Palmerston North Girls' High School

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ School

Prospectus 2013

ŚŽŽƐŝŶŐ ƚŚĞ ƌŝŐŚƚ ƐĐŚŽŽů ĨŽƌ LJŽƵƌ ĚĂƵŐŚƚĞƌ͛Ɛ ƐĞĐŽŶĚĂƌLJ ĞĚƵĐĂƚŝŽŶ ŝƐ Ă ůŝĨĞ changing decision with the outcome being critical to her post-­‐secondary opportunities. National statistics on education show clearly that an educational environment dedicated exclusively to the needs of young women allows them to outperform students in any other educational setting.

Our school, with its outstanding reputation for nurturing personal academic and co-­‐curricular excellence, offers that opportunity for your daughter. Our school performs ĂŵŽŶŐƐƚ ƚŚĞ ƚŽƉ ŐŝƌůƐ͛ ƐĐŚŽŽůƐ in New Zealand. Many of our students and alumni earn full or partial fee scholarships to New Zealand and ivy-­‐league International Universities.

It is our goal to achieve individual excellence for every student. Ninety-­‐nine percent of our school leavers achieve at least NCEA Level 2, sixty-­‐six percent of Year 11 students gain NCEA 1 endorsed with excellence or merit, and seventy-­‐ two percent of Year 13 students graduate with university entrance. Students earn national recognition in sport, the arts and a wide range of other endeavours. Strong student leadership opportunities across all year levels equip our young women to be successful future tertiary students, citizens and potential leaders of our nation.

An educational environment dedicated exclusively to the needs of young women allows them to outperform students in any other educational setting.

With our ability to focus on gender-­‐specific education that works for young women, your daughter enters an environment where constructive and inclusive relationships are forged, inductive reasoning strategies are applied, feedback focuses on excellent achievement, students are keen to learn and collaborate to assist each other.

Teaching and learning is most effective for young women through a learning partnership that develops their confidence and independence as learners, and equips them to meet challenges and opportunities. Emphasis is placed on the qualities inherent in self-­‐management, personal responsibility, developing positive relationships and a strong work ethic.

Entrust your daughter to us and enable her to benefit from our approach to learning that encompasses support, encouragement and high expectations, where she can achieve the best possible academic outcomes, participate in a wide range of endeavours, become a competent young woman, and find the best post-­‐secondary school destination.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů ŝƐ Ă ƐĐŚŽŽl to be proud of. Our teachers are expert at enabling high achievement while our students actively embrace learning and contribute to the quality of their school community.

I invite you to take up the opportunities we provide as the beginning of a most worthwhile partnership.

Ms Melba Scott, Principal

simplifying IT

We promote personal excellence, participation, endeavour, diversity, respect and teamwork.

Our School Charter

Our Mission is to inspire all our young women to achieve personal excellence.

Within a positive learning community, participation is expected, endeavor celebrated, diversity respected and teamwork encouraged.

We believe in:

ͻ a commitment to excellence for all students ͻ celebrating diversity in a positive learning environment ͻ developing competent young women ͻ a future-­‐focused education with strong post-­‐secondary destinations ͻ ƚŚĞ ƐƉŝƌŝƚ ŽĨ ŽƵƌ ŵŽƚƚŽ͙ semper sursum: ever upwards

Our Goals:

ͻ To provide a curriculum that meets the requirements of the New Zealand Curriculum and Qualifications Frameworks; ͻ To develop in students key competencies required to effectively participate ĂŶĚ ĐŽŶƚƌŝďƵƚĞ ĂƐ ƚŽŵŽƌƌŽǁ͛Ɛ ǁŽŵĞŶ͖ ͻ To support students as individuals, while requiring and assisting excellence in intellectual, physical, aesthetic, social and emotional development; ͻ To inspire an awareness of the purpose and value in learning as an enjoyable life long process and the confidence to independently seek knowledge; ͻ To provide a safe learning environment that enables quality teaching and learning; ͻ To create an environment where there is respect for, and understanding of, cultural and individual differences; ͻ To foster Maori language and culture, consistent with the principles of the Treaty of Waitangi; and ͻ To use the resources available to provide the best possible environment for staff and students to achieve the education outcomes sought and expected ďLJ ƚŚĞ ƐĐŚŽŽů͛Ɛ ĐŽŵŵƵnity.

Our School Plans:

The Board of Trustees has set strategic priorities focused on excellence with challenging targets for us to aspire to over the next five years.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

There is always a direct link between a

student's effort and her performance.

An Academic Community

Commencing at Year 9 with a broad foundation across all eight learning areas of the New Zealand curriculum, our subject option choices over successive years become increasingly specialised. Knowledge and experience gained in each year of study enable students to make well informed curriculum choices for their future. Striving for excellence at every opportunity ensures prerequisites are met and goals achieved.

We assist high achievement in many ways, for example: ͻ we offer a very broad range of subjects enabling students to explore their interests and follow these through to the senior school; ͻ prerequisites for all subjects are published in our curriculum handbooks; ͻ in the senior years, most students will study academic subjects leading to university entrance; ͻ opportunities are available for work placement and ITO assessments; ͻ career information and subject selection assistance leads to appropriate choices every year; ͻ tuition is available at lunchtimes and after school; and ͻ additional support is offered to students where they need it to achieve success.

Homework is essential. The most effective and successful students are those who establish a regular pattern of one to three hours homework every day and fill some of that time by creating their own homework activities. The daily habit of self-­‐directed homework established from the first week will enhance achievement.

Extension

At both Year 9 and Year 10, two classes are formed based on high achievement in ŽƵƌ ĞŶƚƌĂŶĐĞ ĞdžĂŵŝŶĂƚŝŽŶƐ ĂŶĚ ĚĞŵŽŶƐƚƌĂƚĞĚ ĂďŝůŝƚLJ ŝŶ ƚŚĞ ƐƚƵĚĞŶƚ͛Ɛ ƉƌŝŽƌ learning. Students are expected to work with more complex texts and tasks. In many subjects, placement based on demonstrated ability continues in Year 11 and beyond.

An extension programme is offered to all students who wish to take on the learning challenges presented in the CREST and the enviro-­‐schools programmes.

Students work toward a Bronze, Silver or Gold CREST award. Successive students have won the regional award for their research project, and membership of the national Realise the Dream programme, a one week research residential in Wellington.

In English, two extension programmes, reading and writing, offer students more extensive challenges often resulting in national publications and accolades for speech competitions.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

Inductive and

In Science, our students are very successful in gaining places at the various university science summer schools, both in New Zealand and overseas with such experience having the potential to fast-­‐track their future In Science. Biology students can enter the International Biology Olympiad with its rigorous training and selection camps over the course of the year and follow in the footsteps of past pupils who joined the national IBO teams to Canada and India.

In Mathematics, students participate in the Mathematics Development Band programme undertaking more complex mathematics and the ICAS examination.

Year 9 students demonstrating exceptional ability in mathematics have the opportunity to advance to Year 11 from the end of Year 9.

/Ŷ ^ŽĐŝĂů ^ĐŝĞŶĐĞƐ͕ ƚŚĞ ͞ džƚƌĂ ĨŽƌ džĐĞůůĞŶĐĞ͟ ƉƌŽŐƌĂŵŵĞ ŝs offered to Year 9 and Year 10 students requiring students to explain their topic in depth. Senior students participate in the Model United Nations with our students often selected to join the Model United Nations team travelling to The Hague, most recently in January 2011. Senior History students are invited to participate in the NZ Young Historians and Realise the Dream competitions.

Acceleration

Placement in a higher level of learning is available for students who clearly demonstrate their prior learning merits such consideration.

We continue to review and develop our approach to extension and acceleration of students who demonstrate exceptional abilities.

experiential approaches to learning enable young women a greater level of confidence.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

CURRICULUM PLANNER YEARS 9-­‐13 YEAR

ENGLISH

MATHEMATICS

SCIENCE

SOCIAL SCIENCES

Year 9

y English

y Mathematics

y Science

y Social Studies

Year 10

y English

y Mathematics

y Science

y Social Studies

Year 11

y English or y English Studies

y Mathematics y Foundation Mathematics y Mathematics Studies

y Science 3 y Science 2 y Science 1È

y Geography y History y Social Studies

Year 12

y English, or y English Studies

y Mathematics y Foundation Maths y Mathematics StudiesÈ

y Biology y Chemistry y Physics

y Geography y History y Classical Studies y Social Studies

Year 13

y English y English Studies y Literacy English

y Maths with Calculus y Statistics and Modelling y Foundation Mathematics

y Biology y Chemistry y Physics

y Geography y History y Classical Studies y Social Studies

TECHNOLOGY y Food Technology y Materials Technology y Business y Design and Visual Communication y Computing & Digital Technology

y Food Technology y Materials Technology y Design and Visual Communication y Computing & Digital Technology

y Materials Technology y Computing & Digital Technology y Design and Visual Communication y Food and Nutrition

y Materials Technology y Food and Nutrition y Design and Visual Communication y Computing & Digital Technology y Computer Science

y Materials Technology y Design and Visual Communication y Computing & Digital Technology y Computer Science

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

CURRICULUM PLANNER YEARS 9-­‐13

THE ARTS y Dance y Drama y Music y Advanced Music y Visual Art y Visual Imaging

y Dance y Drama y Music y Visual Art

PHYSICAL EDUCATION AND HEALTH y Physical Education and Health

y Physical Education and Health

y Dance y Drama y Music y Visual Art y Visual Art y Photography and Design y Dance y Drama y Media Studies y Music

y Physical Education Studies y Physical Education and Health

yDrama y Media Studies y Visual Art -­‐ Design -­‐ Painting -­‐ Printmaking -­‐ Photography -­‐ Sculpture y Music Studies y Practical Music

y Physical Education Studies y Sports Studies

Codes

È

y Physical Education Studies y Sport and Leisure

LANGUAGES

COMMERCE

INDUSTRY TRAINING

y French y Japanese y dĞ ZĞŽ DĈŽƌŝ y English Enrichment y ESOL

y French y Japanese y dĞ ZĞŽ DĈŽƌŝ y ESOL

y French y Japanese y dĞ ZĞŽ DĈŽƌŝ y ESOL y French y Japanese y dĞ ZĞŽ DĈŽƌŝ y ESOL

y Economics

y Accounting y Economics

y Hospitality

y Accounting y Economics y Business

y French y Japanese y dĞ ZĞŽ DĈŽƌŝ y ESOL

y Accounting y Economics y Business

y Vocational Computing 1 y Childcare and Development 1 y Food and Beverage y Hospitality y Gateway y Star

y Vocational Computing 2 y Childcare and Development 2 y Tourism y Hospitality y Gateway y Star

University approved subject and achievement contributes toward entry to university Terminates at the end of the year level indicated

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

Appropriate selection

Curriculum

The eight essential learning areas described in the New Zealand Curriculum include English, Mathematics, Science, Social Studies, Health and Physical Education, the Arts, Technology and Languages.

Over the last three of these learning areas, Year 9 and 10 students select from a range of option subjects.

Year 9 Students select four half-­‐year option subjects: One from the Arts One from the Languages One from Technology A fourth option from any of the above three learning areas.

Year 10 Students select any two of the full year option subjects listed for Year 10 under the arts, technology, languages and commerce.

Year 11 Students study English, Mathematics, Science, and three option subjects. Subject descriptions and prerequisites are listed in the curriculum handbook.

NCEA Level 1 The current minimum requirements include: 80 credits including: ͻ 10 credits in literacy ͻ 10 credits in numeracy For subject endorsements, 14 credits at merit or excellence.

For NCEA endorsement, 50 credits at merit or excellence.

Students intending to enrol at university, or students who are not yet certain of their future destination, are advised to choose option subjects that lead to the university approved list in Year 13. Students need to be aware of the University Entrance requirements, and strive to exceed the minimum prerequisites noted for each subject in successive years at school.

Year 12 Students study English and five option subjects. Subject descriptions and prerequisites are listed in the curriculum handbook.

Preliminary applications to university rely on Year 12 NCEA Level 2 results.

Year 13 Students choose any five subjects. Subject descriptions and prerequisites are listed in the curriculum handbook.

of subjects at Years 10 and 11 will lead to greater opportunities in Year 13 and beyond.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

University Entrance

The current minimum requirement includes: 14 credits from each of two university approved subjects at NCEA Level 3 14 credits in no more than two other approved subjects at NCEA Level 3 ϰ ZĞĂĚŝŶŐ ĂŶĚ ϰ tƌŝƚŝŶŐ ĐƌĞĚŝƚƐ ĨƌŽŵ E >ĞǀĞů Ϯ ŶŐůŝƐŚ Žƌ dĞ ZĞŽ DĈŽƌŝ 14 credits at NCEA Level 1 in Mathematics

The minimum requirement for entrance to university in 2015 is being raised.

Universities now expect applicants to hold University Entrance plus a specified Guaranteed Entry Score advertised with each university course.

These are minimum requirements only and entrance to many specialist courses require a high level of achievement.

Capability is unknown until it is tested and mediocrity

is not a test of capability. Focused work every day will secure the best possible post-­school destination.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

Tertiary Scholarships

The New Zealand Qualifications Authority offers national Scholarship Awards to recognise excellence. Students in Year 12 and 13 are invited to register to sit the scholarship examinations which are held during the NCEA examinations in November.

Single Subject Awards $500 per subject for one year Criteria: achieves Scholarship in one subject

Top Subject Scholar Award $2000 annually for three years Criteria: top national scholar in one subject

Scholarship Award $2000 annually for three years Criteria: achieves Scholarship in three or more subjects

Outstanding Scholar Award $5000 annually for three years Criteria: considered for award if achieves Scholarship in three subjects with at least two at the outstanding level, or in more than three subjects with at least one at the outstanding level

Premier Award $10,000 annually for three years Criteria: considered for award if achieves Scholarship in at least three subjects at the outstanding level

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů dƌƵƐƚ ^ĐŚŽůĂƌƐŚŝƉ $2,000 annually for three years Criteria: academic excellence, contribution to school will be considered.

Julia Wallace Scholarship $2,000 annually for three years Criteria: demonstrates passion and success in her chosen field of study and potential to pursue a tertiary qualification.

Frances Elizabeth Jebson Memorial Trust Scholarship $500 annually for up to four years Criteria: for study in the field of Technology, Engineering, or Applied Science, preferably at Massey University, and displays academic, sporting and cultural interests, and financial need.

A few of our previous scholarship recipients: Ruth Upperton (2008) Top Subject Scholar Award Olivia Burne (2010) Stoney Brook University, NY Phway Aye (2010) Princeton University Scholar Maryanne Ting (2009) Auckland University Scholar Sophie Zhang (2009) Columbia University, NY

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

Previous graduates have earned a Premier Scholarship, a Top

Gifu Sogo Gakuen High School Scholarships One month of schooling in Japan.

Criteria: senior students studying Japanese, demonstrating academic excellence and a positive contribution to school life.

Other Tertiary Scholarships Our Career Services department and Year 13 Deans assist students in applying for the various university and corporate scholarships available. Many past students have gained prestigious awards that enable tertiary fees to be fully or partially funded.

Subject Scholarship, various New Zealand university scholarships worth up to fifty thousand dollars, and full fee scholarships to Princeton, Columbia and Stony Brook in USA.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

dŽŵŽƌƌŽǁ͛Ɛ >ĞĂĚĞƌƐ

Leaders of today are responsible for guiding and shaping the leaders of tomorrow.

Our young women face many opportunities to embrace leadership within our structure of councils and committees. Head students and prefects are charged with engaging fellow students to inform management decisions, plan and manage activities for the school, promote and recognise achievement, influence our school culture, and represent our school.

The Head Girl, Amanda Wallis, leads the Student Council. Students from all form classes are represented through their respective mini-­‐councils enabling support for projects and charities, and issues of concern for all students to be addressed.

The Head of Humanities and Sciences Council, Apurva Kasture, co-­‐ordinates the work of the prefects selected in these subject areas.

The Head of Sports Council, Jenaya Woodmass, works with the school house prefects for Hodges, Mills, Rhodes and Stephens, and the sports code prefect.

The Head of Arts Council, Kirstin Crowe co-­‐ordinates the work of prefects across visual and performing arts, languages, and associated clubs.

The Head of School Community Council, Morghan Work, co-­‐ordinates the social, school magazine, and pastoral committees.

The Student Trustee is elected annually by students to join the Board of Trustees. Nadine van der Spuy communicates through the Student Council and school assemblies.

Our head students have a high profile in promoting and acknowledging student participation and achievement through school assemblies, and award ceremonies. Their leadership contributes to a very dynamic school through a very busy annual programme of activities and learning opportunities.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

A balanced education embraces whole person learning which fosters intellectual, physical, social, emotional and aesthetic development.

Life outside the classroom

A balanced education fosters intellectual, physical, social, emotional and aesthetic development, and learning is enhanced when supported by experience to draw from. Active participation is encouraged to extend existing talent, explore new interests, and make positive use of time.

The Arts Creative challenge exists for all students. The Arts Council prefects lead opportunities for students to participate and compete in activities such as the International Festival, Pasifika Fusion, Rock Da House, Stage Challenge, music groups, debating, cultural groups, dance, and much more.

Challenge The range of activity is diverse, for example Duke of Edinburgh Hillary Award, the Enviro Group, Extension, competitions, and the Year 10 Business Enterprise Experience.

We have an increasing number of students achieving Gold level awards in both CREST and Duke of Edinburgh Hillary Award.

A number of students have their writing and art published in national magazines.

From their hospitality studies, students have represented Manawatu at the national cookery competition, while others competed on TV's Activate show.

International Travel On occasions, there is the opportunity to join an international trip, such as recent trips to Japan, Europe and New Caledonia.

Many students participate in short and long term exchange programmes. Our school supports students who wish to apply for a Gap Year between Year 13 and commencing at university.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽl

There is a wide range of activities to choose

from and awaiting each student to take up the invitation.

Houses

The tradition of enrolling students into one of the four school houses ʹ Rhodes [green], Mills [red], Hodges [yellow], Stephens [blue] ʹ continues with enthusiasm.

The Sports Council House Prefects and other Student Council Prefects organise a wide variety of inter-­‐house activities.

House points are updated and announced throughout the year leading to the award of the prestigious Nash Cup, currently held by Stephens House.

Sport

Sustained physical activity is important for our health and a game played within a set of rules satisfies our need to work with others to achieve a common goal.

Our students have an outstanding record of participation and success in a wide range of physical pursuits including sports exchanges with Napier, New Plymouth and Wellington Girls' High Schools.

In 2011, nine students earned national titles, nine students represented New Zealand, twenty students reached New Zealand selection, and fifteen teams qualified to compete in national competitions and tournaments. At the Manawatu Secondary Schools' Sports awards, Hannah Mills, was announced Official of the Year and Michaela Curtis the Supreme Female of the Year.

Encourage your daughter to get active while at school. Beyond Year 13 such opportunities become more difficult to take up.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

Competent young women are able to respond appropriately

to new and challenging situations they will encounter.

Competent Young Women

Our young women are expected to be supportive of each other and take ƌĞƐƉŽŶƐŝďŝůŝƚLJ ĨŽƌ ĞŶƐƵƌŝŶŐ ƚŚĞŝƌ ŽǁŶ ůĞĂƌŶŝŶŐ ǁŚŝůĞ ĞŶĂďůŝŶŐ ŽƚŚĞƌ͛Ɛ ĞĚƵĐĂƚŝŽŶ ƚŽ also progress.

The school applies the following agreement:

Code of Conduct

We expect everyone to: ͻ Strive for excellence in all things

ͻ Respect others ͻ Respect the environment

ͻ Take responsibility for their actions

To guide our expectations, the New Zealand Curriculum outlines five key competencies describing the capabilities people need in order to live, learn, work, and contribute as active members of their communities.

Managing self ʹ being aware of the effect words and actions have on self and others; having strategies for meeting challenges; and making well-­‐informed choices.

Relating to others ʹ recognising and discussing diverse ideas; responding appropriately to challenging situations; and knowing when to compete and when to co-­‐operate.

Participating and contributing ʹ balancing rights and responsibilities; being inclusive of others; and contributing to the quality of our environment.

Thinking ʹ actively seeking, using and creating knowledge; reflecting on learning; and challenging the basis of assumptions and perceptions.

Using language ʹ effectively communicating information, experiences and ideas; interpreting and understanding communication in various contexts; and using ICT with confidence.

Our students are expected to apply the school's code of conduct and develop the competence to respond appropriately to increasingly complex competencies.

We support and acknowledge each young woman's development and apply sanctions where her actions are inappropriate and are in conflict with the school's expectations. Our discipline is applied with dignity and searches for integrity and reason which are both essential to resolving issues with young women.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

Relationships matter

Student Support A learning environment of constructive working relationships, positive friendships, and personal responsibility are essential in the development of high achieving and competent young women.

Form Teachers have daily contact with their form class and may also teach them for one of their subjects. They oversee the academic progress of students, attendance and participation in activities.

Two Deans are appointed for each year group providing a first point of contact for students and parents, Deans include: Year 9 : Mrs A Peacock and Mrs A Bradnock Year 10 : Mrs K Sinclair and Ms M Osborne Year 11 : Mrs L Mohekey-­‐Johnston and Ms N Blackler Year 12 : Mrs K Georgel and Ms K Sheridan Year 13 : Mrs D Brown and Mr C Scrimgeour

A Senior Manager has oversight of each year level and works closely with their deans. Mrs Tonner looks after Year 9, Mrs Gordon Years 10 and 13, and Mrs Brown Years 11 and 12.

Our Guidance Counsellors are available by appointment. Mrs Brenda Pomana-­‐ Whale, Ms Petrina Paki and Mrs Seona Ashton have the experience and ability to provide support for any situation or issue our young women may face.

Counsellors also have access to a network of specialists to support their work.

The Connections Programme enables Year 13 students to support Year 9 students to adapt successfully to secondary school. This programme runs through term one.

Our Learning Support department is available to assist students respond to their individual learning needs. Mrs Lorraine Hill and her team of staff have expertise to assist students progress their learning to higher levels of excellence.

Our Career Services department provides students with a one stop place in the school to access tertiary information and experience of careers. Mrs Trish Collins and her team provide career advice, work experience, arrange workplace learning, ITO assessment through the Gateway programme, and assist students with applications to post-­‐school destinations.

We acknowledge the importance of our partnerships in assisting our young women develop confidence, personal responsibility, and wise decision-­‐making.

for young women: their learning is enhanced when they can also construct positive social agreements amongst members of their work team.

Palmerston NŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

The most lasting impressions of people are formed within three seconds of meeting them and before greetings are exchanged.

The School Uniform

The manner in which our young women present themselves for daily work reflects their sense of pride and engagement with the workplace. Our standard of dress contributes to the reputation of our school, for which every student has a responsibility.

Year 9-­‐11 Summer Navy blue dress, mid-­‐calf length Red wool zip front cardigan jacket with school monogram Black leather McKinlay lace-­‐up or T-­‐bar shoes, or McKinlay sandals (summer only) White ankle socks

Year 9-­‐11 Winter School tartan kilt, mid-­‐calf length White long sleeve blouse with Peter Pan collar Red cardigan jacket, as described for summer Shoes, as described for summer Black opaque tights White thermals, v-­‐necked (optional) Regulation anorak or rain jacket Regulation scarf (optional)

Year 12-­‐13 Summer Navy, front pleat skirt, below the knee length White short sleeve shirt with school logo Navy striped blazer Red school tie (optional), Black Bata shoe, or McKinlay shoes from Year 11 White ankle socks

Year 12-­‐13 Winter As listed above except white ankle sock plus: White long sleeve shirt with school logo (optional) Black opaque tights Red Cardigan jacket (from Year 11, optional) Regulation scarf (optional) White thermals, v-­‐necked (optional)

Physical Education Suitable clothing and footwear for activity Sport As required by the particular sport Stockists Gillespies Value House Ltd, 769 Main Street, Palmerston North Kellys' Shoes, Broadway, Palmerston North Other Standards One small earring in each ear and a watch No other jewellery, nail polish or make-­‐up One headband in black or white Natural hair colour

PalmerstŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

If employers need thinking people who are at work on time every day and ready to work, then going to school is the same as going to work.

The School Year

The academic year is divided into four terms, usually of ten weeks each.

Term dates for 2013: One: Wednesday 30 January to Friday 19 April Two: Monday 6 May to Friday 12 July Three: Monday 29 July to Friday 27 September Four: Monday 14 October to Friday 13 December

Term One establishes academic and assessment programmes, inter-­‐house activities, summer sports competitions, student councils and their committees, and students are Invited to enrol in winter sports teams.

Term Two continues the rigour of curriculum and assessments. Student council activities commence with their various ƉƌĞĨĞĐƚƐ͛ events and competitions. Winter sport competitions commence.

Term Three continues these activities, including various subject-­‐related field trips, until school examination time in September. Winter sports season ends with many teams competing during the NZSS tournament week late in the term.

Term Four leads into preparation for external assessments and events to celebrate achievement. Junior school and NZQA examinations commence in November. Year 9 students prepare for their arts week and Year 10 students for their camp week.

Assessments for all year levels are scheduled regularly throughout the year making attendance every day all the more important. Once an assessment deadline is set, it has the same effect as sitting an examination ʹ neither should be missed.

Attendance is important every day. Absence of more than two weeks in a standards-­‐based assessment programme will make most internal assessments scheduled during that time unavailable to the student.

Reports are issued twice a year for students and are posted home to parents.

Two report evenings are scheduled for parents to make an appointment to discuss progress with teachers.

dŚĞ ͞hƉĚĂƚĞ͟ newsletter is published and posted to parents in the first week of every month. The newsletter is posted on our website at www.pnghs.school.nz

Bus transport is provided to assist parents in getting students to school.

Students eligible for bus transport must live at least 4.8kms from their nearest high school. Our school transport coordinator holds an assembly for bus students on the first day of school. Our school Code of Conduct applies when travelling to and from school.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

Our graduates are competent

young

women who adjust very successfully to tertiary study.

The School Day

The school operates a ten-­‐day timetable with five one-­‐hour periods each day.

The first bell rings at 8.40am and students are expected to be in class working by 8.45am. Lunchtime is scheduled at 1.25pm. With a late lunch break, students are advised to have something to eat at interval. The school day ends at 3.20pm.

Students have a school diary and should establish the habit of using it from day one to keep track of commitments, activities, homework, assignments and to record their achievements. We know that life gets very busy for our students so managing a diary is an essential workplace practice.

Many students prefer to register for a school locker and manage their school books in two places, while others choose to carry their books for the day with them.

School notices are published daily and made available at form time. These contain a feast of activities, events, competitions, opportunities, and a constant stream of meetings for students to attend.

An assembly is scheduled each week. Student leaders assist with the programme and use the opportunity to promote activities, recognise achievements and inform students.

The school canteen is open before school and at break times. We serve healthy food options.

Electronic devices such as iPods and mobile phones can be used to enhance learning, but can also lead to inappropriate behaviour and interrupt learning.

They can be used only at break time, not in class or between lessons.

Computers are available for students during class time at the instruction of their class teacher, or at one of the computer labs during break times. Students are given a password for their electronic folder. Print facilities are available and should be used with discretion.

Students who fall ill during the day report to the sick bay. Parents will be contacted if it is advisable for a student to go home.

Students with appointments during the day sign out at the Student Centre before leaving school. If your daughter is absent from school, telephone our attendance line 353 8062 and leave a detailed message.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

Our young women want to learn: they most enjoy feedback from teachers and classrooms in which students are not permitted to interrupt RWKHUV· OHDUQLQJ

The Board of Trustees

The Board meets on the fourth Tuesday of every month, except December and January, at 5.30pm.

Board members include: Shaun Carrick (Chairperson) Doug Russell (Deputy Chairperson) Helen Talamaivao Joanna Crowhurst (Staff Representative) Nadine van der Spuy (Student Representative) Melba Scott (Principal) Sue Alchin (Secretary)

School donations are set annually by the Board as a guide to parents of a voluntary contribution that would significantly enhance our ability to continue providing quality education along with quality facilities to support that outcome.

Funding from Government has eroded overtime exacerbated by the increasing demand for the school to provide modern technology, equipment and facilities to meet the needs of education for the 21st century. The Board has little option but to encourage local funding. Donations contribute to our development including projects such as upgrading our computer suites and software applications, our Performing Arts Centre and other developments that enhance our learning environment for your daughter and her friends.

Donations for 2013: $200 for one student; $300 for two or more students.

ICT donation $50 per student.

Parent Supporters' donation $25 per student.

School fees are charged for materials and activities. In many instances, it is beneficial for the school to assist purchases of appropriate materials in the quantities required than for students to have to source their own. Where applicable a materials fee is included with the subject description in the Curriculum Handbook.

The Parent Supporters' group meets on the third Wednesday of each month at 7.30pm in the staffroom.

More information can be found on our website www.pnghs.school.nz

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

Changing demographics in our enrolment zone has enabled the Board to offer 70% of enrolments to out-­of-­ zone applicants over recent years.

Enrolment Scheme

WƵƌƐƵĂŶƚ ƚŽ ^ϭϭ ŽĨ ƚŚĞ ĚƵĐĂƚŝŽŶ Đƚ ϭϵϴϵ͕ WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů operates an enrolment scheme. Prospective students are required to apply to enrol and will be considered according to the following criteria:

1 Applications to enrol for the new school year must be received from all prospective students by the advertised closing date.

2 Where the usual place of residence for prospective students lies within the ĚĞƐĐƌŝďĞĚ njŽŶĞ ĨŽƌ WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů͕ ƚŚŽƐĞ ƐƚƵĚĞŶƚƐ ǁŝůů ďĞ offered enrolment. Proof of residence may be required.

3 The residency zone is defined as being the area inside the boundaries created by: ͻ Main Street between Cook and Fitzroy Streets; ͻ Cook and Fitzroy Streets to the Manawatu River; ͻ Manawatu River between Fitzroy and Albert Streets; ͻ Albert Street to and including Moonshine Valley Road; ͻ The end of Moonshine Valley Road to the intersection of Turitea and Harts Road, including Harts Road; Turitea Road from Harts Road to Old West Road Old West Road from Turitea Road to Turitea School; Turitea School to the Manawatu River, including Sheep Farm Road; and Manawatu River between Pitama Road and Victoria Esplanade

4 Applications for enrolment from students who do not meet the residency criteria will be considered for enrolment according to the following order of priority: i Special Programmes ʹ not applicable. ii Applicants are siblings of current students. iii Applicants are siblings of former students. iv Applicants are children of a former student v Applicants are children of Board employees. vi All other applicants

Where places for out of zone enrolments are oversubscribed, selection within the priority group will be by ballot in accordance with instructions issued by the Secretary for Education under S11G(1) of the Education Act 1989.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

Guided tours of the school are scheduled for Thursday 26 July at either 3.30pm or

Enrolment Procedures

The Board of Trustees supports choice for parents and students in selecting secondary education for young women.

Enrolment places are available for families whose usual place of residence is outside that described in the enrolment scheme. Families in the wider district of Palmerston North considering secondary education for their daughter are encouraged to furnish an application for enrolment. Attendance at any ƉĂƌƚŝĐƵůĂƌ zĞĂƌ ϴ ƐĐŚŽŽů ŝƐ ŶŽƚ Ă ĐƌŝƚĞƌŝĂ ĨŽƌ ĞŶƚƌLJ ƚŽ WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ School.

To assist with the process of application, the following points are noted: 1. The optimum roll for Year 9 in 2013 is 290 students. Over recent years, 70% of Year 9 enrolments live out of zone.

7.00pm.

2. Information and enrolment application packs for the 2013 school year will be available from Monday 16 July 2012 ĨƌŽŵ LJŽƵƌ ĚĂƵŐŚƚĞƌ͛Ɛ ĐƵƌƌĞŶƚ ƐĐŚŽŽů͕ Žƌ by telephoning PalmerƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^chool reception, (06) 357 9194.

3. The school will host guided tours for all prospective students and their families on Thursday 26 July 2012, commencing in the school hall. There are two tour options to choose from ʹ either 3.30pm, or 7.00pm. Tours will take approximately 100 minutes to enable us to show you our curriculum areas and assist your daughter to select her option subjects.

4. The closing date for enrolment applications is 1.00pm Friday 17 August 2012.

Applications received after that date will be placed on our waiting list and considered in the order they are received as vacancies arise.

5. /Ŷ ĂĐĐŽƌĚĂŶĐĞ ǁŝƚŚ ƚŚĞ ƐĐŚŽŽů͛Ɛ ĞŶƌŽůŵĞŶƚ ƐĐŚĞŵĞ͕ Ă ďĂůůŽƚ ǁŝůů ďĞ ŚĞůĚ ƚŽ manage over-­‐crowding. A response to all enrolment applications will be posted in the week following our closing date.

6.

7.

Entry testing is scheduled for Monday 10 September Palmerston North Intermediate Normal School ʹ 8.45am to 11.30am Other contributing schools ʹ 12.30pm -­‐ 2.45pm The first day of school for Year 9 students is Wednesday 30 January, 2013.

Year 9 students, Connection programme leaders from Year 13 and staff will share the day together, assisting our new students to an excellent start at WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů͘

CLOSING DATE FOR ENROLMENT APPLICATIONS IS 1.00PM FRIDAY 17 AUGUST 2012

Complete the application for enrolment form and the subject selection form. ƚƚĂĐŚ ƚŚĞ ƌĞƋƵŝƌĞĚ ĚŽĐƵŵĞŶƚƐ ĂŶĚ ƉŽƐƚ ƚŽ ͞ ŶƌŽůŵĞŶƚ͕͟ WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ High School, Fitzherbert Avenue, Palmerston North 4410.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

Our teachers are dedicated to understanding teaching and learning for the benefit of all our young women.

Senior Managers

Principal : Deputy Principal : Assistant Principal : Assistant Principal :

Executive Officer : WƌŝŶĐŝƉĂů͛Ɛ W͘ ͘ : Office Manager :

Heads of Departments

ACT : Commerce : Computing : Drama : English : Design & Visual Comm. : Extension : Guidance : Careers : International : Languages : Learning Support : Mathematics : Music : P.E. & Health : Social Studies : Science : Sport : Te Reo Maori : Visual Art :

Deans

Year 9 : Year 10 : Year 11 : Year 12 : Year 13 :

Ms M Scott

Mrs M Gordon Mrs P Tonner Mrs S Brown

Mrs M Pink Mrs S Alchin MƐ < K͛EĞŝůů

Mrs J Mair Mrs J Dustin Ms N Blackler Mrs S Mohekey DƐ D K͛ ŽŶŽŐŚƵĞ Mr J McCarten Dr Meikle Ms B Pomana-­‐Whale Mrs T Collins Mrs V Warbrick Mrs M Parker Mrs L Hill Mrs A Brookie Ms K Carter Ms J Crowhurst Ms E Tyler Mr C Scrimgeour Miss C Forsyth Mr K Waho Mrs P Hansen

Mrs A Peacock, Mrs A Bradnock Mrs K Sinclair, Ms M Osborne Mrs L Mohekey-­‐Johnston, Ms N Blackler Mrs K Georgel, Ms K Sheridan Mrs D Brown, Mr C Scrimgeour

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů

Entrust your GDXJKWHU·V VHFRQGDU\ education to our dedicated teachers.

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů Fitzherbert Avenue Palmerston North 4410 New Zealand

Telephone : +64 (06) 357 9194 Fax : +64 (06) 357 9193 Email : reception@pnghs.school.nz Web : www.pnghs.school.nz

WĂůŵĞƌƐƚŽŶ EŽƌƚŚ 'ŝƌůƐ͛ ,ŝŐŚ ^ĐŚŽŽů