Kristin Middle Curriculum Handbook 2014 by Benefitz

Middle School Curriculum Handbook 2014

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 .............................................................................................................................. 28 Year 9 .............................................................................................................................. 32 Year 10 ............................................................................................................................ 39 The Senior School and Beyond National Qualifications Framework (NQF) ....................................................................... 47 The International Baccalaureate Diploma Programme ................................................... 48 Please note: All Year 10 students will be issued with a 2014 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 Year 9 Reading Day

Staff Who Can Assist In Course Selection Executive Principal ......................................................................................... Peter Clague 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 Computer and Information Studies ............................................... Andrew Churches (HOF) Art .......................................................................................................... Jan Newbold (CM) Dance ................................................................................................. Teresa Lauago (CM) Drama ........................................................................................................ Juliet Jack (CM) Music ............................................................................................ Catherine Douglas (CM) Technology ................................................................................. Sharyn Macpherson (CM) Faculty of Humanities Humanities ........................................................................................... Roger Lewis (HOF)

Linda Cowell (CM)

Commerce .......................................................................................... Chris Petersen (CM) Faculty of Mathematics Mathematics ................................................................................. Graham Atkinson (HOF) Rosheen Gray (CM) Faculty of English English (Language A) ............................................................................ David Shaw (HOF)

Emma Harris (CM)

Faculty of Foreign Languages Foreign Languages (Language B) .......................................... Maureen Gottard (HOF, CM) Faculty of Health and Physical Education Physical Education and Health ............................................................ Trevor Hayes (HOF)

Brent Goldsworthy (CM)

Faculty of Sciences Science .............................................................................................. Dawn Sullivan (HOF) Jon Bell (CM) Deans and Learning Level Co-ordinators (LLC) and Learning Leaders (LL) Year 7 ............................................................................................ To be confirmed (Dean) Lorene Hurd (LL) Year 8 .......................................................................................... Colleen Wassung (Dean)

Viv Jones (LL)

Year 9 ....................................................................................... Patrick Page-Wood (Dean)

Viv Jones (LL)

Year 10 ............................................................................................ Shelley Murray (Dean)

Doug De Kock (LL)

Middle Years Programme IBO MYP Co-ordinator .................................................................................. Doug De Kock Personal 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 (IBO Diploma Programme Senior School) ...................................................................................................................... Debbie Dwyer Gifted and Talented Education (GATE, Year 7-10) ...................................... Raewyn Casey Director of International Services .................................................................... Jenny Taylor International Services Administrator .................................................................. Helen Kim Homestay Co-ordinator ................................................................................. Raewyn Kane ESOL ............................................................................................. Bronwyn van der Geest Chaplain ........................................................................................... Rev. Rodney Ramsay Director of Well-Being..................................................................................... Jane Falkiner Guidance Counsellors (Year K-13) ................................... Jane Falkiner, Chanel Houlahan Chaplain ........................................................................................... Rev. Rodney Ramsay Year 10 2014 Option Counselling Senior School Dean of Saturn House...............................................................Meryl Noyes Senior School Dean of Jupiter House......................................................Rebecca Simpson Senior School Dean of Apollo House.....................................................................Chris Lee Senior School Dean of Mariner House.............................................................John Buckley

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 and pastoral needs of adolescence. Kristin Middle School provides diverse and engaging learning experiences, with a rigorous focus on numeracy and literacy. Students will be challenged to achieve at the highest possible level.

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 expertise 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 2014, 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 Year 7 to 10, Kristin School runs a programme which exploits the rich learning potential of digital technology. During these years the use of technology is an integrated part of the curriculum. Students are exposed to a wide variety of technologies ranging from their laptop computers to interactive whiteboards. The students are taught to choose the best tools for their learning from a basis of personal experience and skills. Developing studentâ&#x20AC;&#x2122;s ability to manage themselves safely and appropriately online also lies at the heart of the digital learning program.

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 lifeâ&#x20AC;&#x2122;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 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: · · · · · · · · · · · · ·

Critical Thinking workshops Philosophy Sports exchanges for first teams Six-week elite sports specialist training AIMS Sports Week Snow Sports Academy Golf Academy Creative Writing Photography Drama Debating Brain Bee Robotics

· · · · · · · · · · · · ·

Bridge Building CrEaTiOnS competitions Sports Plus Dance Future Problem Solving Year 7 and 8 electives days Art Mathex Otago Problem Solving Children’s Literature Quiz Crest WebMasters NSW Computer Competition

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

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

(see Year 10 Programme page 43)

• Creative Writing • Creative Thinking

‘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 0 students also learn to project manage, cater and run a small business.

ESOL

Students for whom English is a second language will be provided with both in-class and (DELETE red words)small-group withdrawal support. These students will be assessed for their proficiency in English and, if required, a support programme will be provided. Once proficiency is mastered, a graduation celebration takes place.

Kristin Effective Education (KEE)

Specialised assistance is available to give students with learning difficulties extra support with English and literacy skills. Both in-class support and small-group withdrawal is provided. Students are identified from standardised test results and educational psychologist reports. Students may also be referred by teachers or parents.

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).

International Baccalaureate Middle Years Programme What is the Middle Years Programme (MYP)? The MYP is a programme of international education designed to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world. It is one of three programmes offered by the International Baccalaureate Organisation (IBO). The MYP is designed for students aged 11 to 16 years and is offered in hundreds of schools worldwide. Kristin Middle School is the first school in New Zealand to be authorised to teach the Middle Years Programme. The Middle Years period, encompassing early puberty and mid-adolescence, is a particularly critical phase of personal and intellectual development and requires a programme that helps students participate actively and responsibly in a changing and increasingly interrelated world. Learning how to learn and how to evaluate information critically are as important as learning facts. The MYP has three fundamental programme concepts 1. A programme that is HOLISTIC 2. A programme that fosters INTER-CULTURAL AWARENESS 3. A programme that stresses the importance of COMMUNICATION The curriculum contains eight subject groups together with a core made up of five Areas of Interaction. This is illustrated below with the five areas of interaction at its centre.

What are the five Areas of Interaction (AOI)? The Areas of Interaction have been carefully worked out by the IBO to act as lenses through which subjects can be approached. While not always applicable, parents can help the students by discussing topical issues of a general nature or sometimes homework using questions that relate to each of the AOI below. Sample questions appear in each section. 1. Approaches to Learning (ATL) Through ATL, teachers provide students with the tools to enable them to take responsibility for their own learning, thereby developing an awareness of how they learn best, of their thought processes and of learning strategies: • How do I learn best? • How do I think? • Why is understanding good? • How can I work with others to improve my own understanding? • How can I work with others to improve everyone’s understanding? • How do I communicate my understanding? 2. Community and Service This component requires students to take an active part in the communities in which they live, thereby encouraging responsible citizenship: • How do we live in relation to each other? • Why is it this way? • How can I contribute to the community, school, local and global? • How can I help others? • Can I help change things for the better? 3. Human Ingenuity Students explore in multiple ways the processes and products of human creativity, thus learning to appreciate and develop in themselves the human capacity to influence, transform, enjoy and improve the quality of life: • Why do we create? • How do we create? • What are the good and bad consequences for individuals? • What are the good and bad consequences for society? 4. Environments This area aims to develop students’ awareness of their interdependence with the environment so that they understand and accept their responsibilities: • Where do we live? • What resources do we have or need? • What resources are limited? • How are we affecting our environment? • How can we improve our environment causing no harm? 5. Health This area deals with physical, social and emotional health and intelligence - key aspects of development leading to complete and healthy lives: • How can I look after myself and others? • How do I think and act? • How does my body and mind work? • How are my mind and my emotions affected by my body and how am I changing?

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 learners strive to be:

Reflective

Give thoughtful consideration to your own learning and experience. You are able to assess and understand your strengths and limitations in order to support your learning and personal development.

Open-minded

Understand and appreciate your own culture and personal histories, and are open to the perspectives, values and traditions of other individuals and communities.Â You seek and evaluate a range of points of view, and you are willing to grow from the experience.

Balanced

Understand the importance of intellectual, physical and emotional balance to achieve personal well -being for yourself and others.

defending your beliefs.

Caring

Show empathy, compassion and respect towards the needs and feelings of others. You have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Inquirers

Have a natural curiosity and learn to acquire the skills necessary to conduct inquiry and research and show independence in learning. You actively enjoy learning and this love of learning will be sustained throughout their lives.

Communicators

Risk-takers Approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. You are brave and articulate in

Knowledgeable

Explore concepts, ideas and issues that have local and global significance. In so doing, you acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Principled

Act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. You take responsibility for your own actions and the consequences that accompany them.

Understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. You are willing to work in collaboration with others.

Thinkers

Exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.

ACADEDMIC HONESTY means • Acknowledging your sources • Using your own words • Doing your own work • Being honest and principled

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. Marks for each criteria are in brackets. Subject Physical Education

Criteria A

Criteria B

Use of Movement Knowledge (8) Composition (6)

Criteria C

Criteria D

Criteria E

Criteria F

Performance (10)

Social Skills and Personal Engagement (8)

N/A

Language A ENGLISH

Content (10)

Organisation (10)

Style and Language Use (10)

N/A

Language B

Oral Communication (8)

Visual Interpretation (8)

Reading Comprehension (8)

Writing (8)

N/A

Application (10)

Reflection and Evaluation (8)

Artistic Awareness and Personal Engagement (8)

N/A

Arts Knowledge and Music, Dance, Drama, Visual Understanding (8) Mathematics

Knowledge and Understanding (8)

Investigating Patterns (8)

Communication (6)

Reflection and Evaluation (6)

N/A

Science

One World (6)

Communication in Science (6)

Knowledge and Understanding of Science (6)

Scientific Enquiry (6)

Processing Data (6)

Attitudes in Science (6)

Technology

Investigate (6)

Design (6)

Plan (6)

Create (6)

Evaluate (6)

Attitudes in Technology (6)

Humanities

Knowledge (10)

Concepts (10)

Skills (10)

Organisation and Presentation (8)

N/A

The IBO Personal Project As a culmination of the Middle Years Programme, the International Baccalaureate expects all final-year MYP students to complete a Personal Project. The Personal Project is a rewarding opportunity for students to undertake a project which inspires them, demonstrates their abilities as good learners and is a truly creative product of their own initiative. The common theme is that every Personal Project is unique and has intrinsic worth which will benefit the student and/or other people. The Personal Project may take a variety of forms – for example: • building a machine or item of sports equipment • creating a piece of artwork, writing or music • organising a team or community event The significant piece of work is essentially completed over 8 months in the student’s own time with weekly/fortnightly guidance meetings with their supervising teachers. Support is also given through regular workshop sessions during Dean’s assemblies. Students and parents can refer to the Personal Project booklet for all information. The concept of the Personal Project is introduced to students at the end of Year 9 and an information evening for Year 10 parents is held in Term 1 where all aspects of the Personal Project are discussed. 16

Curriculum Integration Wherever possible, the learning programmes incorporate curriculum integration. Leaders from several departments 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 Personal 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 Personal Project 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 the Kristin Parent Portal. 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’.

• 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!

Student Handbook • Parents should regard the Student Handbook as their child’s personal organiser and as the primary source of communication between school and home and should check it regularly. • Students are required to write their homework, assignments and tests in the Student Handbook each day and parents should check this on a regular basis. • Students should get used to including in their diary: sports events (time, date, place), cultural events, assemblies, birthdays, social events, family activities. • The Student Handbook must be taken to every single lesson and must be taken home each night. 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. 21

course chart

Middle School (Year 7-10)

Year 7

Year 8

Year 9

Year 10

Art

BASE

Commerce

Consumer Economics

Enterprising Economics

Digital Technology

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

Dance Drama Drama

Drama

Dance Drama

English

Foreign Languages

Chinese Chinese French French Spanish Spanish

Chinese French Spanish Japanese

Health

Future Problem Solving (FPS)

FPS

Humanities

Mathematics and Statistics

Mathematics Mathematics Mathematics Mathematics Statistics Statistics Statistics Statistics

Health

Humanities

Music Music Music Music Music and MusicTechnology Physical Education PE (PE) and Sport Sport

PE Sport

PE PE Sport Studies Sport Studies

Science

Technology Hard Hard Graphics Technology Technology Technology Soft Soft Technology Technology

Science Graphics Hard Tech/ Electronics Soft Tech/ Food Tech

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 • Humanities They also study the following subjects with specialist teachers: • Mathematics • Science • Arts: Visual Art, Drama, Music • Physical Education and Sport • Foreign Language • Health • BASE • Technology

Special Features of Year 7 Digital Technology 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 • Issuing of digital devices • Outdoor Education Week • Swimming Sports • Cross-Country • Foundation Day Term 2 • Anzac Service • Character Reading • Electives • Auckland Museum Visit

Term 3 • Family Planning Talks • Formal • International Languages Week

Term 4 • Community Service Day • Visit to Kelly Tarlton’s • Celebration of the Year • Sports and Cultural Assemblies • Starlab Visit to Kristin

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.

Year 7 Subjects All students follow a course which includes the following subjects 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 meaningful contexts. They will complete activities and tasks such as:

Humanities The aims of the study of humanities in Year 7 are to encourage and enable students to develop an inquiring mind and an awareness and understanding of other people and cultures in a variety of places and times. They will complete the following units of work: • Water Matters – issues relating to water quality and availability globally • Scars on the Heart – How hardships of WW1 contribute to change • We live on a Hot Spot – the unique volcanic environment of Auckland

• The descriptive writing of a New Zealand setting

• Race to the Pole – leadership styles of early Antarctic explorers

• An in-depth study of a fictional novel and a response to text essay on theme or character

Mathematics and Statistics

• Reading, retelling and creating their own myths and legends storyboard • Writing a one-sided argument about a current community issue • Oral communication – a prepared character reading.

The Year 7 mathematics and statistics course provides students with a balanced programme to enable them to cope confidently with the mathematics of everyday life. An appreciation of the beauty and usefulness of mathematics is encouraged through a variety of learning experiences.

Health

Students will (among other tasks):

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.

• Investigate mathematics of chance

Topics will include:

Foreign Languages

• Hauora - well being

At Year 7 a foreign language is studied from a choice of Chinese (Beginning and Continuing), French or Spanish. Students will generally continue to study their chosen language to the end of Year 10. Language is studied through a communicative

• FRIENDS programme • Pubertal change • Healthy lifestyle.

• Use a range of number strategies to answer questions quickly and easily • Find patterns and relationships and express these using words, symbols or rules.

approach developing the skills of listening, speaking, reading and writing, and a variety of media including ICT is used. The study of a foreign language also aims to encourage in students a respect for and understanding of other cultures. 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. Music 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. BASE (Religion, ethics and philosophy) In the first BASE day for Year 7 the students are encouraged to explore their lives, 26

‘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. Science The emphasis is on enjoying investigations, developing an inquiring mind as well as becoming familiar with scientific knowledge and skills. Students will be introduced to the various science disciplines in relevant and meaningful contexts. In Year 7 the students undertake a course in Sciences covering the following topics: • Investigating Science – an introduction into the scientific laboratory and lab practices • Forces – a focus on how forces affect our lives • Rocks – a look at how New Zealand was formed and how it is continually changing • Particles – a look at how particles behave in different states • Acids and Alkalis – a focus on what they are and where we can make use of them • Plants - a focus on how plants reproduce • Variety of Life – a look at the enormous diversity that exsists and how species interrelate • Space - investigating the challenges of learning about the solar system and beyond. Students also take part in the Crest programme in which they will perform an experiment or invent something and then present this orally with a small written component.

Physical Education The aim of our Physical programme in Year 7 is:

Education

an opportunity to experience a variety of theatrical concepts and forms including: • Working in role

• To develop and build skills and knowledge that enable students to participate successfully across a range of different activities

• Ensemble work

• Students will have a basic introduction into the importance of warm ups and related aerobic activities, allowing students opportunities to increase base fitness levels

• Introduction to script work

• Striking skills utilizing both the driving range and hockey turf • Continue to develop the essential run, jump and throw skills through an athletics module • Provide opportunities to explore different movement patterns and forms. 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 as they compete in House groups. Games include:

• Character building • Devising • Movement and body awareness • Reflection methods. Technology Students are encouraged to become confident in using a variety of materials. They will address needs and opportunities through the use of technology skills and processes to solve practical design problems. This course emphasises basic technology skills and is timetabled into soft and hard technology. There are two lessons per cycle in each of the 6 month courses. Topics covered: Hard - Basic shaping and finishing using hand tools. Soft - Simple meals and basic nutrition.

• Tabloids • A variety of traditional and non-traditional games • Climbing/Bouldering • Orienteering • Dance. Drama Drama is a group process that uses live people as its medium. Students begin to develop performance skills and have 27

Year 8

year 8

Introduction Students in Year 8 have the following subjects taught by their Tutor as part of their programme: • English • Humanities • Mathematics = ability groupings They also study the following subjects with specialist teachers: • Art: Visual Art, Drama, Music • Sport and Physical Education • Technology • Health • Science • Foreign language • BASE

Special Features of Year 8 Digital Technology The Year 8 programme is a continuation of the one begun in Year 7 and further refines the students’ computer skills. Laptop use is integrated into all curriculum areas. By the end of Year 8, students will have exposure to making a podcast, a video, a Photostory 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. 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 • Family Planning Sessions

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

Term 4 • Community Service Day • Crest Projects – Science • Tiritiri Matangi Science Trip • Long Bay Reserve

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

• Friendships and resiliency • Puberty and peer pressure • Personal safety

English

Humanities

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:

The aims of the study of humanities in Year 8 are to encourage and enable students to develop an inquiring mind and basic research skills when investigating others’ perspectives, values and attitudes towards the environment and society. The following units of work will be completed:

• Construct a poem and accompanying Photostory presentation

• New Zealand, our Place – an appreciation of what makes New Zealand unique

• Create a podcast • Write poetry and a narrative piece of prose • Analyse poetry and prose • Conduct an in-depth novel study • Undertake advertising analysis • Learn to write a formal argumentative essay. 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. Health 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: • Well-being and mental health

• Debate of Our Time – the issues facing our natural resources and in particular the rainforests • 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. Mathematics and Statistics The Year 8 mathematics and statistics course provides students with a balanced programme to enable them to cope confidently with the mathematics of everyday life. An appreciation of the beauty and usefulness of mathematics is encouraged through a variety of learning experiences. Students will (among other tasks): • Use the Census at School database to pose questions and investigate different types od data • Use measurement to find areas and perimeters of objects • Investigate how shapes move and turn.

• Nutrition 29

Foreign Languages

Music

Chinese, French, Japanese and Spanish

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.

At Year 8, students continue to study the language chosen in Year 7. They broaden their language skills in listening, speaking, reading and writing using a variety of media including digital technology. The study of a foreign language also aims to encourage in students a respect for and understanding of other cultures. Students of Chinese, French and Japanese sit the Australian Language Certificate 1 in Term 2. 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.

BASE (Religion, ethics and philosophy) In Year 8 the BASE programme continues to challenge students to explore aspects of their own lives. It starts on the first BASE day where, through fun activities, they are challenged to identify what they believe about right and wrong and the impact that their decisions have on people around them. On the second BASE day, students are encouraged to be thoughtful about how they portray themselves to other people, especially in social media.

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.

Science

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

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

The emphasis is on developing scientific method and observation in investigations. Contexts for study include:

• 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 special 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 Components – investigating how different chemicals impact on our everyday lives • Electricity and Magnetism – an introduction to the two concepts • Earth and Space – a focus on our place in the solar system. Students will also investigate a Global Issue which will allow them to develop their research and reporting skills. Technology 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, Soft and Hard Materials from the Technology curriculum. All courses use the design cycle as the basis of the units of work. Hard - Basic construction techniques using hand tools and machinery. Soft - Basic construction and simple applied design. Food preservation. 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:

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 • 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 different movement patterns and forms. 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

• Creating a role

• A variety of traditional and non-traditional games

• Working in groups

• Climbing/Bouldering

• Devising

• Orienteering

• Drama conventions

• Dance.

• Working with scripts • Reflection methods. 31

Year 9 Introduction Curriculum All Year 9 students study the following subjects: • English • Mathematics • Health • Physical Education • Humanities • BASE • Science In addition, all students take one or two foreign languages chosen from: • Chinese • French • Japanese • Spanish

year 9

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. Students new to Kristin must include Digital Technology as one of their options. 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 • Learning styles.

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.

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 • Ted Ashby Sail

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 English

• Mental health and hauora

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.

• Sexuality

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. Activities in Year 9 English include: • Writing part of an autobiography and constructing a timeline using digital technology • Close reading and analysis of a variety of texts • Delivering an oral presentation and static image • Formal writing – argumentative and literary

• Food and physical activities • Drugs and safe choices. Humanities The aims of the study of humanities in Year 9 are to encourage and enable students to develop an inquiring mind and effective research skills when looking at people, cultures and events in a variety of places and times. The following units of work will be completed: • Life’s a Beach – identifying the issues facing North Shore beaches and suggested solutions • Ancient Civilisations – how civilisations and societies developed in ancient times and how advancements in technology and science affect how they live • Melting Pot – a contemporary investigation into New Zealand immigration • Change in China – changes during the 20th century in China.

• Responding to literature and language

BASE (Religion, ethics and philosophy)

• Using digital technology to source, process and present information

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.

• Participating in the Term 2 Reading Day with Junior School partner and guest speakers. Health Students will learn skills, knowledge, strategies or managing challenges in everyday life and their relationships with others. They will make choices relating their 34

individual wellbeing which will include food and physical activities to ensure they have a healthy, happy and fulfilling life. Topics will include:

Science

both a practical and theoretical nature

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. The following topics are studied: • Rainbow’s End – a focus on how forces and energy are used to thrill us • The Periodic Table – how elements arranged and how the structure of atoms affects their properties • Growing Up – the changes that affect us through puberty and the process of human reproduction • Plants and Photosynthesis – a focus on the importance of photosyntheses in the ecosystem • States and Solutions – how particles behave in different states and a focus on solubility • Pressure and Moments – turning effects and exerting pressure • Food and Digestion – a focus on our diet and what happens to food when it is in our digestive system. Students are selected into the Year 10 NCEA classes based on their performance in Year 9 Science. 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

• 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. Foreign Languages 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. Chinese, French, Japanese and Spanish students continue to develop a wide range of grammar and vocabulary through a variety of topics and a communicative approach. A range of media is used, including digital technology. Intensive oral practice with a native speaker is included in the course. The study of a foreign language also aims to encourage in students a respect for and understanding of other cultures. Mathematics and Statistics The Year 9 mathematics and statistics course continues to build on the foundations established at Year 8. Students are encouraged to see and make connections both within and across the strands covered. This is achieved through a variety of teaching, learning and assessment tasks. An appreciation of the usefulness and beauty of mathematics is fostered.

Students will (among other tasks): • Calculate volumes of pyramids and prisms • Use words, graphs and symbols to explain relationships • Investigate probability.

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 investigate galleries and artistic styles in more depth. The students continue to use a developmental workbook and their laptop to document their research, 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.

or simply to an increase in competence for those wishing to pursue art as a leisuretime activity. Digital Technology This ICT programme is a dynamic and varied half-year course. Students will explore the possibilities of their laptop and beyond as they investigate the Internet, develop and produce their own webpages and create masterpieces animation. QR Codes and Web Design – 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. This course is compulsory for students new to Kristin in Year 9. For these students, there is a specific focus on integrating core digital technology skills and supporting them as they develop the day-to-day skills that they will use in the Middle School. Consumer Economics People want to maximise their buying power so that they avoid being taken advantage of and making unwise purchases. What techniques do retailers use to encourage consumers to spend more than they had planned? How does the law protect consumers against unfair practices? These are some of the questions that this course helps you to answer. Topics include the following:

Students also use the Adobe Suite to create effects on their self portrait photos.

• Scarcity and Choice

Leads to: This training may lead to continued study of art at the senior levels

• Wise Buying

• Money and Banking

• Consumer Law

• Drama Conventions

• Economic Decision-making.

• Theatre Genres • Open-ended Scripts

Dance

• Process Drama

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.

• Devising • Working with Scripts • Reflection Methods.

The curriculum covers:

At the discretion of the Year 9 Drama teacher, opportunities are available for extra performances in various venues within the school. Students are encouraged to become involved in the Middle School Shakespeare Troupe and the Middle School Production, either as cast or crew.

• What is Dance?

Leads to: Year 10 Drama.

• The Elements of Dance • Choreographic skills and devices

Graphics

• Performance skills and technique

This programme is an introduction course that develops an understanding of instrumental drawing, graphically presenting ideas and effective use of equipment and materials.

• 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 • Exploring rhythm and props in dance • Safe dance practice and stage etiquette. The course complements performance skills learned in dance lessons outside of school and all students have the opportunity to perform in ‘Dance in the Dove’, the highlight of the Dance calendar.

The curriculum covers: • Sketching techniques • Instrumental pictorial drawings • Two-dimensional instrumental drawing • Presentation techniques, standards and the design process • Personalised logo design.

Leads to: Year 10 Dance.

Leads to: Year 10 Graphics or Year 10 Technology.

Drama

Music

Students may take Year 9 Drama as a beginning to their Drama studies or continue to add to previously gained knowledge. This half-year course is built on structured, dynamic, skill-based workshops that covers:

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. 37

The curriculum covers:

Sport Studies

• Group performance

This course is aimed at all students who enjoy activity in their learning and like a variety of sports and challenges.

• 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. Future Problem Solving (FPS) Prerequisites: Students may take the course as beginners, or continue to add to previously gained experience. They 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 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.

Trips to different Auckland sports venues keep motivation high and link students to the community. Trips include rock climbing, ice hockey, blow-karting 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 • The psychology of sport • Peer Teaching. Technology (Hard & Soft Materials) This course develops the understanding of materials and the design process through practical projects. Presenting final design solutions as finished projects provides students with the combination of theory and practical realisation. Both courses use higher level construction techniques to create and test products. Students will choose from the following: • Hard Technology • Soft Technology Classes will run in each option choice if numbers permit.

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

One choice is made from the following list: • Art • Graphics • Dance • Music • Drama • Future Problem Solving. The second choice is made from the following list: • A second Foreign Language • Graphics • Art • Music • Digital Technology • Sport Studies • Dance • Technology (Hard Materials - Electronics) • Drama • Technology (Soft Materials - Fabric and Food) • Enterprising Economics • Technology (Food). • Future Problem Solving

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.

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 Personal 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 settle down early to good academic work habits, both in school and at home. 39

• Students are encouraged to develop an enthusiastic approach, and to seize all their opportunities. • Students have a wonderful opportunity to get involved in the Duke of Edinburgh scheme. Special Events Term 1 Term 3 • Outdoor Education Week • Speech Competition • Swimming Sports • Year 10 Formal – Dance and Supper • Cross-Country • International Languages Week • Foundation Day • “Sex With Attitude” Presentation by • “X Factor” Presentation by Attitude Attitude Organisation Organisation • Ambury Park Visit Term 2 • Anzac Service • Sheilah Winn Shakespeare Festival • “Hard-wired” Presentation by Attitude Organisation

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

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

• • • • • • • • • •

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

Student Exchanges Year 10 students may apply to spend up to six weeks in one of our exchange schools in either Canada, Australia, France, Japan 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.

Year 10 Subjects Compulsory Subjects English 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 • Analysing and presenting visual media • Delivering speech • A study of Shakespeare’s Romeo and Juliet • Writing a formal literary essay using appropriate style, structure and accuracy • Responding to literature and language. 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.

• Aggression and assertion • Nutrition and body image • Sexuality and drugs. Humanities The aims of the study of humanities in Year 10 are to encourage and enable students to develop an inquiring mind and research skills when investigating the causes and consequences of change through physical and human actions and processes. The following units of work will be completed: • Treaties – a consideration of the effectiveness of treaties • Global Issues – barriers to growth of developing nations • Abuse of Power – leadership styles and political systems • Tourism – international and domestic tourism. Leads to: NCEA Level 1 History and Geography. Mathematics and Statistics The Year 10 mathematics and statistics course continues to build on the skills and strategies covered in Year 9. 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 analytical reasoning and problem solving to empower students to use mathematics confidently. Students will (among other tasks): • Use mathematical techniques to calculate heights of buildings.

Topics will include: • Stress and change 41

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. 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. Science In Year 10, all students undertake a course in science which incorporates a mix of MYP and NCEA Standards. In Year 10 there is an emphasis on scientific 42

method and the planning, carrying out and analysing of practical investigations. 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 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 – a look at how we inherit physical characteristics from our parents • Carbon Chemistry – a focus on our dependence on fossil fuels and the consequences thereof • Ecosystems – how living things interact with each other and their environment • 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. Foreign Languages 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. Chinese, French and Japanese students develop a wide range of grammar and vocabulary through a variety of topics and a communicative approach. A range of media is used, including digital technology. Intensive oral practice with a native speaker is included in the course. The study of a foreign language also aims to encourage in students a respect for and understanding of other cultures. All students sit the Australian Language Certificate 2 in Term 3.

Leads to: Courses at NCEA Level 1 and IB Language B. Where numbers permit, NCEA language courses will be provided beyond Level 1. Personal Project As a culmination of the Middle Years Programme, the International Baccalaureate (IB) expects all final-year MYP students to complete a Personal Project. This is an exciting opportunity for each Year 10 student to complete a major piece of work on a subject of his or her choice, under the individual guidance of a supervising teacher. The Personal Project is a rewarding, long-term project which aims to inspire students to demonstrate their abilities as good learners and researchers. It allows them to express their creativity and initiate and achieve a meaningful, personal goal. All details and expectations are outlined in the Personal Project booklet, as well as during workshops held for students and information evenings provided for parents.

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 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. Digital Technology This course consists of four one-term modules each investigating a different area of digital technology. The modules covered are: • Creative Programming – plan, 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 group • 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.

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.

cultural and historical contexts through script work and research. This full-year programme is designed to prepare the student for Drama at Senior School level. The following topics are covered: • Scene work from Greek, Shakespearean classic and modern plays • Monologues • Radio Plays • Greek Theatre • Devising • Reflection Methods.

• Contemporary and jazz dance technique

At the discretion of the Year 10 Drama teacher, opportunities are available for extra performances in various venues within the school. Students are encouraged to become involved in the Middle School Shakespeare Troupe, the Year 10 ‘Drama in the Dove’ evening and the Middle School Production, either as cast or crew.

• Using production technologies in dance e.g. props

Leads to: NCEA Level 1 Drama; IB Diploma Theatre Arts.

• Researching and learning a dance style of own choice

Enterprising Economics

The curriculum covers: • Detailed exploration of the Elements of Dance • Choreographic devices and structures

• Attending and reflecting on a live dance performance • Reflection methods and rehearsal logs • Safe dance practice and stage etiquette. Students perform in ‘Dance in the Dove’, The highlight of the Dance calendar and have the opportunity to present their choreographic work to public audiences. The course prepares students for dance studies in the Senior School. Leads to: NCEA Level 1, 2 and 3 Dance; IB Diploma Dance.

This course enables the student to experience the economy from the producers’ perspective. The programme considers the location and marketing of a product, what makes a successful entrepreneur and economic decision-making. There are many opportunities for practical application, including Market Day, the production of different marketing materials and a number of practical business-orientated tasks. Throughout the course there are opportunities to visit a variety of business outlets. Leads to: NCEA Level 1 Economics.

Drama This course comprises a wide range of practical performances both in class and for the public. Students also begin to understand the wider world of Theatre in 44

Graphics This course develops the understanding of graphical techniques and the design process through design projects using instrumental

drawings, graphical presentations and effective use of equipment and materials. The Year 10 course includes: • New skills in drawing techniques • Computer graphics • Rendering media – e.g. black and white papers, coloued pencils and felts • Design packaging units • Furniture design • Spacial design. Leads to: NCEA Level 1 Graphics 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.

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. 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. 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.

Description: FPS is an 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.

Sport Studies

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 will find this higher level course very challenging.

• Disability in Sport

Music and Music Technology Prerequisites: All students enrolling in this option course should learn an instrument either privately or through the school’s itinerant scheme

This course covers both theoretical and practical aspects of sport. Topics include: • Basic First Aid and Sports Injuries • Leadership, Coaching, Umpiring • Anatomy and Exercise Physiology • Learning How to Learn and Thinking Tools • Careers in Sport • Adventure-based Learning. A highlight of the year 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 blow-karting, underwater hockey, squash and wind-surfing. 45

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. Technology (Hard Materials) This course uses the design process with an emphasis on actively producing products that combine the use of the following basic skills and knowledge: • Wood and metal techniques and tools • Fastening, assembly and welding • Workshop and workplace health and safety

Technology (Food) This course looks at the development of new food products by working through the design process. Students will be required to investigate, plan, design, create and evaluate food products and the food production process. Presenting and formulating ideas in both written and graphical form is emphasised early in the course. Learning to work with various food-processing equipment in a safe manner is a major aspect to the programme. The course teaches how, why and when to use appropriate technology skills. Topics include: • Heat and Eat Products

• Simple design and construction methods.

• International Food

The course emphasis is on the acquisition of skills and knowledge through practical projects.

• The Process of Cheese and Bread Manufacturing.

Technology (Soft Materials) This course uses the design process with an emphasis on actively producing products and is based around two essential areas of the Technology curriculum statement: • Food Technology • Materials Technology – Fabric. Presenting and formulating ideas in a graphical form is emphasised early in the course. Units of work relating to both food and textile areas develop useful skills: investigating, planning, creating and evaluating. Learning to work with various food-processing equipment and textile machinery in a safe manner is a major aspect of the progamme. The course teaches how, why and when to use appropriate technology skills. 46

Leads to: NCEA Level 1 Technology.

• Innovation in Food Production

Leads to: NCEA Level 1 Technology.

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.

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.

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.

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. 47

• 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 51