2016 Middle School Curriculum Handbook by Benefitz

Middle School Curriculum Handbook 2016

The Foundations

Our School Motto

Progress with vision, integrity and love.

Our Vision Statement

To provide our students with a superior all-round education to prepare them to be responsible world citizens who think creatively, reason critically, communicate effectively and learn enthusiastically throughout life.

Our Mandate from the Founding Document (1973)

To develop into an outstanding school completely geared to the interpreting of our ideals of individual education and preservation of a balance between academic, sporting and cultural achievements in a disciplined atmosphere of truly Christian living.

Our Core Values

• Determination to achieve excellence • A passion for learning • Willingness to be innovative • Respect for oneself and others • Loyalty to and pride in Kristin • Traditional Christian values

Contents Staff Who Can Assist In Course Selection ........................................................................ 2 The Middle School at Kristin Introduction â&#x20AC;&#x201C; Middle School Principal Mr Adam Heath .................................................... 5 Middle School (Year 7-10) ................................................................................................. 6 Course Chart ................................................................................................................... 22 Year 7-10 Curriculum Programme Year 7 .............................................................................................................................. 24 Year 8 .............................................................................................................................. 29 Year 9 .............................................................................................................................. 34 Year 10 ............................................................................................................................ 42 The Senior School and Beyond National Qualifications Framework (NQF) ....................................................................... 50 The International Baccalaureate Diploma Programme ................................................... 51 Please note: All Year 10 students will be issued with a 2016 Senior School Curriculum Handbook which contains information on Senior School courses, the NCEA and the IB Diploma programmes and entry requirements for tertiary courses. Copies of this booklet are available for interested parents with children in Year 7-9, in both the Senior and Middle School offices.

Cover Photo Emily Young, Ruby Campbell, Jennica Wang Alex Walton, William Parton Kevin Wei, Iain Lam, Joel Gilbert 1

Staff Who Can Assist In Course Selection Executive Principal ......................................................................................... Tim Oughton Principal, Middle School .................................................................................. Adam Heath Assistant Principal, Teaching and Learning Year 7-10 .................................. Jason Gurney Assistant Principal, Communication and Administration ................................ Kate Dickson Assistant Principal, Pastoral Care .................................................................. Mark Haslam HOF = Head of Faculty (Year 7-13) CM = Curriculum Manager (Year 7-10) LL = Learning Leader Faculty of Art and Technology Digital Design ............................................................................... Andrew Churches (HOF) Art .......................................................................................................... Jan Newbold (CM) Dance ................................................................................................. Josie Thomson (CM) Drama ........................................................................................................ Juliet Jack (CM) Music ............................................................................................ Catherine Douglas (CM) Product Design ........................................................................... Sharyn Macpherson (CM) Faculty of Humanities and Commerce Individuals and Societies ...................................................................... Roger Lewis (HOF)

Linda Cowell (CM)

Economics ........................................................................................... John Osborne (CM) Faculty of Mathematics Mathematics ...................................................................................... Sophia Rovira (HOF) Jenny Jackson (CM) Faculty of English English and Literature ........................................................................... David Shaw (HOF)

Torie Johns (CM)

Faculty of Languages Language Acquisition .................................................................... Maureen Gottard (HOF) Gaenor Clarke (CM) Faculty of Health and Physical Education Health and Physical Education ............................................................ Trevor Hayes (HOF)

Katie Oâ&#x20AC;&#x2122;Brien (CM)

Faculty of Sciences Science .............................................................................................. Dawn Sullivan (HOF) Andrea Tong (CM) Deans and Year Level Learning Leaders (LL) Year 7 Dean............................................................................................. Deborah Plummer Year 8-10 Apollo House Dean ........................................................................................... Carl Murray Jupiter House Dean ................................................................................. Colleen Wassung Mariner House Dean .................................................................................................... TBC Saturn House Dean .............................................................................. Patrick Page-Wood Learning Leaders Year 7 .............................................................................................................. Angela Lane Year 8 ................................................................................................................... Viv Jones Year 9 ................................................................................................................... Viv Jones Year 10 ......................................................................................................... Doug De Kock Middle Years Programme IB MYP Co-ordinator .................................................................................... Doug De Kock Community Projects .................................................................................. Helen Mansfield

Specialist Advisers Senior School Assistant Principal - Tertiary Futures (Senior and Middle Schools) ........................................................................................................................... Justin Peat Senior School Deputy Principal (Principalâ&#x20AC;&#x2122;s Nominee to NZQA, Senior School) .......................................................................................................................... Geoff Burge Senior School Assistant Principal (IB Diploma Programme Senior School) ...................................................................................................................... Debbie Dwyer Gifted and Talented Education (GATE, Year 7-10) ...................................... Raewyn Casey Director of International Services .................................................................... Jenny Taylor International Student Manager .......................................................................... Helen Kim International Services Co-ordinator ................................................................... Cindy Tong Enhanced Learning Co-ordinator................................................... Bronwyn van der Geest Chaplain ........................................................................................... Rev. Rodney Ramsay Director of Well-Being..................................................................................... Jane Falkiner Guidance Counsellors (Year K-13) ................................... Jane Falkiner, Chanel Houlahan Year 10 2015 Option Counselling Senior School Dean of Apollo House...........................................................Richard Darrow Senior School Dean of Jupiter House......................................................Rebecca Simpson Senior School Dean of Mariner House.............................................................John Buckley Senior School Dean of Saturn House.............................................................Neelam Davis

This handbook provides an outline of the richly diverse Middle School learning programme, for students in Year 7-10. The Middle Years are a unique window of opportunity for learning. Apart from the first few years of life, there is no other developmental period when as much change occurs than between the ages of 10 and 15 years. To accommodate this, learning programmes must be tailored to the specific academic, social, physical, pastoral and spiritual needs of adolescence. Kristin Middle School provides diverse and engaging learning experiences, with a rigorous focus on numeracy and literacy. Students will be inspired, nutured and challenged to achieve at the highest possible level.

INTRODUCTION

Introduction

An integral element of the Middle School learning programme is choice, particularly at Year 9 and 10 when Option Subjects become available. In selecting subjects at each level, we recommend that parents and students keep in mind the following: • Ensure that they select subjects which hold great interest for them. • Avoid specialising too early and maintain a broad range of subjects for as long as possible throughout the Middle School. • Do not drop a subject that may be needed later. • Assess carefully their skills and their areas of interest and try to develop these. • Plan their possible option choices, not just for the next year but for the years following. • If they have a future career in mind attempt to choose subjects that allow them to gain an insight into that field. • Seek advice from the many people at Kristin and at home who are able to provide guidance on subjects and career planning. Parents and students need to be aware that some courses may not run if, for example, there are insufficient student numbers. Furthermore, with the large number of courses we offer, it is not always feasible to provide every possible combination of subjects. Year 8 and 9 students will be counselled by Tutors on their option selections in Term 3. Year 10 students will be counselled by their respective House Deans in the Senior School for 2016, on their option selections in Term 3, for the following year. You will find that we have the highest expectations of our students in all that they do. The learning programmes are diverse and engaging, with particular emphasis on developing genuine understanding and mastery. The sense of achievement that accompanies this leads to a passion for learning and indeed for life.

Adam Heath Principal Middle School 5

MIDDLE SCHOOL (YEAR 7-10)

Middle School (Year 7-10) Principles of Effective Middle Schooling Our aim is to offer a developmentally appropriate, holistic programme (academic, personal development, sporting, cultural, spiritual) that is responsive to the specific individual needs of our students. The Middle School at Kristin School will: • provide a positive, secure and supportive atmosphere in which the students’ education will show balance between their cognitive and affective needs. • focus on the processes of learning. • be delivered by staff who respect and understand this age group. Middle School Culture 1. Teachers who value working in the Middle School because they enjoy and are skilled in working with this age group 2. Courageous, collaborative leadership 3. A shared vision that guides decisions and direction 4. A positive, safe and supportive environment for staff and students 5. High expectations of themselves and of each other held by students, staff and parents 6. Every student has at least one adult advocate 7. Close relationships with families and with the wider community, nurtured through strong communication Special Features 1. A curriculum that is relevant, challenging, integrative and exploratory 2. Diverse learning and teaching approaches that utilise digital technology effectively 3. Assessment and reporting procedures that promote quality learning 4. Organisational structures that promote relationships and appropriate Middle School learning 5. A diverse guidance and support network 6. Programmes that promote health, wellness and safety for our students

Middle School Student Needs and Characteristics The period of Middle Schooling (10 to 15 years) involves immense change for students. In planning educational outcomes for them, the paramount emphasis must be on the students’ healthy growth and development in all areas – academic, social, sporting, cultural and spiritual. Adolescents have social, physical, emotional and intellectual needs that can only be met through specific educational experiences that are different from either the Junior School or the Senior School. Students undergo huge changes during the time they are in the Middle School and their education during this time must directly address their needs. What are the needs of these young people in our Middle School? The following seven needs are based on research by Gael Dorman, a renowned American educationalist. All our programmes must be based on these needs. 1. The need for a diversity of experiences 2. The need for self-exploration and self-definition 3. The need for meaningful participation in school and community 4. The need for positive social interaction with both peers and adults 5. The need for physical activity 6. The need for competence and achievement 7. The need for structure and clear boundaries Middle School Curriculum Design Teaching programmes are designed to complement and stimulate learning as the student moves through the progressive sequence of physiological, academic and emotional developmental stages. Students in Year 7 and 8 are required to follow a set programme and in Year 9 and 10 students are offered choices as Option Subjects. Features of Middle School Programmes • A strong emphasis on being explicitly taught superior literacy and numeracy skills • Programmes that are adapted to the needs of adolescents • A structured pastoral care programme and the assurance that a caring adult is assigned to each student • A variety of programmes involving the the creative arts, music, languages and leisure activities • Opportunities for negotiation, goal setting, self-evaluation and reflection • Programmes that provide a sense of immediate feedback and practical outcomes (hands on) • Emphasis on high-level communication, thinking and problem-solving skills • Education Outside the Classroom (EOTC) programmes – camps, trips, visitors, community involvement, service learning and special school events

Digital Technology

In Kindergarten to Year 13 Kristin School runs programmes which exploit the rich learning potential of digital technology. During the middle years the use of technology is an integrated part of the curriculum. Students are exposed to a wide variety of technologies ranging from their tablets and laptop computers to robots and 3D printers. The students are taught to choose the best tools for their learning from a basis of personal experience and skills. Developing student’s ability to manage themselves safely and appropriately online also lies at the heart of the digital learning program. A significant focus is Digital Citizenship.

BASE Programme

Kristin is a non-denominational school founded on traditional Christian values, one of the core values of the school. All Middle School students take part in the BASE programme. Year-level Chapel services are held several times each term encouraging worship and reflection and allowing for a high degree of student participation. In this programme students are given the opportunity to explore issues of life and faith. Students think critically about their lives: past, present and hopes for the future. They are challenged to explore their values, ethics and world views. Students are exposed to the religions of the world and reflect on their tolerance and respect for all peoples, cultures and religions. They are given the opportunity to search for answers to some of life’s big questions. The principles of BASE are an inclusive environment of respect, care and sensitivity, understanding where all people have the right to their beliefs and world views. Though much of the teaching is Christian based, world religions and views will be included in an open way. The BASE programme is not part of the regular timetable, but is given two full school days a year, one in the first semester and one in the second.

Gifted and Talented Education (GATE)

Students who are gifted or talented in intellectual, sporting, cultural arts and leadership domains are all catered for in the classroom by differentiated teaching and learning opportunities. There are also programmes on a variety of topics to cater for the needs of these students. The education and fostering of gifted students is a highly complex area. Striking the balance between the needs of the students, the classroom, specialist gifted programmes and of course social development is something that comes with experience. The Middle School has, over many years, developed considerable practical expertise. It also has the advantages and depth that come with a large school, having the facilities of the Junior, Middle and Senior schools within its physical amenities: rich information and research facilities, laboratories, theatres, specialist teaching areas and teachers, GATE personnel, counsellors, educational psychologists and a holistic inquiry-based curriculum can all be drawn upon by the Middle School. Our first priority in Middle School GATE is to correctly identify gifted students, starting with the students in Year 7. The process relies, in part, upon psychometric testing where available, past and current teacher feedback and parent, peer and self-nomination. Parents are encouraged to provide information concerning their child’s gifts and talents and to obtain independent testing if possible. These sources are all analysed together with other material, by the GATE Selection Committee. This identification is a fluid and ongoing process and the task is revisited throughout the student’s time in the school. One of the great advantages 8

gifted pupils at Kristin have is the high number of students with abilities in a wide variety of areas, ranging from high intellectual ability and potential through artistic and musical talent to sport. This means that students can be clustered, if appropriate, with others of like skills and interests for educational purposes both within the ordinary class curriculum and outside of traditional teaching boundaries. The numbers involved allow us to run programmes that would be all but impossible in other circumstances. The Middle School has extensive programmes in place to cater for gifted students which allow for depth and challenge. These include: • Differentiation in the classroom through the Middle Years Programme (MYP) • The use of a heavily inquiry-based approach to the curriculum • A series of different workshops that provide for particular abilities, potentials and passions and which are specifically designed to extend gifted students. These include: · Brain Bee

· Drama

· Bridge Building

· Future Problem Solving

· Children’s Literature Quiz

· Mathex

· CrEaTiOnS competitions

· Otago Problem Solving

· Creative Writing

· Philosophy

· Critical Thinking workshops

· Photography

· Dance

· Robotics

· Debating These are just a sample of some of the specialist workshops we offer every year. At Year 10, through an Acceleration programme, there are opportunities for many students to sit NCEA Level 1 Achievement Standards in a range of subjects.

Years 7 - 10: Example GATE Programmes Year 7 Programme • • • • •

Advanced Inquiry Cluster Video Making Creative Writing Philosophy

• • • •

Art Critical Thinking Dance Robotics

Year 9 Programme • Advanced Inquiry • Creative Writing • Photography

• Critical Thinking • Art • Philosophy

Year 8 Programme • • • • •

Advanced Inquiry Cluster Video Making Creative Writing Philosophy

• • • • •

Art Critical Thinking Dance Robotics Drama

Year 10 Programme • Advanced Inquiry • NCEA Acceleration • Community Project

• Creative Writing • Creative Thinking

(see Year 10 Programme page 44)

‘Advanced Inquiry’ (AI) is an extension and enrichment programme for Years 7 to 10. It teaches organisational, research, study and processing skills and introduces the students to forms of logic, rhetoric and other reasoning. Students then apply these in the context of an inquiry project. They have the opportunity to tackle a major, in-depth examination of and experience in something that they choose and find interesting over the academic year. The topic will be an individual area of passion or developing interest and can be about almost anything at all. ‘Cluster’ is a year-long extension and enrichment programme for Year 7-8. It is a pull-out program once a seven-day cycle. It is at a parallel time to the home period. Its purpose is to extend the students in areas such as English, Humanities, as well as looking at higher order thinking and creativity skills. The students work with like minds from their own and other classes. There is an atmosphere of acceptance where they can take risks in their learning without being judged. The annual Forensics Camp was introduced in 2011. It caters for Year 8 students who are enrolled as detectives in a program run by Year 9 and 10 students in an exciting crime scene analysis and subsequent trial all of which takes place over a five day period during the holidays. Year 8 students get to learn forensic techniques and use teamwork to solve the crime and run the trial. Year 9 students learn management and teamwork skills in order to create and run the scenarios. Year 10 students learn leadership skills. The Logistics team of Year 9 and 10 students also learn to project manage, cater and run a small business.

ESOL

Students for whom English is a second language will be assessed on entry for their proficiency and, if required, support will be provided. These students will follow an acquisition programme to accelerate their knowledge and understanding of the language and to facilitate their progress in curriculum areas. Individual progress will be assessed through MYP assessment criteria.

Enhanced Learning

Does your child find reading and comprehension boring? Does your child find getting ideas written down a challenge? The assistance of the Middle School Learner Support Team is here to help. Specialised assistance is available to support students with the provision of extra instruction and guidance in English literacy skills. Both in-class support and small-group withdrawal is offered, (Language Enrichment and Literacy Plus). Students are identified from standardised test results and educational psychometric reports. Students may also be referred by teachers or parents. Together we work towards setting your child up for greater learning success.

Career Services

Career Education and Guidance programmes are being implemented within the curriculum at each level in accordance with the Ministry of Education guidelines. Students may also be referred to the Senior School Assistant Principal of Tertiary Futures for individual career counselling. Further information on subject selection and minimum entry levels is in the section “Entry to Tertiary Courses” (see the Senior School Curriculum Handbook). 10

International Baccalaureate Middle Years Programme The IB Middle Years Programme (MYP) provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.

In the MYP, students study 8 subject groups. Distinctive features of the MYP include: • Key and related concepts are big ideas, which form the basis of teaching and learning in the MYP. They promote learning within and across traditional disciplines. • Global contexts provide shared starting points for inquiry into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement. • Approaches to teaching and learning are skills which help students manage their own learning. They provide a foundation for success in further education and the world beyond the classroom. • Service as action (community service) - Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. 11

â&#x20AC;˘ Language and identity - MYP students are required to learn at least two languages, their mother tongue and one other. Learning to communicate in a variety of ways is fundamental to their development of intercultural understanding and crucial to their identity affirmation. Assessment in the MYP is criterion referenced, so students around the world are assessed against pre-specified criteria for each subject group. A variety of assessment strategies are used to enable students to best demonstrate the learning that has taken place. Tasks are set by teachers throughout the course of the programme and are assessed internally in the school. IB Learner Profile The aim of all IB programmes is to develop internationally-minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB leanrers stive to be:

Academic Honesty The Middle School recognises that academic honesty is embodied in the Mission Statement, values and IB Learner Profile which are foundations of Kristin School. A clear, positive approach to academic honesty as good practice is imperative to ensure that: • teacher and student integrity is promoted through sound teaching and learning practice • student research is properly conducted • assessment is authentic • intellectual property and copyright regulations of New Zealand are upheld. This policy is consistent with the International Baccalaureate’s philosophy and expectations and is designed to support the Middle Years Programme’s Standards and Practices (2010). The aim of this academic honesty policy is to: • promote the principles and practices of academic honesty to ensure that Middle School students and teachers are fully aware of these • ensure that students do not have unfair advantage over other students through academically dishonest practices such as collusion, duplication, plagiarism or assessment misconduct • ensure that the principles and practices of academic honesty are explicitly taught • detail the opportunities which students receive to learn about and practise academic honesty • define the specific skills and knowledge Middle School students need, to practise academic honesty • outline the procedures to be taken when malpractice or infringement may have occurred • to provide a coherent approach which is aligned with the Junior and Senior Schools. How are students assessed? Teachers organise continuous assessment over the course of the programme taking account of specified criteria that correspond to the objectives for each subject. The MYP offers a criterion-referenced model of assessment. This means that students’ results are determined by performance against set standards, not by each student’s position in the overall rank order. Teachers are responsible for structuring varied and valid assessment tasks that allow students to demonstrate achievement according to the required objectives within each subject group. These may include: • open-ended, problem-solving activities and investigations • organised debates • hands-on experimentation • analysis • reflection Assessment strategies, both quantitative and qualitative, provide feedback on the thinking processes as well as the finished piece of work. There is also an emphasis on selfassessment and peer-assessment within the programme.

MYP Assessment Criteria Each subject area has a set of unique criteria that are used to assess student work. The maximum grade awarded for each criteria is 8. Subject

Criteria A

Criteria B

Criteria C

Criteria D

Language and Literature

Analysing

Organising

Producing text

Using language

Language Acquisition

Comprehending spoken and visual text

Comprehending written and visual text

Communication

Using language

Individuals and Societies

Knowing and understanding

Investigating

Communicating

Thinking critically

Sciences

Knowing and understanding

Inquiring and designing

Processing and evaluating

Reflecting on the impacts of science

Mathematics

Knowing and understanding

Investigating patterns

Communicating

Applying mathematics in reallife contexts

Arts

Knowing and understanding

Developing skills

Thinking creatively

Responding

Physical and Health Education

Knowing and understanding

Planning for performance

Applying and performing

Reflecting and improving performance

Design

Inquiring and analysing

Developing ideas

Creating the solution

Evaluating

MYP Projects

Investigating

Planning

Taking action

Reflecting

Interdisciplinary

Integrating knowledge and understanding

Learning in context

Communicating

Reflecting

The IBO Community Project As the culmination of the MYP, students are expected to complete a Community Project. This is a major piece of work in a subject of their choice completed under the close guidance of a supervising teacher. This is a rewarding opportunity for Year 10 students to undertake a service and action project that inspires them, demonstrates their abilities as good learners, and practically facilitates social responsibility. The Community Project offers students the opportunity to collaborate, if they choose, to complete their inquiry and service with one or two other students. The process, expectations and requirements of the Community Projects are presented to students through regular, workshops, although this significant project is essentially extra-curricular and is completed during studentsâ&#x20AC;&#x2122; own time. Each year the Community Project resource is published as a complete online guide for students and their parents. An information evening is also held in Term 1 for parents of Year 10 students. The common theme is that the Community Project has intrinsic worth that will benefit the student and/or others and is a project approached through one of the MYPâ&#x20AC;&#x2122;s Global Contexts. The projects culminate with a presentation to an audience of peers, teachers and parents. 16

Parents are most welcome to discuss any queries about the Community Project with the Community Project Co-ordinator, Mrs Helen Mansfield. Curriculum Integration Wherever possible, the learning programmes incorporate curriculum integration. Leaders from several faculties regularly meet and plan units of work that integrate the various disciplines/subjects. Curriculum Staffing To assist in the implementation and co-ordination of MYP, key staff members are responsible for leadership roles in areas of curriculum. These roles include: Assistant Principal Teaching and Learning – responsible for all aspects of Middle School Teaching and Learning MYP Co-ordinator – responsible for the implementation for the MYP Community Project Co-ordinator – responsible for the organisation of the Year 10 Personal Project Middle School Curriculum Managers – responsible to the Head of Faculty in spiralling subject learning in the one subject for Year 7-10 Learning Leaders – responsible for leading and supporting teams of staff at the one year level towards subject integration. Homework Homework is an opportunity for students to consolidate and extend what they have learned in class with the support and encouragement of parents. Regular homework is a valuable and essential aspect of the learning process and helps develop sound study habits. Homework enables our students to become independent learners. It also provides students with the chance to reflect on their day’s learning. Reasons for setting homework 1. To reinforce knowledge and to practise skills previously taught in the classroom 2. To enable students to develop an independent attitude to study routines, effective time management and organisation skills 3. To provide a positive link between home and school that enhances a child’s learning 4. To reinforce the importance the school places on homework and study skills Key features of Middle School student homework • Homework will be meaningful and relevant to the individual student’s needs • Homework activities will contribute to improved student learning • Teachers will give feedback on all homework • Middle School students at Kristin are provided with a wide range of opportunities. Staff acknowledge that Middle School students require a balanced lifestyle which involves academic, sport, culture, social life and family. Therefore, the amount of time provided for homework will reflect this balance.

Assignments, Homework and the Assessment Calendar When setting assignments, some class time can be given to students to work on the assignment in class time. This class time must be consistent for all students doing the same assignment. This could include: • Library research (use of library staff also) • Teacher feedback and checkpoint sessions • Access to school networks, printers, scanners, digital cameras etc • Time to thoroughly complete the set tasks. Also note: • Assignments will be broken down into manageable sections, each with completion checkpoints and due dates. Staff will discuss progress with students at regular intervals • When staff set assignments, no extra homework will be set for students, unless the homework supplements or benefits the assignment • No assignments will be set during term holidays – however, late assignments may need to be completed during these times. No assignments are to have a completion date in each term earlier than the first Monday of Week 2. Assessment Calendar To ensure that students are not overloaded with assignments causing homework to become burdensome, an assessment calendar is created each term for every year level, outlining all the term’s subject assessments and the dates due. The Assessment Calendar is a means by which students are supported with their personal planning and organisation so that not only can their assessments be completed on time but also to a high standard. The assessment calendar for each year level is located on myChild on the school website and on the student’s myKristin class calendar. Homework Club The Middle School Homework Club runs three times a week and provides the opportunity for students to practise good homework habits and to gain support with specific subjects and areas of difficulty. Tests and Examinations • Year 7 and 8 assessments are integrated into the curriculum and therefore there are no examinations. • Year 9: Students sit one-and-a-half-hour examinations in Term 3, covering most subjects except Health and Physical Education and optional subjects. • Year 10: Students sit two-hour examinations at mid-year and at the end of year in; Science, English, Mathematics, Humanities and Language option.

Student Welfare The fundamental goals of Kristin’s Student Welfare programme are to promote involvement between teachers and students and to ensure that each student’s individual welfare is promoted. Every student needs to have a relationship with at least one adult that is characterised by warmth, concern, understanding and openness. Each student is placed in a tutor group whereby, on a daily basis, they meet with the same student group and tutor teacher for the calendar year. Each year level has a Dean, who has overall responsibility for the year group and works with all staff involved with students at that year level. Each Dean begins with a group at Year 7 and moves up each year with the group to the next level. The Middle School Principal, Assistant Principals, Counsellors and the Chaplain are also key players in the Student Welfare programme. The Guidance Counsellors work with students and their families to provide support for learning, behavioural and emotional issues. Communication with Parents A close relationship between home and school is essential for student success. Parents are urged to contact the year-level Dean about any matter affecting the welfare of their child. If in doubt parents should phone or email. Rewarding Student Achievement We place the highest priority on ensuring that not only are our students given the opportunity to succeed in a wide range of activities but that their achievements in these activities are acknowledged. • Each week in the school newsletter names of student achievers are listed. • GOTCHA tickets are awarded to students for any display of positive behaviour. These go into the draw for gift vouchers. • Treasure Chest stickers are awarded for excellent pieces of class work. When students collect 20 stickers, they are entitled to a voucher for the Express Cafe. • Following each set of reports, Middle School students can gain awards based on their attitude and perseverance displayed towards their learning. • We have an extensive range of trophies and prizes handed out to Middle School students at the Cultural, Sports and Academic Prize-givings. They cover achievement, potential, fair play and social skills. • Each week, the Principal invites at least one student from each tutor group in a year level for morning tea at the ‘10 O’clock Club’. The students are selected because they have completed a piece of quality school work during the previous month. With such a range of awards, each and every student has the opportunity to be recognised. Staff at Kristin want to be ‘good-finders’.

20 20

• show an eagerness to learn continuously • demonstrate creativity • show the humility to acknowledge that they don’t know something

Students

“A life spent making mistakes is not only more honorable but more useful than a life spent doing nothing.” - George Bernard Shaw

Students

• respectfully and patiently listen to others' opinions • hold in abeyance their own values, judgements and opinions • devote their mental energies to attempt to understand what the other person is saying

Students

• show the willingness to have fun and enjoy themselves in an appropriate manner • appreciate and enjoy others

Students

• show a willingness to attempt to do things in a different way in order to gain success • use feedback as a learning tool to improve future outcomes • consider the perspectives of others as a possible alternative to their own thinking

“You cannot discover new oceans unless you have the courage to lose sight of the shore.” - Italian proverb

Motto: Laugh a little! Finding humour in situations is important for the people and the organisation. If you can’t laugh, the buildings become stagnant, lacking energy. Laughter is an indicator of the health of the school or department. Students are full of it (humour, we mean). Use it or lose it! “Humour is the sunshine of the mind.” - Edward Bulwer-Lytton

Motto: Venture out!

Motto: Understand others! Highly effective people spend an inordinate amount of time and energy listening (Covey, 1989). The ability to listen to another person, to empathise with, and to understand their point of view is one of the highest forms of intelligent behaviour. “Listening is the beginning of understanding... Wisdom is the reward for a lifetime of listening. Let the wise listen and add to their learning and let the discerning get guidance.” - Proverbs 1:5

Motto: Learn from experience!

Intelligent people are in a continuous learning mode. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways.

There are times that we all have to make decisions whether to get involved in an issue/situation or not. As we live our life, challenges present themselves. Some are high risk and some are lower risk. We have to choose the risks that we will take and the potential vulnerability that might result.

Finding Humour

Taking Responsible Risks

Listening to Others with Understanding and Empathy

Remaining Open to Continuous Learning

Students

• take pride in their work • check their work without reminders • ask others for feedback and corrections

People who value accuracy, precision and craftmanship take time to check over their products. These people take pride in their work and have a desire for accuracy. “A man who has committed a mistake and doesn’t correct it is committing another mistake.” - Confucius

Motto: Check it again!

Striving for Accuracy and Precision

From: Habits of Mind (Costa 2008)

• remain calm, thoughtful and reflective • consistently stop and think before acting • never or rarely act on first impulse

Students

“...goal-directed self-imposed delay of gratification is perhaps the essence of emotional self-regulation: the ability to deny impulse in the service of a goal, whether it be building a business, solving an algebraic equation, or pursuing the Stanley Cup.” - Daniel Goleman, Emotional Intelligence (1995) p. 83

Persistence is the twin sister of excellence. Efficacious people stick to a task until it is completed. Because they are able to sustain a problem solving process over time, they are comfortable with ambiguous situations. “One is a matter of quality; the other, a matter of time.” - Marabel Morgan, The Electric Woman

Students

Motto: Take your time!

• demonstrate persistence • persevere with tasks to completion • remain focused on tasks and look for ways to reach a goal even when they are challenged

Students nominated for this award should apply some or all of the following to their learning…

Attitude and Perseverance

Managing Impulsivity

Persisting Motto: Stick to it!

Kristin Library Information Centre (LIC) The LIC supports the Middle Years Programme by providing a place, resources and skills for students to learn through inquiry and reading successfully. We have an award-winning library with break out rooms dedicated to fostering a love of quality literature in all its variety, areas for easy laptop use for Internet searching and word-processing as well as a fully functioning centre for all resources in different formats for all inquiry units and a comprehensive collection of fiction and magazines for young adults’ enjoyment. Our librarians are all fully qualified and are eager to help students with information services to help find relevant information and generally to answer any queries about the way information is organised. They work collaboratively with teachers across the curriculum to meet the information and reading needs of students. A group of students volunteer to be Student Librarians. They help and advise on the running of the library on a weekly roster and organise functions, competitions and events for students. The library at Kristin is a place where staff and students are regular borrowers and where they come in classes, in small groups or individually to study, to read or to browse the displays and the Internet. The library webpages in the Kristin portal provide links to essential inquiry resources, websites that support curriculum learning and recreational reading promotions. The library welcomes students from 8am-4.30pm each school day. Education Outside the Classroom (EOTC) EOTC is a key feature of Middle School education. In early Term 1, all Middle School students experience Camp Week. Students will gain new knowledge and understandings, skills and abilities, and attitudes, as well as build on those they already have. Key outcomes from this week: • To provide students with opportunities for enjoyment, adventure and challenge, both close to home and far away. • To develop students’ skills so they can move with confidence and safety in urban, rural and wilderness settings. • To help students develop respect for themselves and others by providing them with opportunities for personal and social development. • To develop independence and interdependence and to provide opportunities to strengthen links between students and staff.

COURSE CHART

Middle School (Year 7-10)

Year 7

Year 8

Year 9

Year 10

Art

BASE BASE BASE BASE BASE Commerce Consumer Enterprising Economics Economics Digital Design

At Year 7 and 8 Digital Design is fully integrated into the curriculum programme

Digital Design

Dance Dance Dance Dance Dance Drama

Drama

English

Language Acquisition

Chinese Chinese Chinese French French French Japanese Japanese Spanish Spanish Spanish

Spanish

Health

FPS

Health

Future Problem Solving (FPS)

Chinese French

Individuals and Individuals and Individuals and Individuals and Individuals and Societies Societies Societies Societies Societies Mathematics and Statistics

Mathematics Mathematics Mathematics Mathematics Statistics Statistics Statistics Statistics

Music Music Music Music Music and Music Technology Physical Education

PE PE PE PE Sport Sport Sport Studies Sport Studies Outdoor Education

Science

Technology Design Materials Design Materials Design Food Design Textiles Design 22

Science

Visual Design Materials Design Food / Textiles Design

Visual Design Materials Design Textiles Design Food Design

Vision

Meta-Cognition & Goal Setting

Integrity

Feedback

Assessment Strategies

Assessment for Learning

Approaches to Learning Technology Physical Education

Communication

Inquirers Thinkers

Love

Learning Activities Robins, P et al (2000) Thinking Inside the Block Schedule

Assessment of Learning

Human Ingenuity Humanities Science

Developing Understanding

Clear Expectations

Open Minded Principled

Intercultural Awareness

The Learning

Knowledgeable Community Minded

Our Learner

Health & Social Community & Service Education Language other than English Arts

Holistic

Balanced Carers

Assessment as Learning

English Maths

Environments

Reflective Risk Taker

Progress

Our goal is to inspire, support and challenge students to become knowledgeable and innovative citizens whom possess the values and motivation to make a positive difference to their community.

Our Vision

Middle School Learning

YEAR 7

Year 7 Introduction Students in Year 7 have the following subjects taught by their Tutor as part of their Core programme: • English • Individuals and Societies They also study the following subjects with specialist teachers: • Mathematics • Science • Arts: Visual Art, Drama, Music, Dance • Physical Education and Sport • Language Acquisition • Health • BASE • Technology Design

Special Features of Year 7 Digital Design Basic operating procedures are taught in unison with the curriculum to provide students with effective learning skills and to meet the demands of an increasingly computer-literate society. Education Outside the Classroom (EOTC) Year 7 attend a five-day camp in February and are also involved in EOTC activities during the year. Activities undertaken encourage group co-operation, initiative and personal development. Social interaction between the old and the new Kristin students in Year 7 and the building of new and existing friendships are key themes of EOTC. Special Events Term 1 • Orientation Day • Outdoor Education Week • Swimming Sports • Cross-Country

Term 3 • Family Planning Talks • Formal • International Languages Week • Visit to Kelly Tarlton’s • Starlab Visit

Term 2 • Anzac Service • Character Reading • Electives • Auckland Museum Visit

Term 4 • Community Service Day • Celebration of the Year • Sports and Cultural Assemblies • Athletic Sports

Structure of Classes There are six mixed-ability gender-balanced classes. The student’s language choice determines, to some extent, which class they will be in. Mathematics classes are organised in broad-banded ability groupings, which may change throughout the year.

Year 7 Subjects All students follow a course which includes the following subjects Art The Year 7 course encourages nurturing creativity in students as well focusing on their ability to be organised and reflective. Topics and themes change from cycle to cycle and students have the opportunity to create art in both two and three-dimensional forms. Students are introduced to a range of artist models and art from different cultures is discussed. The students keep a developmental workbook to document their ideas and reflections. The students may use their laptops to create digital art, research from websites, write reflections, make videos or presentations that document their artistic journey. In addition, the students are introduced to a range of interactive art websites. BASE (Religion, ethics and philosophy) In the first BASE day for Year 7 the students are encouraged to explore their lives, ‘My Story’. The aim is for the students to identify the uniqueness of their families and life events that have formed them and their world view. The second BASE day will challenge students to continue exploring their ‘story’ through identifying and understanding the values that they live by. The day explores how values are formed and how they impact the way we live our lives. Dance Year 7 dance is a creative, athletic and highly collaborative course, that introduces students to the world of dance around them.

Whole class and small group activities are structured to enable students to build their confidence in a variety of fun movement styles, ranging from hip hop, street jazz, martial arts, and kapa haka. Students will learn about the elements of dance and how to choreograph original dances. They will experience being part of a whole class performance, and create a developmental journal that captures their reflections over the course. Topics covered include: • What is dance? • Warming up and cooling down • View and respond to dance videos • Choreography basics • Performance techniques • Rhythm and use of props in dance. Drama Drama is a group process that uses live people as its medium. Students begin to develop performance skills and have an opportunity to experience a variety of theatrical concepts and forms including: • Working in role • Ensemble work • Character building • Devising • Introduction to script work • Movement and body awareness • Reflection methods. English During the course of the year, students will engage in and enjoy English in all its forms, while developing and enriching their literacy skills. Students will learn to understand and respond to and use oral, written and visual language effectively in a range of 25

meaningful contexts. They will complete activities and tasks such as: • The descriptive writing of a New Zealand setting • An in-depth study of a fictional novel and a response to text essay on theme or character • Reading, retelling and creating their own myths and legends storyboard • Writing a one-sided argument about a current community issue • Oral communication character reading.

prepared

Language Acquistion At Year 7 a foreign language is studied from a choice of Chinese (Beginning or Continuing), French, Japanese or Spanish. Students will generally continue with their chosen language to the end of Year 10. The language is studied following the Accelerative Integrated Methodology (AIM) which uses a story-based approach to learning and provides an immersion experience in the classroom. The introduction of high-frequency vocabulary combined with the use of visual gestures accelerates oral production from an early stage. Activities completed by students will include: • Lessons conducted entirely in the target language from the first day • Participating in a play in the language being studied • Completion of listening, speaking, reading and written exercises • Using a range of interactive websites to develop and practise vocabulary • Learning to appreciate and develop a respect for the culture and traditions of the language.

Health Activities are designed to identify, develop and practise skills for positive social behaviour. These skills will focus on the family and friends. Students will develop strategies to promote communication, problem-solving and conflict resolution which will strengthen self-esteem and sense of well-being. Topics will include: • Hauora - well being • FRIENDS programme • Pubertal change • Healthy lifestyle. Individuals and Societies The aim of the study of I & S in Year 7 is to encourage and enable students to develop and inquiring mind and basic research skills, whilst developing awareness and understanding of people and cultures in a variety of places and times. This is studied through understanding related concepts. The following will be studied: • Water Matters - communities are responsible for exercising their rights through realising the importance of water as a finite source • Scars on the Heart - how hardships of WW1 contribute to change • Race to the Pole - leadership styles of early Antarctic explorers • We live on a Hot Spot - Auckland’s unique landscape brings its own challenges requiring societies to adapt and respond accordingly. Mathematics and Statistics Mathematics is all around us and, in Year 7, students are encouraged to become more aware of this by learning to apply logic and reasoning in real life situations; to

reflect on the usefulness of understanding relationships between numbers; to gain insight into the development of patterns.

• Provide opportunities to explore different movement patterns and forms.

Students will (among other tasks):

Science

• Discover the usefulness of understanding probability in order to have a better chance at winning a game like Cluedo

• Find patterns and relationships in natural events and learn to express these using words, symbols or rules.

In Year 7 Science the emphasis is on encouraging students to develop an inquiring mind into the scientific world through hands-on, fun and meaningful investigation. Students will be introduced to all of the scientific disciplines throughout the year where they will become familiar with scientific knowledge, language and skills.

Music

In Year 7 the students cover the following topics:

• Use a range of number strategies to answer questions quickly and easily

A dynamic and exciting music programme covering performance, appreciation and theory has been developed for Year 7 students. They are catered for at their ability level and are exposed to the use of a wide range of instruments. They will perform original arrangements and be challenged to explore a variety of musical experiences. Year 7 students can join the Year 7 and 8 choir or the Middle School orchestra as well as form Rock bands and perform in Kristin’s musical events. Physical Education The aim of our Physical programme in Year 7 is:

Education

• To develop and build skills and knowledge that enable students to participate successfully across a range of different activities • Students will have a basic introduction into the importance of warm ups and related aerobic activities, allowing students opportunities to increase base fitness levels • Striking skills utilizing both the driving range and hockey turf • Continue to develop the essential run, jump and throw skills through an athletics module

• Investigating Science - an introduction to the scientist’s workplace, laboratory practices and skills • Particles - a look at what makes up the world around us • Plant Reproduction - a focus on the importance of plants and how they reproduce • Space - investigating the challenges of space exploration in our solar system and beyond • Earth Science - a look at New Zealand’s geological features and how they’re continually changing • Acids and Alkalis - a focus on what they are and where we can make use of them • Forces - investigating how things move and how buildings stand • Variety of Life - a look at the enormous diversity that exists and how species interact with one another. Sport The one Sport lesson per cycle provides an opportunity to encourage competition across a variety of activities reinforcing and building on the Physical Education programme. This provides a healthy 27

competitive environment and helps reinforce the Middle School House Points competition as they compete in House groups. Games include: • Tabloids • A variety of traditional and non-traditional games • Climbing/Bouldering • Orienteering • Dance. Technology Design Students are encouraged to become confident in using a variety of materials. They will address needs and opportunities through the use of skills and processes to solve practical design problems. This course emphasises basic technology skills and is timetabled into Materials Product Design and Food Product Design. There are two lessons per cycle in each of the 6 month courses. Topics covered: • Materials Product Design - Basic construction and experimenting with construction • Food Product Design - Simple meals and basic nutrition.

Year 8

They also study the following subjects with specialist teachers: • Art: Visual Art, Drama, Music, Dance • Sport and Physical Education • Technology Design • Health • Science • Language Acquisition • BASE

YEAR 8

Introduction Students in Year 8 have the following subjects taught by their Tutor as part of their programme: • English • Individuals and Societies • Mathematics = ability groupings

Special Features of Year 8 Digital Design The Year 8 programme is a continuation of the one begun in Year 7 and further refines the students’ computer skills. Digital technology is integrated into all curriculum areas. By the end of Year 8, students will have exposure to making a podcast, a video, a Prezzie, infomercial and using publishing techniques and creating a digital portfolio. A major focus will be ensuring that students also regularly back up their work using various methods, such as Google Drive. Education Outside the Classroom (EOTC) Year 8 attend a five-day camp, in February, involving a variety of cultural and physical activities. Group co-operation, initiative and personal development are encouraged. The students’ experiences focus on, and develop an appreciation for, our bicultural diversity. Special Events Term 1 • Cross-Country • Swimming Sports • Outdoor Education Week – Raglan

Term 3 • Formal Dance • International Languages Week • Puberty and Adolescense

Term 2 • Anzac Service • Elective Programme • Auckland Zoo Trip

Term 4 • Community Service Day • Tiritiri Matangi Science Trip • Long Bay Reserve • Athletic Sports

Structure of Classes There are six classes of mixed ability with a balance of boys and girls. The student’s language choice determines, to some extent, which class they will be in. Mathematics classes are organised in ability groupings, based on test results, numeracy and classroom observations.

Year 8 Subjects All students follow a course which includes the following subjects Art The Year 8 course continues to nurture creativity using a range of topics and artistic processes. There is a focus throughout the programme of maintaining good organisational and reflective skills while also encouraging risk-taking. A variety in the use of media is introduced throughout the cycle and the emphasis is on ‘having a go’ and enjoying the experience. Year 8’s have the opportunity to create both two and three-dimensional art and have the extra fun of using clay to create a ceramic sculpture.

Year 8 Dance is an opportunity for students to expand their experience in dance as an art form. Students will experience the basic elements of dance, explore movement, choreograph and present their own dance sequences as well as experiencing a variety of styles. Students will explore dance in greater depth through tasks and activities with a focus on choreography. Students will view, respond to and understand a range of dance styles from a variety of cultures and contexts. Through this collaborative exploration of performance and choreography, they will develop a class dance for performance, incorporating costumes and props. Topics covered include: • Warming up and cooling down • Viewing and responding to dance

Artist examples and art from different cultures are discussed, compared and contrasted.

• Cultural Dances

The students use a developmental workbook to organise their research, ideas and reflections throughout the process.

• Choreography skills

Dance

• Costumes and props in dance • Performance techniques. Drama Building on Year 7 curriculum, Year 8 is designed to give students an opportunity to develop a working-in-groups ethos while extending their skill base in the following areas: • Creating a role • Working in groups • Devising • Drama conventions • Working with scripts • Reflection methods.

English

Health

During the course of the year, students will develop and enrich their literacy skills while engaging with and enjoying English in all its forms. They will learn to understand, use and respond to oral, written and visual language in a range of meaningful contexts. Students will complete activities and tasks such as:

Activities are designed to increase student’s skills: in maintaining their own well-being and caring for others. Students will be encouraged to keep a balance in life while recognising the influences of peers, social stereotypes and lifestyle factors on personal identity and self-worth. Topics will include:

• Write and record a poetry podcast • Develop a portfolio of creative writing • Analyse poetry and prose • Conduct an in-depth novel study • Undertake advertising analysis • Film a persuasive report for the public. Students will also be using the LIC regularly for both research and recreational reading. ICT is fully integrated in this subject and will be used frequently as a tool to support learning. Use of the media suite is encouraged. Language Acquistion At Year 8 students continue to study the language chosen in Year 7 following the AIM programme which provides an immersion experience. The focus remains on accelerating oral fluency in their chosen language and broadening their knowledge of high frequency vocabulary. Students complete the following activities: • Extension of their listening, speaking, reading and writing skills • Continuation of lessons conducted in the target language • Broadening cultural understanding of their chosen language • Use of digital technology to further their understanding • Participation in a longer play conducted entirely in the language they are studying and written work based on the play

• Well-being and mental health • Nutrition • Friendships and resiliency • Puberty and peer pressure • Social media and personal safety. Individuals and Societies The aim of the study of I & S in Year 8 is to encourage and enable students to develop an inquiring mind and good research skills when investigating perspectives, values and attitudes towards the environment and society. This is studied through the understanding of related concepts. The following units of work will be studied: • New Zealand, our Place - appreciate the role that NZ’s unique environment and bicultural heritage has on the evolution of our Kiwi identity • Debate of Our Time - issues surrounding the impact economic and technological advancement, have on the balance earth’s ecosystems as stakeholders compete for limited environmental resources. This is also an Interdisciplinary unit, combining humanities, mathematics and English • Children in Crisis - issues surrounding children and their rights as a global concern • Mapping and Field Work - Reading, drawing and intepreting a variety of maps including orienteering activities.

• Australian Language Certificate 1 in Term 3. 31

Mathematics and Statistics Mathematics is all around us and, in Year 8, students are encouraged to become more aware of this by learning to apply logic and reasoning in real life situations; to reflect on the usefulness of understanding relationships between numbers; to gain insight into the development of patterns. Students will (among other tasks): • Observe how shapes move and turn and see how shape can be found in Maori crafts • Use mathematics to investigate how we can help save our planet • Help our school community by posing relevant and interesting questions in order to collect useful data. Music A dynamic and exciting music programme covering performance, appreciation and theory has been developed for Year 8 students. They are catered for at their ability level and are exposed to the use of a wide range of instruments. Students will perform original arrangements and be challenged to explore a variety of musical experiences. Year 8 students can join the Year 7 and 8 choir and the Middle School orchestra. Physical Education The aim of our Physical programme in Year 8 is:

Education

• Continue to develop and build skills and knowledge that enable students to participate successfully across a range of different activities, utilising a Games for Understanding approach • Expand students’ knowledge of the basic principles of training and how these relate to them individually, including monitoring their heart rates and the effects of exercise. Allowing students opportunities to increase base fitness levels 32

• Explore and investigate the basic levels of strategic and tactical thinking in game play • Continue to develop the essential run, jump and throw skills through an athletics module • Provide opportunities to explore the value of co-operation and team work. Science The emphasis in Year 8 is on developing scientific method and observation in investigations, along with improving scientific literacy. Contexts for study include: • Sound and Light - a focus on what sound and light are, how we can make use of the different types of light and how the eye works • The Active Body - a focus on how we maintain a healthy body • Web of Life - a special focus on our local flora and fauna and the importance of conservation • Metal Reactions - a look at elements with a focus on metals and how they are used in our everyday lives • Microbes - the special role of microbes and how we protect ourselves from disease • Elements, Mixtures and Compounds - investigating how different chemicals impact on our everyday lives • Electricity and Magnetism - an introduction to the two concepts • Energy - a look at energy in our world and how we can be efficient with it. Students will also investigate a Global Issue which will allow them to develop their research and reporting skills.

Sport The one Sport lesson per cycle provides an opportunity to encourage competition across a variety of activities, reinforcing and building on the Physical Education programme. This provides a healthy, competitive environment and helps reinforce the Middle School House Points competition. Games include: • Tabloids • A variety of traditional and non-traditional games • Climbing/Bouldering • Orienteering • Dance. Technology Design Students are encouraged to become confident in using a variety of materials to address needs and opportunities. Through the use of technology skills and processes, students solve practical design problems using the design process. This course emphasises basic skills and covers areas in Food Textiles Materials from the curriculum. All courses use the design cycle as the basis of the units of work. • Materials Product Design - Basic construction techniques using hand tools and machinery • Textiles Product Design - Bustainable Design: design and create a product reusing recycled materials.

Year 9

YEAR 9

Introduction Curriculum All Year 9 students study the following subjects: • English • Mathematics • Health • Physical Education • Individuals and Societies • BASE • Science In addition, all students take one or two foreign languages chosen from: • Chinese • French • Spanish A foreign language is compulsory at Year 9 level and is continued to the end of Year 10. Option Choices All options are half-year courses, except Future Problem Solving which is a full-year course. All students take a language and then make four option choices, ensuring they meet the option guidelines described. Those taking two language options or one language and the Future Problem Solving option choose only two options from the list, ensuring that they meet the option guidelines described.

Special Features of Year 9 Students are in a period of rapid physical and mental maturity. We recognise the need to give students every assistance to cope with this important period of transition in their lives. A number of new students also enter the school at this time; therefore a key goal is to provide new students with a welcoming introduction to the school. The development of all Year 9 students is ensured through: • A tutor system allowing close support for student progress in all areas • A challenging camp, allowing for development of personal responsibility • A buddy system for students new to Kristin. Pastoral Care It is very important that students receive support, encouragement and advice in academic, social and spiritual areas. To this end, students take part in the Year 9 Pastoral Care programme. This takes place within the teaching day and covers areas such as: • Chapel services • Dean’s Assemblies which are organised by the Class Captains • Showcasing student work • Study skills workshops and careers counselling • Guest speakers who present on curriculum-related topics • Plagiarism • Examination technique and revision suggestions • Water safety, especially in regard to boating • Cyber safety • Experiencing how they personally learn most effectively. Year 9 have two Pastoral Care periods per teaching cycle. Students alternate between assembling as a year group, or working with their Pastoral Care teacher. 34

Special Events Term 1 • Outdoor Education Week • Swimming Sports • Cross-Country • Athletic Sports • Foundation Day • Rainbow’s End Visit • North Shore Beach Visit

Term 3 • Formal Speech Competition • Family Planning Session • International Languages Week • Water Safety Course • Year 9 Formal - Dance and Supper • Maritime Museum Visit

Term 2 • Anzac Service • “Get a Life” Presentation by Attitude Organisation • Reading Day

Term 4 • Community Service Day • Celebration of the Year • Sports and Cultural Assemblies • Prize-giving • Yum Cha • Board Game Exhibition

Selection of Classes This is undertaken on the following basis: • Assessment tasks from the previous year’s work • Acknowledgement of the need for gender balance in the Year 9 classes • Social groupings from the previous year will be considered • The student’s academic record from the previous year • All students entering Year 9 will complete a placement test at the Orientation Day held in Term 4.

Year 9 Subjects Compulsory Subjects

• Participating in the Term 2 Reading Day with Junior School partner and guest speakers.

BASE (Religion, ethics and philosophy)

Language Acquistion

In the Year 9 BASE programme the students are encouraged to start evaluating some of the ‘big’ issues of life. On their first BASE day, they are taken on a tour of places of worship where the focus is on symbols and rituals that express what the religions believe about life and how they interpret the realities of life. In the second BASE day, students are drawn to how they see life, their world view. This is done by asking students to consider where they find meaning and purpose in life.

All students continue to study their language chosen at Year 7. In special circumstances they may change their language choice with the permission of the Principal and Assistant Principal Teaching and Learning. New students to Kristin study a language from a choice of Beginning Chinese, French or Spanish until the end of Year 10. These beginning classes are offered at the discretion of the Principal of the Middle School and are subject to numbers. Activities in Year 9 include:

English Students will investigate how language works in a wide range of spoken, written and visual contexts in a variety of settings and for a range of purposes. Students will learn to think critically and to process information – gathering, recording, selecting and presenting coherent, structured information from a variety of sources, using different technologies and explaining the processes used. They learn to write on a selection of topics, shaping, editing and reworking texts in a range of genres, expressing ideas and experiences imaginatively and using conventions of writing accurately and confidently.

• Intensive oral practice with a native speaker • Use of a range of digital media including videos, audio files and interactive websites to develop understanding and vocabulary • Developing an appreciation and respect for another culture • The study of differences between cultures including food and daily routines • Continued development in listening, reading, speaking and writing skills. Health

• Delivering an oral presentation and static image

Students will learn skills, knowledge, strategies or managing challenges in everyday life and their relationships with others. They will make choices relating their individual wellbeing which will include food and physical activities to ensure they have a healthy, happy and fulfilling life. Topics will include:

• Responding to literature and language

• Mental health and hauora

Activities in Year 9 English include: • Writing part of an autobiography • Close reading and analysis of a variety of texts

• Sexuality 36

• Food and physical activities • Drugs and safe choices. Individuals & Societies The aim of the study of I & S in Year 9 is to encourage and enable students to develop an inquiring mind and effective research skill when investigating perspectives, values and attitudes towards the environment and society in a variety of places and time. This is studied through the understanding of related concepts. The following units of work will be studied: • Life’s a Beach - through an inquiry into the interaction between coastal environments and human societies, students will understand that sustainable natural environments require individual and community responsibility, focus will be identifying issues facing North Shore beaches • Ancient Civilisations - how civilisations and societies have developed over time and across space evolving into modern day societies • Melting Pot - a contemporary investigation into New Zealand immigration and how it both challenges and enriches New Zealand society • Change - inquiry into the concept of change involving understanding and evaluating causes, processes and consequences.

• Become familiar with the everyday arithmetic of financial matters • Develop a deeper understanding of probability in order to make relevant predictions and give helpful advice to the community • Understand mathematical relationships by being able to interpret graphs and symbols. Physical Education The aim of our Physical programme in Year 9 is:

Education

• Reinforce and extend skills and knowledge that enable students to participate successfully across a range of different activities, utilising a Games for Understanding approach • Students will apply knowledge of the basic principles of training and how these relate to pre-game/activity warm ups in both a practical and theoretical nature • Provide opportunities to apply strategic and tactical thinking in game play at a higher level in both modified and traditional games • Begin to refine and focus on the related techniques of run, jump and throw skills through an athletics module • Provide opportunities to explore different movement patterns and forms through parkour.

Mathematics and Statistics

Science

The Year 9 mathematics and statistics course uses the foundations of the previous years to further extend the students’ logical thinking and reasoning. They are encouraged to see and make connections, both within and across the strands covered, giving plausible justification for their arguments.

In Year 9, students continue to develop their understanding of the scientific process and how science influences our lives at a local and global level. Appropriate contexts and learning experiences are used to help students understand key concepts and ideas.

Students will (among other tasks):

The following topics are studied: 37

• Rainbow’s End - a focus on how forces and energy are used to thrill us

investigate galleries and artistic styles in more depth.

• Hydrogen- fuel for the futures? - t he chemistry of hydrogen and its potential as a clean fuel for the future

The students continue to use a developmental workbook and their laptop to document their research, ideas and reflections.

• Growing Up - the changes that affect us through puberty and the process of human reproduction • Plants and Photosynthesis - a focus on the importance of photosynthesis in the ecosystem • States and Solutions - how particles behave in different states and a focus on solubility • Ecology - how living things interact with each other and their environment • Food and Digestion - a focus on our diet and what happens to food as it travels through our digestive system. Students are selected into the Year 10 NCEA classes based on their performance in Year 9 Science.

Option Subjects Note: There are no prerequisites unless specifically stated. Art The Year 9 course is an optional course for students where they are encouraged to become open-minded and knowledgeable about art. Again, their natural creativity is encouraged. Two main teaching units are covered during the half-year cycle – a portrait painting unit and a construction unit. There are also opportunities to keep developing their drawing skills using a variety of media. Artist models and art from different cultures are discussed, compared and contrasted. Students are also encouraged to begin looking at the world around them and to 38

The students may use their laptops to create digital art, research from websites, write reflections, make videos or presentations that document their artistic journey. In addition, the students are introduced to a range of interactive art websites. Students also use the Adobe Suite to create effects on their self portrait photos. Leads to: This training may lead to continued study of art at the senior levels or simply to an increase in competence for those wishing to pursue art as a leisuretime activity. Consumer Economics This course provides students with an understanding of fundamental economic concepts, a broad appreciation of how markets work and the skills and knowledge to be discerning consumers. Within the global contect of Fairness and Development, students are introduced to the concepts of scarcity, inequality, choice and consumption. They are encouraged to analyse the economic choices they may and to justify potential consumer decisions appropriate to their age. Dance The Year 9 Dance programme is an introductory course aimed at students of all abilities and experience. Students sample a diverse range of dance styles, discover tools to create imaginative and original dances and learn how to perform confidently on stage. There is a particular emphasis on experimentation and learning to take artistic risks through collaborative and structured group activities. The course

complements performance skills learned in dance lessons outside of school. The curriculum covers: • What is Dance? • The Elements of Dance • Choreographic skills and devices • Performance skills and technique • Reflection methods and rehearsal logs • Sample lessons in a range of theatre, social and ethnic dance styles • Investigating the history and features of hip hop and haka

in Theatre and those who simply want to work physically in a classroom without desks. Classes are practical and students develop confidence and performance skills whilst working in small group and full class workshops. Assessment is based on their developmental journal, which documents their ideas, reflections and research over the unit and their performances. The course includes: • Working with Scripts - scenes form famous plays • Devising performances

creating

their

own

• Exploring rhythm and props in dance

• World Theatre - exploring different theatre forms from around the world

• Safe dance practice and stage etiquette.

• Mask - neutral and character.

Leads to: Year 10 Dance.

At the discretion of the Year 9 Drama teacher, opportunities are available for extra performances in Deans and Middle School Assemblies. Parents are also welcomed into the classroom for performance periods. Students are also encouraged to become involved in the Middle School Production as either cast or crew.

Digital Design This DT programme is a dynamic and varied half-year optional course. Building and expanding on their ICT skill base, students will explore some of the diverse aspects of IT and apply these in practical, engaging, creative mediums. Website Design and Production – build a website that develops a product or solution for the Kristin Community using QR codes and graphic/image components. Animation – Rich media and animation can improve digital communication. Explore animation as an effective, creative and innovative communication tool. This exciting course leads to the Year 10 Digital Technology curriculum. Drama Year 9 Drama a dynamic and physical halfyear course designed to encourage students to be creative and explore real life contexts through Drama. This class is for those who are both passionate and experienced

Leads to: Year 10 Drama. Future Problem Solving (FPS) Prerequisites: Students need to be motivated learners with sophisticated reading skills, have an interest in creative thinking and digital technology research, and be prepared to be an effective team member, playing an integral part in decision-making. Description: FPS is an exciting, academically challenging programme which enables the student to develop critical and creative thinking, communication skills, problem solving, research skills, team skills and time management. These techniques enhance the student’s abilities in all other curriculum areas. 39

Visual Design

Outdoor Education

This is an introductory course that develops an understanding of visual communication.

The Year 9 Outdoor Education course is a comprehensive introductory programme designed to build foundations for a future of enjoying the great outdoors. The course aims to enhance opportunities for examining, theorising, experiencing, and applying processes of learning in the outdoors through adventure, challenge, environmental sustainability and leadership opportunities.

The curriculum covers: • Sketching and rendering techniques • 2D and 3D drawing using instruments • Computer graphics • Presentation techniques • Generating and developing ideas • Personalised logo design. Leads to: Year 10 Visual Design or Year 10 Materials Product Design.

There is a commitment to an off campus experience involving 3 days out and an overnight camp.

Music

Topics include:

This is a general music course for students of all abilities. The emphasis is on practical involvement and students who already play instruments are given ample opportunity to use them in groups or as a whole class.

100% Pure NZ • Focus: Understanding and significance of National Parks and Marine Reserves in New Zealand. Exploring the recreational opportunities and management within these wilderness environments.

The curriculum covers: • Group performance • Improvising/composing • Listening • Research. Students also have the opportunity to: • Learn a musical instrument through the itinerant music scheme • Join extracurricular groups, e.g. Jazzmatic, Senior Orchestra, Jazz Band, Year 9 and 10 Choir • Form their own pop group. All students intending to follow Music through to the NCEA Level 1 course are expected to have private instrument or voice tuition throughout this preparatory year. The fees for this are around $250 to $300 per term, payable directly to the teacher concerned. 40

There is a strong emphasis on making special connections to our own “backyard”.

• Skills: Snorkelling / scuba pool lessons, weather and tidal interpretation, tourism brochure design. • Key Experience: Day out snorkelling at Leigh Marine Reserve Auckland’s Backyard • Focus: Understanding and significance of Regional Parks in Auckland. Exploringing the recreational opportunities and management within these wilderness environments. • Skills: Abseiling school wall, Waitakere case study, plan, implement and review a day out in a regional park with family. • Key Experience: Day out Canyoning, Waitakeres My Very Own Backyard • Focus: Developing a special connection with Kristin’s backyard. Exploring Kristin’s native plants, wetlands and waterways.

Community service projects of rubbish collections and tree plantings. Getting creative with traditional crafting activities using natural resources from within Kristin’s own environment. • Skills: Firelighting, flax craft and weaving, camp cooking, knots, whittling and carving, paracord bracelets, raupo dolls • Key Experience: Overnight minimal gear camp using only gear created in lessons, Kristin School: Sport Studies This course is aimed at all students who enjoy physical activity in their learning and like a variety of sports and challenges. Key ways are to provide relevance, fun, a sense of spontaneity, adventure and “real-life” learning in an inter-disciplinary environment, encouraging the students to see connections in their learning. Trips to different Auckland sports venues keep motivation high and link students to the community. Trips include rock climbing, ice hockey, trampolining and athletics. The students will be required to keep a journal reflection of their activities and will have a variety of assessments each term. Topics covered include: • Sport as a basis for a healthy lifestyle • Anatomy • Learning how to learn and using thinking tools • Critical and creative thinking • Sports issues and world and local issues • The psychology of sport • Peer teaching

Materials Product Design and Textiles/ Food Product Design This course develops the understanding of materials and the design process through practical projects. Both courses extend the skills and knowledge taught in Year 7 & 8 and is a good lead into Year 10. Students will choose from the following: Materials Product Design In Materials Product Design students complete two diverse units of work as follows: • CO2 Dragsters - in this unit, students design and make a CO2 dragster to race against their peers. They may also enter their design into a national competition. The unit has a strong focus on scientific investigation, evaluation and testing of performance factors. • Cast Pewter Pendant - in this unit, students develop skills and understanding in metal casting and finishing techniques. Students also produce a display box for their pendant and an additional copper ring. This jewellery unit has a strong focus on aesthetic design and developing skills with a diverse selection of materials and processes. Textiles/Food Product Design In Textiles/Food Product Design students complete two units for work, one related to textiles and one related to food: • Tailor Made - design and make a simple garment using & adapting a commercial pattern. • Something healthier - experiment with healthy cooking techniques to modify old recipes to make them healthier.

• Physical testing and analysis. Leads to: Year 10 Sport Studies.

Year 10 Introduction Curriculum All Year 10 students study the following subjects: • BASE • Individuals & Societies • English • Mathematics • Language Acquisition: Chinese, • Physical Education French or Spanish • Science. • Health Foreign Languages All students continue to study their language chosen at Year 9.

YEAR 10

Option Choices Two choices are made. Each of these subjects is a full-year course. Due to option blocking on the timetable, students may not always be allocated to their first choice of subject. One choice is made from the following list: • Art • Visual Design • Dance • Music • Drama • Future Problem Solving. The second choice is made from the following list: • A second Foreign Language • Visual Design • Art • Music • Digital Design • Sport Studies • Dance • Materials Product Design • Drama • Textiles Product Design • Enterprising Economics • Food Product Design. • Future Problem Solving Senior School and Beyond All Year 10 students will be issued with a Senior School Curriculum Handbook which contains information on Senior School courses, the NCEA and the IB Diploma programme and entry requirements for tertiary courses.

Special Features of Year 10 Expectations of Year 10 Students • Role-modelling appropriate to ‘student leaders’ of the Middle School • Involvement in a range of academic, social, sporting, cultural and service activities. Features • Completion of the IB Community Project • An appropriately increased level of academic rigour is expected of students at Year 10 as they look towards the Senior School and the greater number of external examinations • Students should regard the curriculum at school as one encompassing all areas of school life - academic, social, sporting, cultural and service to others • Students who involve themselves positively in all areas of their school life will benefit enormously from the Year 10 experience • Students are expected to have good academic work habits, both in school and at home. 42

• Students are encouraged to develop an enthusiastic approach, and to seize all opportunities • Students have the opportunity to get involved in the Duke of Edinburgh scheme. Special Events Term 1 • Outdoor Education Week • Swimming Sports • Cross-Country

Term 3 • Speech Competition • Year 10 Formal • International Languages Week • Economics Market Day (selected students)

Term 2 • Anzac Service • Sheilah Winn Shakespeare Festival

Term 4 • Community Service Day • Auckland Zoo Visit • Celebration of the Year • Sports and Cultural Assemblies • Community Project Expo

Leadership Leadership is an essential and integral part of the Year 10 programme at Kristin. All Year 10 students are provided with training and given the opportunity to join a leadership team. Leaders are responsible for organising many Middle School events and make shared decisions about the future development of the school. Teams Include: • AllianceTeam • Chapel Team • Cultural Team • Dance Team • Girls Leadership Team • ICT Tech Angels • International Committee • Library Events Team • Sports Team • Student Events Team • Student Services Team

• Assembly Team • Community and Service Team • Curriculum Team • Editorial Team • Good Guys • Environment Team • Kristin Television (KTV) • Magazine Team • Student Council • Student Mentor Team • House Captains

Student Exchanges Year 10 students may apply to spend up to six weeks in one of our exchange schools in either Australia, France or China. Selection of Classes This is undertaken on the following basis: • Assessment tasks from the previous year’s work • Acknowledgement of the need for gender balance in the Year 10 classes • Social groupings from the previous year will be considered • The student’s academic record from the previous year. NCEA Some students may be invited to sit NCEA Level 1 (normally completed in Year 11) in selected subjects at Year 10. This is offered as an acceleration programme to able students in Year 10. An information evening for parents and students is held in Term 4. All students will have the opportunity to sit at least one NCEA paper in Mathematics and Science. 43

Year 10 Subjects Language Acquistion

Compulsory Subjects BASE (Religion, ethics and philosophy) In the Year 10 BASE programme students are encouraged to challenge their view of the world by exploring first the concept that life may not be always fair, but still very good. In doing this students discuss the concept of suffering and ways in which life can be managed in order for it to be good. Secondly, students are given the opportunity to explore some of the bigger questions and concepts that make up their world view. The aim is not to give answers, but to help students to identify the important questions.

The Year 10 English programme has a more sophisticated emphasis on reading, writing, listening, speaking, viewing and presenting. Students will continue to read widely and to practise the skills of close reading and critical analysis. They will continue to write on a variety of topics arising from their literature and language studies. Some students, as a result of consistently high examination and test performances in Year 9, are chosen to follow an enrichment programme. Activities in Year 10 English include: • Creative and persuasive writing • Close-reading and analysis of a variety of texts a

speech

and

exploring

• A study of Shakespeare’s Romeo and Juliet • Writing a formal literary essay using appropriate style, structure and accuracy • Responding to literature and languages including novel, drama and film. 44

Activities in Year 10 include: • Intensive oral practice with a native speaker • The opportunity to participate in an exchange to France or China • Continued development of grammatical understanding and vocabulary • Practical language to use during an overseas trip • Expansion of use of digital technology to enhance learning

English

• Delivering rhetoric

All students continue to study their language chosen at Year 9. In special circumstances students may change their language choice with the permission of the Principal and Assistant Principal Teaching and Learning.

• Visiting exchange students during the year contribute to students’ understanding and respect for other cultures • Australian Language Certificate 2 in Term 3. Leads to: NCEA Level 1 and IB Language B. Where numbers permit, NCEA language courses will be provided beyond Level 1. Health There will be discussion, research and reflection on the impact of societal views of a range of issues affecting the health and well-being of adolescents. The activities in the programme are designed to prepare students for a physically and mentally healthy life. Students will focus on taking responsibility, showing leadership, problem-solving and communication skills. This will positively impact on their own wellbeing while recognising the impact of their behaviour and the well-being of others. Topics will include: • Stress and change • Aggression and assertion

• Nutrition and body image

matters such as planning and saving for a holiday

• Sexuality and drugs. Individuals and Societies The aim of the study of I & S in Year 10 is to encourage and enable students to develop an inquiring mind and effective research skills when investigating the causes and consequences of change through physical and human actions and processes. This is studied through the understanding of related concepts. The following units will be completed: • Treaties - a consideration effectiveness of treaties

the

• Global Issues - barriers to growth of developing nations • Abuse of Power - leadership styles and political systems focusing on inequalities and how abuse of power impacts on generations past, present and future • Tourism - international and domestic tourism. Leads to: NCEA Level 1 History and Geography. Mathematics and Statistics The Year 10 mathematics and statistics course uses the foundations of the previous years to further extend the students’ logical thinking and reasoning. The focus is on preparing students for NCEA Mathematics in Year 11. To this end, it is expected that all Year 10 students complete at least one NCEA Level 1 Achievement Standard, enabling them to gain credits towards this qualification. Mathematics is promoted as a universal language and a tool for analytic reasoning and problem solving, to empower students to become useful citizens. Students will (among other tasks): • Use mathematical techniques to calculate dimensions in real life situations such as the height of the Sky Tower • Learn how to deal with everyday financial

• Pose useful questions in order to collect relevant data on important issues that need to be addressed, such as our obesity problem. Physical Education The aim of our Physical programme in Year 10 is:

Education

• Continue to reinforce and extend skills and knowledge that enable students to participate successfully across a range of different activities, utilising a Games for Understanding approach. Thus empowering them to remain active beyond their years in school • Students will apply knowledge of the basic principles of training and how these relate to themselves in a fitness unit in both a practical and theoretical nature. Allowing the students to improve their personal fitness levels • Provide opportunities to apply advanced strategic and tactical thinking in game play at a higher level in both modified and traditional games and how these can influence game play • Provide opportunities to explore and create different movement patterns and forms through circus arts. Science In Year 10, all students undertake a course in science which incorporates a mix of MYP and NCEA Standards. There is an emphasis on creating a solid foundation of scientific knowledge and understanding, as well as investigative skills through contextualised and meaningful topics. The following topics are studied: • Electricity - an investigation into electricity and how it is used in our everyday lives and our dependence on it • Circulation and Gas Exchange - a focus on the role of the heart, lungs and blood 45

in maintaining a healthy body • Waves - a special focus on how light and sound travels • Chemical Change - a special focus on why chemical reactions take place • Genetics and Evolution - a look at how we inherit characteristics from our parents and how inheritance can lead to the changing of a species • Carbon Chemistry - a focus on our dependence on fossil fuels and the consequences thereof • Astronomy - a look at how our planet sits in the solar system and universe. Leads into: Year 11 NCEA Core Science and/or Year 11 Further Science. Some students will have the opportunity to undertake Advanced Science.

Option Subjects Art The Year 10 course extends students to apply their skills learnt previously and also encourages them to become independent and knowledgeable learners. While there is a variety of topics and themes used throughout the year a highlight for the students is the Surrealist painting unit. Here the students can be risk-takers and really use their imagination to develop an idea for a composition. Printmaking, mixed-media and construction processes are also taught during this year. Again, the developmental workbook is a necessary tool where students document their thoughts and ideas. Art through the ages as well as art from different cultures are compared and contrasted and students are taught how to think critically about art. The students may use their laptops to create digital art, research from websites, write reflections, make videos or presentations that document their artistic journey. In 46 addition, the students are introduced to a

range of interactive art websites. Students continue to use the programs on the Adobe Suite to enhance presentations and complete a range of Surrealist image tasks. The Year 10 programme gives the students the necessary skills to take into the Year 11 Art programme. Leads to: Continued study of art at senior levels. Dance This course develops and extends on the skills and knowledge gained at Year 9, and complements performing arts experiences acquired within or outside of school. Students extend their ability to workshop original movement to choreograph and express their own ideas through dance. They broaden their performance skills in jazz and contemporary dance and conduct an in-depth inquiry into the features and history of a dance style of their choice. They continue to sample a wide variety of theatre, social and ethnic dance forms and develop an appreciation of dance in our society. The curriculum covers: • Detailed exploration of the Elements of Dance • Choreographic devices and structures • Contemporary and jazz dance technique • Using production technologies in dance e.g. props • Researching and learning a dance style of own choice • Attending and reflecting on a live dance performance • Reflection methods and rehearsal logs • Safe dance practice and stage etiquette. Students have the opportunity to present their choreographic and performance work to public audiences throughout the year. The course prepares students for dance

studies in the Senior School.

The course includes:

Leads to: NCEA Level 1, 2 and 3 Dance; IB Diploma Dance.

• Devising performances

Digital Design This course consists of four one-term modules each investigating a different area of digital technology. The modules covered are: • Creative Programming - investigate, design and create an application for a mobile device • Ad Mad - camera shots, camera angles, camera movement and a good narrative script are only some of the components of a successful advertisement. Make an ad to sell a product to a specific audience • Digital Video and Multimedia - investigate the concept known as machinema. Using game environments, produce, film and edit a video that targets a specific audience with a clear communication purpose • Robotics - in a small team, design, build and programme a robot to complete a set of advanced challenges and tasks. This is a full-year course. Leads to: Year 11 Digital Technology. Drama Year 10 Drama is a full-year course, which develops and extends on the skills taught in Year 9. Drama is a dynamic subject where students exploring physically in every period from drama games to develop selfconfidence and performance skills through to formal role and genre exploration. Students extend their abilities to work with scripts and they learn to develop their own performances through rich devising workshops. Student who achieve highly in Year 10 Drama are motivated, creative and enjoy working in groups.

creating

their

own

• Working with New Zealand Scripts • Theatre Form - e.g. Clowning, Greek or Shakespeare • Monologues - a solo performance • Full class devising - for example, Rock’n’Roll, COY performance item. At the discretion of the Year 10 Drama teacher, opportunities are available for extra performances in Deans and Middle School Assemblies. Parents are also welcomed into the classroom for performance periods. Students are also encouraged to become involved in the Middle School Production as either cast or crew. Leads to: NCEA Level 1 Drama. Enterprising Economics Within the global context of Identities and Relationships, this one year course enables students to see the economy from the producers’ perspective. In the first term the programme looks at basic economic concepts and considers what makes a successful entrepeneur. During Term 2 students focus on some of the different responsibilities of entrepeneurs such as accounting, understanding their market and adding value to their product/service. The theory and practice of marketing is the key concept for Term 3. This culminates in market day where students apply their marketing skills to successfully sell their own food products. Term 4 encourages students to reflect on their learning and undertake a variety of practical business-orientated tasks. Throughout the course students visit business outlets and have the opportunity to listen to and question visiting speakers from the business world. Leads to: NCEA Level 1 Economics. 47

Future Problem Solving Prerequisites: Students may take the course as beginners, or continue to add to previously gained experience in Year 9. They need to be motivated learners with sophisticated reading skills, have an interest in creative thinking and ICT research and be prepared to be an effective team member, playing an integral part in decision-making. Description: FPS is an exciting, academically challenging programme which enables the student to develop critical and creative thinking, communication skills, problem solving, research skills, team skills, higher-order thinking and time management. These techniques enhance the student’s abilities in all other curriculum areas.

Description: The Year 10 course is an enriching year of exploring sound, musical cultures, recording basics and scoring contemporary and traditional music. The course comprises solo performance, group performance, composition, aural skills, musical knowledge and theory and music technology. Students are assessed continuously in the principal areas of the subject.

Students choosing this subject at Year 10 should be able to demonstrate advanced problem solving skills and be avid readers. Students who have not taken FPS in Year 9 may find this higher level course very challenging.

Leads to: For most students, this course leads on naturally to the Level 1 Year 11 course. For others, however, there is the opportunity to continue their musical studies informally through instrumental tuition, vocal tuition, joining (or continuing with) an extracurricular group, forming their own pop group and auditioning for a school musical.

Visual Design

Sport Studies

This course develops the understanding visual communication using graphical techniques and the design process.

This course covers both theoretical and practical aspects of sport.

The Year 10 course includes: • New skills in drawing techniques • Computer graphics • Rendering media - e.g. black and white papers, coloured pencils and felts

Topics include: • Basic First Aid and Sports Injuries • Leadership, Coaching, Umpiring • Anatomy and Exercise Physiology • Disability in Sport

• Packaging design

• Learning How to Learn and Thinking Tools

• Furniture design

• Careers in Sport

• Spacial design.

• Adventure-based Learning.

Leads to: NCEA Level 1 Graphics

A highlight of the year is the newly introduced Sports Studies leadership camp at the end of Term 4. The students spend a night at Kawau island after sailing from the viaduct on Peter Blake’s historic yachts

Music and Music Technology 48

either privately or through the school’s itinerant scheme during Year 10. Those students who are expecting to continue their music studies through to Level 1 in Year 11 should have already completed one year’s tuition.

Prerequisites: All students enrolling in this option course should learn an instrument

Steinlager 2 and Lion New Zealand.The students not only study leadership but the environment in the magnificent Hauraki Gulf National Park. Another highlight is the Careers Day where students spend a day with a sports professional or learn about a career associated with physical activities. The trips include sailing, underwater hockey, squash and wind-surfing. Students will keep a journal of reflections and analysis over the year in their sports studies notebook and will have a variety of assessments each term. The subject is taught in an integrated way with a wide range of approaches to maintain high interest and maximum benefit to the students. Leads to: NCEA Level 1 Physical Education, IB Sports Science, Outdoor Education. Food Product Design This course is a hands on course covering a wide range of practical and presentation skills. It also incorporates a mini food safety course.

• Wood and metal techniques and tools • Fastening, assembly and welding • Workshop and workplace health and safety • Simple design and construction methods. The course emphasis is on the acquisition of skills and knowledge through practical projects. Textiles Product Design This course uses the design process with an emphasis on actively producing a range of products. • Just 4 Me - make a hoodie using knit fabric • NZ Creative Design - own design using New Zealand Influences • Fashion with Passion - upcycling to create an original garment • My Style - creating a design using a commerical pattern Leads to: NCEA Level 1 Technology.

Topics include: • Cooking with care - simple baking and meat dishes which leads to a cooking competition. • Café Creations - barista skills mixed with quality café food • Celebration Time - trialling and testing dishes to cater for an occasion • Cultural Foods with a Twist - create your own signature dish that’s reflects your chosen culture/food. Leads to: NCEA Level 1 Technology. Materials Product Design This course uses the design process with an emphasis on actively producing products that combine the use of the following basic skills and knowledge:

NCEA – The National Certificate of Educational Achievement NCEA is the main qualification in New Zealand secondary schools. It is a broad-based qualification that encourages students to develop their particular strengths within a wellrounded general education. NCEA is a standards-based qualification. This means that students are assessed against a set of predetermined Achievement Standards.

NCEA AND INTERNATIONAL BACCALAUREATE

In each Senior School subject, there is a mixture of internally and externally assessed Achievement Standards. This allows skills and content to be assessed in the most appropriate way. Each Achievement Standard carries with it a set number of ‘credits’. A student is awarded one of the following grades for each standard: • Achieved (A) • Achieved with Merit (M) • Achieved with Excellence (E) • Not Achieved (N). The number of credits is fixed and does not depend on the grade at which the student achieves. Unit Standards Unit Standards are an alternative standards-based qualification run by NZQA. They are part of the National Qualifications Framework (NQF) alongside Achievement Standards and count equally towards NCEA. Some subjects offer Unit Standards because suitable NCEA Achievement Standards have not yet been written or in order to qualify students for National Certification in some practical skill-based subjects, such as Outdoor Education or Digital Technology. All Unit Standards are internally assessed and students may only be awarded a “Not Achieved” or “Achieved” grade. A student may gain a Merit endorsement for a subject if they gain 14 credits or more at Merit/Excellence level and an Excellence endorsement if these are all at Excellence level. Internal Assessment and Regulations • All internal assessment for NQF is moderated to ensure that assessment will be carried out consistently, both within the school and throughout the country. Students must adhere to the regulations – set out in the NQF Guide and Regulations booklets issued to all candidates at the beginning of the year. • Any absences other than those beyond a student’s control should be kept to a minimum and must have the prior approval of either the Principal or Deputy Principal. This must be sought through written application to the Principal or Deputy Principal. • If a student misses an assessment through circumstances beyond their control they must contact the Deputy Principal as soon as possible. In the case of illness, a medical certificate will be required. 50

• If a student misses an assessment without valid reason, no grade can be awarded. • Internally assessed assignments and tests occur throughout the year. Students must plan their time carefully so that all internally assessed work can be submitted by the due date. • All submitted work must be the student’s own. Any quotations or work from other sources must be acknowledged - see the Academic Honesty policy issued to all candidates at the beginning of the year. • In order to qualify for the award of credits from NCEA Achievement Standards or Unit Standards in any subject, a student must attend all classes and complete homework, work set in class and work set for assessment. This work must be of a reasonable standard. If the work falls below this standard, the teacher will advise the student that it is unacceptable and hence will not count towards assessment or course completion. Students’ Rights of Review Any request to review a mark must occur within two weeks of the date of return of the marked assessment. ‘Appeal of Grade’ forms are available from Mr Burge, the ‘Principal’s Nominee to NZQA’. Change of Subject Students must enter a course by 1 March (unless transferring from a comparable subject at another school). No student is permitted to change class without prior consultation with the Dean.

The International Baccalaureate Diploma Programme The IB programme is available to all students entering Year 12 at Kristin providing they have met the relevant subject entry criteria. It is not a programme that is limited to the intellectual elite – most students at Kristin have the academic ability to gain the Diploma. Strong IB candidates are those who are highly motivated with average or above-average ability across a range of subjects. In addition, they need to be able to organise and manage their time effectively. Key Features of the IB Diploma Programme • A two-year programme studied in Years 12 and 13 • Provides a broad, balanced education which emphasises the development of the whole student • Students choose six subjects, one from each of the major fields of knowledge • Three subjects are studied at higher level, three at standard level • Students complete three additional core requirements – the Theory of Knowledge course, an extended essay and Creativity, Action and Service (CAS). Subject Requirements IB subjects are categorised into six groups covering the major fields of knowledge. These groupings are described on the following pages. Students select one subject from each of Groups 1 to 5. The sixth subject may come from Group 6 or be another chosen from Groups 2, 3 or 4. Where a student’s planned tertiary course requires a particular combination of subjects, dispensation may be granted by IB for the student to complete a non-regular diploma course.

Three subjects are studied at standard level and three in more depth at higher level. Most subjects are available at Kristin at both levels, although it is important to refer to the course information which follows to ensure a viable course is selected. Students consider their choices for higher and standard subjects on entering Year 12 and confirm these at the start of Year 13. Core Requirements In addition to their chosen subjects, IB students complete three core requirements which are integral to the programme’s philosophy and develop important study and personal skills. These are: • The Theory of Knowledge course, designed to allow students an opportunity to reflect upon knowledge, the ways in which we acquire it and the validity of the claims that are made in different fields. The teaching of the course, which runs throughout the two years of the programme, is mainly by directed discussion. Assessment is by way of a class presentation and a 1500-word essay. The major topics considered are philosophy, logical thought, aspects of language, philosophy of science, mathematics and reality, the relevance of history, methodology in the social sciences, aesthetic values, morals and ethics, politics and religion. • The Extended Essay, a 4000-word research project on a topic of the student’s choosing, produced under the guidance of a supervisor. In Year 12, students are counselled on their choice of topic and supervisor and given advice on the techniques of researching and essay writing. Extended essays are graded by external examiners. • Creativity, Action and Service (CAS) – IB students are involved in a comprehensive range of service, cultural and sporting pursuits outside of the classroom, many of which contribute to their CAS experience. CAS involves real, purposeful activities which provide a degree of personal challenge and lead to significant outcomes. Students are encouraged to give thoughtful consideration to planning and reviewing their CAS programme and to reflect on the outcomes and personal learning involved. Assessment The academic subjects are principally assessed by external examinations, which are sat in November of Year 13. All subjects also include a component of internally assessed coursework, samples of which are sent for external moderation. In each subject a candidate is graded from 1 (very poor) to 7 (excellent). In addition to this, up to three points are awarded for performance in the Theory of Knowledge and in the Extended Essay. In order to qualify for the Diploma, a candidate must complete all the requirements above and have an aggregate of at least 24 points out of the possible maximum of 45. Students are expected to adhere to the school’s Academic Honesty policy and the IB Internal Assessment Procedures when preparing work for assessment. These documents are issued to students early in Term 1.

Kristin School, 360 Albany Highway, Auckland 0632 PO Box 300 087, Albany, Auckland 0752 Phone: +64 9 415 9566 Email: kristin@kristin.school.nz Website: www.kristin.school.nz IB Website: www.ibo.org