1. About Us
Glendowie College is a Decile 9 co-educational state secondary school located in central eastern Auckland with a school roll of 975 local students and 64 foreign fee paying students. The current ethnic composition of the college is NZ European 48.7%, Asian 24.4%, Other European 13.7%, Maori 5.9% and Pasifika 3.5%

2. Our Mission
In partnership with its community, Glendowie College will foster excellence and achievement in education to ensure all students are encouraged and challenged to attain their full potential. This education will prepare students to be confident and competent learners, have pride in their accomplishments, and show respect for others. It will promote personal growth, enriching social relationships, leadership qualities and cultural insights.

3. Our Vision
Students:
Who will be confident, connected, actively involved, lifelong learners who will value and pursue excellence.
Who will be creative, energetic, and enterprising.
Who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic and environmental future for our country.
Who will work to create an Aotearoa New Zealand in which all cultures, particularly the indigenous Maori culture are valued for the contributions they bring.
Who, in their school years, will continue to develop the values, knowledge, and competencies that will enable them to live full and satisfying lives.

4. Our Principles
Principles are beliefs that guide practice. The New Zealand Curriculum is based on the broad principles set out below. The same principles will guide Glendowie College as it designs and implements its own curriculum.
Excellence
All students are empowered to learn and achieve to the best of their abilities and to seek personal excellence regardless of their individual circumstances.
Learning to Learn
All students experience a curriculum that enables them to become active, confident, creative, and innovative learners and thinkers.

5. Our Principles Cultural Heritage
All students experience a curriculum that reflects New Zealand’s bicultural heritage and its multicultural society. Students who identify as Maori have the opportunity to experience a curriculum that reflects and values Te Reo Maori.
Equity
All students’ identities, cultures, languages, and talents are recognised and affirmed. Their learning needs are identified and addressed.
Connections
All students experience a curriculum that makes connections with their lives and engages the support of their families and communities.
Coherence
All students experience a curriculum that provides a range of coherent transitions and pathways to further learning.

6. Our Principles Future Focus
All students will be encouraged to look to the future by exploring significant future-focussed issues such as sustainability, citizenship, enterprise and globalisation.

7. Our Core Values
Values are deeply held beliefs about what is important or desirable. They will be expressed through the ways in which we think and act. The way Glendowie College and the individuals within its community function will be a reflection of these values.
Our students will be encouraged to value:
Excellence (Hiranga) by aiming high, being committed to doing their best, persevering and being resilient.
Innovation, inquiry and curiosity (Pokirehau and Whakamatemate) by thinking critically, creatively and reflectively.
Celebration of Diversity (Rereketanga) by showing respect for others and their views, beliefs and cultures.
Integrity (Ngakou) which involves being honest, responsible, accountable, acting ethically, being trustworthy and having the moral courage to do the right thing.

8. Our Core Values
Respect for self, others, and human rights (Manaaki/Awhi) through having self-esteem, self respect, self belief and self discipline and showing compassion, empathy, tolerance, respect for individual’s rights and freedom, property and people’s physical, spiritual, mental and emotional well-being (hauora).
Community and participation (Porihanga) by working for the common good through valuing harmony with nature, conservation and guardianship of the environment for future generations.

9. Capabilities for living and lifelong learning
Key Competencies
Capabilities for living and lifelong learning
Key competencies are the capabilities people need in order to live, learn, work, and contribute as active members of their communities. Competencies are more complex than skills. Capable people draw on and combine all the resources available to them: knowledge, skills, attitudes and values.
Glendowie College will embrace and promote the inclusion of the key competencies identified in the New Zealand Curriculum document.

10. Key Competencies Managing Self
Managing self involves self-motivation, a ‘can-do’ attitude, and the ability to establish personal goals, make plans, and set high standards for oneself. It is about students knowing who they are, where they come from, and where they fit in.
Students who can manage themselves are enterprising, resourceful, reliable and resilient. They act appropriately and are aware of the effects that their words and actions may have on others. They have strategies for meeting challenges and know when and how to follow someone’s lead or to make their own well-informed choices.   

11. Key Competencies Relating to Others
Relating to other is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate and share ideas.
Students who relate well to others are likely to be open to new learning and able to take different roles in different situations. They know when it is appropriate to compete and when it is appropriate to co-operate.

12. Key Competencies Participating and Contributing
Participating and contributing is about participating actively in local, national and global communities. These communities may be based on kinship, interest, or culture and may be drawn together for purposes such as learning, work, or recreation. This competency includes a capacity to respond appropriately as a group member, to make connections to others, and to create opportunities for including people in group activities.
Students who have developed ways of belonging in a range of contexts will have the confidence to participate and contribute actively in new roles. They understand the importance of balancing rights, roles and responsibilities and of contributing to the quality and sustainability of social, physical and economic environments.   

13. Key Competencies Thinking
Thinking is about using creative, critical, metacognitive, and reflective processes to make sense of and question information, experiences and ideas. These processes can be applied to research, organisation and evaluation for all kinds of purposes – developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency.
Students who have well-developed thinking and problem-solving skills are active seekers, users and creators of knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.   

14. Key Competencies Using Language, Symbols and Texts
Using language, symbols and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, spoken and visual; informative and imaginative; informal and formal; mathematical, scientific and technological.
Students who are competent users of languages and symbols can interpret and use words, number, images, movement, metaphor and technologies in a range of contexts. They recognise how choices of language and symbol affect people’s understanding and the ways in which they respond to communications. They use ICT confidently to overcome barriers to communication, access information, and interact with others.   

15. Key Competencies Using Language, Symbols and Texts
Each learning area has its own language or languages. By learning to use them, students become able to think in different ways, access new areas of knowledge, and see their world from new perspectives.
Mathematics is one of these languages. By learning it, students are able to discover, express, and explore the relationships to be found in quantities, space and data. Numeracy is the ability to understand and communicate information and ideas using this language.
For each learning area, students need specific help from their teachers as they learn:
The specialist vocabulary associated with that area
How to read and understand its texts
How to communicate knowledge and ideas in appropriate ways
The English language is the medium for most learning in the New Zealand Curriculum, which means that the importance of literacy in English cannot be overstated.   

16. Learning Areas English
English empowers. It underpins all other academic courses, careers and personal pursuits. Language is at the heart of communication and life.
Literacy in English gives students access to the enjoyment, understanding, knowledge and skills they need to participate fully in the social, cultural, political and economic life of New Zealand and the wider world.
Studies are structured around two inter-connected strands:
Making meaning of ideas or information received (listening, reading and
viewing)
Creating meaning for yourselves or others (speaking, writing and
presenting)   

17. Learning Areas Mathematics and Statistics
Mathematics and Statistics
Why study mathematics and statistics?
By studying mathematics and statistics, you will develop the ability to think creatively, critically, strategically and logically. You will learn to create models and predict outcomes, to justify and verify and to seek patterns and generalisations. You will be given opportunities to find solutions to real life and hypothetical situations using appropriate mathematical methods. With a greater use of ICT included in the programme we provide you with a hands on, investigative learning process to prepare you for a technology based world.
Students studying senior mathematics will enjoy academic rigour. Mathematics is an important requirement for many tertiary based courses. Mathematics and statistics has a broad range of practical applications in everyday life, in other learning areas, and leads on to many interesting and exciting career opportunities.
Accounting
Accounting is the communication of financial information. Everybody will need an understanding of Accounting at some stage in their life, but studying Accounting can also directly lead to a well-paid career and an exciting job in the future. Accounting provides opportunities for young people to become business leaders in the work place , creative, energetic and enterprising and being actively involved in helping firms to build our New Zealand Economy. Accountants can be found working in all areas of life, both inside and outside offices. They are needed as advisors to help businesses achieve their goals. Accounting focuses on communicating financial and non-financial information in a written or visual form. It uses ICT e.g. Softwares like MYOB (Mind Your Own Business) and spreadsheets. It involves Mathematical calculations, analysis of data, forecasting and problem solving. Students will develop an understanding of financial and related social considerations in the decision making process. 

18. Learning Areas Science
Science
Science is a way of looking at our natural physical world and the wider universe and investigating it in order to make sense of the things and events around us.
In Planet Earth and Beyond (Geology and Astronomy) we look at the processes that shape and move the world around us. We seek to understand the delicate balance of systems on Earth and beyond Earth in our solar system, galaxy and the Universe.
In the Living World (Biology) we seek to understand New Zealand's flora and fauna and the interdependence of living organisms and how they fit into the global context with an emphasis on sustainability of biological systems.
In the study of the Material World (Chemistry) we explore the structure of atoms and molecules and use it to make predictions and explain the way they behave by doing experiments in the laboratory.
In the study of the Physical World (Physics) we investigate how the things around us work including the use of technology in harnessing the transformations of energy and knowledge of physical quantities including light, sound, heat, electricity, magnetism, levers and other machines.
Most importantly, in all topics, you will be developing skills and learning techniques applicable to any future path that you take in life.

19. Learning Areas Physics
Physics
Physics is concerned with things which vary in size from atoms to galaxies. Atoms which are too small to be seen directly by the human eye are the building blocks of all living and non-living things in the universe. Galaxies are enormously large collections of stars which can be so far away from us that they are only seen as tiny patterns of bright light.
A knowledge of physics is necessary:
In designing a computer, in designing an MRI body scanner, in thinking about black holes, in using a laser to produce 3D images.
Physics is necessary to give the answers to questions such as:
Why is the sky blue?
What holds atoms together?
How can we harness the wind to produce electricity?
How much radiation is needed to eliminate a cancer without damaging the patient?
How can cars be made safer?
A student of physics will develop skills in
Observation . Problem solving . Applying mathematics . Thinking . Practical abilities.
A knowledge of physics helps us to better understand the world around us and make more informed decisions about developments in the world which affect our lives.
Qualifications in physics are useful in a wide range of careers from nursing to car mechanics, dentistry to radiology.

20. Chemistry is everything!
Learning Areas
Chemistry
A world without chemistry would be a world without:
Plastics .
Fabrics like nylon and polar fleece .
Painkillers like aspirin and paracetamol .
Life-saving drugs like penicillin and other antibiotics .
Fuels like petrol and natural gas .
Food preservatives like vinegar and non-fattening sweeteners.
Toothpaste, shampoo, conditioner, cosmetics
Chemistry is important because it:
Helps us to understand the composition of the world around us and the impact that our activities are causing.
This is vital if we are to control pollution and come to grips with Global warming.
Underpins many modern industries like petrochemicals, pharmaceuticals, material science, food and nutrition,
agriculture and horticulture.
Provides an essential background knowledge for:
Doctors, engineers, pharmacists, nurses, food technologists, teachers, hair dressers
Chemistry is everything!

21. Learning Areas Biology
Biology
Biology is the study of the mysteries of Life! From the smallest microbes to the largest mammals, you will be developing an understanding of processes within living cells, animal structure and behaviour, plant responses, genetics and cutting edge biotechnology tools. Ideas are reinforced with hands-on practical investigations and field studies to show the biodiversity of New Zealand and how plants and animals interact with their environment.
Biology is relevant to New Zealand as we are leaders in conservation and our flora and fauna evolution are unique due to our geographical isolation.
The area of biotechnology is fast developing and strengthening our vital agricultural based industries.
A background in biology can set you up for an alphabet of careers from agriculture to zoology. Some examples are biochemistry, biotechnology, botany, conservation, food science, forensics, genetics, immunology, marine biology, medical science, microbiology, pharmacology, physiology, radiology, sports science and veterinary science.

22. Learning Areas Social Sciences
Social Sciences
The Social Sciences are about how people participate in both the local and global communities, and how we are shaped by the past and influenced by the present and future.
Through the study of the Social Sciences the knowledge and skills acquired enhance an understanding of the world in which we live. Students are able to make meaningful connections with the world around them.
Social Studies is about how people and places function. It develops an understanding of culture, identity and participation.
Classical Studies is the study of ancient cultures and society, the effects of individuals on the Ancient world and how that shapes our present. world.
Economics is about the effective allocation of scarce resources in order to satisfy the needs and wants of all of society's participants.
Geography is about the interactions that occur in the natural and cultural environments and the relationships that exist as a result of these interactions.
History is an interpretation of the past, experiences and actions and the way that these interpretations have changed over time. Students will understand the past and the way it has shaped the present and the possible ways in which it could shape the future.

23. Learning Areas The Arts Creativity is the essence of The Arts.
The Arts
Creativity is the essence of The Arts.
The Arts enrich our lives and are a synthesis of a wide range of intellectual activities that inspire students to respond passionately.
Students are challenged by the creative and academic rigour to be socially and culturally well educated. The skills to think laterally, imaginatively and the ability to be innovative are nurtured.
The Arts open pathways for learners to develop the resilience, flexibility and creativity essential to face the challenges of the 21st century.

24. Learning Areas Visual Arts
Visual Arts
Visual Art is a universal language which every student can access, participate in and experience success.
Visual Art enables students to appreciate and understand their cultural and social environment, as well as help them to think creatively and respond to problems in an innovative manner.
The learning programme (which is individualised for Years 11, 12 and 13 students) enables students to have personal input into their learning. This encourages independence, higher order thinking and develops an inquisitive mind.
Visual Art students have the opportunity to develop their own voice and assert their individuality.

25. Learning Areas Art History
Art History
Art is a universal language which every student can access and appreciate.
Art History enables students to appreciate and understand their world from multiple perspectives. By having an understanding of the past students can rationalise the present.
The course encourages independence, higher order thinking and develops an inquisitive mind.
Art History students have the opportunity to explore cultural, social, political, historical, religious, philosophical and geographical issues and develop, communicate and document their opinions.
Drama
Drama expresses human experience and in drama education students learn to structure elements and use dramatic conventions, techniques and technologies to create imagined worlds. Both individually and collaboratively they discover how to link imagination, thoughts and feelings.
As students work with drama techniques, they learn to use spoken and written language with increasing control and confidence and to communicate effectively using body language, movement, and space. As they perform, analyse and respond to different forms of drama and theatre, they gain a deeper appreciation of their rich cultural heritage and language and new power to examine attitudes, behaviour and values.
Using the drama that they create and perform, students reflect and enrich the cultural life of their schools, whanau and communities.

26. Learning Areas
Music
Music is a fundamental form of expression, both personal and cultural, in which every student can experience success.. In music education, students work individually and collaboratively to explore the potential of sounds and technologies for creating, interpreting and exploring musical ideas, gaining rich opportunities to develop their own creative potential.
Students' higher order thinking skills are greatly enhanced through music performance, as research shows that music lessons can improve memory and learning ability by encouraging critical and creative thinking and encouraging different ," patterns of brain development.
Competencies and values gained through a rich musical experience in the classroom and beyond, result in innovative, resourceful and vitally engaged learners.
In performance and composition, Year 11, 12 and 13 students take responsibility for their individual portfolios encouraging leadership and self expression whilst Year 9 and 10 students have the opportunity to express their own feelings and develop their talents.

27. Learning Areas Health and PE
Health and PE
Physical, Health and Outdoor Education lends itself extremely well to producing students, who display the values and key competencies desired by our school, the wider community, whanau and the students themselves. Our learning area provides the best opportunities of achieving a 'holistic' educational experience with the unique combination of the physical and mental realms of education.
The main focus area of Physical Education at Year 9 and 10 is for students to enjoy movement and activity both individually and in group contexts to understand all the positive ‘spin offs’ their involvement in activity will have on their physical and emotional well being. We also want students to develop positive attitudes to their interaction with others and the environment in which they live. Physical Education at junior levels has very close links to the values inherent in the new Curriculum as this relates directly to both the experiential learning model and Hellison's model of Social Responsibility. The movement context of Physical Education and the practical nature of the subject at junior level relate to an appreciation of the joy students experience in putting in the effort into the fun nature of the subject which contributes to students developing positive attitudes to activity.-based learning.   

28. Learning Areas Health and PE
Health and PE
 Through the Physical Education modules of learning at Glendowie, students learn about personal identity and self worth. The social development of a pupil can occur in both a group/team environment and in individual situations. In group situations, students are encouraged to take responsibility for peers, making informed decisions and developing leadership skills. Working together and relying on others to help achieve goals is promoted. Outdoor Education and various camps throughout the year provide fantastic opportunities for this type of learning.
 Studying Physical Education during the senior years is important because it is a subject which allows students to be creative, positive and energetic learners. With a focus on critical thinking, physically educated students at senior levels grow through experiencing a wide range of authentic learning opportunities in many different settings.  It also allows students to achieve both academically and socially, taking these experiences out into the wider community, and enabling them to achieve full and satisfying lives.

29. Learning Areas English as a Second Language
English as a Second Language
Studying ESL is important as it provides a means of communicating and accessing knowledge across the curriculum in English and functioning effectively in society.
It gives students the means to become effective communicators by developing the skills of speaking, writing, listening, reading, viewing and presenting in the English language.
Students learn about the structure of the English language, how to use language for different purposes and how texts are organised.
Students develop a knowledge of the cultural practices in New Zealand and their own culture, through comparing and contrasting different beliefs and ideas, which leads to a greater understanding and appreciation of different cultures.

30. Learning Areas Development Programmes Careers Education and Guidance
Development Programmes
Careers Education and Guidance
The ultimate goal of career education and guidance is for students to “develop the understandings, skills and attributes that they need to make positive careers decisions throughout their lives”.
Our students are actively engaged in creating their own unique plans for their lives, learning and work post-school, and actively developing their career self-management skills that they will need to make and re-make their plans throughout life.
Retailing
The Level 2 Retailing course is designed to develop a skilled, adaptable and highly-motivated retail employee, by recognising and developing students’ existing competencies, and the opportunity to gain and develop further experiences and new competencies.
Retailing provides students with the knowledge in customer care and selling techniques, workplace health and safety, product research and presentation skills, plus an understanding of consumer legislation.

31. Learning Areas Development Programmes New Zealand Tourism
Development Programmes
New Zealand Tourism
Level 2 and Level 3 New Zealand Tourism introduces students to the rapidly growing New Zealand Tourism industry. It covers the different career opportunities in the tourism industry, New Zealand’s main tourism destinations/attractions/activities and assists students in developing the essential skills and competencies required in the industry.
Business Studies
Level 2 Business Studies (New Zealand Institute of Management Certificate in Management) provides students with knowledge and skills in personal and workplace management, practical experience in using their learning in analysing real workplace settings, and the ability and confidence to apply their learning into their future lives.
Business Studies is versatile, practical and highly relevant for students setting out to join the work force.

32. Learning Areas Languages
Languages
Learning a language will give you many skills that are important for lifelong learning.
Communication skills will help you make meaning of a new language. This will enable you to communicate with speakers of another language and culture. This might be in person, or technologically. It will open doors for you to study overseas, work overseas or communicate with people you meet while travelling. You will also develop further your listening skills and public speaking skills.
Language Knowledge skills will not only enable you to make meaning of a new language, but will also help develop your thinking skills. While learning how a new language works you will also be expanding your analytical skills, your problem solving skills and your lateral thinking skills. In addition to this, you will be learning more about your own language.
Cultural Knowledge skills will help you appreciate other cultures, and become more understanding and tolerant. These skills will also help you understand more about yourself and the importance of diversity.

33. Learning Areas Technology
Technology
Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities. Adaptation and innovation are at the heart of technological practice. Quality outcomes result from thinking and practices that are informed, critical, and creative.
Technology makes enterprising use of its own particular knowledge and skills, together with those of other disciplines. Graphics and other forms of visual representation offer important tools for exploration and communication.
Technology is never static. It is influenced by and in turn impacts on cultural, ethical, environmental, political, and economic conditions of the day.

34. Learning Areas Technology
Technology
The aim is for students to develop a broad technological literacy that will equip them to participate in society as informed citizens and give them access to technology-related careers. They learn practical skills as they develop models, products, and systems. They also learn about technology as a field of human activity, experiencing and/or exploring historical and contemporary examples of technology from a variety of contexts.
Technology is associated with the transformation of energy, information, and materials. Technological areas include structural, control, food, and information and communications technology, and biotechnology. Relevant contexts can be as varied as computer software, food products, worm farming, security systems, costumes and stage props, signage, and taonga.

35. Teacher actions promoting student learning
Effective Pedagogy
Teacher actions promoting student learning
While there is no formula that will guarantee learning for every student in every context, there is extensive, well-documented evidence about the kinds of teaching approaches that consistently have a positive impact on student learning. These approaches will be encouraged in our teaching and learning practices.
Evidence tells us that students learn best when teachers:
Create a supportive learning environment.
Encourage reflective thought and action.
Enhance the relevance of new learning.
Facilitate shared learning.
Make connections to prior learning and experience.
Provide sufficient opportunities to learn.
Inquire into the teaching-learning relationship.

36. Teaching As Inquiry
Different teaching strategies work differently in different contexts for different students. This requires our teachers to inquire into the impact of their teaching on their students.
Inquiry into the teaching-learning relationship can be visualised as a cyclical process that goes on moment
by moment (as teaching takes place), day by day, and over the longer term.
In this process, our teachers ask:
Focusing inquiry
What is important (and therefore worth spending time on), given where my students are?
This focusing inquiry establishes a baseline and a direction. Our teachers use all available information to determine what their students have already learned and what they need to learn next.

37. Teaching As Inquiry Teaching Inquiry
Teaching Inquiry
What strategies (evidence-based) are most likely to help our students learn this?
In this teaching inquiry, our teachers use evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
What happened as a result of the teaching, and what are the implications for future teaching?
In this learning inquiry, our teachers investigate the success of the teaching in terms of the prioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next.

38. Teaching as Inquiry Shared learning Opportunities to learn
Shared learning
Opportunities to learn
Making connections
Enhancing relevance
Reflective thought and action
Supportive environment

39. E-learning and Pedagogy
Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly, e-learning (that is, learning facilitated or supported by ICT) has considerable potential to support the teaching approaches in our schools.
E-learning:
Assists the making of connections by enabling students to enter and explore new learning environments, overcoming barriers of distance and time.
Facilitates shared learning by enabling students to join or create communities of learners that extend well beyond the classroom.
Assists in the creation of supportive learning environments by offering resources that take account of individual, cultural, or developmental differences.
Enhances opportunities to learn by offering students virtual experiences and tools that save them time, allowing them to take their learning further.