Providing an innovative and nurturing learning environment
Information about each of our learning areas, learning pathways from year 9 to year 13 and specific course information is available in our online coursebook.
Specific information regarding each individual subject course, the topics studied and method of assessment is available on the school intranet – Pakuranga Moodle. To get there visit: http://moodle.pakuranga.school.nz/
Some areas of Pakuranga moodle can only be accessed by current students and their family, as these areas relate directly to work currently being completed in class.
NCEA – How do I gain qualifications?
Your teachers will gather evidence that you have reached standards described in achievement standards (AS) or unit standards (US). Evidence about your achievement may be collected in a variety of ways: seminars, group tasks, tests, projects, exams. Some standards may be assessed during the year (internally assessed) and others through exams held at the end of the year (externally assessed). At all times you should be aiming to achieve the highest grades possible.
80 credits at level 1 or higher with 10 of these credits from numeracy standards and 10 from literacy standards. There are two pathways for achieving the literacy and numeracy requirements, either unit standards or achievement standards.
All students take English or EAP (English for Academic Purposes) and mathematics.
It is recommended that students also take level 1 science, as some understanding of science comes into many courses beyond school.
80 credits with a minimum of 60 of these credits at level 2 or above and 20 credits at any other level.
Students should be choosing their subjects for level 2 based on previous study in level 1, interests, strengths and future direction. Please pay close attention to the pre-requisites for the subjects you choose. A course in English or EAP or Communications English is necessary.
80 credits of which 60 credits must be at level 3 and 20 credits at level 2 or above
Students should be choosing their subjects for level 3 based on previous study in level 2, interests, strengths and future direction.
Gaining NCEA with Merit or Excellence
If you gain 50 or more of the required 80 credits at excellence level, you will earn an NCEA with excellence. If you gain 50 or more credits at merit level (or a mix of merit and excellence), you will earn an NCEA with merit.
Since 2011 you can gain course endorsements at merit or excellence.
To gain a course endorsement you must:
14 or more credits at merit or excellence in that course in one year
a minimum of 3 credits from an external exam
a minimum of 3 credits from an internal assessment
Students who have achieved a significant number of excellence results in any level 2 subject should consider entering scholarship in that subject. Scholarship is a monetary award to recognise top students. It will not attract credits nor contribute towards a qualification but the fact that a student has gained a scholarship will appear on the Record of Achievement.
Some teachers run scholarship classes before school, some after school and some are held during study periods. It is important that students are aware that they will be involved in some very exciting, high level thinking and must be self motivated.
If you would like more information about NCEA, please see the link below
Pakuranga College is committed to Education Outside the Classroom (EOTC). EOTC provides opportunties for students to experience learning that extends outside the four walls of the classroom.
The role of EOTC at Pakuranga College is to enhance the curriculum in interesting and challenging ways. It will encourage students’ understandings of the relationships between people and their physical environment.
It will provide opportunities for students to take an active part in enjoyable physical activity, identify dangerous situations, to manage risks, and take positive action where necessary. It will also promote an appreciation of our heritage – locally, nationally and internationally.
Pakuranga College, while committed to EOTC, recognises that the safety of our students, teachers and volunteers during EOTC is paramount. We therefore have policies and procedures in place not only to encourage EOTC activities, but also enhance safety of all concerned and meet the obligations promulgated by the relevant statutes and best practice recommendations.
English for Speakers of Other Languages / ESOL FAQs
We live in a global world with students coming to our school from a variety of cultural heritages and language backgrounds.
For some students, English is an additional language. We honour, respect and acknowledge different languages and ways of thinking, while enabling our students to use English to access social institutions like universities.
The department has five full-time and one part-time staff members. The department is also supported by two teacher aides, parent volunteers and student peer support.
Roles and Goals
The main goal is to provide English support for students for whom English is not their first language. This support comes in different forms. There are timetabled English classes Those who arrive with very little English language are given small group and individual support in the Reception Class. Students access mainstream subjects progressively according to interest, need and language expertise.
In the junior school students who need extra support are given special classes for an option line ie 5 hours a week. The intention is to act as a bridge to the English all students are expected to use in their school subjects.
In the senior school the focus is on preparing students for the increased demands of academic English. We also provide opportunities for students to achieve literacy credits so that they can access universities. Most students take ESOL for an option line. In year 13 some students, who are close to achieving university literacy, study ESOL in the morning before the official start of the school day.
Other Support Structures
Older students help younger students with their English on a one-to-one volunteer basis. Bilingual parents support students by using both the home language and English. This is both for individual and groups of students inside and outside of the classrooms. Bilingual teacher aides work with groups of students in curriculum areas. Across the school The school community is diverse. Catering to the needs of our students means that all teachers need to be aware of the principles of acquiring language. In support of this there are ongoing professional learning programmes.
The community education offers classes for adults in ESOL. Click here to see the courses offered by community education.
2015 School Exams:
The school exams run from Tuesday 8th September – Wednesday 16th September. All year 11-13 students are on study leave during this time. It is the college’s expectation that students are either at school sitting an exam, or at home studying. Year 10 students sitting NCEA exams are allowed the day of the exam and the day before off as study leave. Year 10 students with three or more NCEA exams may take the whole exam period off for study leave.
Morning exams run from 9.00 – 12.00pm, and afternoon exams run from 1.00 – 4.00pm. The exam timetable can be found by clicking on the link. 2015 Prelim Exam Timetable (to be linked August 2015)
2015 Prelim Exam Timetable
The school timetable for Year 9 & 10 students changes whilst school exams are on:
End of school
2015 NCEA Exams:
NCEA exams run from Monday 9th November – Friday 4th December. Link for the 2015 NCEA timetable will be available August 2015.
Pakuranga College use a co-constructivist model to teach and learn. This means students are able to work at a level which challenges them. Differentiation in the programmes of learning means that teachers and students are engaged in planning what subject activities will challenge the student. Enrichment and acceleration are available to students who are identified as needing these challenges to ensure that they reach their potential.
Optimal Learning Centre
Gifted and Talented Education is a strand of the Optimal Learning Centre, which had its inception in 2005.The Learning Centre, is responsible for quality learning programmes for students with special abilities. Working in conjunction with Heads of Departments, teachers and deans students are identified and an appropriate programme is put in place.
The process of identification involves testing, referral by teachers, parents, the students themselves and subject results. Both performance and potential are taken into consideration.
Programmes that are available to students are time management, how to be a successful learner, lateral thinking, using multiple intelligences, graphic organisers and successful study skills.
There is a committee which works together to shape the Gifted and Talented Education focus in the College. As this is an ever evolving area there is a professional development aspect included.
The coordinator of the Optimal Learning Centre is Adriel Chrisp. She can be contacted at 534 7159 ext 981.
Sometimes parents and students can become concerned that students are not succeeding, and that students are not learning as much as they could be. Through the year written reports are provided to parents to give feedback on students’ progress. If you have concerns about your child’s progress, based on a report or generally, you have a number of ways of getting assistance :
Contact the Subject Teacher
You are welcome to make contact with your child’s teachers if you have any questions about the course, and what she or he is supposed to be learning.
Contact the Tutor Teacher
Tutor classes meet daily. Each student belongs to one tutor class, which they stay with through their time at the College. Tutor teachers can be contacted as an initial contact point for parents and whanau.
Contact the Dean
If you have any concerns, would like some specific feedback about your child … contact his or her Dean and ask for an appointment. This is especially so if the issue appears to be across a number of subjects and if it is also about motivation or attitude.
Contact Learner Support
If you believe extra help is required Learner Support Students with specific learning difficulties are given special support through our Learner Support department.
Support for students’ learning can take a variety of forms including “in class support” and withdrawal from class for specialised attention.
The college has a comprehensive reading programme for students identified as in need of help. In addition we run a special peer tutoring programme supported by volunteer year 12 students.
Guidance The Guidance Department provides counselling services within the college. The Guidance Department works closely with the other key staff such deans, senior management, careers, the nurse and teaching staff. Our aim is to ensure the best possible educational outcomes are achieved by students as well as helping them to develop a clear sense of identity and life purpose.
Learning is the focus of everything we do at Pakuranga College. To this end, we have developed a ‘learning charter’ … a statement about what we believe makes and supports learning.
In 2009, students and teachers reviewed the original learning charter and came up with the first part of a new learning charter. This year we introduced a series of posters that identify what makes learning happen for students. These posters are up in all classrooms through the school and says, in language that students developed and understand, what needs to happen for students to learn.
Read the information below to get an idea of what we believe needs to happen for learning to occur. Click on any of the images below to open a larger, better quality image of each poster.
Learning happens when we strive for our personal best. To learn, we must set goals both within our subjects and beyond school. We must then challenge ourselves to work hard and achieve those goals, and never give up.
CONNECT Learning happens when we make connections between what we are learning and what we already know, or between different subjects that we are studying.
We make these connections by being curious and so making discoveries for ourselves. We also make connections by participating in various opportunties to learn, and by stepping outside of our comfort zone.
Learning happens when we build positive relationships – not only with other students, but also with our teachers and whanau.
As we show respect for ourselves, others and the environment we enjoy a better learning environment. We then feel safe and feel like we belong. In turn, this helps us to work together in our learning.
REFLECT Learning happens when we reflect and think about what we are learning. We do this by discussing what we are learning with others, asking questions and knowing how to improve our work.
The library is an important part of the College’s learning community and is a place for all of us to enjoy using. All members of the College have complete access to the library’s resources. The library hosts a number of before-school, lunch-time and after-school clubs and meetings.
The library’s computers give you access to the internet and to all of the programmes that are available on your desktop using your login. Learners find our on-line databases and encyclopaedia such as EPIC and Worldbook valuable tools for enquiry based learning. The library catalogue can be accessed by clicking on Cybercat in the College’s website.
Monday to Friday 8.00am to 4.30pm.
The library has movable module tables and seating.
The Senior Study Room has a white board – seats 16 comfortably.
There are two 50 inch televisions, one at each end of the Non-Fiction section – teachers’ laptops can be plugged in to these.
If you can't find what you are looking for on this website, or if you want to contact us directly for a specific reason, please feel free to use this 'Parent Help Desk' form to contact us.
The appropriate person will respond to your enquiry within 24 hours from Monday to Friday.