Kura Tuarua Marautanga
Upper School Curriculum
Te Au Ingarihi English
The teaching of English involves developing students in reading, writing, literature, and language skills. It aims to develop students' critical thinking, communication abilities, and appreciation for diverse literary works through the study of texts and expressive writing.
English Class 8
In Class 8, students become aware of structures and forms of language, becoming aware of other perspectives, and their own unique voice. This includes visual, oral and written texts.
Students have developed an appreciation and a rich language base through exposure to narrative, history and imaginative story during their lower school education.
They explore central themes of identity; they explore central themes of identity by looking out to the world through role-modelling, biographies, and fiction with aspects of the human condition, fostering a sense of connectedness to the world.
In the Class 8 year, students are introduced to a multitude of text forms and structures as they begin to become aware of the audience and author's purpose.
They express their ideas through experimentation with a variety of formats. Utilising language features deliberately, exploring contexts and interpreting the author’
UNITS OF LEARNING
In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.
Play/Drama
Possible Content:
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Identity
-
Origins (setting, place, people)
-
Who Am I?
-
Threshold (transition)
-
Manaakitanga
-
Independence
-
Whanaungatanga
Relevant Pedagogical Aims:
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To foster a sense of connectedness to the world.
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To polish skills for learning.
-
To develop social skills more consciously.
-
To re-discover notions of beauty and goodness in light of one’s own responses to the world.
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To support the individual’s developing sense of uniqueness.
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To encourage courage.
-
To promote active searches for meaningful role-models or people who are worth emulating.
-
To stimulate personal goal setting and a sense of responsibility for oneself.
Biography/Literature
Possible Content:
-
Identity
-
Origins (setting, place, people)
-
Who Am I?
-
Threshold (transition)
-
Manaakitanga
-
Independence
-
Whanaungatanga
Relevant Pedagogical Aims:
-
To foster a sense of connectedness to the world.
-
To polish skills for learning.
-
To develop social skills more consciously.
-
To re-discover notions of beauty and goodness in light of one’s own responses to the world.
-
To support the individual’s developing sense of uniqueness.
-
To encourage courage.
-
To promote active searches for meaningful role-models or people who are worth emulating.
-
To stimulate personal goal setting and a sense of responsibility for oneself.
Projects
Possible Content:
-
Identity
-
Origins (setting, place, people)
-
Who Am I?
-
Threshold (transition)
-
Manaakitanga
-
Independence
-
Whanaungatanga
Relevant Pedagogical Aims:
-
To foster a sense of connectedness to the world.
-
To polish skills for learning.
-
To develop social skills more consciously.
-
To re-discover notions of beauty and goodness in light of one’s own responses to the world.
-
To support the individual’s developing sense of uniqueness.
-
To encourage courage.
-
To promote active searches for meaningful role-models or people who are worth emulating.
-
To stimulate personal goal setting and a sense of responsibility for oneself.
English Class 9
Students arrive with a sense of individual awareness and have developed opinions which can tend to be black and white. They are developing their awareness of their own biases and others points of view so they can move beyond this limitation into an awareness of the other and beyond the self.
The year of polarities seek to develop students' critical thinking skills and substantiate arguments with specific evidence and empathy towards differing points of view. Students begin to become aware of the spectrum of human experience, ideas and reasoning.
Through texts, students initially explore polarities and dualistic constructs, eventually employing their critical thinking to critique and expand their understanding of polarities on a pathway to the achievement of balanced thinking.
Students are ultimately working towards the development of increased control in both their writing and reasoned arguments. In Class 9 students become able to integrate sources of information to express increasingly sophisticated ideas that illustrate their understanding of the complexities of the world around them.
In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.
UNITS OF LEARNING
Tragedy & Comedy/Drama
Possible Content:
-
Romeo and Juliet
-
Comedy and Tragedy
-
Short texts
-
Novel
-
History of Language/Language Development
Relevant Pedagogical Aims:
-
To awaken to the polarities of subject knowledge through both heart and will.
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To develop the reasoning power of the student.
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To show how causes, issues, “facts”, phenomena, opinions, etc. can pull in two directions, have two sides.
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To work with accurate observation, objectivity and detail.
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To bring claims of rights and responsibilities to consciousness.
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To foster tolerance and social engagement.
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To build inner courage and perseverance.
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To bring idealism to the fore, to push ideas to the limit.
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To work with the hands and soil.
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To work with the discovery of assertion and a sense of place in the world.
History of English/Literature
Possible Content:
-
Romeo and Juliet
-
Comedy and Tragedy
-
Short texts
-
Novel
-
History of Language/Language Development
Relevant Pedagogical Aims:
-
To awaken to the polarities of subject knowledge through both heart and will.
-
To develop the reasoning power of the student.
-
To show how causes, issues, “facts”, phenomena, opinions, etc. can pull in two directions, have two sides.
-
To work with accurate observation, objectivity and detail.
-
To bring claims of rights and responsibilities to consciousness.
-
To foster tolerance and social engagement.
-
To build inner courage and perseverance.
-
To bring idealism to the fore, to push ideas to the limit.
-
To work with the hands and soil.
-
To work with the discovery of assertion and a sense of place in the world.