NEW PLYMOUTH BOYS' HIGH SCHOOL - TE KURA TAMATĀNE O NGĀMOTU - Your Introduction to New Plymouth Boys' High School
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NEW PLYMOUTH BOYS’ HIGH SCHOOL TE KURA TAMATĀNE O NGĀMOTU 2022 YEAR 9 PROSPECTUS Your Introduction to New Plymouth Boys’ High School 1
Content 3 Welcome 4 Why New Plymouth Boys’ High School? 5 School Vision 6 Uniform Regulations 7 Boys Do Better in Boys’ Schools 8 Internet and Computer Use 10 Timetable 11 Enrolment Process 12 Junior Curriculum 13 What is the difference between ADP and SiE? 14 Curriculum Outline 15 Year 9 Courses 49 Year 10 Courses 50 Our Facilities 52 Sport and Recreation 54 Cultural Activities 55 Itinerant Music 56 Te Haumaru Learning Centre and Special Education Needs 57 Guidance Department 58 Outdoor Edcation 59 Scholarships & Financial Assistance 60 School Rules Vision 62 School Information ‘Be The Example’ is our vision. We set the standard for the boys schools, not only in Taranaki, but in NZ. Our students 63 School Map set the standard and our staff set the standard. It’s not about following other schools, it’s about cutting our path, 64 innovating, Community and Schoolleading, being our own school, and one that others aspire to be like - not the other way round. It’s not about being arrogant, putting ourselves above others, but focussing on what we do and what we can control. 65 Connect With Us! 65 How to Apply Purpose As a secondary school we are required to teach The New Zealand Curriculum. We teach both content and values. We do this, not because the government tells us to, but because we want to set up our students to be successful in life and reach their potential. If they can realise their potential, they will be happy and achieve their goals. Happy, achieving members of our community, with good values, contribute positively to society. People who are contributing to society are making the world a better place. That’s why we do what we do. Improving the future is our purpose. Values Rather than lengthy value statements and words that no-one can remember, ‘Be the Example’, also clearly defines our values. ‘Be the Example’ encompasses everything like positivity, self-control, determination, respect, social responsibility and integrity to name a few. ‘Be the Example’ covers all aspects of school life, including (but not limited to) academic achievement, effort, uniform and how we treat each other. ‘Be the Example’ applies not only to the students, but staff and all those associated with the school. We are all accountable to being the example. No one is beyond or above the responsibility of being the 2 very best we can be.
Welcome to New Plymouth Boys’ High School Welcome to your school. Since 1882 NPBHS has been leading the way in the education of boys in a world-class environment. From the famous amphitheatre that is the Gully Ground, (the stage for the incomparable full-school haka), to the impressive 1,300-seat Ryder Assembly Hall. NPBHS is a modern learning environment where traditional standards of achievement and behaviour are expected. We also have a proud and high-performing hostel comprising 180 boys who live on-site in unique and rich surroundings. Our passionate and dedicated staff ensure NPBHS has an innovative and challenging curriculum which combines a testing academic programme with an exhaustive list of extra-curricular activities. lt is proven that many life-skills and values are obtained through participation in extra- curricular activities. Our sport and culture programmes enable all students to shine. We believe NPBHS prepares boys exceptionally well for life beyond school and sets a foundation for success. Values like self-control, optimism, determination, social maturity, and curiosity are woven throughout that preparation and are integral to a happy and fulfilled life. ‘Be the Example’ is our simple vision that covers all aspects of school life including (but not limited to) academic achievement, effort, uniform, and how we treat each other. ‘Be the Example’ applies not only to the students, but to staff and all those associated with the school. We are all accountable to Being the Example. No one is beyond or above the responsibility of being the very best we can be. If you are a parent/caregiver, you think carefully about your choice of school. Know that in your selection of NPBHS, you are choosing a school that doesn’t just aim for excellence, it demands it. I welcome contact from anyone, anytime, so please do not hesitate to get in touch with me if you have any questions. Mr Sam Moore Headmaster July 2021 3
2022 Year 9 Prospectus New Plymouth Boys’ High School is a striking school overlooking the city and the sea with a picturesque well-groomed site, many permanent buildings, and many handsome amenities which reflect the school’s history and confidence. Students are fortunate to work and play in spacious surroundings with park-like walkways, gardens and native trees. Supportive Staff Community A highly qualified, experienced, and enthusiastic staff who are dedicated to the school and its students, and as such take a full part in the sporting, cultural and recreational activities at the school which enhance the excellent teacher/student relationships in the classrooms. Vision ‘Be The Example’ is our vision. We set the standard Specialist classrooms for the boys schools, not only in Taranaki, but in NZ. The school has excellent well-equipped classrooms. Our students set the standard and our staff set the There are specialist facilities in Art, Photography, standard. It's not about following other schools, it's and Music, as well as wood and metal shops and an about cutting our path, innovating, leading, being our electronics room for Technology, and drawing rooms for own school, and one that others aspire to be like - not Graphics. There are a number of science laboratories, the other way round. It’s not about being arrogant, including those for Physics, Chemistry and Biology. putting ourselves above others, but focussing on what Horticulture/Agriculture is fortunate in having, not only a we do and what we can control. specialist room, but also adjacent gardens, shade-house Purpose and greenhouse. There is also a modern, well-equipped facility for Home Economics/Hospitality. As a secondary school we are required to teach The New Zealand Curriculum. We teach both content and The Information Technology block offers facilities values. We do this, not because the government tells which include the Cramond Library which boasts a full us to, but because we want to set up our students reference section, a wide-ranging collection of fiction to be successful in life and reach their potential. If and non-fiction, multi-media equipment, library search, they can realise their potential, they will be happy and and wireless access to the outside world. achieve their goals. Happy, achieving members of our community, with good values, contribute positively to society. People who are contributing to society are Excellent recreational and sporting making the world a better place. That’s why we do facilities what we do. Improving the future is our purpose. The school also provides excellent recreational and Values sporting facilities. There are 10 acres of playing areas Rather than lengthy value statements and words that within the school grounds, including fields for rugby no-one can remember, ‘Be the Example’, also clearly and football together with a water-based artificial defines our values. ‘Be the Example’ encompasses turf for hockey, pitches for cricket in the summer, and everything like positivity, self-control, determination, an indoor cricket wicket, all of which have changing respect, social responsibility and integrity to name a facilities nearby. Also adjacent to the changing facilities few. are two squash courts. These fields are supplemented by fields on the adjacent racecourse. In addition there ‘Be the Example’ covers all aspects of school life, are six astroturf tennis courts. The school possesses including (but not limited to) academic achievement, two gymnasia, the main one with a full-sized basketball effort, uniform and how we treat each other. ‘Be the court, six badminton courts with three volleyball courts Example’ applies not only to the students, but staff and a large viewing gallery. The second gymnasium and all those associated with the school. We are all also includes comprehensive weight-training facilities. accountable to being the example. No one is beyond Adjacent to this complex is a 25-metre swimming pool or above the responsibility of being the very best we with a large area for spectators. can be. 5
New Plymouth Boys’ High School Uniform Regulations When parents sign the enrolment form to enter NPBHS they are signing an agreement that they will do everything to ensure that their sons obey the stated uniform regulations. These rules also apply when the student is travelling to and from school. In particular: • The uniform of the school must be worn by all students and maintained in a clean and tidy condition. • Shirts are to be tucked in and socks are to be pulled up above the calf. Maximum of 4 finger widths from the back of the knee. • T-shirts or thermals worn underneath the school shirt must not be visible. • The NPBHS school jacket (purchased from the Uniform Shop) is the only jacket to be worn with the school uniform. The only exception to this is on wet days when full length waterproof raincoats may be worn to and from school. • Hair should be clean, groomed, a natural colour, of no more than moderate length, off the collar and away from the eyes. Extreme styles such as: dreadlocks, braids, No1’s, mohawks, colours, hair ties, raised hair, stripes or rats tails are unacceptable. • Students must always be clean-shaven. • Jewellery, other than a wrist watch, must not be worn to school. ie no necklaces, no wrist bands, no earrings (no facial piercing and/or no visible body piercing). No make-up or nail polish. • The wearing and/or displaying of headphones is only permitted at interval, lunchtime and before/after school. Ear bud (inner ear) type headphones are only allowed to be worn, not headphones which sit on the outside and/or cup the ear. NPBHS Uniform Shirt: Grey with monogram. Shorts: Charcoal shorts. The long surfie type are not acceptable. Jersey: Black with monogram. Jacket: School jacket. Sandals: Plain black and leather. Must have a strap around the back with no writing or advertising and worn with shorts only. Jandals are prohibited. Shoes: Plain black leather (must take a shine), not canvas skate shoes or sports shoe type. Socks: Black with bands in white and gold. PE Gear: PE shirt available from Uniform Shop. 6
2022 Year 9 Prospectus Boys do better in Boys’ Schools If you’re a parent exploring school options, you may be wondering about the value of single gender vs co-ed schools. Whilst research shows that both girls and boys do better in single-sex schools, the advantage for the boys is more significant. The facts: This information is based on a Ministry of Education survey. • That boys in boys schools achieved at higher rates than boys in co-educational schools. • This held true across all school deciles. • Māori and Pasifika students were more likely to leave school with qualifications in boys’ schools than in co-ed. A study showed similar results: Boys in boys school’s achieved higher results in NCEA at all levels than boys in a co-ed school. The rate of University Entrance was 15% higher for boys in a boys school than boys in a co-ed school. 90 80 Level 2 70 Level 2 60 50 UE 40 UE No 30 Qual No Qual 20 Boys Schools Co-Ed 7
New Plymouth Boys’ High School Internet and Computer Use BYOD (Bring Your Own Device) Device type for Years 9 and 10 Students in Years 9 and 10 who already own a device should bring it to school. For students who do not already own a device we recommend purchasing a Windows laptop as this will last them for several years and allow them to run specialist software. The main requirements for a device is one which: • is portable – low weight and small dimensions. • has a battery life of at least 4 hours. • has a robust cover or carry-bag. Note that the school policy is not to connect a student’s phone, or other device smaller than a 10” (25.5cm) screen size, to our wireless network. Students can access the school network via their school log-on and are given their own email account. They are expected to use the computers for school work and to follow all rules and expectations outlined in their computer-use contract. Violation of these rules is treated seriously by the school. The computer suite is open at interval, lunchtime and after school for any student to do schoolwork. After school, students may also use the computers for personal interest. Food and drink should not be consumed by students when in the computer suite. Students should bring their own devices to school for use in classes. If the teacher does not require the device to be used in a lesson, it should be turned off and kept in the student’s bag. For those unable to bring a device to school, the school has some laptops available to students to borrow during the school day. 8
2022 Year 9 Prospectus Frequently Asked Questions If your son already has a laptop or tablet at home What happens if my son’s device runs out of battery during the day? please feel free to use that. If it is an older device with poor battery life you may want to try it for suitability If students bring a device to school there are storage and charging before purchasing new. If you want to purchase a facilities in the IT Student Support area. This is located at the top of low-cost device then a Chromebook would be a good the stairs, in the foyer to the computer rooms. Also, students can choice for the core subjects of English, Maths, Science, charge devices in the library. Students need to use their school ID PE, and Social Science. For specialist subjects, he will card as ID for leaving and collecting their laptop. probably need a laptop rather than a Chromebook. Will my son be able to use his device in every class? A Windows laptop is ‘highly recommended’ as some If the teacher does not require the device to be used in a particular subjects use software that is specific to Windows OS. lesson, the expectation will be that it should be turned off and kept in the student’s bag. What type of Device for Year 11- 13 What software will need to be loaded onto the device? Once a student gets to his senior years he should For most uses the free Google Suite of docs, spreadsheets etc will be be using a Windows laptop that will meet the needs best. This will function on all device types. of any specialist requirements. Students will need Some courses have specific software which they require to be loaded to check with the HOD of the subjects as to what onto a student’s laptop. This is mainly senior courses. specialist software is used in their area. The school Can I connect my phone to the school network? recommends that departments use freeware as much as possible and so most departments are moving The current school policy is not to connect a student’s phone, or other towards utilising open-source software. However, device smaller than an 10” screen size, to our wireless network. some specialist software which runs on a Windows I have an old laptop at home. Will that be satisfactory? laptop is still needed - particularly Art, Graphics, If you have access to an older laptop it is worth trying it out to see if it Engineering, Computer Science, Digital Media, Music, will meet the requirements of the course. and Electronics. Can I play games on the school computers? You should be able to shop around and get a low- end laptop for around $800 on a special. For these All students using school machines are NOT permitted to have purposes we recommend that devices have 8GB RAM. computer games, exe files or videos (not related to school work) Some software used in Art, works better using 16GB stored in their H: drive on the school network. (One reason for this of RAM. policy is that we do not have space on our servers for anything other than educational work). After school, students may play online games Recommended Specifications for which don’t require downloading. Student Devices Is my computer insured by the school? • Wireless networking capability using 802.11g The school’s insurance does not cover damage to your laptop. Please (NPBHS provides filtered wireless access for check your personal insurance covers laptop damage at school and student use with their devices). travelling to and from school. • An audio-out port and earbud type headphones. I want to do a subject where a laptop is strongly recommended but • A minimum 4 hours of use from one battery charge. I don’t have one. • Chrome web browser installed to allow the Students will not be prevented from doing a subject because they do best access to Google Apps and other learning not have a device. The school runs a system whereby a student gets resources. a form signed by his parent. He can then collect a loan device for the day but must return it by the end of the school day as we have no You may also wish to consider these insurance once it goes outside the schoolgrounds. features: • A headset with built-in microphone. Do I need a ‘top of the range’ laptop? • A robust bag for the laptop is very important. Don’t Expensive laptops aren’t always the best when considering things let the laptop be put into the schoolbag along with such as damage, life expectancy, and changes to requirements. Also everything else unless it has a specially designed consider the battery replacement costs. A laptop costing around solid case. $800 is perfectly adequate for all subjects. 9
New Plymouth Boys’ High School Timetable First bell goes at 8.35am each day. Timetable below is a typical week and are subject to change with notice via Facebook and School App. Timetable Monday Tuesday Wednesday Friday Thursday’s Timetable 8.40am-9.00am School Huia Huia House 8.40am-9.35am Period 20mins Assembly rōpū rōpū Assembly 55mins 1 9.05am-10.00am Period Period Period Period 9.40am-10.35am Period 55mins 1 1 1 1 55mins 2 10.05am-11.00am Period Period Period Period 10.35am-11.05am Interval 55mins 2 2 2 2 30mins 11.00am-11.30am 11.10am-12.05pm Period Interval Interval Interval Interval 30mins 55mins 3 11.35am - 12.30pm Period Period Period Period 12.10pm-1.05pm Period 55mins 3 3 3 3 55mins 4 12.35pm-1.30pm Period Period Period Period 1.05pm-1.45pm Lunch 55mins 4 4 4 4 40mins 1.30pm-2.10pm 1.50pm-2.45pm Period Lunch Lunch Lunch Lunch 40mins 55mins 5 2.15pm-3.10pm Period Period Period Period No Assembly on Thursdays 55mins 5 5 5 5 Early Finish 2.45pm House Assemblies BARAK HATHERLY DONNELLY SYME VENUE: RYDER HALL VENUE: GRAEME DOUGLAS DR VENUE: PRIDHAM HALL VENUE: GYM 10
2022 Year 9 Prospectus Enrolment Process New Plymouth Boys’ High School does not have an enrolment scheme and as such will give consideration to any student whose parents make application for enrolment. No application at any level will be considered unless it is made on the prescribed enrolment form. Please visit our website for enrolment form. npbhs.school.nz Enrolment packages will be posted/delivered to contributing schools by the end of July 2021. Through the courtesy of the contributing school principals, enrolment, where possible, is completed at the local primary/ intermediate school, and for that purpose interviews will be conducted at the contributing schools mid-August. However, parents may, if they wish, enrol pupils directly at the school. In addition, parents of applicants for day-school enrolments who live beyond New Plymouth will also need to enrol directly at the school. In either case, parents must contact the school, please telephone (06) 758-5399, and arrange an interview. All enrolments involve an interview at which parents and pupil provide information and discuss with the Headmaster, or member of the senior staff, special needs or circumstances and the choice of subjects. Letters of acknowledgement for Year 9 enrolments will be sent by the end of September. Boarding Enrolment Applications for admission as a boarding student may be made and accepted at any time and applications should be made directly to: The Headmaster’s EA New Plymouth Boys’ High School Private Bag 2028 NEW PLYMOUTH, 4342 Students accepted into boarding will automatically be accepted into New Plymouth Boys’ High School. Enrolment of Year 9 boarding students follows a similar pattern, but the interviews are conducted at NPBHS. executive.assistant@npbhs.school.nz 11
New Plymouth Boys’ High School Junior Curriculum The New Plymouth Boys’ High School Junior Curriculum develops resilient, self-managing, hard-working thinkers who are actively engaged in on-going learning. There is a broad range of subjects offered based on student needs. Students are enabled to choose courses of study relevant to their pathways from Year 9 through to Year 13. The curriculum is complemented by specialist programmes, such as the itinerant music programme and TOPEC. Huia Rōpū (Huia Group) Reporting Every Tuesday and Wednesday morning between Parents/Caregivers receive a weekly Engagement 8:40am - 9:00am students meet in their Huia Report via email. This evaluation indicates your rōpū class (ie. B01) with their Huia teacher and son’s level of engagement in each of his classes. Huia student leader. This time is set aside for At the end of each term an Academic Progress the pastoral care of students from Years 9 - 13. Report is also produced which summarises It includes the delivery of important information general progress in relation to their average regarding the day-to-day running of the school, level of engagement. Finally, we offer ‘real-time’ the house competition, major school events reporting via the parent portal. This live reporting as well as working with students to plan their format means that academic skills, knowledge, future at NPBHS and beyond. Each Huia rōpū competencies, assessments, including NCEA has a teacher that facilitates pastoral care of our internal assessments, are communicated as they students as well as a student leader who helps are confirmed. This enables parents/caregivers mentor the students over the course of the year. to be as up to date on academic progress and The name “Huia rōpū”, derives from the Huia bird achievement as possible throughout the year. which is on our school crest. Homework Parent-Teacher Interviews Homework should be seen as an extension to The school conducts parent-teacher the day’s class, since it encourages the continuity of education, and establishes sound working interviews on two occasions during habits of independent study. Students should the year. have some homework, not necessarily written, This gives parents the opportunity to meet with to do each school night. If formal work is not their son’s subject teachers. These interviews set, students are encouraged to use the time to take place over the afternoon and early evening do some study. Years 9 and 10 could expect and involve both junior and senior students on approximately one hour per night and Years 11 - the same day. Your son is encouraged to be part 14 one to two hours each week night. of the interview. Interviews can be booked via an online portal. 12
2022 Year 9 Prospectus What is the difference between ADP and SiE? SiE and the ADP are two separate programmes that are offered at NPBHS. A student is able to select both SiE in their core subjects, and ADP as an option. Athlete Development Programme (ADP) The Athlete Development Programme (ADP) is an course that you can select as one of your three optional courses at Year 9. Students who wish to take part in the ADP will be invited to the testing on Wednesday, 17th November. Please return the application form by the end of Term 3. On the testing day, we test for speed, endurance, and strength and then you have a chance to play, or test your skills against your peers. The course is designed to develop fundamental skills, as well as good training habits and understanding. Please refer to the 2022 Prospectus on page 30 for more information about ADP. Athlete Development Programme Testing Wednesday, 17th November 12.30pm - 3.00pm Sport in Education (SiE) Sport in Education (SiE) is currently offered over three year- levels at NPBHS. The Year 9 and 10 programmes focus on skill development through thematic and integrated learning opportunities. The core subject teachers work closely together to offer dynamic and engaging content which is based around sport and movement as well as thematic and project-based work. For further information and if you would like to be considered for the Sport in Education Programme, please contact Michael Somers (06 758 5399) or email. michael.somers@npbhs.school.nz 13
New Plymouth Boys’ High School Curriculum Outline Year 9 Year 10 Level 1 Level 2 Level 3 COMPULSORY COURSES COMPULSORY COURSES COMPULSORY COURSES COMPULSORY COURSE SELECT 12 UNITS OF OPTIONAL COURSES English English English English (Full) or Mathematics Health Education Mathematics English for UE Literacy (Full) or FULL YEAR OPTIONAL Physical Education Mathematics Science or AgriScience English for Industry (Full) or COURSES = 2 Units Science Physical Education English Literacy (Half) Accounting Social Science Science SELECT 6 UNITS OF OPTIONAL COURSES AgriScience Tikanga ā kura Social Science SELECT 10 UNITS OF OPTIONAL COURSES Ancient Roman and Greek FULL YEAR OPTIONAL FULL YEAR OPTIONAL Civilisation (Classics) SELECT 1 FULL YEAR COURSE SELECT 4 HALF YEAR OPTIONAL COURSES COURSES = 2 Units COURSES = 2 Units Art Studio - Design Accounting Accounting Art Studio - Paint & LITERACY AND OPTIONAL COURSES AgriScience AgriScience Illustrate LANGUAGE COURSES A World of Reactions Ancient Roman and Greek Ancient Roman and Greek Art Studio - Photography Ancient Roman Civilisation Aotearoa History Civilisation (Classics) Civilisation (Classics) Athletic Preparation and and Language (Classics) Art Studio - Design AgriScience Art Studio - Design Applied Training Asia-Pacific Studies Art Studio - Paint & Illustrate Ancient Roman Civilisation Art Studio - Paint & Art Studio - Photography Biology English Language (ESOL) and Language (Classics) Illustrate Building and Construction Athletic Preparation and Extra English Athlete Development Athletic Preparation and Applied Training Business Studies French Programme Applied Training Biology Calculus Mandarin Body Works Business Studies Building and Construction Chemistry Spanish Beyond the Sports Field Computer Science Business Studies Computer Science Te Reo Māori Computer Science Calculus Digital Media Digital Media The History of War Chemistry Design and Print Drama Computer Science Drama Digital Media Economics Digital Media Earth and Space Science SELECT 1 HALF YEAR COURSE Drama English Language (ESOL) Drama Economics ARTS COURSES English Language (ESOL) Geography Earth and Space Science English Drama French Graphics Economics English for Film Māori Performing Arts Graphics Health English Language (ESOL) English Language (ESOL) Music Home Economics History Farm Management Farm Management Performance Music If I Could Rule the World Hospitality Furniture Making Furniture Making Visual Art Māori and Pacifica Art - Gateway Māori Performing Arts Gateway Geography Lino Carving and Drawing Metalwork Practical Graphics with Architecture Geography SELECT 1 HALF YEAR COURSE Māori Performing Arts Physical Education Graphics with Product Graphics TECHNOLOGY COURSES Mountains to Sea Science Design History Computer Science Moving into the Future Sound and Lighting Health Science Hospitality Digital Media Music Spanish History Māori Performing Arts Music Composition/ Te Reo Māori Hospitality Metalwork Practical Graphics Māori Performing Arts Technology Electronics Analysis Technology Electronics Physical Education Metalwork Practical Technology Metal Our Planet Technology Engineering Physics Outdoor Education Technology Wood Performance Music Technology Wood Physical Education Politics and Law Photography and Design Physics Science SELECT 2 HALF YEAR OPTIONAL COURSES Sculpture, Characters and HALF YEAR OPTIONAL Science Spanish Creatures COURSES = 1 unit Sound and Lighting Statistics OPTIONAL COURSES Sketching and Painting - Spanish Aotearoa History 1 Te Reo Māori AgriScience your choice Statistics Aotearoa History 2 Technology Electronics Athlete Development Spanish Te Reo Māori Armed Forces and Technology Engineering Programme Technology Electronics Te Reo Māori Police 1 Technology Engineering Woodwork Computer Science Technology Electronics Armed Forces and Woodwork Digital Media Technology Metal Police 2 HALF YEAR OPTIONAL Drama Technology Wood Athletic Preparation and HALF YEAR OPTIONAL COURSES = 1 unit Graphics Who Wants to COURSES = 1 unit Applied Training Aotearoa History 1 Home Economics be a Millionaire? Aotearoa History 1 Business for Trades Aotearoa History 2 Māori Performing Arts Aotearoa History 2 Commerce Armed Forces and Music Armed Forces and Cooking for Entertaining Police 1 Performance Music Police 1 Farm Management 1 Armed Forces and Protecting Taranaki Armed Forces and Farm Management 2 Police 2 Police 2 Space: The Final Frontier It’s All Greek To Me Athletic Preparation and English The Apprentice Metalwork Applied Training Financial Planning 1 The Geography of Music Practical Business for Trades Financial Planning 2 Disasters Financial Planning 1 Music Theory Hospitality The History of Sport Financial Planning 2 Outdoor Education Mathematics Technology Electronics Front of House Physical Education Mathematics (Statistics) Technology Metal Mathematics Robotics Music Practical Technology Wood Mathematics (Statistics) Sport Management Music Practical Music Theory Ultrafast Chemistry Woodwork Music Theory Physical Education Visual Art Physical Education Robotics Robotics Study 1 Sport Management Study 2 This is Sparta Tourism 1 Tourism 1 Tourism 2 Tourism 2 14
2022 Year 9 Prospectus Year 9 Courses Compulsory Courses All Year 9 students study the following compulsory full year courses: English Mathematics Physical Education Pages 16 - 21 Science Social Science Tikanga ā Kura Compulsory Literacy and Language Courses All Year 9 students must select ONE full year course which supports their literacy development: Ancient Roman Civilisation & Language Asia-Pacific Studies English Language (ESOL) (Classics) 22 - 23 Pages Extra English French Mandarin Spanish Te Reo Māori The History of War Compulsory Arts Courses All Year 9 students must select ONE half year course which supports their creative development: Drama Māori Performing Arts Music 24 - 25 Pages Performance Music Visual Art Compulsory Technology Courses All Year 9 students must select ONE half year course which supports their technology development: Computer Science Digital Media Graphics 26 - 27 Pages Technology Electronics Technology Metal Technology Wood Optional Courses Student must choose TWO half year optional courses, but they MAY NOT repeat a choice from those selected above in Compulsory ‘Arts’ and ‘Technology’ courses: AgriScience Athlete Development Programme Computer Studies Digital Media Drama Graphics Home Economics Māori Performing Arts Music 28 - 48 Pages Performance Music Protecting Taranaki Space: The Final Frontier The Apprentice The Geography of Disasters The History of Sport Technology Electronics Technology Metal Technology Wood Ultrafast Chemistry Visual Art 15
English About this Course Year 9 English (9ENG) is Compulsory. Course Overview The Faculty English is a compulsory core subject taken by all Year 9 students. The course has a strong focus on reading and writing, through the use of interactive, interesting texts. The aim is for students to enjoy the subject, whilst developing their skills and confidence in a wide variety of language situations. Content Assessment Students study a range of language and literature including: Assessment is carried out in a variety of forms. While novels, short stories, poetry, drama, film and visual texts. teacher assessment remains a crucial part of the course, There is a strong focus on New Zealand texts. peer assessment encourages students to take control of The study of unfamiliar text, and encouraging students to their own learning. This is reinforced by regular feedback develop the knowledge and skills to respond to language from the teacher. in a wide variety of contexts, is also integral to the course. During the year, common assessments are conducted Students are expected to engage in independent reading to monitor student progress. These assessments enable beyond the classroom. teachers to determine students’ progress and to prepare them for successive years in English. Skills • Critical Thinking • Reading • Writing • Listening • Reading • Use of information technology in a range of activities. • Self-management - including planning, homework, participation, and work completion. 16
Mathematics About this Course Year 9 Mathematics (9MAT) is Compulsory. Course Overview The Faculty The ability to problem-solve and make everyday decisions is aided by applying mathematics such as: developing a savings plan, living on a budget, quickly calculating a discount, checking that you have been charged the correct amount, or costing out a DIY project. The range of teaching styles, methods and content allow Content and Skills us to cater to the individual needs of our students, as well The way in which Mathematics is taught has progressed to as exposing them to the vast array of skills required in our meet the demands of the modern world and the changing constantly changing world. needs of our boys. It is our goal to create an enjoyable experience of mathematics Assessment for our students by employing a range of teaching strategies, A variety of testing methods are used to gain information as and to provide them with more meaningful and relevant to how students are progressing. These methods include learning opportunities. These include: the use of PAT and curriculum-level class tests. Alongside • Team teaching (teachers work together with a class and these tests classroom teachers use ongoing formative organise students into learning groups that best suit their and summative assessments such as investigations and needs). projects. • Practical application of mathematical skills in “real life” scenarios. • Thematic teaching (such as the sport in education programme, which teaches using a sporting context, design and build projects, following a building project from start to finish). • Project based learning (Statistics in the real world, eg: understanding the Real Estate market). • Digitally-based/online assignments (through Google Classroom). 17
Physical Education About this Course Year 9 Physical Education (9HPE) is Compulsory. Course Overview The Faculty All Year 9 Physical Education students will take part in a broad range of activities to better prepare them for an active lifestyle. Content and Skills Uniform • Team Building (Orientation and Adventure-based learning) All students will be required to purchase and wear the • Fundamental Movements (Strength & conditioning) school physical education T-shirt and shorts. • Anatomy (Basic bones and muscles) • Team Culture (Interpersonal skills) • Hauora (Total Well-being) • Games from other cultures (Celebrating diversity) • Social responsibility (Summer sports) Assessment Students progress will be assessed using a variety of methods including: • Development of movement skill. • Written assessments including tests and take-home projects. • Self and peer assessment. • Teacher observation. 18
Science About this Course Year 9 Science (9SCI) is Compulsory. Course Overview The Faculty Year 9 Science is a subject where skills and knowledge are learned through practical investigation. Each content area is taught so that the theoretical aspects of Science are given in “real life” examples. Content Communicating in Science Units studied include: • To be able to write concise and accurate reports, and • An introduction to Science. discuss their implications. • Chemistry. • To record observations and measurements. • Physics. • To be able to locate information. • Biology. • To evaluate information sources. • Astronomy. Understanding in Science • Science Fair. • To be able to identify trends and relationships in recorded observations and measurements. • To be able to use organised data and scientific ideas. Assessment • To be able to understand scientific concepts. A variety of assessments will be used. Participating & Contributing in Science Reports, practical work, and formal testing will help students • To be able to present the results of investigations. measure their learning. • To be able to discuss a viewpoint on a scientific issue. All students are expected to develop science fair entries. • To be able to work as part of a team. • To use scientific ideas in the real world. Skills Investigating in Science • To plan a scientific investigation. • To design “fair tests”. • To collect and process accurate data. 19
Social Science About this Course Year 9 Social Science (9SSC) is Compulsory. Course Overview The Faculty Social Science in Year 9 is made up of two modules. Each of the modules cover aspects of Commerce, History, and Geography; the subjects that make up the core of Social Sciences in the senior school. Students are taught and encouraged to be interested and informed learners and to think critically of the world they live in. • Mana motuhake Content • Te Tiriti o Waitangi Financial Education: Students study the ways in which • The State and the people individuals,communities, and nations participate in economic • The State and the Pacific activities. They learn about consumption, production and Comparisions will be made to other indigenous histories distribution. within the Asia-Pacific region. Topics covered: • Budgeting • Banking • Borrowing Assessment • Kiwisaver The assessment will be in the form of an end-of-unit test. Students will have to complete a social inquiry, which Indigenous Histories: Students study past experiences, events, involves students collecting and analyzing information. and actions. They investigate how interpretations of historical Students will then examine different value-positions and events change over time. This module covers aspects of the come to a conclusion about the impact of decisions on new Aotearoa New Zealand Histories curriculum. society. Topics covered (a selection of the following): • Migration and mobility • Identity • International conflicts • Land, water, and resources 20
Tikanga ā kura About this Course Year 9 Tikanga ā kura (9TKI) is Compulsory. Course Overview The Faculty Tikanga ā kura is a compulsory course that all Year 9 students will experience throughout the year. Each student will receive one period of Tikanga per cycle where they will be introduced to a range of values associated with Te Ao Māori. Content Skills The course intent is to study the various concepts through • Develop satisfaction and self-esteem from learning a Māori lens and in turn, encourage students to make Tikanga Māori. connections to their own values and views. Activities could • Develop knowledge and understanding of what makes include pair/group/class discussion, journalised logging of NPBHS unique. their learning, exploration of local pā sites and understanding • To show a respectful and responsible attitude to learning of their significance. the ideals and philosophies of Māori Tikanga. By using a range of activities, it is hoped to keep interest high * To reflect on their own culture and customs. in the subject to challenge the students to engage in their school’s heritage and build a sense of pride of who they are Assessment and their connection to the school. Ongoing anecdotal assessments will be made throughout We will be exploring the following concepts: localised the unit. Curriculum, through to Atiawatanga (but not limited to): • Whanaungatanga - relationships and connections. • Tuakiritanga - identity. • Tūrangawaewae - place of standing, belonging. • Wāhi hirahira - important places. • Ngā korero o te kura - stories of the school. • Tangata rongonui - important people. 21
Compulsory Literacy and Language Courses All Year 9 students must select ONE course which supports their literacy development. Ancient Roman Asia-Pacific English Civilisation and Language (Classics) Studies Language (ESOL) Course Overview Course Overview Course Overview You’ve heard of the movies Gladiator, The Pacific Ocean is the largest ocean This is for students whose first language 300 and Pompeii. Now start to learn on earth. In this course you will look is not English. This includes international about the world they took place in! In at some of the places and cultures students, and students who are either this course you will look at the classical that border this vast stretch of water. permanent or temporary residents in world through the study of ancient It will focus on different countries and New Zealand. Greek and Roman daily life, government, cultures, with in-depth studies of our entertainment, art and architecture. closest neighbours in the Pacific. The Belief systems will also be studied course will be made up of three key through religion and mythology as well as aspects: history, geography, as well as historical events such as the eruption of culture and language. Mount Vesuvius. 22
Extra French Mandarin English Course Overview Course Overview Course Overview This option is designed for students who An introduction for students to the Students will learn to understand struggle with English. The focus will be French language and daily life of simple spoken Mandarin (Chinese) and on the building blocks of English such as French-speakers from around the world. to speak in simple sentences about grammar, punctuation, vocabulary and a variety of topics. Students will learn spelling. Strategies to improve reading, everyday phrases and expressions writing and comprehension will be which will be useful in any contact with integral to this course. Mandarin speaking Chinese. Students will also learn to read and write in simple Mandarin characters as well as learn about the culture and people of the countries where Mandarin is spoken. Spanish Te Reo Māori The History of War Course Overview Course Overview Course Overview This course introduces students to Te Reo Māori is a subject that World history is littered with war and the language and culture of Spanish- encompasses a range of skills and conflict. In this course, you will look at speaking people both in Spain and South values associated with Te Ao Māori. different periods in world history looking America. Students develop the ability to The course’s main focus is to develop at why conflicts came about, how they understand and communicate in simple a standard of conversational Te Reo were fought, and the consequences Spanish and to appreciate the Hispanic Māori that students can use in everyday of conflict. It will also look at the role way of life. situations. changing technology has played and how Activities could be simple, to Mau Rakau people and society were affected. Time skills, Māori cooking, localised history, will also be taken to explore NPBHS’s traditional Māori games, learning haka, involvement in WWI, WWII, and other and waiata. conflicts. 23
Compulsory Arts Courses All Year 9 students must select ONE course which supports their creative development. The Arts courses are the same courses as stated later in the option section of this Prospectus. Students may not select the same course twice, however, if there is a second Arts course they wish to study, they may select it as an option. 24
Drama Māori Music Performing Arts Course Overview Course Overview Course Overview This course provides an opportunity This course is an introduction into Māori This is a practical course that involves for students to develop their personal Performing Arts, it provides tauira with basic guitar/keyboard playing and a little confidence. An immensely practical course, a significant bicultural dimension to music theory. Drama looks to encourage students school life. This course will give tauira the This course is designed to actively involve to explore their voice, body-language, opportunity to develop their knowledge students in the creative process and to movement, and use of space. and understanding of tikanga and Te foster an appreciation for Music. During Students will have the opportunity to Reo Māori. Tauira will work in Māori and this course the students will learn basic perform and will learn the ins and out of a English through simple topics such as playing. dramatic performance. haka, mōteatea, waiata-ā-ringa, mau rākau, This half-year course is not intended for This course will provide a clear platform tākaro Māori, and pōwhiri. the student who wants to pursue NCEA into pursuing Drama at NCEA Level 1. Music theory in the senior school. Performance Visual Art Music Course Overview Course Overview This course is designed for the music The Year 9 course is practical, hands on, student who already plays a musical and provides opportunities for students to instrument and wishes to be in a band. be creative, take risks, and problem-solve. Students who already play a musical The Art department values student instrument may want to begin learning agency and offers group and individual another instrument. The emphasis is on activities. It recognises learning is not a reading music and practical development linear or scripted activity, but it should leading to NCEA Music. have personal meaning, be challenging Students are also recommended to have and fun. practical music lessons either through “Art enables us to find ourselves, and lose the itinerant programme or privately ourselves at the same time”. should they wish. Thomas Merton 25
Compulsory Technology Courses All Year 9 students must select ONE course which supports their technological development. The Technology courses are the same courses as stated later in the option section of this Prospectus. Students may not select the same course twice, however, if there is a second Technology course they wish to study, they may select it as an option. 26
Computer Digital Graphics Science Media Course Overview Course Overview Course Overview The focus of Computer Science is to The focus of Year 9 Digital Media is to Graphics is the subject of visual begin to develop an understanding begin to develop the skills involved in communication through drawing, design, of the skills needed for coding and creating a range of media including: web and presentation techniques. Any student programming. By the end of the course, design, coding, graphic design, coded considering a career or vocation where students will write code in Python and animation, and video creation. design, drawing, or the interpretation of use drag-and-drop programming. drawings is required should consider taking the subject. Freehand sketching, technical drawing, and the use of three- dimensional computer-aided modelling, along with design and presentation skills, are all used for portfolio assessment. Technology Technology Technology Electronics Metal Wood Course Overview Course Overview Course Overview Students in Technology Electronics will This course will develop skills and In Technology Wood the students have the option to show innovation to knowledge through the process of produce a range of outcomes based in resolve real problems. Using computer making a product within an engineering a workshop. The main project is a BBQ modelling they will produce electronic workshop. tote box. products. Projects can include moisture It will introduce students to sketching In consultation with parents and other sensors using transistors and multi- and drawing skills used in an engineering stakeholders, the boys design, plan the purpose alarms using 555 timers. environment and also important skills construction and develop the outcome of From Year 10, students are introduced such as planning, evaluation and their BBQ tote, to their own brief. Quality to microprocessors that require managing themselves and others while control and evaluation of the outcome, by programming. producing a hand-built product within a the students, is key in producing a project school workshop. that meets specifications. 27
Optional Courses Student must choose TWO half year optional courses, but they MAY NOT repeat a choice from those selected in Compulsory ‘Arts’ and ‘Technology’. 28
AgriScience About this Course Year 9 AgriScience (9AGR) is Optional. Course Overview The Faculty The primary industries are the backbone of New Zealand’s economy and our way of life. AgriScience is an applied science where students have the opportunity to learn by having hands-on experiences. Communicating in Science Content • To accurately record observations and measurements. Learn about the exciting science behind New Zealand’s • To be able to write a concise report based on written primary industries. We will focus on sustainable, community- information and/or practical work completed. based initiatives that can be used in home gardens and Understanding in Science commercial agriculture. NPBHS is exceptionally well- • To be able to understand scientific concepts and apply it resourced with a market garden, livestock and hydroponics. to real life context within the primary industry. You will be involved in “pasture to plate” projects, hands-on experiences and the science of plant and animal production. Participating and Contributing in Science Be part of a future-focused course that will give you the skills • To be able to work as part of a team in a sensible and you need to launch an amazing career in this fast-developing safe manner. industry. • To be able to make real-life connections from scientific concepts taught. Skills • Animal husbandry. Investigating in Science • To plan a scientific investigation in an Ag/Hort Science Assessment context. A variety of assessments will be used to measure students’ • To collect and process accurate data. progress: reports, formal tests, practical and project-based work ensure a range of learning styles is catered for. 29
Athlete Development About this Course Programme Year 9 Athlete Development Programme (9ADP) is Optional. Course Overview The Faculty The course is designed to develop fundamental skills, strength and conditioning, good training habits, and develop the required mindset for successful participation in sport. Athlete Development Programme Content and Skills Students who have an interest in sports will be able to apply • Fitness testing. for entry into the Athlete Development Programme option • Strength and conditioning. course. Selection for sport specific classes will be made • Sports-specific tactics, strategies, and skills with highly following the skills and fitness testing afternoon in term 4. qualified and experienced coaches. The course is designed to develop fundamental skills, strength • Sport psychology: and conditioning, good training habits, and develop the - Highlighting achievement. required mindset for successful participation in sport. - Being brave. - Solving problems. There is a strong focus on self-sufficiency where students are • Injury prevention and management. expected to track their own well-being, to report and monitor • Nutrition and hydration. their health and fitness and to seek support when required. • Long Term Athlete Development (LTAD). Participation in this course will develop a high level of understanding of what is required to become a successful sportsman and a quality young man. To select this course, you must Prerequisites complete the Athlete Development Entry to the Athlete Development Programme course requires: Programme application form. • Application at Year 8. • Attendance at a Year 8 skills & fitness assessment open Athlete Development Programme Testing day. Wednesday, 17th November • Playing for the school in their chosen sport. 12.30pm - 3.00pm 30
Computer Science About this Course Year 9 Computer Studies (9COS) is Optional. Course Overview The Faculty The focus of Computer Science is to begin to develop an understanding of the skills needed for coding and programming. By the end of the course, students will write code in Python and use drag-and-drop programming. IT Requirements Skills This course is designed for students to be able to complete Students will learn and develop: using a Windows laptop. Classroom desktops are also • Coding structures and how to apply them in a program - available for those without a laptop. All software is open sequential statements, loops and conditional statements source so will be free for students to download and install. • Writing a computer program using drag and drop and a Note: Students can take just this course, or combine with the 9 text-based language. Digital Media course as the content is different. • Logical application of skills to a new problem • Research skills and time management in developing a project. Content • Independent learning. Students develop digital literacy skills that transfer across all • Knowledge of technology-specific language and its curriculum areas. Project work will allow students to improve meaning. their understanding of how to apply skills and knowledge in a creative and original way. The main areas of learning are: Assessment • Develop digital literacy skills in research. • Students will be evaluated on both their practical work • Gain an understanding of good file-management practices. and written work. Students choose a topic or combine • The three main structures which make up good several topics to create a project. Students may also programmes will be investigated using a drag and drop enter online competitions which is based on computer programme. science problem-solving. • Coding and problem solving using online programming • Problem-solving in computer science areas. interfaces. • Evaluating design ideas. • Writing code in Python. • Planning and managing their own project. • Creating a game in Scratch programming. 31
Digital Media About this Course Year 9 Digital Media (9DIG) is Optional. Course Overview The Faculty The focus of Year 9 Digital Media is to begin to develop the skills involved in creating a range of media including: web design, coding, graphic design, coded animation, and video creation. All software is open source, so will be free for students to Content download and install. The focus of Year 9 Digital Media, is to begin to develop an Note: Students can take just this course, or combine with understanding of the skills involved in researching, designing, the 9 Computer Science course as the content is different. and creating a range of media including web pages, graphic images and animations. The students will develop digital literacy and project skills that transfer across all curriculum Skills areas. Project work will allow students to improve their Students will learn and develop skills in: understanding of how to apply skills and knowledge in a • Creating and editing images. creative and original way. • Learning html tags and basic inline css. The main areas of learning are: • Understanding digital communication. • Graphic design. • Finding information. • Web design and coding using html and inline css. • Storing and retrieving information • Digital literacy and visual communication. • Creating animation. • Research. • Collaboration. • Simple animation including coded animation and video • Project management and problem-solving. creation. • Project work - Propose, design and make. Overview of software and assessment • GOOGLE APPS - Introduction task. IT Requirements • Notepad ++/Atom-Coding. This course is designed for students to be able to complete • CANVA & GIMP - Poster Design. using a laptop. School desktop computers are also available. • WEVIDEO - Animation & video. 32
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