Curriculum Document

Curriculum Document

CANTERBURY

Curriculum Document

Ma te ahurei o te rangatahi, ka arahi i o matou mahi “Let the uniqueness of the student guide our work”

Curriculum Philosophy

Our Vision Christ’s College will be a vibrant school community that educates boys to be men of virtuous character who make a positive contribution to society.

Christ’s College is committed to being a leader in teaching and learning, and aims to offer its students the finest education experience.This commitment guides all areas of the school’s academic operations, underpinning our pedagogy, programmes and procedures. At Christ’s College we strive to be innovative in our teaching and learning while maintaining the rich traditions of our past. Our teaching and learning approach is based on our considerable experience in educating boys, as well as the latest research on boys’ learning needs and educational achievement. We want all our boys to be engaged with and achieve in their learning, and aim to create an environment where boys thrive. Christ’s College is committed to developing key competencies through all our programmes and across all year levels.The capacity to think critically and creatively, to deal effectively with diversity and change, to relate to others and be active global citizens … these are the enduring competencies of a Christ’s College graduate.The Centre for Teaching Excellence & Research ensures the alignment and sequencing of the curriculum across all year groups (Years 9–13), and enables the consistent development of these competencies.

Our Mission

Each boy at his best . Ma te ahurei o te rangatahi, ka arahi i o matou mahi – “Let the uniqueness of the student guide our work”

Our Motto

Bene tradita, bene servanda “Good traditions, well maintained”

Our Virtues

The ideal Christ’s College Graduate

Seven core Christian virtues underpin all aspects of College life

• A disposition to serve • Compassion and empathy • Confidence and humility

• Honesty • Spirituality • Compassion • Learning • Respect • Stewardship • Justice

• Courage and resilience • Enterprise and curiosity • Global and bicultural competence • Interpersonal skills • Personal excellence • Self-awareness • The capacity to lead and follow

Key competencies we develop within our curriculum

Key competencies

Examples

Think creatively and critically

College studetns develop and use a wide range of thinking and problem-solving skills. For example, they develop: • Enquiry based thinking • Critical thinking • Problem-solving within relationships

• Decision making • Systems thinking

Relate to and collaborate with others effectively

College students learn to work both independently and collaboratively. For example, they: • Learn about appropriate behaviour and language expected in the classroom • Learn about social responsibility • Develop understanding of different perspectives • Work collaboratively in class • Learn to listen and cooperate in class discussions

Use language symbols and texts to communicate effectively

College students develop a wide understanding of languages and symbols. For example, they:

• Use ICT in the classroom • Focus on literacy skills • Focus on numeracy skills

Key competencies

Examples

Manage themselves and demonstrate good character

College students develop self-management skills that enhance lifelong learning. For example, they: • Prepare for class with a positive, ready to learn attitude • Have the correct equipment for each class • Listen and speak appropriately in class discussions • Follow instructions and accept consequences • Learn the importance of social and community responsibility • Participate to an acceptable level within class • Meet deadlines through assessment and homework tasks College students work together, they contribute to various groups within the school and in the wider community. For example, they: • Access research facilities and organisations at school and in the wider community • Value and respect other people’s opinions and perspectives • Develop character and leadership skills in anticipation of serving their community

Participate and contribute as a local and global citizen

Centre for Teaching Excellence & Research

Learning Areas

The Centre for Teaching Excellence & Research is tasked with the continuous improvement of teaching and learning at College through collaboration and leadership, action research and coaching. The Centre supports the Assistant Principal – Curriculum to ensure a high standard of quality assurance is achieved across all learning areas, particularly with regard to NZQA requirements. The Heads of Teaching & Learning are supported by the Heads of Department for each subject. Structure The Centre is composed of the Assistant Principal – Curriculum and four Heads of Teaching & Learning. Each Head of Teaching & Learning is responsible for a specific area of the curriculum, as follows: • Science and Physical Education, Health and Wellbeing • Humanities and English • Arts,Technology and Modern Languages • Mathematics and Commerce Communication and meetings structure Department meetings – Wednesday during Congers, 10.20–10.50am Learning Area meetings – allotted Thursday mornings Head of Department meetings – Thursday lunchtime, 2–3 per term

Science, PE, Health and Wellbeing • Biology • Chemistry • General Science • Physics • Physical Education, Health and Wellbeing

Mathematics and Commerce • Agribusiness • Commerce • Mathematics

English and Humanities • Classical Studies • English • Geography • History • Learning Centre • Media Studies • Religious Education

Arts, Technology and Modern Languages • Art • Art History • Drama • Modern Languages • Music • Technology

Curriculum Pathways

Year 9

Year 10 English

Year 11 English

Year 12

Year 13

English

English 201 English 202

English 301 English 302 Medial Studies Mathematics with Calculus Statistics Biology Chemistry Earth and Space History Geography Accounting Agribusiness Economics Classical Studies Science Physics

Mathematics

Mathematics

Mathematics Mathematics for Statistics Biology Chemistry General Science Physics History Geography Accounting Economics Financial Literacy

Mathematics Mathematics for Statistics Biology Chemistry Earth and Space History Geography Accounting Agribusiness Economics Classical Studies Science Physics

Biology Chemistry Physics

Biology Chemistry Physics

History Geography

History Geography Enterprise and Innovation

Physical Education, Health and Wellbeing

Physical Education, Health and Wellbeing

Physical Education, Health and

Physical Education

Physical Education

Wellbeing (core) Leadership (core) PE (option)

Art Drama Music

Art Drama Music

Art Drama Music

Art Design Art Painting Art Photography Drama Music

Art Design Art Painting Art Photography Drama Music Art History

Digital Thinking DVC* Materials Technology

Digital Thinking DVC Materials Technology

Digital Technologies DVC Materials Technology

Digital Technologies DVC Materials Technology Mechanical Engineering

Digital Technologies DVC Materials Technology Mechanical Engineering

Religious Education

Religious Education

Religious Education French Japanese Spanish

French Japanese Spanish Te Reo Maori

French Japanese Spanish Te Reo Maori

French Japanese Spanish

French Japanese

* DVC = Design and Visual Communications

Curriculum and NZQA policies are stored in College Documents and Schoolbox

The Learning Centre

The Learning Centre develops individual learning profiles for all its students, and shares this information with classroom teachers to ensure the appropriate people are aware of any issues and facilitate ongoing success. At Year 9, boys who require literacy support will not take a language option, instead they will use this time for literacy development. In Year 10, boys will have the opportunity to opt for a literacy class instead of one of their two option choices. In the senior school, boys have literacy tuition at different times tomake sure they do not miss out on important class work in other subject areas. The Learning Centre offers: • Literacy and learning support for students at all year levels • Tailored programmes tomeet the individual needs of students • Individual and small group learning • ESOL tuition • Numeracy support for students at all year levels

The Christ’s College teacher as a leader of learning

Standards

At Christ’s College

BICULTURALISM Demonstrate commitment to tangata whenua and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

A Christ’s College teacher: • Understands and recognises the unique status of tangata whenua in Aotearoa New Zealand • Understands and acknowledges the history, heritage, language and culture of partners to Te Tiriti o Waitangi • Practises and develops the use of Te Reo and Tikanga Maori A Christ’s College teacher: • Reflects on their teaching and beliefs • Is open to feedback from peers and students • Works collaboratively with colleagues • Recognises strengths, but also works to continually improve their teaching A Christ’s College teacher: • Treats all people with respect and dignity • Behaves in a learning-focused and professional manner • Builds positive relationships

PROFESSIONAL LEARNING Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

PROFESSIONAL RELATIONSHIPS Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.

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Standards

At Christ’s College

LEARNING-FOCUSED CULTURE Develop a culture that is focused on learning and characterised by respect, inclusion, empathy, collaboration and safety.

A Christ’s College teacher: • Uses available information for ongoing class specific planning • Designs a learning programme appropriate to the needs and interests of each student • Follows a planned and sequenced programme of learning A Christ’s College teacher: • Implements a range of appropriate and purposeful pedagogies • Teaches with a clear learning purpose that students understand • Communicates ideas with clarity in a way that can be understood by all learners • Provides timely feedback to move student learning forward • Demonstrates passion and curriculum expertise • Fosters student self-management, collaboration and independent learning • Encourages self-belief and a growth mindset in learners A Christ’s College teacher: • Prioritises learning in their classroom • Builds an inclusive and safe environment • Has high expectations of and challenges all learners

DESIGN FOR LEARNING Learning based on curriculum and pedagogical knowledge, assessment

information and an understanding of each learner’s strengths, interests, needs, identity, language and cultures.

TEACHING FOR PURPOSE Teach and respond to learners in a

knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

Teacher Performance Development

At Christ’s College, the process for performance development is aimed at improving the quality of teaching and learning, and as a consequence, improving student outcomes. Performance Development is the process of identifying, evaluating and developing teaching through coaching, so our goals and objectives aremore effectively achieved,while at the same time benefiting staff in terms of recognition, receiving feedback, catering for professional needs and offering support.Teaching staff will aspire to excel in the six teaching criteria as set by the Centre for Teaching Excellence & Research (CTER).This process is led by the Heads of Teaching & Learning and will be conducted on an annual basis. Developing teaching through coaching Coaching at Christ’s College is a method in which to develop the principles of awareness and responsibility, through goal setting, experiential learning and one on one reflective dialogue. Process Three formal coaching sessions minimum per person.Teachers can request additional coaching as per needs for support Session 1: Goal setting Teachers come with reflections from 2018 and class specific planning for 2019. Teachers can come with pre-planned goal or work through together in the session Where am I at? Class challenges?

Session 2: Halfway point

Where am I at with my goal? What have I tried? How did it go?

What did I learn? How successful? What next?

Session 3: End of year reflection How did I go with my goal? What did I learn from the process?

Observations

• Two observations by Head of Teaching & Learning (HTL) per staff per year • One observation by HoD per staff per year • Feedback against the six standards • Written feedback will be given to staff and kept by HTL • In person debrief • Pre-arranged times for observation • Drop-ins will continue on a casual basis. • Staff are encouraged to invite HTLs to pop into classes to see anything relevant to their goal.

Coaching development timeline

TERM 1

TERM 2

TERM 3

TERM 4

Coaching Session 1

Coaching Session 2

Coaching Session 3

HTL Observation

HOD Observation

HTL Observation

CANTERBURY

Jan 20