Why choose Kamo High School? Why choose Kamo High School y g ?
People who can support your child: p pp y Principal Mr Taffs Deputy Principal Mr Rummery
Assistant Principal St d t Students Year 9 Dean
Guidance Staff
Student Support
Learning Support
Prefects and Junior Ambassadors
Maori Students Kaiwhakahāere
Assistant Principal T hi & L Teaching & Learning i
Whanau Whanau Teacher Whanau Co‐ordinator Student Mentors
Head of Junior Curriculum
Year 9 Subject Teacher
Heads of Heads of Department
Whanau Council
Introductions ﾂィernie Taffs:
Principal
Joanne Hutt: Assistant Principal – Students
Karen Abel: Year 9 Dean Year 9 Ambassadors
ﾂォead Prefects ﾂケrefects
Junior Curriculum
• Students are placed in classes of approximately 25 students. • Reduced Number of Teachers. Reduced Number of Teachers. • Some classes will have only 3 to 5 •
teachers to cover all subjects other th th than the options. ti Fewer teachers for parents to meet.
Subjects That j Kamo High School Offers • English g s • Mathematics • Science • Social Studies • Health • Physical Education • Options
English – 4 Hours English 4 Hours
•Promoting literacy and extending students’ ability to read, write and speak confidently and with accuracy.
Health –– 2 Hours Health
• Enables students to make informed decisions and choices that will have d ii d h i h ill h a positive impact on themselves and others.
Mathematics –– 4 Hours Mathematics • Developing mathematical skills D l i th ti l kill that students will need for academic and every day life.
Physical Education – Physical Education y – 3 Hours
• “Teams Games for • •
Understanding” is the main focus for the Year 9 focus for the Year 9 programme. There is a special uniform for Physical Education. There are two gyms and plenty of equipment plenty of equipment.
Social Studies Social Studies –– 4 Hours • Prepares students to contribute to Prepares students to contribute to and participate effectively in communities in which they live and will work. d ill k
Science –– 4 Hours Science • Students learn to solve problems in a scientific way by experimenting. They work in p g y small groups to carry out investigations and collect results
Options – Options p – 3 Hours Students may choose: •TWO year long language options •or SIX half year (SEMESTER)options from the list with an asterisk * •or ONE year long language option and four half year/SEMESTER options. Example: SEMESTER ONE French Technology Textiles Drama
SEMESTER TWO French Art Graphics
• • • • • • • • • • • • • • • • • •
Art* Ancient Studies* Dance* Drama* Drama Film & Theatre* Drama, Film & Theatre* English Language Enrichment* French Language Graphics Japanese Language Maori Language Maori Language Maori Art* Music* Spanish Language Technology Design* Technology Food* Technology Food Technology Metal* Technology Textiles* Technology Wood*
Junior Diploma – under review Academic
Personal Personal Responsibility
Citizenship
Our Vision “A centre of excellence for the changing and varying needs of every student.” and varying needs of every student.
For Pastoral Care students are placed in Whanau groups • There are five Whanau groups ‐ Moana, Kaha, Waima, Rangi and Tapere. • Whanau Classes are vertical in structure i.e. Years 9‐13 . • There are Whanau Council members elected from each class and 2 Whanau leaders represent each Whanau on the Whanau Whanui (student forum).
• There are many different activities for whanau competition, sporting, cultural, musical and academic.
Some Special Achievements Some Special Achievements • Choir • Rock, Jazz Bands R k J B d • Drama • New South Wales Exams New South Wales Exams • Manu Korero
• Various Sporting • •
∼ regional ∼ national ∼ international High Performance Centre Young Enterprise
Enrolment Interview We are very pleased that you have decided to attend Kamo High School next year, and want to make the enrolment process as easy and informative as possible There are three main aims we are striving to meet in the as possible. There are three main aims we are striving to meet in the enrolment procedure: 1 Ob 1. Obtain factual information to ensure we have accurate and complete i f li f i h d l records of our students, which is confidential to the school. Some of the information may be sensitive, and we would like to assure you that it will all be treated with sensitivity. 2. Get to know you and your child to help us meet your particular needs. y y p y p 3. Answer your questions.
What Will Happen? •The enrolment interview will take approximately fifteen minutes and will be conducted by a member of the Kamo High School teaching staff. •The details on the completed enrolment form will be confirmed. •There will be an opportunity for you to discuss your course. •Students will be asked to talk about their school life: •Students will be asked to talk about their school life: ∼ how well they have done in class work ∼ strengths and weaknesses g ∼ future goals, etc •
There will be an opportunity for you to discuss any aspect of the move to Kamo High School about which you are unclear. This could include: ∼ uniform ∼ buses ∼ the school programme ∼ school communication ∼ extra extra‐curricular curricular opportunities opportunities ∼ Whanau system ∼ any other of the many aspects of school life
Parents –– What Should you Bring? Parents y g •
Every student needs to have at least one legal caregiver present at the enrolment interview in order to complete enrolment at Kamo High School. enrolment interview in order to complete enrolment at Kamo High School.
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Please bring to the interview: ∼ a copy a copy of your son/daughter of your son/daughter’ss birth certificate – birth certificate – this will be kept by this will be kept by Kamo High School ∼ a copy of the student’s latest school report – this will be kept by Kamo Hi h S h l High School ∼ the completed enrolment form
•
Where the caregiver is not the legal parent or guardian, a statutory declaration must be presented which indicates the enrolment address is the student’s permanent residential address (a copy of this form can be obtained from the school office).
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Caregivers may also make use of this opportunity to discuss confidential a eg e s ay a so a e use o s oppo u y o d scuss co de a matters ‐ but you are also welcome to arrange an interview with a Guidance Counsellor if you feel this is more appropriate.
Year 9 Core Subjects: 2011 English The course aims to promote literacy and extend students’ ability to read, write and speak confidently. Topics include: reading and reading logs; language skills including punctuation and g grammar; literature study comprising autobiography and biography, novel, drama, y p g g p y g p y poetry, short stories and film and television; writing in expressive, poetic and transactional forms; speaking, including participation in debates and speeches; visual language study. Wide reading, technical accuracy and paragraphing are visual language study. Wide reading, technical accuracy and paragraphing are priorities in Year 9. Health This course is based on the Health and Physical Education curriculum document. The purpose is to enable students to make informed decisions and act in ways that contribute to their personal well‐being, and the well‐being of others in society. t ib t t th i l ll b i d th ll b i f th i i t The concept of Hauora is central to the course, and through this you will explore your place in the community, the risks, rights and responsibilities students may be faced with during adolescence, and ways in which they can make choices that will have a positive impact on themselves and others.
Mathematics This course continues to develop the mathematical skills that students need for This course continues to develop the mathematical skills that students need for academic and everyday life, with a strong emphasis on numeracy. Kamo High School is part of the national secondary schools’ numeracy project. St d t ill h Students will have the opportunity to enter the National Bank Competition and the th t it t t th N ti lB kC titi d th Australian Mathematics Competition. Topics include: Measurement, Algebra: Patterns and expressions, Statistics: Data collection and analysis, Geometry: Angles and transformations, Number: Numeracy and mathematical language, Problem solving. A write‐on homework book is required. Physical Education This course is based on the Health and Physical Education curriculum document. y Concepts will be explored through the following themes: communication, teamwork, fairplay, assertiveness, social responsibility, cooperation, interpersonal skills, safe practices goal setting and inclusiveness These concepts will be delivered and practices, goal setting and inclusiveness. These concepts will be delivered and assessed using a combination of practical and theory lessons. Sports topics include; aquatics, physical health and well‐being, hockey, netball, gymnastics and striking and fielding games An approach called ‘Teaching gymnastics, and striking and fielding games. An approach called Teaching Games for Games for Understanding’ underpins the Year 9 programme.
Science This is a practical subject where students will learn to solve problems in a scientific This is a practical subject where students will learn to solve problems in a scientific way by experimenting. Students work in small groups to carry out investigations and collect results. All lessons are taught in well equipped, modern laboratories. I Y 9 In Year 9 we develop scientific investigation skills and study matter, the living world, d l i tifi i ti ti kill d t d tt th li i ld light and sound, atoms, space, environmental issues, forces, food and lots more besides. Every student is expected to have a workbook and an exercise book used in class to record experiments as we do them.
Social Studies This course aims to prepare students to contribute to and participate effectively in p p p p y the communities in which they live and work. It is a foundation course that develops a wide range of skills required to study effectively in the senior school. Themes explored include Identity Culture and Organisation; Continuity & Change; The explored include Identity, Culture and Organisation; Continuity & Change; The Economic World; Culture and Organisation.
Year 9 Options p Art * Art aims to encourage creativity. The four main areas covered in Art are: l learning the practical knowledge of visual art, developing ideas in art, i th ti l k l d f i l t d l i id i t communicating and interpreting meaning in art, understanding art in context. The skills and techniques developed throughout this course include; observational drawing, collage and mixed media, composition, printmaking, colour theory and practice (painting), design (including computer aided‐ design), 3D (pottery and sculpture) and basic photography skills. Artists and cultures from historical and contemporary sources, including Maori, will be incorporated. Maori, will be incorporated.
Ancient Studies* Students study the origin and spread of “civilisation”. Case studies of “classic” y g p cultures, myths, religious practices and legends are undertaken. Aspects of Ancient languages and the origin of contemporary language is explored. The Aim of this course is to develop a deeper understanding of the foundations of Aim of this course is to develop a deeper understanding of the foundations of modern civilisation while developing meaningful skills and knowledge required by students, who want to prepare for senior work in the Humanities.
Dance * Th i The aim of the Year 9 Dance programme is to allow students to explore a range f th Y 9 D i t ll t d t t l of movement styles and to achieve strong understanding of the foundation of Dance. Students will participate in individual pair and group work. With the right attitude they can gain in confidence and social skills. Hip Hop will not be the focus of this course, although a small portion may be offered.
Drama * The aim of this course is to prepare students for success in both theory and The aim of this course is to prepare students for success in both theory and practical work in Drama. Skills covered include voice work, use of body and space, improvisation, and characterization. Students will begin a study of theatre and drama forms and styles including Shakespeare Written work is a theatre and drama forms and styles, including Shakespeare. Written work is a part of the course. Students will take part in individual, group and class activities. With the right attitude, students can gain in confidence and social skills. kill
Drama, Film and Theatre * The students who take this course will have the opportunity to look at several curriculum areas, with the focus on drama, film and theatre as the main themes. This course is ideal for students who enjoy acting, studying films and plays, and learning about film making. It would benefit those students who work well independently as well as in groups, and those who love to be o e depe de y as e as g oups, a d ose o o e o be creative!
English Language: Enrichment* This Year 9 option class is designed for students who have a real passion for p g p and exceptional ability in all forms of literacy. It is organised around units of work, typically two per term, linked to a theme, book or aspect of literacy. The course will integrate new educational technologies wherever it is appropriate. course will integrate new educational technologies wherever it is appropriate. The aim is to have students contribute to both the planning and development of the unit studies in order to make learning more meaningful and increase ownership of the programme ownership of the programme.
FFrench Language hL This course caters for students who are beginners or who have studied some French at a previous school. We will be using the ‘Tapis Volant’ method which includes topics such as: introducing myself, greeting people, talking about myself, family, home, likes and dislikes, learning numbers, dates and colours. The course will concentrate on the listening and speaking skills but writing and reading skills will also be practised. We will also look at different cultural aspects of French speaking countries.
Graphics * This course teaches drawingg skills and design g p process. Students will learn new drawing skills and then apply these skills in a range of stimulating 2D and 3D design briefs. The skills covered will 2D and 3D Freehand Sketching, Orthographic Projection, 3D Pictorial Drawing, Application of Design Process.
Japanese Language Students will develop an appreciation of Japanese language and culture by b d i their broadening th i knowledge k l d and d understanding d t di off how h J Japanese people l actt and think. Topics will include: getting acquainted, the classroom, my family and I, likes and dislikes, time, numbers 0 to 100 and recognising and writing the Hiragana and Kanji script.
Literacy Enhancement * This course caters for students who need extra help with their reading and written English. The class is kept small to offer more individual help. Most of the basic skills in English are covered and reinforced. Students receive additional support in reading, reading writing and confidence in speaking. speaking
Maorii M This course aims to build a culture of enjoyment and pleasure in learning the Maori language. Students will participate in common and traditional Maori experiences such as: making fried bread, flax weaving, learning waiata (songs) and karakia (prayers). They will also learn a variety of grammatical structures and be exposed to a vocabulary of 500 words which will enable them to participate in a very basic conversation in Maori.
Maori Art * This course aims to show an understanding in Maori culture, culture using pattern ideas based on Maori traditional techniques and language. The art work will focus on the students’ own identity. They will use a variety of media, using paint, clay and flax. flax Music* Th i The aim of this course is to develop self‐esteem and confidence through f hi i d l lf d fid h h participation in Music. The four main skill areas are: developing knowledge (history and script); compose, analyse and describe the form and composition of songs; technology (amplifiers, microphones, use of computer software and recognise the difference and workings in sound productions); performance (read g guitar chords, tablature, and simple lines of notation, and perform these at a , , p , p basic level).
Spanish Language This course caters for students who are beginners or who have studied some Spanish at a previous school. We will be using the ‘ASI at a previous school. We will be using the ASI resources resources’ which include topics such which include topics such as: introducing myself, greeting people, talking about myself, family, home, likes and dislikes, learning numbers, dates and colours. The course will concentrate on the listening and speaking skills but writing and reading skills will also be practised. We g p g g g p will also look at different cultural aspects of Spanish speaking countries.
Technology Design* This course caters for students who will develop skills in product design. These will be done through researching and presentation of a finished product .They will also prove they have used specialist equipment correctly and safely.
Technology Food* This course caters for students who will develop skills and show an interest in working y y yg / p with food. They will learn basic safety and hygiene skills for the kitchen/workplace and how to present food products using a range of different ingredients and techniques.
Technology Metal* This course caters for students who will develop skills and show an interest in working with metal. They will learn basic safety skills for the workshop and how to present a product using a range of different techniques for working with metal. They will also prove they have used specialist equipment correctly and safely.
Technology Textiles * This course caters for students who will develop skills and show an interest in working with textiles. This will be done through researching, designing and presentation of a ith t til Thi ill b d th h hi d i i d t ti f finished product. They will have the opportunity to work with a range of textile materials and use a variety of processes to decorate fabric.
Technology Wood Technology Wood* This course caters for students who will develop skills and show an interest in working with wood. They will learn basic safety skills for the workshop and how to present a product using a range of different techniques for working with wood. They will also product using a range of different techniques for working with wood. They will also prove they have used specialist equipment correctly and safely.