MIDDLESCHOOLYEAR 10 AND YEAR 11

COURSES OF STUDY

MIDDLE SCHOOL CURRICULUMThe middle years of schooling can be challenging for some students as they begin the physical, social, emotional and intellectual changes associated with early adolescence. Engagement and challenge are at the heart of our Middle School programme.

Our learning programme has a particular emphasis on developing understanding. The sense of achievement that our students gain from these programmes provides a strong academic foundation from which to approach their senior courses of study, confi dent that their work ethic, ability and passion for learning will equip them for a successful future.

In 2020 Year 10 students will begin an 18-month course of study in the International General Certifi cate of Secondary Education (IGCSE).

In 2020 Year 11 students will begin a 12-month course of study in IGCSE. Students select a course of English, Mathematics and three or four other subjects.

Please note that IGCSE grades do not earn University Entrance points but Mathematics at this level provides the numeracy requirement for tertiary entrance.

Students planning to enrol in tertiary studies overseas should check the numeracy and literacy requirements for their intended course of study.

Prerequisites: Students should check for required Pre-requisites to enter any course of study.

ACCOUNTINGAccounting gives students the tools to make real-life financial decisions in a constantly changing and uncertain world. It is the process of preparing and communicating financial information to a wide range of users. Accounting enhances financial literacy and helps individuals and organisations to be accountable to stakeholders for their actions. In addition to being a core prerequisite for almost every commerce degree in Australasia, accounting skills are important in all industries and highly valued in university graduates.

IGCSE ACCOUNTING

IGCSE Accounting is a beginner course that provides an excellent foundation for advanced study, covering the following topics:

• Principles and purposes of accounting for anindividual, business, non-trading organisation andsociety as a whole

• Skills in numeracy, literacy, communication,enquiry, presentation and interpretation

AGRICULTUREThis course aims to provide an appreciation of Applied Science and show that efficient and sustainable farming can be both profitable and rewarding. Course content:

• General agriculture

• Soil

• Principles of plant growth

• Crop production + protection (2 topics)

• Livestock anatomy and physiology

• Livestock protection and health

• Pasture management

• Livestock and crop breeding

• Farm structure and tools

The grade for this course consists of an examination worth 70%, and the coursework at practical assessments worth 30% of the grade. This includes a practical investigation similar to Science Fair.

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BIOLOGYBiology is the study of living organisms and the interactions they have with their environment and with each other. It provides young people with reasoning skills, an understanding of themselves and other living creatures and the ability to use scientifi c methods of investigation.

Biology is highly relevant today with the rapid progress in medicine, genetics, food, agriculture and environmental issues.

IGCSE BIOLOGY

With an emphasis on human biology, the Biology syllabus helps students to understand the technological world in which they live and take an informal interest in science and scientifi c developments.

Students gain an understanding of the basic principles of biology through a mix of theoretical and practical studies. They also develop an understanding of the scientifi c skills essential for further study.

Students will study the following:

BUSINESS STUDIES Business Studies provides insights into the integral role of business in society and the economy. It is a useful foundation for future study or careers in areas such as accounting, commerce, law, business management, marketing, fi nance, accounting, tourism, IT and resource management. Business education represents the broader picture of industrial and commercial activity, incorporating aspects such as marketing and human resources as well as encompassing economic theories and fi nancial management.

IGCSE BUSINESS STUDIES

At this introductory level of Business Studies, students will cover:

• Different forms of business organisations

• Different environments in which businesses operate

• Critical role of people and teamwork in business functions

• Communication skills to support arguments with reasons

• Analysis of business situations and how to reach decisions

• Business functions such as marketing, operations and fi nance

• How to calculate and interpret business data

• Characteristics of classifi cation of living organisms

• Organisation of the organism

• Movement in and out of cells

• Biological molecules

• Enzymes

• Plant and Human nutrition (2 topics)

• Transport in plants and animals (2 topics)

• Disease and immunity

• Gas exchange in humans

• Respiration

• Excretion in humans

• Co-ordination and response

• Drugs

• Reproduction

• Inheritance

• Variation and selections

• Organisms of the environment

• Biotechnology and gender engineering

• Human infl uence on ecosystems

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DESIGN TECHNOLOGY Technology is intervention by design to expand human possibilities. Almost every aspect of daily life – food, healthcare, transport, communications, entertainment, our work and home environment – uses technology. This technology is constantly evolving - today’s ‘new technology’ may be superseded tomorrow or in a year’s time. New Zealanders have long been technological innovators and creators. Our economy has been driven, and still is, by creative problem-solvers, designers and inventors.

Technology students learn to make informed choices about the use of technology and to consider the impact of technological change on our world. The study of technology gives students skills that can be used to bring about change in their own lives and communities at the national or international level and opens up a wealth of future career opportunities.

IGCSE DESIGN TECHNOLOGY

At Years 10 and 11 the Design Technology course gives a strong foundation for students to build on in their senior years.

The students gain skills in three main areas:

• Designing products, including using Computer-aided Design (CAD)

• Design process including evaluation of productsand outcomes

• Manufacturing processes making 3D modelsusing a range of materials.

This is a great lead-in to AS / A Level DesignTechnology, providing students with hands-on experience and a good base of knowledge of materials and processes.

Assessment is 50% coursework, and 50% examination.

CHEMISTRY Chemistry is concerned with the accumulation of knowledge about the behaviour of substances and their conversion into new substances. Many of the challenges facing our world today will be remedied by solutions that call on chemistry for answers. Chemistry is the cornerstone of science and consists of four main disciplines:

• Physical Chemistry

• Inorganic Chemistry

• Organic Chemistry

• Analytical Chemistry

For students considering future studies or career path-ways in sciences or applied sciences, chemistry is an important foundation.

IGCSE CHEMISTRY

Introduction to Chemistry: This course recaps and then builds on material covered in Year 9. The topics covered during the year involve all four chemistry disciplines. Topics include:

• Separation techniques

• Kinetic theory

• Atomic theory

• Periodicity

• Quantitative chemistry

• Thermochemistry

• Rates of reaction

• Equilibrium

• Redox reactions

• Electrochemistry

• Acid/base chemistry

• Qualitative analysis

• Metals

• Organic chemistry

• Air and water

• Industrial Chemistry

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ENGLISH English lies at the heart of our experience of the world. An understanding of the language and its literature is essential in almost all aspects of life. All careers demand an ability to critically analyse written material and to articulate one’s conclusions. We learn English to help us write and speak the English language clearly, accurately, fl uently and with expression. Studying English exposes students to the power of literature and language and it is an asset for a future career in any profession that places a premium on communication skills.

*Note: Years 10 and 11 students enrolling in IGCSE can choose either IGCSE English Literature or IGCSE EnglishFirst Language English.

IGCSE ENGLISH LITERATURE

In this course students are encouraged to read, interpret and evaluate literary texts, developing their ability to:

• Understand texts in terms of literal meaning,relevant contexts and deeper themes or attitudes

• Recognise and appreciate the ways in whichwriters use language to achieve their effects andto communicate an informed personal response

• The syllabus also encourages the exploration ofwider and universal issues, promoting learners’better understanding of themselves and of theworld around them

Component 1: Poetry and Prose Component 3: Drama – open text (Shakespeare) Component 4: Unseen text

OR CAMBRIDGE IGCSE FIRSTLANGUAGE ENGLISH This course enables students to:

• Develop the ability to communicate clearly,accurately and effectively when speaking andwriting

• Use a wide range of vocabulary and the correctgrammar, spelling and punctuation

• Develop a personal style and an awareness of theaudience being addressed

Cambridge IGCSE First Language English also develops more general analysis and communication skills such as inference and the ability to order facts and present opinions effectively.

Paper 2: Reading passages (extended)Paper 3: Directed writing and composition

Component 4: Unseen text

Paper 2: Reading passages (extended)Paper 3: Directed writing and composition

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GLOBAL PERSPECTIVES & RESEARCHYoung people face unprecedented challenges in an interconnected and information-heavy world, not least in how they will gain a sense of their own active place in the world and cope with changes that will impact on their life chances and life choices.

IGCSE GLOBAL PERSPECTIVES & RESEARCH

In IGCSE Global Perspectives, students will have opportunities to acquire and apply a range of skills to support them in these challenges, including:

• Researching, analysing and evaluatinginformation

• Developing and justifying a line of reasoning

• Refl ecting on processes and outcomes

• Communicating information and reasoning

• Collaborating to achieve a common outcome

Candidates explore stimulating topics that have global signifi cance. They learn to communicate with others from another culture, community or country. They assess information critically and explore lines of reasoning. They learn to direct their own learning and develop an independence of thought.

Cambridge IGCSE Global Perspectives emphasises the development and application of skills rather than the acquisition of knowledge. Students develop transferable skills that will be useful for further study and for young people as active citizens of the future.

GEOGRAPHY Geography is the study of the environment as the home of people. It seeks to interpret the world and how it changes over time - past, present and future. It explores the relationships and connections between people and their natural and cultural environments.

Geography investigates the ways in which features are arranged on the earth’s surface. It describes and explains the patterns and processes that create them. Students learn to think spatially and use maps, visual images and new technologies to obtain, present and analyse information. The study of geography is highly valued across a number of different professions and industries and is becoming increasingly important due to the complex challenges facing people and their environments. Map reading and geographic skills are integral to the course, but no prior knowledge is needed.

IGCSE GEOGRAPHYIntroduction to Geography

This course is a comprehensive introduction to Geography at a global scale. Topics include:

• Plate tectonics

• Tourism

• Weather instruments

• Climate

• Farming systems

• Rivers and Coasts (2 topics)

• Settlement and population studies

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MATHEMATICS Mathematics education is focused on helping students develop a belief in and an understanding of the value of mathematics and its usefulness to them. We want to nurture confi dence in students’ mathematical abilities, foster a sense of personal achievement, encourage a continued interest in mathematics and enable students to cope confi dently with the mathematics of everyday life. Mathematics is also a core prerequisite or a heavily recommended subject for many tertiary courses.

Regardless of future study choices, students who study mathematics develop their ability to reason logically and are equipped with a variety of approaches to solving problems.

*Note: Students will be selected to follow the Core orExtended syllabus according to their progress inYear 10.

IGCSE MATHEMATICS Introduction to Advanced Mathematics

The purpose of this course is to provide a comprehensive mathematics programme that will develop in students a variety of approaches to solving problems involving mathematics and provide a solid foundation for those students who will continue studies in mathematics. The course is designed to lead students to AS Mathematics. The topics covered are:

• Number

• Angle geometry

• Graphs

• Algebra

• Statistics

• Probability

• Trigonometry

HISTORY History offers an understanding of human activities in the past within the context of change through time. It enables students to understand their heritage and that of their community, society and nation. History enhances skills of analytical writing, research, reasoned debate and communication, and provides a crucial foundation for a wide range of future studies and career paths, particularly law, commerce, business, journalism, public policy, armed services and education.

IGCSE HISTORY Europe between the Wars 1918-1941

The IGCSE History course examines the crucial period between the two World Wars, from 1918 to 1939. Students will learn about the:

• Peace treaties signed after the First World War

• Successes and failures of the League of Nations

• Reasons why international peace collapsed inthe 1930s, leading to the outbreak of the SecondWorld War

Students also undertake an in-depth study to examine the period from 1905 to 1941 in Russia, including:

• The collapse of the Tsarist regime

• Rise of Lenin and the Bolsheviks

• Stalin’s emergence as leader, his tactics tomaintain power, and the impact of his economicpolicies

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PHYSICAL EDUCATIONPhysical Education aims to develop life-long enjoyment of physical activity. The focus is on movement and its contribution to the development of individuals and communities, with students learning in, through and about movement. The emphasis is on the well-being of the students themselves, of other people and of society.

Students are also given opportunities to develop personal and social responsibility. Physical Education and Outdoor Education courses are university approved and allow students to access a wide range of future study and careers.

IGCSE PHYSICAL EDUCATION

Students will develop their knowledge and understanding through a variety of theory and practical learning activities. This course has both internal coursework worth 50% of your overall grade and 50% is examination based at the end of the year.

The course is divided into five main areas:

• Anatomy and Physiology – the function of theskeletal, muscular, cardiovascular, respiratorysystems and simple biomechanics

• Health, Fitness and Training – students learn abouta range of factors such as diet, injury, exercise andtraining

• Skill Acquisition and Psychology – how do welearn and develop new skills?

• Social, Cultural and Ethnic Influences – why do weplay sport and who has access to sport?

• Practical Performance – students choose foursports/activities that their performance is assessedin. This equates to 50% of their grade

MUSICWhy study music? Learning music is a meaningful and gratifying experience for students (as well as for people of all ages). The mixture of creativity, discipline, and communication that music study demands of our students helps them succeed in school, in society and in life.

Music Education enhances personal learning skills, communication skills, creativity, teamwork, discipline, cultural awareness, respect for others and self-esteem through personal accomplishment.

Research indicates a positive relationship between studying music and developing spatial skills necessary for mathematics and science learning. Research also shows that the study of music affects students positively in other areas of their lives:

• Success in school

• Success in developing intelligence

• Success in society

• Success in life

IGCSE MUSIC

Students will:

• Build on and develop their skills in performanceand composition

• Learn about a variety of music from around theworld

• Study set works from the Classics music Canon

Prerequisites: Students should have learnt an instrument or sung for several years; a basic knowledge of music theory is essential.

“Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything.”Plato

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PHYSICSPhysics helps us to explain the world around us and so is interesting in its own right. It provides the scientific basis for our understanding of many aspects of science and modern technology. These include areas such as structural, mechanical, electrical, optical and acoustic engineering, heating, electronics, robotics, telecommunications, fibre optics, medical technology and information technology.

IGCSE PHYSICSIntroduction to Physics

IGCSE Physics provides a foundation course in physics. It requires students to demonstrate knowledge with an understanding of physics topics, to be able to handle information and solve problems and to demonstrate experimental skills. Topics studied include:

• Motion

• Forces and energy

• Thermal physics

• Properties of waves including light and sound

• Electricity

• Electromagnetism

• Atomic physics

The course covers almost all the core areas of physics and applies the concepts to everyday experiences as much as possible. This course may be studied at either the Core or Extended level.

All students are taught the Extended Curriculum but students may choose to sit either the Core or Extended level IGCSE examinations. In both cases, there is a strong practical component and students will sit a practical examination.

SPANISHEvery language has its own way of expressing meanings and holds intrinsic value and special significance for its users. In learning languages, students not only learn to communicate in an additional language, they also expand their world and open up a whole range of new possibilities.

Learning Spanish provides a means of communicating with people from other cultures. Around the world Spanish is spoken by more than 500 million people, it is the official language of 21 countries and it is one of only six official languages of the United Nations.

Spanish is also a ‘Romance’ language, which means it is of Latin origin and shares a similar grammatical structure to other Romance languages including Portuguese, French and Italian. Students who study Spanish will have an advantage when learning other languages and - particularly when paired with other studies such as business, law, trade, science, engineering, technology, tourism or politics - can unlock exciting international opportunities.

IGCSE SPANISH

IGCSE is the culmination of three years of study and is based on sequential and cumulative levels of language development organised into topics. The standard achieved at this level provides excellent ‘survival’ skills. Emphasis is given to getting the basics right and a mastery of the basic tenses and grammatical structures. Students are taught the Extended Cambridge International (CI) Curriculum.

There is a strong practical component and students will sit an oral examination at the end of the year. The oral examination is moderated externally.

At this level students will be able to:

• Conduct basic and more developed transactionsin Spanish

• Talk about themselves and their families and arange of straight-forward topics

• Express opinions and, in this third year of study,move towards a more cognitive approach

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TE REO MAORI Toi te kupu, Toi te mana, Toi te whenua, Ko te reo rangatira e koiri atu nei. Language is permanent; Prestige is permanent; Land is permanent; The resonating sound of the prestigious Māori language.

Māori have a rich and complex language and culture. Māori oral literature takes many forms, including whaikōrero, karanga, waiata, haka, poi, whakataukī and pepeha. The visual language includes body language and gesture,dance and drama. The visual culture is expressed in a multitude of ways, including carved and woven art works made for both personal and community use, clothing, personal ornaments, tools, weapons and architectural structures. Te Reo emphasises the inseparable links between language, culture and identity.

As students learn Te Reo Māori, they also deepen their knowledge and understanding of tikanga Māori and develop their own personal, group and national identities.

YEAR 10Te Reo Māori is optional for students at this level. In these classes students expand on their capabilities and start to develop their own voice in the classroom, take on more responsibilities in Tīkanga within class, as well as throughout the school.

Representation at Cultural events such as Powhiri, Whakatau, Tangihanga, Haerenga, Te Taitokerau Kapa Haka Festival, Te Manu Kōrero and Matātini Kapa Haka festival allows our students to experience fi rst-hand, the richness of Māori culture and how Huanui College is a part of this culture.

LEVEL 1 TE REO MAORI

This course builds on Te Reo and Māoritanga learnt at Years 7, 8 and 9. The emphasis of the course is on communication about past activities and events, present and past feelings and opinions, and past habits and routines.

Students also learn how to describe, compare and contrast people, places and things.

Total Credits: 30 12 External, 18 Internal

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VISUAL ART AND DESIGNImagine a world without art. No music, no movies, no paintings, no drawings, no designs and so on. Visual Arts are part of the historical record of every culture and historical period known to us.

It may be said that all we know about some past civilisations is found entirely in the record of art and artefacts their people left behind.

The Visual Arts have been used to capture and express a wide array of values, beliefs and ideas embraced by people from around the world and from every period of history. The Visual Arts have been used to educate, persuade, commemorate and problem solve. Ourrole as Arts educators is to teach, guide and help our younger generation express themselves and use their artistic abilities in many ways.

Visual Arts education in our middle school level helps students:

• Learn to value diverse perspectives and cultures;• Understand complex ideas/themes;• Connect ideas to one another and wider

communities;• Evaluate ideas and outcomes;• Understand the influence of ‘perspective’ on ideas

and facts;• To solve problems creatively and think outside the

box;• Understand and integrate resources gleaned

through various means;• Clearly communicate one’s message to others.

IGCSE ART AND DESIGN

Prerequisites: Year 10 entry: An enjoyment of Art.Year 11 entry: Students should have studied IGCSE Art & Design at Year 10 level.

*Note: 1. The Coursework Folio carries 50% of theoverall mark, with 50% being given to the ExaminationFolio. 2. The total qualification time for this syllabus hasbeen estimated to be approximately 200 hours over theduration of the course.

Coursework folio

The Coursework Folio consists of one coursework project. This is an internally set assignment which is marked by the Head of Department (HoD) and moderated by Cambridge. There is no question paper for this component. There are two parts to this component:

1) The supporting portfolio; and2) The final outcome.

Students begin this folio in Term One, Year 10, and complete it by Term Two, Year 11 – a total of six terms.

Examination folio

This is an externally set assignment which is marked by Cambridge. There are two parts to this component:

1) The supporting studies; and2) The final outcome, which is produced during theeight-hour examination (over a three-day period).

Cambridge will assess both parts together and award a single holistic mark out of 100.

Students choose one question from the question paper. They are expected to produce a personal response in painting and related media. Students must complete first-hand studies from primary sources as the starting point to inform the development of their own ideas. The final outcome for this folio will be produced during the eight-hour examination at the beginning of Term Four in Year 11.

The final outcome will form the culmination of the research and evaluation that the student has undertaken during the eight week preparatory period. Students are expected to produce three sheets of A2 supporting work evidence that all of the assessment objectives have been met in response to the chosen question.

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Students must submit:

• One Coursework and Examination Folio

• First-hand studies from primary sources as thestarting point for the development of ideas

• Work which shows research, exploration,development and evaluation that is relevant to theone fi nal outcome

• One fi nal outcome for each folio to the maximumsize is A2 and a resolved piece of work that hasbeen developed from the supporting portfolio

• Evidence of study, research and exploration of thepractice of other related practitioners who informthe student’s own work

Work submitted should demonstrate evidence of:

• Informed and personal exploration within thechosen area

• Recording, research analysis, organisation andcollection of observations, expressions andinsights relative to ideas and intentions

• Experimentation with ideas, concepts, materials,techniques and processes

• Refl ection, review and refi nement

*Note: Students should be reminded that the quality ofwork is more important than the amount of work.

“Art has the role in education of helping children become like themselves instead of more like everyone else.”Sydney Gurewitz Clemens

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