Scholars Programme at Auckland University
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