Middle School Handbook 2022 by St Margaret's College

Middle School Years 7 – 10

School Office 12 Winchester Street, Merivale, Christchurch 8014

PO Box 25 094, City East, Christchurch 8141

Phone: 03 379 2000 Fax: 03 365 578 admin@stmargarets.school.nz

Office Hours: 8.00am until 4.30pm

Maggie’s Shop 12 Winchester Street, Merivale, Christchurch 8014

Phone: 03 363 1901

Direct Dial Numbers Absence Line: 03 353 2560 ext 1 Principal’s EA: 03 363 1902 Admissions Manager: 03 353 2563

Contents Year 9

Introduction 3

Year 9 – Arts

Pastoral Care

Year 9 – Creative Technologies

Our Dual Education Pathway

Year 9 – English

Philosophy 6

Year 9 – Health and Physical Education

Subject Selection: Forward Planning Sheet 7

Year 9 – Languages

Learning Pathway

Year 9 – Mathematics

Middle School Vision Statement

Year 7

Year 9 – Science

Year 7 – Arts

Year 9 – Social Science

Year 7 – Creative Technologies

Year 10

Year 7 – ENSS

Year 10 – Arts

Year 7 – Health and Physical Education

Year 10 – Creative Technologies

Year 7 – Languages

Year 10 – English

Year 7 – Mathematics

Year 10 – Physical Education

Year 7 – Science

Year 10 – Languages

Year 8

Year 10 – Social Science

Year 8 – Arts

Year 10 – Rite Journey

Year 8 – Creative Technologies

Year 10 – Mathematics

Year 8 – ENSS

Year 10 – Science

Year 8 – Science

Assessment 53

Year 8 – Health and Physical Education

Home Learning

Year 8 – Languages

Learning Enhancement and Enrichment

Year 8 – Mathematics

Senior Qualifications

Middle School Vision Statement

Young adolescents are developing intellectually, physically, emotionally, socially and ethically. Our Middle School provides multiple opportunities for students not only to discover their strengths and passions but also to develop their character and essential skills. We offer a holistic programme that is inclusive, challenging and innovative within a nurturing environment. Our students are encouraged to be empathetic young women who are challenged to pursue their convictions, contribute to, and improve the world around them for themselves and others. Each student is empowered to leave our Middle School as a future-ready, curious learner who is excited to take on their next challenge.

Introduction Welcome to St Margaret’s College Middle School (Years 7-10). We offer a set of specific educational experiences that are different from the Junior or Senior Schools. The Middle School programme has been developed with a thoughtful adoption of intentional approaches to teaching and learning. Our programme allows our students to develop their opinions, challenge their thinking, learn how to succeed and fail, and experience diverse opportunities enabling them to gain confidence and grow as a person. Students will experience a balanced, broad curriculum, which introduces a wide range of academic, cultural, sporting, and recreational activities. The curriculum covers the eight areas of the New Zealand Curriculum framework. All students study English, social sciences, mathematics, science, technology, music, physical education, health, and religious education. The course content will pay respect to the New Zealand Curriculum requirements, while allowing greater student choice as the students move through the Middle School. Information and communication technology are embedded in many learning areas of the curriculum framework. We believe that classroom practice involving ICT will therefore be seamlessly linked to the curriculum learning outcomes. Students throughout the Middle School will become competent and confident in using a range of ICT to gather, analyse, and present information clearly, logically, concisely, and accurately. From 2022 all students from Year 7 will use their own Apple laptop. By Year 10, students will have experienced a range of compulsory offerings. They will then have

a greater element of choice, allowing them to develop in areas of strength and passion. We want students to emerge from the Middle School well-informed, with an appreciation of literature and the arts, a good understanding of history, geography, mathematics, and the sciences, and the skills to know how to access and utilise information. Our aim is for students to be ready to take on the challenges of the Senior School. As each girl progresses through our Middle School, she will be learning about herself as a global citizen and will have opportunities to contribute to the wellbeing of the wider world. She will be encouraged to make the world a better place. We look forward to sharing this exciting journey through Middle School with you. Ngā mihi nui, Kathryn Gray, Head of Middle School

Pastoral Care Alongside our curriculum we are proud of our pastoral care programmes. Middle School students are placed in tutor groups of approximately 16-18. A tutor leads these groups and meets and greets them on a daily basis. They look after their day to day wellbeing and can support them with their organisation. The tutor is also responsible for overseeing their academic progress and is the first point of contact for parents. This is an important part of the pastoral care at St Margaret’s College. The Year 10 students in the group act as leaders of the younger girls and each group is arranged according to the House system. An opportunity is provided for parents and their daughter’s tutor to meet early in Term 1 to discuss goals for the year and establish a relationship, which is a key partnership for the welfare of each student. The tutors have the support of the Year 7/8, Year 9, and Year 10 Deans, the Deputy Head and Head of Middle School. Together they ensure a positive learning and social environment for each student. We believe this collaboration has several advantages: › It ensures academic, social, and any other needs of each girl are being taken care of. ›

It enables each tutor to be an effective pastoral caregiver, since each is responsible for a small group. The ages of the girls in the group vary and they will have different needs throughout the school year.

› It enables Senior girls to take responsibility and be mentors for younger girls. › It enhances the ‘family spirit’ of the school, by enabling older and younger students to get to know one another better. ›

It enhances the House system by having a structure, which enables Houses to meet regularly and encourages House-based activities such as drama and sport.

Our Dual Education Pathway Year 13

NCEA Level 3

IB Diploma

NZQA scholarships may be taken from Year 12 on either pathway

Year 12

IB Diploma

NCEA Level 2 Year 11

Senior School Foundation Diploma Year 7 –10

New Zealand Curriculum Year 1 – 6

New Zealand Curriculum

Philosophy Over the course of the Middle School, the students will be involved in a broad curriculum. They will complete a compulsory programme and a series of options. The number of optional offerings increases as they progress through the Middle School. Once we have laid the foundation for lifelong learning, the students will then select the subjects they would like to continue to develop their skills in. We encourage the girls to: › keep their options open › ensure they select some subjects they enjoy › seek enrichment and advancement

Subject Selection: Forward Planning Sheet Subject Choice Tips › Think about your interest levels – will you be motivated to try hard? › Think about your abilities – can you do well in these subjects? › Talk to people who know you well › Weigh up any differences between your ability/interest level and potential career options › Consider whether you need to study this subject all the way through or can you pick it up at a later stage (e.g. languages need to be studied every year and are difficult to start later)?

Ability and Attitude – what are you able and interested in?

Balance – will you have a range of options open for any future career ideas you may have?

Choice – are they your own decisions or have you been swayed by others?

Year Subject 1

Subject 2 Subject 3 Subject 4 Subject 5

Subject 6

Subject 7

This Year 2023 2024 2025 2026

Learning Pathway English

Year 7

Year 8

Year 9

Year 10

ENSS

English

Year 7

Year 8

Year 9

Year 10

Mathematics

Year 7

Year 8

Year 9

Year 10

Science

Year 7

Year 8

Year 9

Year 10

ENSS

Social Studies

Mathematics

Science

Social Science

Health and Physical Education Year 7

Year 8

Year 9

Year 10

Health and Physical Education

Health and Physical Education Rite Journey

Languages Year 7

Year 8

Year 9

Year 10

Chinese

French

French 102, 105

Spanish

Spanish 102, 105, 109

Te Reo Māori

LEC

Year 7

Year 8

Year 9

Year 10

Performing Arts

Dance

Visual Art

Drama

Music

Visual Art

Arts

Creative Technologies Year 7

Year 8

Year 9

Year 10

Digital Technology

Biotechnology

Food Technology

Design & Visual Communication

Creative Solutions

Business

Design and Visual Communication – Spatial Design

Creative Solutions

Hard Materials Technology

Soft Materials Technology

Design and Visual Communication – Product Design Food Technology Hard Materials Technology Soft Materials Technology

Design and Visual Communication – Spatial Design Design and Visual Communication – Product Design Fashion Technology Food Technology Interior Creations Technology

Year 7 In Year 7, the students complete a compulsory course. The aim of this is to allow them to explore a wide range of curriculum areas that challenge and engage them. Each course provides them with a foundation so they can begin to identify their passions and skills. Students complete two languages and three of the technology areas as introductory courses. They will experience a performing arts course that combines elements of dance, drama, and music, and a full year of visual arts to hone their skills in this area.

Individual students, in consultation with the Head of Middle School, Dean, and the Learning Enhancement Faculty, may be offered Learning Enhancement (LEC) to provide personalised support or extension. Additionally, students for whom English is an additional language may be advised to attend English language support classes. Note: As students move through the Middle School they will get greater opportunity to choose the subjects they would like to pursue.

Creative Technologies

Compulsory ENSS

One third of the year of the following:

Digital Technology

Health and Physical Education

Food Technology

Mathematics Performing Arts Science Religious Education Visual Art

Hard Materials Technology Languages Half year of two of the following:

Chinese French Spanish Te Reo Māori

The Arts

Year 7 Performing Arts The arts are a fundamental form of expression, both personal and cultural, and provide powerful, life-enriching experiences. Year 7 has a compulsory

arts course that includes three periods of performing arts each week, covering the three disciplines of dance, drama, and music throughout the year.

Dance Students will explore the elements of dance through creative processes. They will explore and develop movement and performance vocabularies in a variety of genre and cultural dance forms. Students will discuss and include dance in meaningful social and historical contexts.

Content includes: › Dancing through the ages › Line, folk, and hip hop dancing › Creative choreography

Drama Students develop independent drama skills and techniques through process drama, performance, and the creative use of drama elements (voice, body, movement, and use of space) and conventions. They identify and discuss how drama creates meaning and engages an audience.

Content includes: › Improvisation › Role-playing › Process drama › Class production

Music Music will cover a wide range of historical, social, and cultural contexts, exploring its relevance to students’ lives and communities. Practical musical knowledge and ideas will be developed as students listen and respond to music, and explore how music sounds are made. Students will develop music performance skills, and reflect on live and recorded music.

Content includes: › Ukulele, keyboard, percussion instruments, and singing › Elements of pitch, rhythm, dynamics, and notation › Music theory, composition, history, and different genres of music › Instruments of the orchestra

Visual Art The theme for Year 7 is ‘Nature’ towards abstraction, looking at botanical subject matter and pattern. Students will look at plants; leaves and flowers, through drawing of still-life. Through observation and developing drawing skills, students then look at methods of abstraction using painting, printmaking, mixed media methods, and processes based on contemporary artists.

Skills developed: Developing Practical Knowledge Explore art-making techniques and apply knowledge of elements and principles, through the use of materials and processes. Developing Ideas Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists’ works. Art Research and Context Investigate traditional and contemporary art practice. Identify its context and understand the ideas in their own and artists’ artworks.

Creative Technologies Year 7

Students in Year 7 get an opportunity to experience three different technology contexts. They rotate through each context, as a module, that lasts one third of the year. The following contexts are studied in Year 7.

Digital Technology In this module the emphasis is to understand how digital technology works. Students will engage in a variety of activities that enable them to apply technology terminology and produce a digital outcome on an aspect of the course that impacts on them.

Skills developed: › Computational thinking › Decomposition › Sequencing › Technological systems › Creating and developing a digital outcome

Food Technology In this module students learn to make a range of snack foods and then reflect on the appeal and key basic nutritional attributes of these. Following the design process, they plan and develop a food product that better meets the requirements of their peer group.

Skills developed: › Key food preparation skills › Safe and proper use of equipment › Confidence when working in a food preparation environment › Building a positive attitude to new food experiences › Creativity

Hard Materials Technology In this module students will select and develop a series of designs suitable for a personalised identity tag made from wood. They will then embellish the surface with paint and other materials, ensuring the final product is both individual and decorative.

Skills developed: › Creativity › Planning › Brief development › Machining › Drawing › Material understanding

ENSS

Year 7

ENSS is the combined study of English and social sciences. Blending these two learning areas together allows students to see how text and context interact and enables students to go deeper into inquiry learning. Each term is based around a different topic, with texts linked to that theme. In Year 7 ENSS students develop core skills to set them up for success in the rest of their schooling journey. Students are taught to make meaning through listening, reading, and viewing texts, and to create meaning for themselves and others through speaking, writing, and presenting. The course focuses on empowering students to work both independently and collaboratively with their peers.

Skills developed: › Reading and writing › Speaking and listening › Viewing and presenting › Inquiring and exploring values Content: Me & My World – Understanding ourselves, our traditions and cultures, and those of others. Students complete a novel study, inquiry, and creative writing. Stories of Survivors – Conducting an inquiry into survival skills, completing a novel study, and performing a speech and a presentation. Investigating Animals – Appreciating the place of animals in our world through completing a short text study and creating an information report. Marketing with a Mission – Selecting a charity to support and raising money via ‘Market Day’. Working collaboratively to create a business pitch, advertisements, and products.

Health and Physical Education Year 7

Our vision for students in health and physical education is to create healthy, empowered, positively engaged young women, who can grow and develop sustainable and meaningful connections. Course outline: Students in Year 7 participate in three periods of health and physical education lessons per week. These units are designed specifically for students to develop a range of skills, strategies, and knowledge pertaining to issues and topics relevant to this age group. We aim to provide practical experiences that are varied, fun, and promote a positive attitude towards movement and physical activity.

Skills developed: › Communication › Creativity › Time-management › Collaboration › Confidence › Grit › Critical-thinking › Game strategies and tactics › Physical skills in a variety of contexts › Positive self-esteem Content: Making Connections – all about us, adventure based learning and personal identity, Te Ao Kori Everyone Counts – hockey and friendships Bend, Stretch, and Grow – rhythmic gymnastics Sexuality Education Flipper Ball – pool based activities and fun!

Languages Year 7

Learning a new language is not just about learning new words – it’s also about discovering other cultures and becoming more aware of your own. It’s about learning to see things from different points of view. It also means thinking about how other people see you. The course is made up of four language modules over Years 7 and 8, specifically French, Spanish, Te Reo and Chinese. Each module lasts for two terms and classes are once a week. Students will study two languages each year so that prior to Year 9 they can make an informed decision on which language to study in Years 9 and 10. The exact order of languages they study depends on timetable constraints. Emphasis is on the oral communicative approach to second language learning.

Skills developed: Language Knowledge › Productive skills – speaking and writing › Receptive skills – listening and reading Cultural Knowledge › Ability to recognise that the other cultures are organised in particular ways › Ability to make connections with known culture(s) Content includes but is not limited to: › Self-introduction including: name, age, birth date, family members, pets › Colours, numbers and animals › Sports, food, free time activities › Cultural practices such as festivals, legends, traditions, songs, dances etc

Mathematics Year 7

Having mathematical understanding is a vital skill for everyone in our society. All students need to leave school with the ability to calculate, estimate, solve problems, think logically, gather and process information, and communicate ideas effectively. In addition, mathematics is an essential tool in many other subjects.

Skills developed: In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to: › Generalise mathematical properties › Investigate and/or gather information › Use technology where applicable

Course outline: The mathematics programme is based on the National Curriculum and comprises of three strands: › Number and Algebra › Geometry and Measurement › Statistics All three strands are covered each year with a cyclic approach to covering the curriculum. The Year 7 mathematics programme is mostly based on Levels 3 and 4 of the National Curriculum. The students follow the same course but the classes in each year level are streamed to meet the needs of all students.

› Build on mathematical knowledge from previous years › Communicate methods › Develop deeper understanding These skills are demonstrated in hands-on project-based learning including designing mini golf courses, competing in the Measurement Olympics, and building our own geometry houses. Knowledge and concepts covered: › Use number strategies to solve problems › Know number knowledge to express ideas › Explore patterns and relationships › Use appropriate measures and scales › Solve measurement problems › Classify shapes and solids › Locate position and orientation › Use transformations to explore properties of shapes › Plan and carry out a statistical investigation › Understand statistical literacy › Investigate situations involving elements of chance › Calculate probabilities

Science Year 7

In Year 7, our SMC girls begin their science journey in a fully equipped Science laboratory with a specialist teacher. Students will work on developing their knowledge in a wide range of topics, touching on all areas of the New Zealand Science curriculum; biology, chemistry, earth science and physics. Alongside this, they learn how to work accurately and safely during practical work. Science Badges are a creative part of this subject that also allow girls to extend themselves in areas of Science that we might not look at during the year. Each girl completes a badge as part of a topic taught during the programme. Then many students go on to complete badge/s that they are interested in or have a passion for. The cohort participates in an Education Outside the Classroom experience with a visit to the Orana Wildlife Park as part of their Amazing Animals unit.

Skills developed: › Understanding of a range of science ideas and concepts › Planning and carrying out investigations › Researching and communicating science ideas › Independence and self-management › Participating in group work Ideas and concepts: › Working safely and accurately in a science laboratory › Finding out about what makes something living and then using common features to classifying them › Explain the benefits of adaptations › Explore and describe the physical phenomena of forces › Investigate the components of the solar system, developing an appreciation of the distances between them › Compare chemical and physical changes

Year 8

In Year 8 the compulsory offerings are a continuation of what was offered in Year 7, making sure that by the end of the year girls are ready to make informed choices for their Year 9 year.

Enhancement (LEC) to provide personalised support or extension. Additionally, students for whom English is an additional language may be advised to attend English language support classes.

Individual students, in consultation with the Head of Middle School, Dean, and the Learning Enhancement Faculty, may be offered Learning

Note: As students move through the Middle School they will get greater opportunity to choose the subjects they would like to pursue.

Creative Technologies

Compulsory

One third of the year of the following:

ENSS Health and Physical Education Mathematics Performing Arts Science Religious Education Visual Art

Biotechnology Design and Visual Communication Soft Materials Technology Languages Half year of two of the following:

Chinese French Spanish Te Reo Māori

The Arts

Year 8 Performing Arts The arts are a fundamental form of expression, both personal and cultural, and provide powerful, life-enriching experiences. Year 8 has a compulsory

arts course that includes three periods of performing arts each week, covering the three disciplines of dance, drama, and music throughout the year.

Dance Students will create, develop, and present movement ideas through the use of creative improvisation skills, dance elements, and choreographic processes within given themes. They will explore and extend their knowledge of genre and performance techniques through a range of dance forms and cultural context.

Content includes: › Showquest performance › Storytelling through dance

Drama Building on skills learned in Year 7 drama, students take the initiative in devising, planning, and executing presentations, incorporating a variety of stage forms, acting styles and themes.

Content includes: › Silent film (editing, directing) › Script writing

Visual Art The Year 8 theme is ‘Contemporary Consumer Culture’. Using imagery from popular culture such as New Zealand advertising, comic books, and news, students are introduced to a range of methods and ideas, which is informed by pop art and neo expressionist movements.

Creative Technologies Year 8

Students in Year 8 get an opportunity to experience three different technology contexts. They rotate through each context, as a module, that lasts one third of the year. The following contexts are studied in Year 8.

BioTechnology In this module students learn to make a range of products based on scientific knowledge of entomology. They then reflect on whether their designs are fit for purpose.

Skills developed: › Understanding a range of science ideas and concepts › Planning and executing design briefs and conceptual statements › Researching and communicating ideas › Independence and self-management › Participating in group work › Safe behaviours and correct use of equipment

Design and Visual Communication In this module students are given an interior design task. The students use the skills below to follow a brief, apply the design process, and produce a scale model of their final design solution – a bedroom.

Skills developed: › Isometric drawing › Sketching › Presentation techniques › Development process › Research and idea generation › Functional modelling

Soft Materials Technology In this technology module students design and construct a textile based device cover for either their iPad or MacBook. Through applying their own technological practice, they then produce an outcome that meets their specifications, is creative, and is fit for purpose.

Skills developed: › Creativity › Planning › Brief development › Sewing construction › Drawing › Material understanding

ENSS

Year 8

ENSS is the combined study of English and social sciences. Blending these two learning areas together allows students to see how text and context interact and enables students to go deeper into inquiry learning. Continuing the format of Year 7 ENSS, each term is based around a different topic, with texts linked to that theme. The Year 8 ENSS course is driven by the overarching theme of ‘Navigation’. Students learn about role models from the past who navigated their way to a better future. They are empowered to become navigators of their own learning journey. Students will continue to build up core literacy and analytical skills to equip them for the challenges of Year 9.

Skills developed: › Reading and writing › Speaking and listening › Viewing and presenting › Inquiring and exploring values Content: Herstory – Navigating our place as women in history and understanding how those who came before us have helped to define the path for us to follow. Students complete a novel study and inquiry into personal ancestry. Innovation & Invention – Navigating through the development of our modern world and looking ahead to where we can go from here. Students complete a film study, speech performance, and presentation. Diversity – Navigating the diversity within Aotearoa and how we fit within a diverse world. Students complete research, a novel study, and a presentation. Pursuing Passions – Navigating our pathway as individual learners to explore areas of personal interest. Students complete the ‘Curiosity Challenge’ and ‘Aotearoa Adventure’ inquiry.

Science Year 8

Our Year 8 Scientists continue to experience a range of topics from all areas of the New Zealand curriculum taught by a science trained teacher in our purpose-built laboratories. They are asked to challenge themselves by completing an individual Science Fair project and independent judges choose several projects to represent SMC at the Canterbury-Westland Science Fair. All Year 8 students are also encouraged to enrich their science learning by completing at least one Science Badge during the year. Girls are encouraged to make a link between the biodiversity ideas covered in science with their values unit in ENSS, culminating with Year 8 Camp. They also get to make a difference by participating in a planting day at our SMC site in Brooklands.

Explore how the groups of living things we have in the world have changed over long periods of time, with a particular focus on New Zealand fauna and flora

› Relate chemical and physical properties of a range of different materials to their use › Explore and describe the physical phenomena of light and relate to sight and vision › Explore what natural resources make up the surface of our planet and how they were formed

Health and Physical Education Year 8

Our vision for students in health and physical education is to create healthy, empowered, positively engaged young women, who can grow and develop sustainable and meaningful connections.

Skills developed: › Communication › Creativity › Time-management › Collaboration

Course outline: Students in Year 8 participate in three periods of health and physical education lessons per week. These units are designed specifically for students to develop a range of skills, strategies, and knowledge pertaining to issues and topics relevant to this age group. We aim to provide practical experiences that are varied, fun, and promote a positive attitude towards movement and physical activity.

› Confidence › Grit › Growth mindsets and positive self-esteem › Critical-thinking › Game strategies and tactics › Physical skills in a variety of contexts Content: Sink or Swim – aquatics and water survival with Beach Ed day out Big Life Journal – health education Jump To It – ‘jump’ based physical activities (cheerleading, Jump Jam, skipping, marching) with a link to how these different activities contribute to the promotion of wellbeing in our society. Outwit – badminton or touch, depending on facilities available Big Bash – cricket Sexuality Education

Languages Year 8

Mathematics Year 8

Course outline: The mathematics programme is based on the National Curriculum and comprises of three strands: › Number and Algebra › Geometry and Measurement › Statistics All three strands are covered each year with a cyclic approach to covering the curriculum. The Year 8 mathematics programme is mostly based on Levels 3 and 4 of the National Curriculum. The students follow the same course but the classes in each year level are streamed to meet the needs of all students.

› Build on mathematical knowledge from previous years › Communicate methods › Develop deeper understanding These skills are demonstrated in hands-on project-based learning including creating stained glass windows, using sphero robots to build our own obstacle courses, and designing a probability fairground game. Knowledge and concepts covered: › Use number strategies to solve problems › Know number knowledge to express ideas › Form and solve simple linear equations › Manipulate algebraic expressions › Explore patterns and relationships › Use appropriate measures and scales › Solve measurement problems › Classify shapes and solids › Locate position and orientation › Use transformations to explore properties of shapes › Plan and carry out a statistical investigation › Understand statistical literacy › Investigate situations involving elements of chance › Calculate probabilities

Year 9 In Year 9, as well as the compulsory subjects, students choose one language and this will be a full year course which they intend to continue to study in Year 10. They also select three subjects from the creative technologies groups and these will be module courses. Every effort will be made to enable students to take the subjects they wish but not every combination can be guaranteed. Some subjects may not be offered if numbers opting for them are too small. Individual students, in consultation with the Head of Middle School, Dean, and the Learning Enhancement Faculty, may select Learning

Enhancement (LEC) in place of a language. Additionally, students for whom English is an additional language may be advised to attend English language support classes. Note: In Year 10 students will select from a wider range of subjects. Any subject that you have taken in Year 9 may be continued in Year 10. The language you do in Year 9 will be continued in Year 10. In some languages there is the chance for extension. Acceptance into an extension class needs to be approved by the Curriculum Leader Middle School Languages or the Head of Faculty.

Compulsory

English Health and Physical Education Mathematics Science Social Studies The Arts Religious Education

Creative Technologies Choose three of the following:

Biotechnology Creative Solutions Design and Visual Communication – Spatial Design Design and Visual Communication – Product Design Food Technology Hard Materials Technology Soft Materials Technology Languages Choose one of the following:

Chinese French Spanish Te Reo Māori

The Arts Year 9 Arts Rotation

The arts are a fundamental form of expression, both personal and cultural, and provide powerful, life enriching experiences. Students will receive four periods of dance, drama and music and visual art over the year to create four modules of learning.

Dance This is an opportunity for students to discover the basic elements of dance (body, time, energy, space, and relationships) and to begin to explore movement, choreograph, and present their own dance sequences, as well as experiencing a variety of dance styles. In dance, students have the opportunity to work on both individual and collaborative tasks, exploring movement vocabulary from a range of dance styles. Students will view, respond to, and gain understanding of the purpose of dance within the modern world. By exploring the performance skills and applying them to known dance sequences, students will be given the opportunity to develop their self-confidence, focus, and ensemble awareness.

Content includes: › Line dance › Contemporary dance › Group choreography

Drama Students develop their imaginative skills in the creation of scenarios along with the ability to structure their work and reflect upon it. They will work with others to develop verbal and movement scenarios and in so doing, will extend their consultation and negotiation skills. Their scenarios will involve the exploration of different language registers, symbols, movement, and the interpretation of given text, as well as their own devised script. Students will be expected to share their work with others in an atmosphere of inclusivity and cultural respect which promotes positive critical feedback.

Content includes: › Improvisation › Mime › Flashbacks › Working with short text

Music In music at Year 9, students are encouraged to explore and appreciate music, and experience first hand the powerful ability of music to convey emotion. The course encompases listening to music from a wide range of genres, the elements of music, knowledge of musical instruments, an introduction to music theory and notation, elementary aural training, and composition. It also includes singing, practical instrumental work, creative writing, and music technology. A varied repertoire of music representing different countries, styles, and periods may be covered. Students are also encouraged to attend and be involved in live music performances. They work in small groups that cater to individual

Content includes: › Garageband composition › Group performances › Instruction on ukulele, guitar, bass guitar, keyboards, and percussion instruments › Theory of music

needs and strengths.

Visual Art Year 9 visual art focuses on the bi-cultural nature of New Zealand. Using native and introduced animals, students use artworks from historical and contemporary Māori and European artists to inform their understanding of New Zealand cultural values.

Skills developed: Developing Practical Knowledge Apply knowledge of selected conventions from established practice, using drawing, painting, and printmaking processes and procedures. Developing Ideas Generate, develop, and refine ideas in response to a variety of motivations, including the study of established practice. Art Research and Context Investigate and consider the relationship between art works, their contexts, and influences. Comparing and contrasting the ways in which methods and ideas communicate meaning.

Creative Technologies

Year 9

Students are offered the following seven contexts from which they will study three modules. Students will have an opportunity to rank the contexts in order of preference. Every effort is made to give the student a selection from their top rankings.

Biotechnology In this module students learn to make a range of products based on scientific knowledge of the physics of sunscreen, how to combat bacterial and viral infections, and acids and bases. They research and design their own prototypes and finish with a final evaluation.

Skills developed: › Understanding of a range of science ideas and concepts › Planning and executing design briefs and conceptual statements › Researching and communicating science ideas › Independence and self-management › Participating in group work › Safe behaviours and correct use of equipment

Creative Solutions In this module students will have an opportunity to sketch, design and create an outcome (Robot Toy) that meets a specific brief. Students will learn about image manipulation using Adobe Photoshop and Illustrator to create their design. They will develop their understanding and skills for designing and producing quality, fit-for-purpose outcomes.

Skills developed: › Creativity › Idea generation › Designing and creating an outcome › Use coding to develop a variety of robotics programmes › Develop an understanding of computational thinking › Use of Adobe Creative Suite

Design and Visual Communication– Spatial Design In this module students have the opportunity to create an architectural design project in Arthur’s Pass. Students are taught to explore a range of concept floor plan ideas, instrumental drawing skills, sketching, and presentation techniques. The students have to apply these skills in order to develop a brief, go through the design process, and produce a final design solution.

Skills developed: › Creativity › Isometric drawing › Presentation techniques › Development process › Research and idea generation › Computer aided design › Functional modelling

Design and Visual Communication – Product Design In this module students will have an opportunity to develop, design, and create a 3D printed outcome. The processes involved will develop their understanding of planning, design, and testing of their product to ensure that it is fit for purpose.

Skills developed: › Develop and design using 3D printing processes › Use computer software to develop and design specific outcomes › Plan, design, and create 3D printed outcomes fit for purpose that meets the brief

Food Technology In this module students develop preparation skills to make a selection of food products, they then reflect on the appeal and key nutritional attributes of these. Following the design process they plan, develop, and evaluate a food product that better meets the requirements of their peer group.

Skills developed: › Food preparation skills › Safe and proper use of equipment › Creativity › Confidence and enjoyment when working with food

Hard Materials Technology In this module students will look at individual storage needs. As part of this they will test joins and finishes suitable for a wooden box. In the development of this product they will research properties of wood and complete a final outcome.

Skills developed: › Creativity › Planning › Brief development › Machining › Drawing › Material understanding

Soft Materials Technology In this module students are taught a variety of embellishment techniques using specialist equipment and sewing machines. Through applying their own technological practice, they then design and construct an outcome that meets their own brief and specifications.

Skills developed: › Creativity › Planning › Research › Drawing › Fabric decoration techniques, i.e. screen printing, embroidery, applique etc. › Sewing construction methods › Material exploration

English Year 9

In Year 9 students continue to develop their appreciation for language and literature, working solely within an English context for the first time. The thematic focus of Year 9 English is ‘Tōku Tūrangawaewae: Understanding Our Identity.’ Students begin the year by studying a range of short texts, including those written by Pakeha, Māori, and Pasifika authors, as a way of understanding how texts shape our national identity. Each student produces creative writing to express their personal voice and individual identity. They will also carry out a ‘Literature Inquiry’ into a topic of interest. Over the course of the year students will experience a range of text types including films, novels, short stories and poetry. Text selection will be tailored to the abilities and interests of the class. Learners develop the skills of making meaning through listening, reading, and viewing, and of creating meaning through speaking, writing, and presenting. Students curate an ePortfolio of writing and reading responses over two years.

Skills developed: › Reading and writing › Speaking and listening › Viewing and presenting › Inquiring Content: › Tōku Tūrangawaewae › Written Text Study › Visual Text Study › Close Reading › Speech › Presenting › Creative Writing › Independent Reading › Paragraph / Essay Writing › Genre Project

Extension Year 9 English classes are challenged with more complex, Western canonical texts and encouraged to go deeper with their critical thinking.

Health and Physical Education Year 9

Our vision for students in health and physical education is to create healthy, empowered, positively engaged young women, who can grow and develop sustainable and meaningful connections.

Skills developed: › Communication › Creativity › Time-management › Collaboration

Course outline:

› Confidence

Students in Year 9 participate in three periods of health and physical education lessons per week. These units are designed specifically for students to develop a range of skills, strategies, and knowledge pertaining to issues and topics relevant to this age group. We aim to provide practical experiences that are varied, fun, and promote a positive attitude towards movement and physical activity.

› Grit › Knowledge of biophysical and sociological principles Content: Home Base – softball and hauora Making Great Decisions – reading the play (invasion games) and drugs and alcohol A Game of Two Halves – being physically active Sexuality Education Empowering Girls – aquatic fun Body Image and Gender Constraints

Languages Year 9

Chinese Chinese has a rich and diverse culture stretching back over 5,000 years. It is spoken as a first language by more than one fifth of the world’s population. As China’s impact on the New Zealand economy has increased in recent years, it has become more important for New Zealanders to study Chinese. Our classroom is supported by the Confucius Institute of Canterbury and the University Hanban, China. Both promote teaching and learning Chinese language and culture.

Skills developed: Language knowledge › Productive skills – speaking and writing › Receptive skills – listening and reading Cultural knowledge › Ability to recognise that the other cultures are organised in particular ways › Ability to make connections with known culture(s) Content includes but is not limited to: › Self-introduction including: Name, age, birth date, family members, pets › School subjects › Describe where you live › Colours, numbers and animals › Sports, food, free time activities › Cultural practices such as festivals, legends, traditions, songs, dances etc

French The arrival of the first settlers in our region has ensured that the French language and culture has a very special place in Aotearoa. Our countries are linked through history, trade, tourism, and geography, our closest neighbour being the French speaking New Caledonia. French language, literature, food, films, and music have always been close to the heart of New Zealanders. In Years 9 and 10 students will be taking their first steps on the fun journey to becoming competent speakers of French, skilled future workers, travellers, and true francophiles.

Spanish Spanish is spoken as a first language in 22 countries by almost 483 million people. That number increases to over 580 million people when counting those who speak it as a second or third language and those learning it. This makes it the third most widely spoken language in the world. Learning Spanish in Years 9 and 10 will make any interactions with Spanish speakers here or overseas more fulfilling and enjoyable. Students joining St Margaret’s College in Year 9 are not disadvantaged as content covered in Year 7 and 8 is revisited. There is the opportunity for extension for those who come to St Margaret’s College with prior knowledge. Spanish is a full year course and students study it in Years 9 and 10. They are unable to change the language they have studied in Year 9 when moving into Year 10.

Skills developed: Language knowledge › Productive skills – speaking and writing › Receptive skills – listening and reading Cultural knowledge › Ability to recognise that the other cultures are organised in particular ways › Ability to make connections with known culture(s) Content includes but is not limited to: › Self-introduction including: Name, age, birth date, family members, pets › Colours, numbers and animals › School subjects › Describe your town › Sports, food, free time activities › Cultural practices such as festivals, legends, traditions, songs, dances etc

Te Reo Māori “Ko te reo te taikura o te whakaao mārama.” "Language is the key to understanding." Research shows that the opportunity to learn an additional language has many cultural, social, cognitive, linguistic, economic, and personal benefits for students. While these benefits apply to all language learning, there are specific advantages for New Zealand students in learning Te Reo Māori, one of the official languages of Aotearoa. Māori language and tikanga (Māori protocol and way of doing things) are intertwined, and learning the language introduces students to te Ao Māori – the Māori way of seeing the world, a world view that is different and complementary to a Pākehā world view. This insight and experience will enrich and broaden their understanding of the way that culture shapes the ways people think and behave, and add to their appreciation of our history, the Treaty of Waitangi and our national journey as Treaty partners. Learning Te Reo Māori will enhance students’ ability to participate in our increasingly bicultural society with insight, respect, dignity, and confidence.

Skills developed: Language knowledge › Productive skills – speaking and writing › Receptive skills – listening and reading Cultural knowledge › Ability to recognise that the other cultures are organised in particular ways › Ability to make connections with known culture(s) CONTENT includes but is not limited to: › Mihi and pepeha › Self-introduction including: Name, age, birth date, family members, pets › Colours, numbers and animals › Sports, food, free time activities › Tikanga, marae protocol, waiata, karakia, traditional crafts

Mathematics Year 9

Course outline: The mathematics programme is based on the National Curriculum and comprises of three strands:

› Build on mathematical knowledge from › previous years › Communicate methods › Develop deeper understanding

• Number and Algebra • Geometry and Measurement • Statistics

Knowledge and concepts covered:

All three strands are covered each year with a cyclic approach to covering the curriculum.

› Use number strategies to solve problems

The Year 9 mathematics programme introduces algebraic manipulation and reasoning. It is mostly based on Levels 4 and 5 of the National Curriculum. The students follow the same course but the classes in each year level are streamed to meet the needs of all students.

› Know number knowledge to express ideas › Explore patterns and relationships › Generalise the properties of operations › Form and solve linear and simple quadratic equations › Use appropriate measures and scales › Use formulae to solve measurement problems › Communicate and interpret locations and directions › Explore angle properties of points lines and shapes › Investigate situations involving elements of chance › Calculate probabilities › Understand statistical literacy › Plan and carry out a statistical investigation involving bivariate data

Science Year 9

Science is a way of investigating, understanding, and explaining our natural world and the wider universe. Our Year 9 students get to experience this by sampling all areas of the New Zealand Science curriculum; biology, chemistry, earth science and physics. As a number of new girls join the SMC Middle School at the start of Year 9, it is important that all students cover and/or revisit how to work accurately and safely in the laboratory. However, during Year 9, these skills are incorporated into a range of different subjects instead of its own topic. Experiencing hands-on science while developing knowledge is a focus for this year group and the students enjoy different opportunities this offers. The cohort will experience an Education Outside the Classroom opportunity related to the content of one of the topics taught during the year.

Skills developed: › Understanding of a range of science ideas and concepts › Planning and carrying out investigations › Researching and communicating science ideas › Independence and self-management › Participating in group work Ideas and concepts: › Health and safety guidelines for working in a laboratory › How the human brain learns and makes memories › The organisation of life at the cellular level › Key structural features and functions involved in the life processes of plants and animals › Explore and describe the physical phenomena of heat and motion › A technological application of physics with regards to heat › Distinguish between pure substances and mixtures and between elements and compounds › Investigate the chemical and physical properties of metals › Link the properties of metals to the way they occur in nature and are used in society

9Social Science Year 9

Social science is about people, how they think, feel, and act, how they interact with others, and how they meet their needs and organise their way of life. It builds on the concepts and skills learned in Year 7 and 8 ENSS programmes and looks to extend and deepen those understandings. The Year 9 course has one overarching purpose – to understand ourselves and the world around us. This is linked to a key concept from Te Ao Māori, that of Tūrangawaewae. This literally translates as ‘a place to stand’ – a place where we feel safe and at home. This is a concept that is very relevant to our young people as they seek to understand who they are and the cultures and groups to which they belong.

Skills developed: › Writing skills: from paragraphs to essays. › Research and inquiry skills: learning how to gather, analyse, and evaluate information. › Values exploration: understanding differing perspectives. › Social science skills: analysis of maps, charts, graphs and visual sources, recall of knowledge. › Collaborative skills: working together to find things out and solve problems. › Communication and presentation skills: sharing information and solutions with peers and the wider world. Concepts and themes: Tūrangawaewae: ‘Who am I?’ ‘Where am I in time and space?’ This is an introduction to concepts of identity, culture, history, and geography. Kōrerorero o Aotearoa: The New Zealand Story ‘What does it mean to be a New Zealander?’ This is a review of the formation of New Zealand as a society, from first settlement to the development of a nation. Rangitiratanga: Politics and Government ‘How do societies make decisions and why does it matter?’ This is a survey of systems of government and how they affect people’s lives in New Zealand and overseas. Kiritata: Asian and Pacific Neighbours ‘Who are our neighbours and what are they like?’ This is a geographical focus on the cultures and societies of the Asia Pacific region.

Year 10 In Year 10 students choose optional as well as core subjects. Option subjects, of which students choose three, are listed. All other options can be started at this level. In Year 10 students continue with the language they studied in Year 9. Students of Spanish and French can choose which level they do in Year 10 (refer to pages 46 and 47). Every effort will be made to enable you to take the subjects you wish but not every combination can be guaranteed. Some subjects may not be offered if numbers opting for them are too small. When electing options for Year 10, complete the Forward Planning sheet on page 7 to help see where subjects lead.

Advancement is offered in mathematics, science, some languages e.g. Spanish 109, and English. The Head of Faculty, in consultation with the Dean and Head of Middle School, will make the final decision as to who will participate in an advanced/ enriched subject. Individual students, in consultation with the Head of Middle School, Dean, and the Learning Enhancement Faculty, may select Learning Enhancement (LEC) in place of a language. Additionally, students for whom English is an additional language may be advised to attend English language support classes.

Compulsory

Biotechnology English

Business

Mathematics

Creative Solutions

Physical Education

Design and Visual Communication – Spatial Design

Religious Education Rite Journey

Design and Visual Communication – Product Design

Science

Fashion Technology

Social Studies

Food Technology

Options Choose two arts, three technologies and one language: Dance

Interior Creations Technology Chinese French – 102 French – 105

Drama

Spanish – 102

Music

Spanish – 105

Visual Art – Drawing and Painting

Spanish – 109

Visual Art – Photography and Design

Te Reo Māori

The Arts Year 10

Dance This course will broaden students’ movement vocabularies by giving them the opportunity to explore and develop choreographic and performance skills. A range of skills associated with viewing and responding to dance histories will be introduced. Students will learn a range of dance genres including hip hop, contemporary, and jazz. They will analyse and apply the stylistic features of the dance form to their own performances. The course aims to continue to develop enthusiasm for the study of dance and to teach students to work together in developing choreographic and performance skills in a safe and supportive environment. It will give students more confidence in themselves and their ability to create and perform dance. At Year 10 students will develop the ability to reflect and give feedback on their own work and the work of others.

Content includes: › Jazz › Hip hop › Dance choreography › Analysing dance

Drama Students study at the Year 10 Level for two terms with three lessons per week. The course aims to teach drama techniques and the elements and conventions of drama, along with building confidence in performance and presentation. These elements of the course will be underpinned by the encouragement of depth of emotional sensitivity in the creating of characterisation and relationship in drama. The key questions of Stanislavski will be integral to all units of work rather than forming a separate unit. At Year 10 students explore theatre in context through practical performance which demonstrates understanding of delivery, gesture, movement, and use of space through theatrical presentation.

Content includes: › Monologues › Melodrama › Poetic drama

Music In music there is a focus on creating, performing, appreciating, and enjoying music through a mix of practical and investigative activities. Students will tap into their creativity as they write music for instruments and voices. They will develop the confidence to present performances of music in small groups. Students will also explore a range of music styles through listening and inquiry.

Participation in music helps students to: › Think critically and creatively › Express ideas › Improve confidence and self-awareness › Build collaborative and leadership skills

Visual Art Year 10

Painting and Printmaking In the painting and printmaking course, inspiration is taken from contemporary international artists in drawing, collage, painting, and printmaking. Contemporary drawing methods are used to help students understand figurative proportions and spatial perspective. The collage process is used to juxtapose elements and create individual and unique paintings and prints.

Skills learnt: Developing Practical Knowledge Apply knowledge and skill to a range of art-making conventions, processes, and methods. Developing Ideas Generate, develop, and clarify ideas, showing some understanding of established practice. Sequence and link ideas systematically as they solve problems in a body of work, using observation and invention with an appropriate selection of painting and print making materials. Art Research and Context Investigate, analyse and evaluate the way art communicates meanings, its processes, context, and the relationship between the value of artworks and their production.

Photography and Design In photography and design, students will practise the various elements of art making; photographic basics, design compositions, lighting, techniques, texture, colour, and are encouraged to incorporate personal creativity. Students create photographic images and graphic design solutions using either St Margaret’s College virtues or Hauora as inspiration. Using the work of New Zealand and international photographers and designers, students will develop their creative thinking using digital media. The finished works will then be exhibited in an online gallery.

Skills learnt: Developing Practical Knowledge Apply knowledge of a range of conventions from established practice, using photographic and design processes and procedures. Developing Ideas Generate, develop, and clarify ideas, showing some understanding of established practice. Sequence and link ideas systematically as they solve problems in a body of work, using observation and invention, with an appropriate selection of photography and design materials. Art Research and Context Investigate, analyse and evaluate the way art communicates meanings, its processes, context, and the relationship between the value of artworks and their production.

Creative Technologies

Year 10

Biotechnology In this module students learn to make a range of products based on scientific knowledge of fermentation, bioethics, and acids and carbonates. They research and design their own prototypes and finish with a final evaluation.

Business Students will learn the key concepts and skills to develop their personal financial capability. This will enable students to plan and effectively manage earning an income, spending, saving and planning for their future financial freedom. In addition, students are introduced to the ‘design thinking process’ and its role in creating successful start-up businesses. Students will create a small business start-up, write a ‘lean canvas’ business plan, carry out market research, prepare a minimum viable product prototype, carry out a marketing campaign and participate in a market day product launch based at SMC followed by a business review. Content includes: › Money Personality Types › Job Seeking – finding a part-time job including CV’s, interview skills and your personal brand

› Flatting – flat selection, tenancy agreements, flatting expenses, flat rosters › Buying a home – getting on the property ladder › Budgeting – income, expenses, savings, surplus deficit, budgeting accuracy, budgeting apps › Buying goods and services – needs and wants, payment methods › Insurance – risk, insurance types, premiums, claims › Investment – growing your money, risk and return, the sharemarket, property › Consumer Protection – The Fair Trading Act and Consumer Guarantees Act › Scams – what are scams, recognising scams, avoiding and reporting scams › Entrepreneurship – the skills and qualities entrepreneurs have

› Employee rights and responsibilities – employee rights, employment agreements, job descriptions

› Forming collaborative student companies with a shared passion and/or purpose

› Earning an income – wages and salaries, payslips, the role of unions

› Writing a ‘lean canvas’ business plan and pitching it to a panel

› Taxation – IRD numbers, tax codes, tax rates

› Exploring and carrying out primary and secondary market research methods

› Kiwisaver – providers, funds, contributions, risk and return, buying a first home, hardship › Bank accounts – opening an account, completing online bank transactions › Saving – savings goals, simple vs compound interest, comparing savings accounts

› Debit and Credit cards – advantages and disadvantages

› Designing and implementing a marketing campaign › Manufacturing and selling a product or service at a product launch market day event at SMC › Review of the business activity

Creative Solutions In this module students will have an opportunity to develop, design and create a digital outcome of their choice. Students can work individually or together to identify an issue or problem. Students will learn skills in a range of programmes within the Adobe Creative Suite.

Skills developed: › Creativity › Planning – research and exploration › Conception and design › Development – testing, target feedback and analysis › Evaluation and reporting › Digital tools as required e.g. Adobe Creative Suite › Presentation and pitch of idea/solution

Design and Visual Communication – Spatial Design In this module students have the opportunity to create a sustainable architectural design project. Students are taught to be creative in their thinking, research throughout the design process, and reflect and evaluate their work. They will use a range of visual communication techniques to communicate their design ideas such as, instrumental drawing skills, sketching, and presentation techniques, as well as computer aided design. The students have to apply these skills in order to develop a brief, go through the design process, and produce a final design solution.

Skills developed: › Creativity › Isometric drawing › Presentation techniques › Development process › Research and idea generation › Computer aided design › Functional modelling

Design and Visual Communication – Product Design In this module students plan, design, and create a box that is fit for purpose. Students learn computer aided software techniques to laser cut and/or 3D print their chosen outcome. They use computational thinking throughout the development of their product.

Skills developed: › Design using computer aided design software › 3D printing process › Laser cutting process

Fashion Technology In this technology option students are taught a variety of fashion design techniques looking at fabrics, stitch techniques, and design based skills. They then demonstrate their understanding of this knowledge by applying it to their own pyjama pants design and construction.

Skills developed: › Planning › Research › Material exploration Drawing › Garment construction techniques › Evaluation

Food Technology In this module students develop skills to prepare nutritious and well made food. Following the design process they plan and develop meals for a family group of their choice, that meets their specific needs, and demonstrates understanding of The Plate Model.

Skills developed: › Food preparation skills › Safe and proper use of equipment › Knowledge of The Plate Model › Creativity › Confidence and enjoyment of the challenges related to working with food

Interior Creations Technology In this module students work as a ‘textile designer’ using techniques such as tie dyeing and adding colour, pattern and texture to fabrics. They then use these to create a collection of final materials/samples that could be utilised to redesign an interior space.

Skills developed: › Planning › Research › Drawing › Knowledge fabrics and manufacturing processes › Creativity › Experimentation using fabric manipulation techniques

English Year 10

The Year 10 English course has been specially designed to build on knowledge and skills from Year 9, and to prepare students for the Year 11 Foundation Diploma and beyond.

Skills developed:

The thematic focus of Year 10 English is ‘Foundations: Understanding Our Literary Heritage.’ Students study the History of Language and Literature, an introduction to Shakespeare, and conduct an inquiry into archetypal characters. Students gain an understanding and appreciation of the texts that have shaped us.

Content:

Over the course of the year students will experience a range of text types including films, novels, short stories and poetry. Text selection will be tailored to the abilities and interests of the class. Learners develop the skills of making meaning through listening, reading, and viewing, and of creating meaning through speaking, writing, and presenting. Students curate an ePortfolio of writing and reading responses over two years.

› History of Literature › Written Text Study › Visual Text Study › History of Literature › Written Text Study › Visual Text Study › Introduction to Shakespeare › Close Reading › Speech › Presenting › Creative Writing › Independent Reading › Essay Writing

Extension Year 10 classes are challenged with an in-depth Shakespeare study and encouraged to go deeper with their critical thinking.

Health and Physical Education Year 10

Our vision for students in health and physical education is to create healthy, empowered, positively engaged young women, who can grow and develop sustainable and meaningful connections.

Skills developed: › Personal leadership skills › Communication › Creativity › Time-management › Collaboration

Course outline:

› Confidence

Students in Year 10 participate in two periods of physical education lessons per week. These units are designed specifically for students to develop a range of skills, strategies, and knowledge pertaining to issues and topics relevant to this age group. We aim to provide practical experiences that are varied, fun, and promote a positive attitude towards movement and physical activity.

› Grit › Critical-thinking › Game strategies and tactics › Physical skills in a variety of contexts › Knowledge of biophysical and sociological principles Content: Personal leadership – through badminton Fit for health – promotion of wellbeing Dare to be challenged – volleyball and rugby Skate park and new games Biophysical and sociological principles of fitness

Languages Year 10

Skills developed: Language knowledge › Productive skills – speaking and writing › Receptive skills – listening and reading Cultural knowledge › Ability to recognise that the other cultures are organised in particular ways › Ability to make connections with known culture(s) Content includes but is not limited to: › Festivals and celebrations › Housing › Currency › Making weekend plans › Food and drink › Sport and leisure

French This course is designed for students who aim to gain a sound knowledge of vocabulary and grammar skills and to use language more independently. The course provides students with cultural knowledge and language skills up to Level 4 and beyond of the New Zealand curriculum. Students who choose this pathway prepare to continue their language studies in Year 11.

French 102 This course is designed for students who are suited to learn a language at a slower pace. Students gain cultural knowledge and practical language skills up to Level 4 of the New Zealand curriculum. The course focusses on developing conversational skills based on more simple language. Students who choose this pathway may continue their studies in Year 11.

French 105 This course is designed for students who aim to gain a sound knowledge of vocabulary and grammar skills and to use language more independently. The course provides students with cultural knowledge and language skills up to Level 4 and beyond of the New Zealand curriculum. Students who choose this pathway prepare to continue their language studies in Year 11.

Skills developed: Language knowledge › Productive skills – speaking and writing › Receptive skills – listening and reading Cultural knowledge › Ability to recognise that the other cultures are organised in particular ways › Ability to make connections with known culture(s) Content includes but is not limited to: › In town › Daily routine › Weekend plans › Meeting people and going out › Holidays › Sport and leisure › Food and drink › France and other French speaking countries › Customs and traditions in the French speaking world

Spanish 109 This course is designed for high achieving students from Year 9 with a passion for language learning. Students in this course commit themselves to a faster pace and a more in-depth study of grammar and vocabulary, aiming to become skilled communicators. Students who choose this pathway prepare to continue their language studies in Year 11 and beyond. Participants in this course need to be approved by the Curriculum Leader Spanish. Skills developed: Language knowledge › Productive skills – speaking and writing

Spanish 102 This course is designed for students who are suited to learn a language at a slower pace. Students gain cultural knowledge and practical language skills up to Level 4 of the New Zealand curriculum. The course focusses on developing conversational skills based on more simple language. Students who choose this pathway may continue their studies in Year 11. Spanish 105 This course is designed for students who aim to gain a sound knowledge of vocabulary and grammar skills and to use language more independently. The course provides students with cultural knowledge and language skills up to Level 4 and beyond of the New Zealand curriculum. Students who choose this pathway prepare to continue their language studies in Year 11.

› Receptive skills – listening and reading Cultural knowledge › Ability to recognise that the other cultures are organised in particular ways › Ability to make connections with known culture(s) Content includes but is not limited to: › Describing a holiday, using the past tense › Describing one’s likes and dislikes in regards to music, television, and movies › Food – ordering in a restaurant and discussing what is eaten for each meal › Daily routine › Making plans – for the weekend and in the future › Using three different tenses together (present, past, and future) › The Spanish speaking world and their customs and traditions

Te Reo Māori “Tōku reo, tōku ohooho; tōku reo, tōku māpihi maurea.”

Language knowledge

"My language is my awakening;

› Productive skills – speaking and writing

my language is my precious adornment."

› Receptive skills – listening and reading

Research shows that the opportunity to learn an additional language has many cultural, social, cognitive, linguistic, economic, and personal benefits for students. While these benefits apply to all language learning, there are specific advantages for New Zealand students in learning Te Reo Māori, one of the official languages of Aotearoa. In Year 10, students will gain a fuller understanding of Te Ao Māori – the Māori way of seeing the world, a world view that is different and complementary to a Pākehā world view. This insight and experience will enrich and broaden students understanding of the way that culture shapes the ways people think and behave, and add to their appreciation of our history, the Treaty of Waitangi and our national journey as Treaty partners. Becoming more proficient in Te Reo Māori will enhance students’ ability to participate in our increasingly bicultural society with insight, respect, dignity, and confidence. The Year 10 course revisits much of the kaupapa of the Year 9 course, adding to the depth and complexity of what is being communicated.

Skills developed:

Cultural knowledge › Ability to recognise that the other cultures are organised in particular ways › Ability to make connections with known culture(s) Content includes but is not limited to: › Mihi and Pepeha › Communicate about age, birth date, family members, and pets › Communicate using colours, numbers, date and time › Talk about sports, food, and leisure activities › Communicate about school – subjects, objects used, facilities, food, likes and dislikes › Become confident with the structures for past, present, and future tenses in action sentences › Learn vocabulary and structures for descriptive sentences › Research aspects of tikanga and pūrākau (traditional stories) › Learn tikanga Māori such as karakia, waiata, kīwaha, whakataukī, haka, pūrākau, kēmu (games) › Visit a marae and learn about marae protocol

Social Science Year 10

The Year 10 social science course looks outward and asks one important question: ‘What does it mean to be a global citizen?’ This is linked to a key concept from Te Ao Māori, that of Manaakitanga. This is a tricky word to translate, but can mean making someone feel at home, showing kindness and hospitality, caring for the environment, and treating people with respect. These are qualities that we want to grow in our young people.

Skills developed: These skills are consolidated and extended in the Year 10 social science course: › Writing skills: building greater confidence with essay-writing › Research and inquiry skills: learning how to gather, analyse, and evaluate information › Values exploration: understanding differing perspectives › Social science skills: analysis of maps, charts, graphs, and visual sources, recall of knowledge. › Collaborative skills: working together to find things out and solve problems. › Communication and presentation skills: sharing information and solutions with peers and the wider world. Concepts and themes: Tika Tangata: Human Rights and Responsibilities ‘What are our rights and responsibilities as 21st Century citizens?’ This is an introduction to concepts of fairness, discrimination in gender and other areas, and social justice, using historical and present-day case studies. Kaitiakitanga: Environmental Change ‘How do people live sustainable lives?’ This seeks to review and expand students’ understanding of local and global environmental issues and give them experience and power to act. Ōritetanga: Gender Equality 'What are the current gender issues in our society?' This is a brief exploration of the complex world of gender, using present-day and historical case studies.

The Rite Journey Year 10

All students in Year 10 participate in an innovative life skills programme that has been designed to support the development of self aware, responsible, and resilient students. The journey reinvents the traditional process of a rite of passage to assist in transforming teenagers from dependency to responsibility. Each student will have three female mentors, who will play a significant role in the girl’s life for the year, her teacher, mother (or equivalent), and another adult female that the student chooses in consultation with her parents. Our health and religious education programme is integrated into this course. All students will have three periods a week for the Rite Journey and this culminates with a six-day camp in November.

Skills developed: › Leadership › Decision-making › Communication › Assertiveness and listening › Tolerance › Acceptance of yourself › Acceptance of diversity › Positive self-esteem Content: There are five key areas involved to explore and discover: Consciousness – raising awareness of the issues that they may currently be facing, as well as the skills and understanding required to navigate their way through issues. Connection – acknowledging the importance of relationships (and providing time to allow these connections to build and strengthen). Communication – understanding self-talk, communication, and listening. Celebration – teachers and parents providing ceremony andcelebration. Challenge – providing physical, social, emotional, and spiritual challenge as a learning experience. These are all covered in four parts of the course: › Who am I really? › How do I get on with others? › Is there something more?

› What is my purpose? What do I have to give?

Mathematics Year 10

Course outline: The mathematics programme is based on the National Curriculum and comprises of three strands: › Number and Algebra

› Build on mathematical knowledge from previous years › Communicate methods › Develop deeper understanding

› Geometry and Measurement

Knowledge and concepts covered:

› Statistics

› Know number knowledge to express ideas

All three strands are covered each year with a cyclic approach to covering the curriculum.

› Use number strategies to solve problems

The Year 10 mathematics programme provides a sound preparation for the SMC Foundation Diploma. It is mostly based on Levels 5 and 6 of the National Curriculum. In Year 10 three courses are offered and all courses are streamed to meet the needs of all students.

› Form and solve linear and quadratic equations

› Manipulate algebraic expressions › Explore linear and quadratic patterns and relationships › Use trigonometric ratios and Pythagoras in two dimensions › Explore angle properties of points, lines, and shapes › Understand statistical literacy › Plan and carry out a statistical investigation involving multivariate data › Investigate situations involving elements of chance

Science Year 10

The focus of Year 10 Science is to continue to allow students to experience an overview of different branches of the New Zealand Science curriculum; biology, chemistry, earth science and physics. The course is modified to allow extension for those interested and talented in the sciences as well as giving extra support to those that need it. Students who have excelled at Year 9 Science have the opportunity to sit a selection of NCEA Level 1 Science Achievement Standards at Year 10. However, all girls are fully prepared for the range of Year 11 Science courses we offer at SMC.

Skills developed: The main science skills taught throughout our Middle School programme are consolidated in Year 10: › Understanding of a range of science ideas and concepts › Planning and carrying out investigations › Researching and communicating science ideas › Independence and self-management › Participating in group work Ideas and concepts: › Safe behaviours and correct use of equipment in the science laboratory › The interdependence of living things (including humans) in an ecosystem › The basic processes by which genetic information is passed from one generation to the next › The conditions on the planets and their moons and varying impacts of space travel › Explore and describe the physical phenomena of electricity and the impact of various forms of electricity generation › The structure of the atoms of different elements › Investigate the chemical and physical properties of acids and bases

Assessment

Home Learning

We collect, analyse, and report on good quality assessment information that draws on a range of evidence to evaluate the progress and achievement of students. We like to build a comprehensive picture of the students’ individual learning styles and needs across the curriculum. Through providing constructive feedback, we guide the students towards their next learning steps and teach the skills required to achieve them.

Independent study is an important part of school life. In Years 7 to 10 students should regularly engage in independent study to further their learning. Regular independent study develops life-long routines and skills which will ensure success in the Senior School. Independent study is considered to be a period of focused learning which engages a student, or students, in curriculum based learning outside of set classroom time. Recommended time for independent study may be up to one hour per day for Years 7 and 8 and up to one and a half hours for Year 9 and 10 students. Students are encouraged to be flexible in their management of study requirements to allow extracurricular activities to be pursued.

Learning Enhancement and Enrichment The Learning Enhancement Faculty offers extension and support across the Middle School in a variety of ways. Learning Enhancement for students occurs both within and outside the classroom and is designed to best meet the needs of the individual and their specific area/s of difference. Qualitative and quantitative data is gathered from caregivers, previous schools, current teachers, and students to enable the LECK Faculty to identify and support those with learning differences. If you have any documentation or information to support your daughter’s need for learning enhancement, please make this available to us and you are more than welcome to make a time to meet the Head of Middle School Learning Enhancement.

Support or Extension may look like: › Targeted diagnostic assessment for identified students › Support/extension in class › Small group or individual tuition › LEC (Learning Enhancement Class) one to three periods per week for those students for whom a language is not a viable option. Gifted and Talented We have a rigorous identification process and once identified girls are added to our ‘Enrichment Beyond the Classroom’ Group. As part of this group they are overseen by our GATE Co-ordinator. There are a range of opportunities made available to them across academic disciplines. English Language Learning Students who are English language learners are offered extra support in English language acquisition through small group and individual programmes.

Previous school

Diagnostic report

Teacher

Parent

Student

Leck Centre for Learning Enhancement Data gathering includes: Class assessments Class work Observations External reports Parental feedback Student voice Leck battery of tests Lucid diagnostic tests Identification and support of student's individual needs

Support pathway

Independent pathway

Extension pathway

Senior Qualifications We collect, analyse, and report on good quality assessment information that draws on a range of evidence to evaluate the progress and achievement of students. We like to build a comprehensive picture of the students’ individual learning styles

and needs across the curriculum. Through providing constructive feedback, we guide the students towards their next learning steps and teach the skills required to achieve them.

The St Margaret's College Foundation Diploma Our Year 11 Foundation Diploma programme has been designed to take students through from Middle to Senior School, building on the specialist subjects they have been introduced to at Years 9 and 10 in preparation for moving into NCEA or the International Baccalaureate at Year 12. Across the Foundation Diploma, students will study English, mathematics and at least one science subject. In addition to this, they choose three further subjects from the wide range on offer. All girls will also spend two periods a week in supervised study, two periods a week engaged in a physical activity course, and a further two periods in Step-Up, a life skills programme leading on from RITE Journey. Students in Year 11 will be introduced to the content, concepts and skills required for success in both

NCEA and IB, and practise the types of assessment used in each. The Foundation Diploma ensures that academic rigour is maintained and built upon on Year 11, so that students can successfully transition into either of our Year 12 pathways. Each course will contain four assessments, which may include in-class work, homework projects and portfolios, class tests and formal examinations. Assessments will be weighed to give a total of 100 percent across the year. Within a subject, students will be given a grade for each individual assessment as well as an overall grade across the course, and a total out of 42 across all six subjects. Wider holistic elements of school life and personal development will also be recorded and reported on, including spiritual, culture, co-curricular involvement, character and leadership.

NCEA – The National Certificate of Education Achievement NCEA at St Margaret's College starts in Year 12 (Level 2) and continues through to Year 13 (Level 3). Each subject studied is assessed both internally by the St Margaret’s College staff and externally via examinations in November each year. Students choose six subjects in Year 12 and five subjects in Year 13.

Each course is assessed by Achievement Standards or Unit Standards, each worth a certain number of credits. Students are awarded Achieved, Merit, or Excellence grades for each standard, as appropriate, as well as the credit value.

IB – The International Baccalaureate Diploma Programme The International Baccalaureate Diploma Programme (IB) is a two-year course, studied in Years 12 and 13 as an alternative to NCEA. It provides an internationally-recognised qualification for entry into tertiary education in New Zealand or further afield. The programme develops inquiring, thoughtful, and knowledgeable communicators, who understand the benefits of taking risks, are open-minded, balanced, and reflective. Their approach to life beyond school is a global one. They develop a conscious, ethical, and forward-thinking mindset as they strive to play their small part in creating a better world. The programme is made up of three compulsory Core components and six subject groups. The students select one subject from each of the first five subject groups with one further choice, either

from the arts, or as a second subject from individuals and societies, sciences, or language. › Studies in language and literature › Language acquisition › Individuals and societies › Sciences › Mathematics › The Arts At least three of these subjects, but not more than four, are studied at Higher Level (HL), with the others at Standard Level (SL). While both are two year courses, HL has more content and requires deeper thinking. Please see the separate IB Diploma Prospectus for more details.

12 Winchester Street Merivale, Christchurch 8014 03 379 2000 stmargarets.school.nz

Middle School Handbook 2022

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Year 7

Year 8