Figure 1.--The secondary curriculum includes a wide variety of elective subjects, like the physics course these girls are taking.
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Figure 1.--The secondary curriculum includes a wide variety of elective subjects, like the physics course these girls are taking. |
The secondary curriculum at New Zealand schools varies somewhat from school to school. The schools seek to provides a challenging curriculum based on the New Zealand Curriculum Framework. At all levels students are extended academically, and those with learning difficulties are provided with appropriate support and specialist courses. Wherever possible, students are encouraged to enter national and international competitions in a variety of subjects. The college has achieved considerable success
in these competition. Students are assisted towards taking responsibility for their own study habit and task completion. Homework and assignment material is given at all levels, and work is expected to be competed to a high standard and handed in on time.
A typical program is as follows:
A large intake of students occurs at Year 9 at most schools and Year 7 at Catholic schools. Schools seek to provide a friendly atmosphere in the junior school. Schools beginning with Year 7 will generally keep the children with their class teacher for most of the day, where the younger children generally enjoy the security of one principal teacher. They begin to become accustomed to being taught by different teachers in specuialized subjects such as science, music, physical education and languages. Students at smaller schools, usually Catholic schools, may attend technology classes at local intermediate schools. Standard classes are often unstreamed with flexible ability groupings in certain subjects, although this varies from school to school.
Year 7 and 8: Students entering Year 7 pursue the academic program proscribed for intermediate schools. Many Catholic colleges take pupils beginning with Year 7, largely because of the smaller size of these schools.
Year 9: Students entering Year 9 (form 3) study a basically set course, but there are some electives and differences from school to school. One school requires Year 9 students to take 12 core subjects covering the 7 Essential Learning Areas and choose 2 other half-year extension subjects. Another schoolma has students at the Year 9 level follow a common course of study, including Maori language, but choose between Japanese and French as a second language.
Year 10: More options are available at Year 10. One school requies Year 10 (form 4) students to take the following subjects as part of their compulsory core programme: English, Mathematics, Social Studies, Science, Physical Education, Health, Careers Education and Technology. They also choose either one full year option and one half year option or three half year optoins. Another school has Year 10 students follow a common course of core subjects, as well as choosing a further three options from a range of over ten, including art, computer studies, economics, extra English, ESOL, French, graphics and design, Japanese, Latin, Maori, music, technology, and visual language (at least one language subject must be chosen). Year 10 students are able to sit appropriate Year 11 School Certificate subjects.
Students follow the New Zealand Education Framework with its designated Learning Areas with the addition of Religious Education. Students in year 11 and above
are involved in the National Qualifications Framework and are expected to enrol in external examinations offered at senior level.
Year 11: In year 11 (form 5) students can sit external examinations such as School Certificate, as well as some Unit Standards, internally assessed. Students enter the National Examination for their level (currently School Certificate). The National Qualifications Framework Unit standards are also
available across a variety of subjects. Able students are offered a range of extension courses.
Year 12 and 13: In year 12 and 13 (forms 6 and 7) students many specialized courses are available covering the National Qualifications Framework Unit Standards, Sixth Form Certificate, and University Bursaries. Many students undertake study across the levels.
Most secondary schools divide the school into a junior school (Years 9-11/forms 3-5) and senior school (Years 12-13/forms 6 and 7). Some schools such as the Catholic schools and area schools also have younger students (Years 7-8/forms 1-2) that in urban areas would attend intermediate schools.
The curriculum in the junior school, especially forms 3 and 4, is relatively standard. The common core curriculum for the first 2 years of secondary schools (forms 3-4) include: English, social studies, math, general science, health and physical education, music, arts and craft, and home economics. Some particularly strong academic schools, such as Auckland Grammar, may add subjects such as Latin or French. Optional courses vary from school to school depending on local circumstances.
Form 3 students usually study required English, maths, science, social studies, and physical education. Individual schools may require other courses such as Information Technology and Thinking Skills (Lincoln High School). Students also chose several optional courses (sometimes as many as six), such as agriculture, art, clothing, Japanese, keyboarding, Maori, media studies, workshop, and a variety of other subjects. These are usually short introductory courses designed to give students a wide range of experiences. Not all the subjects offered are run each year and they are constantly changing depending on the number of students attracted or student requests. [optional courses in Lin pro]
Form 4 students usually study the same courses (English, maths, science, social studies, and physical education) required for form 3 students Some schools may require some additional subjects such as health or thinking skills. Students also choose optional courses, but usually fewer more advanced courses.
Form 5 students usually study required English, maths, science, and physical education. Students also select a variety of optional courses depending on their academic skills and interests. The optional courses are usually fewer more advanced courses. Most students enter for School Certificate in form 5, but non-exam courses are available as an alternative.
The senior school curriculum is much more diverse with many options for the students to choose from. Senior students (forms 6-7) are given increasing opportunity to choose optional course offerings. New Zealand secondary schools, even relatively small ones, offer an amazing diversity of course offerings. Form 6 students have to take English. The less academically oriented may take extension studies. All students can choose from a variety of optional subjects which can vary from accounting, biotechnology, equine studies, performance music, transition education, and many other choices. Form 7 students have no required subjects, although the less academically oriented may take extension studies. The senior curriculum is designed to prepare students to study at Universities, Polytechnics and other tertiary institutions. Students prepare for national School Certificate examinations in Year 11, Sixth Form Certificate in Year 12 and University Bursary/Scholarship examinations in Year 13.
The curriculum offered by New Zealand schools varies somewhat from school to school, but because of MOE guidlines is quite similar. Click here to see a fairly standard course of study at a New Zealand secondary school.
Secondary schools organize their course offering in a variety of different departments. The most common departments and their basic approaches include:
Art courses are practical and involve students in making works of art. Written theory is rarely presented, but students are exposed to a variety of artistic works to demonstrate creative processes. Actual work varies from school to school, but often includes a variety of medium including bone carving, drawing, painting (oils, water colors, and mixed media, pottery, printing (screen and wood block), and others. Often the students work on set projects assigned by the teacher. A print making assignment, for example, may require that an animal, building, and object into a single image. A screen printing assignment may entail a design project, requiring students to carefully design a poster before executing it.
Commerce programs have changed significantly in recent years. Long gone are the days when commerce meant book-keeping, journals, commercial practice, and endless typing drills. Students are now encouraged to develop financial, economic, and keyboard skills. Typewriters are disappearing and been replaced with computers, primarily used to learn word processing as increasing emphasis is being placed on information management. Often local businesses are recruited to help sponsor programs to giving students the opportunity to apply skills in real and simulated business activities. A variety of national programs such as Young Enterprise and Mayalls' Business Challenge provide other practical experiences.
English: English programs seek to help students read and listen widely with understanding and provide opportunities to express themselves clearly, accurately, and effectively both in writing and orally. English instruction has also changed significantly. Grammar is not taught as a course, but instead integrated into a variety of course offerings. Many schools such as Marlbourgh Boys' College have made a media program an important part of the English department.
Graphics courses are designed to develop skills and concepts of communicating ideas by a variety of graphic mediums. Other courses provide practical experience in a variety of wood and metal crafts and technical areas. Many schools also offer horticulture courses.
Courses are offered on consumer education, house planning, laundry management, practical cookery, hygiene, entertaining, family health, clothing, and nutrition. While still predominately chosen by girls, many schools report increasing involvement by boys.
The languages offered vary from school to school and depend somewhat on the size of the school. The most commonly offered languages are French, Japanese, and Maori. Large schools may offer other languages such as German and Latin. Sometimes small groups of students desiring to take a course such as German can be accommodated through Correspondence School. Some schools, such as John McGlashan College, occasionally supplement the Correspondence School by occasionally bringing in native speakers or parents and staff with language capability. Latin, once a main stay, however, has been dropped at many schools. The courses are usually designed to be realistic and practical and usually include a study of the people and their culture. Many teachers have added imaginative activities to traditional methods. The Japanese teacher at Cashmere (Christchurch), for example, had her students set up a market and the students spent the period moved from store to store using their Japanese to purchase food, clothes, shoes, and other items.
Most schools have a separate Maori Studies facility, Te Whare Kura. Form 3 students take a Te Reo Maori short course to introduce them to the Maori language and culture. Many Pakeha students have negative attitudes toward Maoris which the course seeks to dispel by introducing them to Maori culture. The program also offers the opportunity for older students to learn Maori, both Pakeas and Maori students. While the Maori students may speak the language, but having attended English-language schools they often do not have a knowledge of the grammar and literature of their own language.
Figure 2.--Music is one of the most popular parts of the curriculum at many New Zealand schools. Besides the formal curriculum, many schools have several musical groups ranging from orchaestras to various pop bands. These boys at St Patricks are practicing for a concert. |
The music department offers a variety of options, including beginning and advanced courses offering some theoretical background, performance, musicianship, and related subjects. Schools also have a variety of special programs. McGlashan has form 4 forms produce their own radio shows. Participation in school music activities is encouraged.
PE programs tend stress the basics of the major sports popular in New Zealand. Many coed schools have implemented coed PE sports program. Such coed programs became common for sports such as basketball, hockey, and soccer during the 1980s. Several schools have now started to play coed touch (touch rugby). Lunch time competitions between intra-school teams are popular during lunch. Most PE programs include a variety of other activities. Sports popular with the students, such as mountain biking and surfing, have been included in the program at many schools. Other "team" activities such as tug of war and mince are often pursued. Some schools may have special activities such as experiencing blindness during Braille Week.
Entry level secondary students take gebneral science coursesm introducing to the scientific method and an introduction to the major desciplines. Basic couurses in biology, chemistry, and physics are offered to the older students. There are substantial differences un the science programs at New Zealand schools, depending on the size of the school. The science program, unlike some academic areas, is significantly affected by the physical facilities. An important part of the science program is the annual science fair.
This department includes a variety of subjects including: geography, and economics. Many schools have a variety of other course including courses such as classical studies, legal studies, women's studies, social education, and other subjects.
Transition courses are offered to help school leavers with a variety of practical skills as they make the move from school to tertiary education or a job. Each student is generally counseled individually. Students are assisted with job search activities and an extensive range of Link courses which introduces them to tertiary education and training. Many schools arrange Work Exploration experiences. Professional advise is provided on job applications, interviews, and curriculum vitae. Schools such as Marlborough Boys' High School help students prepare a Record of Achievement, a quality document available to school leavers which record their achievements in academic, cultural, sport, and other school activities and an appraisal of personal qualities. The transition department is responsible for the teaching of Core Generic Skills which include a variety of job-seeking and life skills to prepare students for the future. Many schools, such
as Lincoln High School, offer a variety of transitions to work, including work exploration, career programs, link courses, correspondence trade training, skill pathways, training opportunities program (TOPS), and job search.
New Zealand schools very substantially in the course offered. Many schools have fairly traditional offerings similar to those available at an American high school or a British comprehensive. Other schools offer a wide diversity of courses. A good example of the diversity of course offerings is Central Southlands College (Winton), a medium-sized rural school with about 600 students. The school offers more than 380 courses which such intriguing titles as: Relief and Intaglio Print making (Art), Enterprise and Profit (Commerce), Media Matters (English), Tourism Development in New Zealand (Geography), Environmental Design (Graphics and Technology), Winds of Change (History), Thinking About Food (Home Economics), Crêpes, Croissants, and Chocolate Eclairs (Languages), Living Mathematics (Mathematics), Performance Music (Music), Bash and Crash (Physical Education), Deer Production/Farm Machinery (Science), and Skills for Life (Transition).
Some New Zealand secondary schools offer a modular approach to course work. At the beginning of the year the students and parents are usually invited to an information evening with the staff to obtain information about the different courses. They normally select their courses about a 1-2 weeks later. Schools using this approach (Central Southlands) divide subjects and courses into units called modules. A module is a single unit of work, complete in itself, but in combination with additional units can complete a qualification. Modules are building blocks. They may stand on their own or they can be combined with other modules to complete a course. Some schools (James Hargest) use a modified module approach. Junior students (forms 3-4) take certain their core courses all year, but can select from several one term modules.
Many schools provide a variety of options beyond the normal curriculum:
Many schools offer English for Speakers of Other Languages (ESOL). This has proven necessary for those schools actively recruiting foreign students.
Enrichment activities: Many schools will programs during lunch on a volunteer basis. The activities may include clay modeling, creative writing, discussion groups (national and international issues), Spanish, and many others. Most schools have computer labs open during lunch and after school.
New Zealand secondary schools offer a wide range of work experience programs. These programs vary greatly from year to year. Some schools (James Hargest) provide a homeroom program with one day's work experience each week. Other schools (Ellsmere College) set aside a week in two terms for work experiences. Other experience programs include school-industry links and work experience/exploration.
Schools provide support for able students working on a variety of competitions associated with both academic subjects and extracurricular activities. (See "Activities.") This is particularly important for form 7 students preparing for university entrance.
Almost all New Zealand secondary schools have very advanced outdoor education programs. (See "Activities.")
Almost all schools have support programs in which teachers and/or other students offer assistance to students with special learning needs. Schools may offer individual and group study help. Often special reading assistance programs are available.
Tutoring: Individual tutoring is usually available for instrumental music as well as other subjects such as maths.
Modular Approaches
Options
English
Experience programs
Extension work
Outdoor education
Support programs
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