success of this trip. The boys have been delighted to have them along on the journey. We have shared many moments of laughter and engaging discussions. Having two exceptional colleagues on this trip made it all the better. The primary aim of the trip was to fully immerse students in the language, literature, art and architecture, drama, and philosophy, as well as the political and legal systems, that originated in Greece and Italy, serving as the foundation of Western civilisation. Our school takes pride in nurturing character development, and this trip offers an exceptional avenue for students to deepen their commitment to College values and cultivate a heightened cultural appreciation. Classical Studies curriculum In both Years 12 and 13, students are actively encouraged to establish connections between historical civilisations and the contemporary world, fostering their ability to envision potential futures. Within our curriculum, we delve into literature, significant historical events, and the realms of art and architecture from the Classical era, enabling students to grasp how the past continually shapes the present. By exploring the rise and fall of influential figures and empires, the ingenuity displayed by artists and engineers, and the formation of ethical frameworks, including the progression of social justice ideals, students gain an awareness of the debt owed to Classical Greece and Italy. The department expresses sincere gratitude for the collaborative efforts of Learning Support, who work closely with Classics students to facilitate ‘Each boy at his best’. However, why should one choose to study Classics? Engaging in Classical Studies empowers our students to cultivate an array of specialised skills, including research and analysis of art and literature. Moreover, it nurtures highly transferable knowledge, such as abstract thinking, collaboration,
self-expression, and constructing narratives. The proficiencies honed through Classical Studies translate effectively into both tertiary and non-tertiary pathways. Notably, our curriculum design enables students to attain all necessary University Entrance credits within Year 12 and/or Year 13 courses, a distinct advantage attributed to the nature of our academic pursuits. This appeals particularly to those who favour Ancient History over other disciplines. Significantly, this subject accommodates students with diverse learning needs, as it is thoughtfully structured to allow for flexible presentation of information. Students have the agency to choose alternative assessment methods, including presentations and visual artworks. This approach has proven highly successful for individuals who encounter challenges with
Diploma, and without the restrictions of NCEA, can provide a programme for depth of learning. This has meant developing new teaching resources and collaborating and sharing our experiences as teachers to design a course to improve student outcomes. Financial Literacy is a compulsory aspect to the Diploma, and can be taught by any department. However, it has largely been designed and taught by the Commerce Department. This year, we were fortunate to have Arthur Wood as part of the teaching of the course. The course covers the fundamentals of being financially literate and having the ‘life’ skills so often thought to be acquired as individuals get older. Research suggests this is not the case and financial literacy will now be mandated by the Government. College has the advantage of having already implemented a programme which covers budgeting, income tax, renting, credit cards, savings, investments, and mortgages. The Year 13 Incubator Programme nurtures and empowers the entrepreneurial spirit within our boys. At its core, the programme aims to harness creativity, determination, and the power of innovation to shape tomorrow's leaders. The magic of the Year 13 Incubator Programme lies in its unique blend of mentorship, meticulous planning, and the development of incredible products. This transformative journey begins with the guidance of experienced business mentors, who offer insights and wisdom. These mentors play a pivotal role in shaping the aspirations of our boys, setting them on a path to success. This year, the boys have developed product ideas such as affordable merino underwear, and drink bottles to support mental health, as well as venison jerky, and kindling. Our sincere thanks to everyone who has given their time to support the school and the learning and experience of the boys. Your input is invaluable and much appreciated. I would, in particular, like to mention
written tasks. Olivia Austin TiC Classical Studies COMMERCE This year, the focus for the
department has been the building and consolidating of the Diploma courses, and the development of the Year 13 Incubator Programme. After a successful first year of the Diploma, with the Commerce Department introducing two new core courses, as well as prep Accounting, prep Economics and compulsory Financial Literacy, the aim this year was to develop the initial success, take on feedback, and further improve engagement and learning outcomes. The core courses, while predominantly the same content, have been refined and enhanced to introduce a greater variety of pedagogical practice to improve engagement and meet the needs of learners. Likewise, the prep courses, having been through two cycles, have been updated to ensure they provide a robust academic programme for Level 2, while encompassing the ethos of the
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Christ’s College Canterbury
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