Year 10 Course Booklet

Year 10 Course Booklet 2023

Welcome to the Christ’s College Diploma

This is your first year of a two-year programme of learning. The Diploma is designed to provide you with a range of learning experiences, both inside and outside the classroom. You will be allocated to a range of classes for some subjects and have a choice of classes with other subjects. By the end of Year 11, you will have experienced all the subjects on offer at Christ’s College, as well as selected courses to prepare you for NCEA. All courses in Years 10–11 are taught in semesters, allowing you to select a larger number of courses overall. Even though the overall subject may be the same, by changing courses halfway through the year you can be exposed to a range of topics that interest you.

There are two types of courses designed to meet your learning needs. Core courses These give you core knowledge in each subject. Every subject area requires you to take two to three core courses over Years 10–11. Prep courses These give you deeper, expert knowledge in a subject. They prepare you directly for NCEA Level 2, but you may also choose a prep course for deeper knowledge. Most prep courses take place in the final semester of Year 11.

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Core subjects (assigned)

Core subjects (choose)

• Biology • Chemistry

• Arts • Commerce • English • Geography • History • Languages • Physical Education • Technology

• Financial Literacy • Health & Wellbeing • Mathematics • Physics • Religious Education • Te Ao Māori

You can find information about specific courses under each subject. Where you can choose a course, take note of how many options you choose for Year 10.

All courses are subject to sufficient student numbers. No course is guaranteed to run.

Entering options online

Options are entered online at http://www.selectmysubjects.com.au.

You will be emailed a direct link to your school email. The email also contains your student access code and password. You can go to the above address and enter your access code and password manually if you prefer. If you do not receive an email, or if you delete it, see Timetabler William Bell. Subject choices 2023 – login details Enter your subject choices for next year when you are ready. You can go back and change or reorder them any time before the deadline. All subject choices must be entered by 8am on Friday 26 August at the latest. You will not be able to enter your options after this date as the school will start to make decisions about 2023 classes immediately after the deadline. Please ensure you discuss your subject selection with your parents/guardians before entering them into the system. Please see Assistant Principal – Curriculum Nicole Billante if you have any questions about your subject options or Timetabler William Bell if you have any problems with submitting your options.

Click on this direct link to enter your preferences:

Direct link to my Web Preferences account. Or enter the

www.selectmysubjects.com.au address into your browser and log in with your student access code and password.

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Step 1: Click Add New Preferences To view your subject information, click “View Subject Details” near the top right of the screen. To select (or change) your preferences, click the green “Add New Preferences” button.

Step 2: Select Your Preferences Carefully read the “View Instructions” at the top of the page about your option choices for next year. Select your subjects from the drop-down lists. You have 30 minutes to do this before your session expires. Once complete, click the green “Proceed” button. Note: You are not finished until you complete Step 3.

Step 3: Submit Valid Preferences If you are happy with your preferences, click the green “Submit Valid Preferences” button, which will open your “Preferences Receipt”. Or, if you would like to change your preferences, click “Cancel” and this will take you back to the Preferences selection page. It is important that you enter your choices in order of how important they are to you. You can click “Reorder Preferences” on the right of the screen if you need to change your preference order and then “Save Order”. Note: Your choices will not be submitted unless you click “Submit Valid Preferences”.

Step 4: View/Print Receipt

If you wish to print a “Preferences Receipt”, click “Open Print View” and then “Print Receipt”. To continue, click “Return to Home Page”. If you want to change your preferences now, or at any time before the deadline, repeat the whole process by clicking “Add New Preferences”. Exit by clicking “Logout”.

Course descriptions

A guide to key words Subject: The curriculum areas – the main topic of subject. Courses: The different classes offered by a subject area.

NZC Learning

Subject

Course option Course option Course option

Example

The Arts

Drama

Stage movement

Clowning around

Techniques

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DIPLOMA CORE

DIPLOMA PREP

YEAR 12 NCEA Level 2

YEAR 13 NCEA Level 3

SUBJECT

YEAR 9

Accounting Agribusiness Art (General) Art (Design, Painting, Photography, Sculpture) Art History (online provider) Biology Building Construction Business & Enterprise Chemistry Classical Studies Design & Visual Communication (DVC) Digital Technologies Drama Earth & Space Science Economics English Financial Literacy French Geography

Health History Japanese Materials Technology Mathematics

Mathematics with Calculus Mathematics with Statistics Media Studies Mechanical Engineering Music Physical Education Physics Psychology

Religious Education Sports Leadership Te Ao Ma¯ori Te Reo Ma¯ori Wellbeing (MindFIT)

KEY

Subject taught

Compulsory for all

Subject not taught

The Arts

By the end of Year 11, you must have completed one Drama, one Music, and one Visual Arts course. For Year 10, make two subject choices. You choose one course per subject. You will complete the third subject in Year 11.

Drama Clowning around

Music Solo/ensemble performance

Pure fun – all the games you love, plus basic skills. The course explores the freedom that dramatic expression offers and encourages boys to find a variety of ways to harness the power of drama. Recommended for those wanting to continue with basic skills. Stage movement and fighting Love to move? Jump, slide, roll and fight your way into stage combat alongside performance skills. This course focuses on the power of movement in dramatic performance. This is about the visual and physical spectacle of how to bring stories to life. Recommended for those wanting to broaden their skills in Drama. Acting technique and performance Bring characters to life. Be involved in a production and extend your skills. This course looks at the dramatic techniques involved in character development. By working through the production process, students develop greater awareness of the intricacies of characterisation in Drama. Recommended for those looking at continuing Drama. Creating theatre and theatresports Create a performance out of the games you love. This course enables development not only of dramatic techniques, but also quick thinking and how to respond to others in the dramatic moment. Recommended for those looking at continuing Drama.

Students focus on both solo and ensemble performance skills, working to improve their working knowledge of musical styles and ability to perform music to the best of their ability. Strongly recommended for students having – or those who have had – instrumental/voice lessons on their chosen instrument/voice. Create musical works to include songwriting Students create works for both their chosen instrument(s) or ensembles (bands) and develop skills in musical notation, lead sheets, theoretical aspects, sound production, recording, and completing both live performance and professional recordings of their works. Recommended for students who like to work within both a solo and ensemble (band) situation and collaborate with peers in musical creativity.

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Visual Arts

Sculpture This course encourages students to express their creative ideas in the context of Sculpture. Students' critical-thinking skills and creative abilities are nurtured through student-directed projects. Students learn a range of visual communication techniques in an art-making context. They learn about the techniques and processes used by established artists and apply these to their own artwork. This course is inspired by the Scape Public Art festival. Students make a series of maquettes, or scale models, proposed for a site of their choice. This project encourages exploration through a range of art materials and art-making objectives, and explores the theme of connection to place and identity.

Painting This course encourages students to express their creative ideas in the context of Painting. Students' critical-thinking skills and creative abilities are nurtured through student-directed projects. Students learn a range of visual communication techniques in an art-making context. They learn about the techniques and processes used by established artists and apply these in the making of their own artwork. Projects include drawing from architecture or assemblage and developing a series of abstract paintings on hardboard. Contemporary Māori Art This course encourages students to express their creative ideas in the context of contemporary Māori painting. Students' critical-thinking skills and creative abilities are nurtured through student-directed projects. Students learn a range of visual communication techniques in an art- making context. They learn about the techniques and processes used by established artists and apply these in the making of their own artwork. In this course, students look at the art of Shane Cotton and make paintings informed by tikanga Māori.

Photography

This course encourages students to express their creative ideas in the context of Photography. Students' critical-thinking skills and creative abilities are nurtured through student-directed projects. Students learn a range of visual communication techniques in an art-making context, including learning about pictorial, technical and conceptual conventions. They learn about the techniques and processes used by established artists and apply these in the taking of their own photographs. It explores the theme of whakapapa, migration and identity. Students make a series of photographic works for exhibition. This project encourages exploration through a range of approaches to photography and its presentation.

English

Over the course of the Diploma, you must have completed a total of three core courses in English from the options below. For Year 10, choose two from the list of courses. In Year 11, you must complete one additional core course. A prep course is highly recommended.

These courses are designed to teach core English skills in a range of contexts and provide academic rigour and engagement. While all courses are accessible to all students, courses offer differing levels of academic challenge to differentiate for student needs. Students should speak to their English teacher for further advice.

Core courses

The newsroom: live-streamed investigative journalism

Rage against the machine Examine how those in power retain control through the use of tools such as manipulation and surveillance. Text types: novel, short stories, film. Recommended for students interested in power and/or politics and comparing texts.

Put your sharp mind and curious soul to work in uncovering inconvenient truths. We will be creating our own media company and live- streaming our product. Text types: documentaries, print, television, online news sources. Recommended for students interested in journalism and media.

How to get away with murder

Read a range of texts about characters who commit and get away with homicide. Text types: novels, short stories. Recommended for students interested in the power and intrigue of storytelling.

Don’t judge me

Honestly face the inequalities in our society. We will take a look at the ways literature exposes these and the solutions it has to offer. Text types: novel, film. Recommended for students interested in social issues and comparing texts.

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Fake it until you make it It is no secret that marketing can persuade us to spend, but in what ways? Focus on advertising within specific time periods. We will investigate how language and visual aids are used to blindside the truth. Clever marketing can easily fool even the most careful person into believing they are making the right choice – find out if it is you. Text types: print, film, online advertisements. Recommended for students interested in the power of media and marketing. On the cutting-room floor Explore visual texts as a mode of storytelling. Look specifically at how a director's choices do make a difference. Text types: cartoons, graphic novels, film. Recommended for students interested in film studies. It's the little things that count Look at thematic connections in film and literature that celebrate moments of joy and beauty. This is all about looking at the little moments of pleasure in the everyday. Text types: poetry, film, creative writing. Recommended for students interested in the joy that can come from a good story.

An eye for an eye: retribution and revenge

Delve into the distinctly human phenomenon of revenge. Text types: short stories, creative writing. Recommended for students interested in exploring philosophical ideas and applying them to different texts. Yeah... Nah. For all our advances as a country, the cultural cringe is still alive and well. This course will examine New Zealand’s contemporary identity as it appears in some of our most iconic literature, language and visual art. Text types: short stories, poetry, film, creative writing, visual art and contemporary spoken language. Recommended for students who want to understand our place in the world.

Health & Wellbeing

By the end of Year 11, you must have completed two courses in Health Education and two courses in Wellbeing. For Year 10, you will be assigned to the following two classes:

Health Education Within the Year 10 health programme, students develop skills that help them navigate a changing and challenging world. Students investigate social issues associated with drugs and alcohol and learn decision-making skills to help them make good, balanced choices when faced with difficult situations. Students also explore what constitutes a healthy and unhealthy relationship and look at the effects that social media has on personal wellbeing.

Wellbeing Within the Year 10 MindFIT programme, students continue to work on the key areas of wellbeing first introduced in Year 9 MindFIT. Students expand their knowledge of how to leverage character strengths, look at the means by which we can develop a growth mindset, and build strategies for resilience and grit. A particular focus on psychological safety, self talk, and self- regulation underpins the strategies for developing these skills.

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The Humanities

By the end of Year 11, you must have completed one Commerce, one Geography, and one History course. For Year 10, make two subject choices. You choose one course per subject. You will complete the third subject in Year 11 or in lieu of a Language 2 choice.

Commerce Business, innovation and enterprise

Geography Megacity madness

An applied course that also combines the foundations of Business, Accounting and Economics, it uses a practical applied lens. Students work as a group to set up a business to sell a product/service on a small scale. Recommended for students who enjoy working with others to develop Commerce theory and bring it to reality by trying to start your business

This course looks at the effects of urbanisation and congestion on people and environments, with case studies from around the world. Recommended for students with an interest in the impact of development on both humans and the planet. Extreme natural events This course looks deeper at how extreme natural event(s) have shaped environments. All events have an impact on people and places around the world and students compare the nature of these events and their consequences. Recommended for students with an interest in the physical world.

and sell your product/service. Decisions, decisions, decisions

A combined Commerce course that touches on the foundations of Business, Economics and Accounting through the lens of decision-making. It answers several questions. Will this product sell? How much should I sell it for? Should I use social media to advertise? Am I a just-for-profit business? Why do consumers do that? Recommended for students who enjoy Commerce but would prefer not to carry out their ideas in a practical context and sell their product.

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History The abuse of power

The people at war War may seem glorious, and the purpose of this course is to find the similarities and differences in how and why war is conducted, while being aware of the impact on those left at home. Recommended for students interested in war and conflict but also how people act because of conflict. It is also helpful for those interested in the legal profession.

Students investigate the rise of leaders who use and abuse their positions for their own personal, ethnic or national ambition. The impact of this then falls on ordinary people. Will you find your leader guilty of crimes against humanity? This course looks at how people and groups have challenged the abuse of power. Recommended for students interested in leadership and how individual leaders assert their influence and impact on people. It is also helpful for those interested in the legal profession.

Languages

By the end of Year 11 you must have completed one core course, either language or culture-based, in one of these three languages: French, Japanese, or Te Reo Māori. For students who wish to pursue further language study, you may then select prep courses in your language (in sequential order). For Year 10, this is ‘Language 2’.

Core courses French Language 1

Prerequisite for: Japanese Language 2, Japanese Language 3, Japanese Language 4. NCEA Level 2 Japanese. The Japanese way Students explore and experience many aspects of Japanese culture, daily life, entertainment and cuisine throughout the course. This course is taught in English and is non-advancing. Recommended for students primarily interested in Japanese culture only. Te Reo 1 Students learn to express themselves more confidently, in greater detail about topics which are relevant to them. Topics include whānau, time, days of the week and k¯ı-o-rahi. Recommended for students interested in biculturalism. Prerequisite for: Te Reo 2, Te Reo 3, Te Reo 4. NCEA Level 2 Te Reo.

Students learn to express themselves more confidently, in greater detail about topics which are relevant to them. Topics include family, friends, hobbies, sporting interests and school life. Film study continues. Recommended for students interested in global citizenship, international business travel. Prerequisite for: French Language 2, French Language 3, French Language 4. NCEA Level 2 French. The French way Students explore many aspects of French culture, cuisine and ways of living. The course is taught in English and includes useful travel expressions. This course is non-advancing. Recommended for students primarily interested

in French culture only. Japanese Language 1

Students build on their language skills by learning katakana, opening up a new understanding of how Japanese is spoken. Topics include talking about personal details, family, pets and food. Film study continues. Recommended for students interested in global citizenship, international business travel.

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Prep courses For those continuing with language study. French Language 2 This course extends students’ ability to express themselves, including talking about past and future events. Topics include Christchurch, daily routines, mealtimes, sport and leisure. Film study continues. Prerequisite for: French Language 3, French Language 4. NCEA Level 2 French. Japanese Language 2 Students continue to consolidate their knowledge of katakana, as well as cover topics including weekend and daily activities, free time and the Japanese school year. Film study continues. Prerequisite for: Japanese Language 3, Japanese Language 4. NCEA Level 2 Japanese.

Te Reo 2 Students learn to express themselves using more than one tense and explore sentence structure. Topics include whakatauk¯ı, my home and going places. Prerequisite for: Te Reo 3, Te Reo 4. NCEA Level 2 Te Reo.

Mathematics

By the end of Year 11, you must have completed three core courses and a prep course in Mathematics. Each semester, all students will cover the same topics. In Year 10, you will be placed in a core or development level course. You may move between levels after each course is completed.

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Semester 1: Statistics and probability (with number)

Semester 2: Geometry and measurement (with algebra) Students focus on developing spatial awareness and understanding the connections between the form and function of common shapes. They work to understand that perimeter, area and volume are measurable attributes of common and composite shapes, and develop the ability to use geometrical models as aids to solving practical problems in time and space.

Students explore and use the patterns and relationships observed in data. They develop their ability to interpret data presented in charts, tables, and graphs of various kinds and to calculate and estimate probabilities and use these probabilities for prediction.

Physical Education

By the end of Year 11, you must have completed four core courses in Physical Education. For Year 10, you complete ‘Fitter me’ and choose one other from the list of course options.

Compulsory course Fitter me

Boys explore how the body responds to exercise, investigate a variety of movement concepts and develop a basic understanding of weight-training principles. Students can utilise this opportunity to explore their own fitness goals and develop strategies to enhance their personal wellbeing. Areas covered: • Basic anatomy and physiology • Responses to exercise • Strength and conditioning • Aquatics • Individual fitness • Basic introduction to weight training • Goal-setting

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Core courses Classic games

Invasion games Students develop and demonstrate strong interpersonal skills within a sporting environment while managing relationships within a team. Boys participate in a wide variety of team situations, exploring the many challenges and competitions associated with running a sporting team. Students look at the many roles around team preparation, performance improvement and tournament organisation, as well as managing the many relationships that come with assigning roles to team members. Using the sports education model, students examine key aspects of team selection/draft, preseason, competition, post- season and awards ceremonies. This course has a mix of theory and practical elements. Areas covered: • NFL • Lacrosse • Tchoukball/Handball • AFL (Aussie Rules) • Gaelic football • Development of skills, strategies, tactics, motor-skill learning

Past, presence and future. Students can develop complex motor skills, a range of interpersonal skills and an understanding around tactical awareness while participating in a variety of practical activities. Students also explore the factors that may have influenced their choices about physical activity and the issues that may have contributed to these decisions. Areas covered: • Rugby • Basketball • Football • Hockey • Water polo • Development of skills, strategies, tactics, motor-skill learning Exploring games and movement Students explore factors that have affected choices around physical activity and look at how non-traditional games work with, and enhance, New Zealand society and culture. Areas covered: • Kabaddi • K¯ı O Rahi and tapuae • Karate • Yoga/dance/zumba • Games from other cultures and movement-based activities

Religious Education

By the end of Year 11, you must have completed two courses in Religious Education. For Year 10, you will be assigned to the following course:

Around the world in weighty faiths Learning about and learning from world religions. A course about our human search for meaning and how to live. What do people believe and live – and why? Using the ideas of other people to help you work out what you believe, how you should live, and why? It explores the beliefs and practices of major world religions in order to develop a student’s personal understanding of faith and spirituality.

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Science

By the end of Year 11, you must have completed the core course for Biology, Chemistry, and Physics. For Year 10, you will be assigned to two of these subjects. You will complete the third subject in Year 11.

Biology Biology core

Chemistry Chemistry core

This course covers the three main strands of the New Zealand Curriculum – evolution, ecology and genetics. There is also a strong applied theme to the course that has a human biology and health focus. Topics include human body systems, human ecology and genetics.

The mainly descriptive work begun in Year 9 is continued, with the special language that chemists use being extended as students become more familiar with formulae and simple equations. Chemical reactions between different substances is a major focus, engaging all students in developing a well-rounded view and understanding of the chemical nature of our world.

Physics Physics core

The course introduces the study of motion, forces, work done and kinetic energy, along with electrostatics and electrical circuits. The emphasis is on practical work and developing the skills to tackle the required content in the Physics prep course.

Technology

By the end of Year 11, you must have completed three Technology courses from at least two different subjects. For Year 10, make any two course choices. You choose one course per subject. In Year 11, you will be able to complete an additional Technology course of your choice.

Design & Visual Communication

Digital Technology

Core courses

Architecture Students learn a range of visual communication techniques in an architectural context. They learn about the importance of architectural design and layout when sketching, rendering, technical drawing and 3D modelling. They experiment using a range of techniques and have the opportunity to investigate established Aotearoa architects to gather inspiration for their own design work. Recommended for students with an interest in design and architecture. Product design Students learn a range of visual communication techniques in a product-design context. They learn about the importance of ergonomic design when developing a product using sketching, rendering, technical drawing and 3D modelling. They experiment using a range of techniques and have the opportunity to investigate established Aotearoa product designers to gather inspiration for their own design work. Recommended for students with an interest in design.

Robotics and coding Students learn to write code in a range of programming languages as they work in the physical computing environment to problem solve and innovate using robotics. They gain an understanding of algorithms, design thinking and the need for testing and trialling in a programming sense. Recommended for students with an interest in digital technologies. Website design and development Students learn to design and code a website from scratch. They are introduced to a variety of web-coding languages, including HTML, CSS and Javascript, as well as a range of Adobe design software used to prototype web outcomes. They gain an understanding of web-development tools, design thinking and the need for testing and trialling in a web environment. Recommended for students with an interest in digital technologies.

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Workshop Technology

Combined Technology

Core courses

Metal construction Students learn how to safely use a range of metal- based tools and machinery to complete small construction projects in a workshop environment. Students gain an appreciation and knowledge of metal properties, tool capability and manufacturing processes in the context of Aotearoa. Wood construction Students learn how to safely use a range of wood- based tools and machinery to complete small construction projects in a workshop environment. Students gain an appreciation and knowledge of timber properties, tool capability and manufacturing processes in the context of Aotearoa. Recommended for students with an interest in design, carpentry and construction.

Industrial design Students use digital design tools to produce student-designed outcomes within an inquiry- based process. Outcomes reflect innovative solutions to design problems encountered throughout the design cycle. Product design tools used may include CAD software, CNC milling, laser cutting, laser engraving and 3D printing. Recommended for students with an interest in design, construction, and digital technologies and the intersection of them. Recommended for students with an interest in design, construction, and mechanical engineering.

Additional subjects

By the end of Year 11, you must have completed a course in Financial Literacy and Te Ao Māori. For Year 10, you will be assigned to at least one of these courses, depending on your other choices.

Financial Literacy A basic understanding of how finances work and how to budget and plan is a foundation skill for all students. Through the use of a range of activities and online tools, students have the resources to make informed, final decisions in their future.

Te Ao Māori Tangata whenua hold a special place in Aotearoa. All people in New Zealand have a moral and legal obligation to contribute to the partnership that our ancestors agreed to in Te Tiriti o Waitangi. By appreciating the history, culture, and traditions of Māori, students are better equipped to engage in the future of New Zealand society, as well as build connections across cultures on a personal level.

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The following table helps you understand the choices you need to make at the end of Year 9. You will be provided with an A3 copy to talk through your options with parents and teachers.

Choose two of the three subjects (Drama, Music, or Visual Arts); then choose one course under those subjects. You will complete the third subject in Year 11.

The Arts

Subjects

Drama

Music

Visual Arts

Stage movement and fighting

Clowning around

Sculpture

Painting

Solo and ensemble performance

Create musical works

Courses

Acting techniques and performance

Creating theatre and theatresports

Contemporary Māori Art

Photography

English

Choose two of the courses below

The newsroom: live- streamed journalism

Rage against the machine

Fake it until you make it

It's the little things that count

Yeah… Nah.

Courses

An eye for an eye: retribution and revenge

How to get away with murder

On the cutting-room floor

Don’t judge me

Humanities Choose two of the three subjects (Commerce, Geography, or History); then choose one course under those subjects. You will complete the third subject in Year 11 or in lieu of a Language 2 choice. Subjects Commerce Geography History

Business, innovation and enterprise

Decisions, decisions, decisions

Megacity madness – urbanisation

Extreme natural events

The abuse of power

The people at war

Courses

Languages

Choose one of the courses below

The French Way (Cultural studies)

The Japanese Way (Cultural studies)

Courses

French Language 1 Japanese Language 1

Te Reo Māori 1

For students continuing with a language, choose one of the courses below (must be the same language as above). For those not continuing with a language, you must choose a third subject under Humanities.

French Language 2

Japanese Language 2

Te Reo Māori 2

Physical Education

Choose one of the courses below

Courses

Classic games

Exploring games and movement

Invasion games

Technology

Choose two of the courses below

Design & Visual Communication

Subjects

Digital Technology

Workshop Technology

Combined Technology

Website design and develop- ment

Product design

Robotics and coding

Wood con- struction

Metal con- struction

Courses

Architecture

Industrial design

Ngaˉ Miha Maˉtauranga

The Christ’s College Diploma is designed to acknowledge achievement inside and outside the classroom. We believe that learning takes place in several ways and boys should be recognised for all their strengths. Ngaˉ Miha Maˉ tauranga is the means by which this achievement is tracked.

The seven elements of Ngaˉ Miha:

Academic Engagement Showing a commitment to learning through active participation in class, completion of expected work, and contributing to creating a positive learning environment. Character and Leadership A demonstration of Christian principles in what you say and do and utilising your character strengths for the good of yourself or others; helping to lead others to be at their best.

This means ‘the fronds of education’ or more figuratively, ‘unfolding knowledge’. The ‘miha’ is the tender young frond of the bracken fern which grows lushly in the forest and on the hills of the countryside.

This design symbolises the lush growth of the young as they spread out and become fully grown. The academic frond is the largest and all other fronds are off shoots of that. The Christ’s College Hauora Cross is also symbolically at the centre.

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Community and Service Active service to others – actions that show you are putting others (the

Sustainable Futures Making efforts to create a sustainable world for the next generation – a world that is environmentally, culturally, socially, and economically sustainable. Taha Maˉori Showing a commitment to our bicultural nation by demonstrating an understanding of the Te Ao Māori (The Ma ˉ ori world).

community) above yourself. Discovery and Challenge

Putting yourself outside of your comfort zone in order to develop new skills and confidence. Global Citizenship Learning about cultures and values beyond your own in order to understand our place as part of a global community.

Each element of Nga ˉ Miha, and the Diploma as a whole, can be awarded at Black and White (compulsory experiences), Silver (showing initiative of personal development) or Gold (making an impact on your community).

Throughout the Diploma, you will be able to submit evidence of your achievements in the non-academic elements and track this through a personalised visual of Nga ˉ Miha.

Your Christ’s College Diploma

At the end of your two-year Diploma journey, you will graduate into NCEA study. Your Diploma will be awarded on your overall achievement of Black and White, Silver, Gold, or Gold with Academic Honours. You will also be provided with a transcript of your academic and non-academic achievements that have contributed to your award.

Christ’s College Diploma

Name Surname

Has achieved the Black Award with Silver in Taha Māori and Gold in Sustainable Future

Has achieved the Silver Award with Gold in Character and Leadership, Discovery and Challenge, and Community and Service

3 December 2021

Executive Principal

Date

Executive Principal

Date

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Christ’s College Diploma

Name Surname

Has achieved the Gold Award

Has achieved the Gold Award with Honours

3 December 2021

Executive Principal

Date

Executive Principal

Date

E: info@christscollege.com T: +64 3 366 8705 www.christscollege.com

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