palmerston north girls' high school
DESCRIPTION
high schoolTRANSCRIPT
School
Prospectus 2013
simplifying IT
changing decision with the outcome being critical to her post-‐secondary opportunities. National statistics on education show clearly that an educational environment dedicated exclusively to the needs of young women allows them to outperform students in any other educational setting.
Our school, with its outstanding reputation for nurturing personal academic and co-‐curricular excellence, offers that opportunity for your daughter. Our school performs in New Zealand. Many of our students and alumni earn full or partial fee scholarships to New Zealand and ivy-‐league International Universities.
It is our goal to achieve individual excellence for every student. Ninety-‐nine percent of our school leavers achieve at least NCEA Level 2, sixty-‐six percent of Year 11 students gain NCEA 1 endorsed with excellence or merit, and seventy-‐two percent of Year 13 students graduate with university entrance. Students earn national recognition in sport, the arts and a wide range of other endeavours. Strong student leadership opportunities across all year levels equip our young women to be successful future tertiary students, citizens and potential leaders of our nation.
With our ability to focus on gender-‐specific education that works for young women, your daughter enters an environment where constructive and inclusive relationships are forged, inductive reasoning strategies are applied, feedback focuses on excellent achievement, students are keen to learn and collaborate to assist each other.
Teaching and learning is most effective for young women through a learning partnership that develops their confidence and independence as learners, and equips them to meet challenges and opportunities. Emphasis is placed on the qualities inherent in self-‐management, personal responsibility, developing positive relationships and a strong work ethic.
Entrust your daughter to us and enable her to benefit from our approach to learning that encompasses support, encouragement and high expectations, where she can achieve the best possible academic outcomes, participate in a wide range of endeavours, become a competent young woman, and find the best post-‐secondary school destination.
l to be proud of. Our teachers are expert at enabling high achievement while our students actively embrace learning and contribute to the quality of their school community.
I invite you to take up the opportunities we provide as the beginning of a most worthwhile partnership.
Ms Melba Scott, Principal
An educational
environment
dedicated exclusively
to the needs of young
women allows them
to outperform
students in any other
educational setting.
We promote personal
excellence,
participation,
endeavour, diversity,
respect and
teamwork.
Our School Charter Our Mission is to inspire all our young women to achieve personal excellence. Within a positive learning community, participation is expected, endeavor celebrated, diversity respected and teamwork encouraged. We believe in: a commitment to excellence for all students celebrating diversity in a positive learning environment developing competent young women a future-‐focused education with strong post-‐secondary destinations semper sursum: ever upwards Our Goals: To provide a curriculum that meets the requirements of the New Zealand Curriculum and Qualifications Frameworks;
To develop in students key competencies required to effectively participate
To support students as individuals, while requiring and assisting excellence in intellectual, physical, aesthetic, social and emotional development;
To inspire an awareness of the purpose and value in learning as an enjoyable life long process and the confidence to independently seek knowledge;
To provide a safe learning environment that enables quality teaching and learning;
To create an environment where there is respect for, and understanding of, cultural and individual differences;
To foster Maori language and culture, consistent with the principles of the Treaty of Waitangi; and
To use the resources available to provide the best possible environment for staff and students to achieve the education outcomes sought and expected
nity. Our School Plans: The Board of Trustees has set strategic priorities focused on excellence with challenging targets for us to aspire to over the next five years.
There is always a
direct link between a
student's effort and
her performance.
An Academic Community Commencing at Year 9 with a broad foundation across all eight learning areas of the New Zealand curriculum, our subject option choices over successive years become increasingly specialised. Knowledge and experience gained in each year of study enable students to make well informed curriculum choices for their future. Striving for excellence at every opportunity ensures prerequisites are met and goals achieved. We assist high achievement in many ways, for example: we offer a very broad range of subjects enabling students to explore their interests and follow these through to the senior school;
prerequisites for all subjects are published in our curriculum handbooks; in the senior years, most students will study academic subjects leading to university entrance;
opportunities are available for work placement and ITO assessments; career information and subject selection assistance leads to appropriate choices every year;
tuition is available at lunchtimes and after school; and additional support is offered to students where they need it to achieve success.
Homework is essential. The most effective and successful students are those who establish a regular pattern of one to three hours homework every day and fill some of that time by creating their own homework activities. The daily habit of self-‐directed homework established from the first week will enhance achievement. Extension At both Year 9 and Year 10, two classes are formed based on high achievement in
learning. Students are expected to work with more complex texts and tasks. In many subjects, placement based on demonstrated ability continues in Year 11 and beyond. An extension programme is offered to all students who wish to take on the learning challenges presented in the CREST and the enviro-‐schools programmes. Students work toward a Bronze, Silver or Gold CREST award. Successive students have won the regional award for their research project, and membership of the national Realise the Dream programme, a one week research residential in Wellington. In English, two extension programmes, reading and writing, offer students more extensive challenges often resulting in national publications and accolades for speech competitions.
Inductive and
experiential
approaches to
learning enable young
women a greater level
of confidence.
In Science, our students are very successful in gaining places at the various university science summer schools, both in New Zealand and overseas with such experience having the potential to fast-‐track their future In Science. Biology students can enter the International Biology Olympiad with its rigorous training and selection camps over the course of the year and follow in the footsteps of past pupils who joined the national IBO teams to Canada and India. In Mathematics, students participate in the Mathematics Development Band programme undertaking more complex mathematics and the ICAS examination. Year 9 students demonstrating exceptional ability in mathematics have the opportunity to advance to Year 11 from the end of Year 9.
s offered to Year 9 and Year 10 students requiring students to explain their topic in depth. Senior students participate in the Model United Nations with our students often selected to join the Model United Nations team travelling to The Hague, most recently in January 2011. Senior History students are invited to participate in the NZ Young Historians and Realise the Dream competitions. Acceleration Placement in a higher level of learning is available for students who clearly demonstrate their prior learning merits such consideration. We continue to review and develop our approach to extension and acceleration of students who demonstrate exceptional abilities.
CURRICULUM PLANNER YEARS 9-‐13
YEAR ENGLISH MATHEMATICS SCIENCE SOCIAL SCIENCES TECHNOLOGY
Year 9 English Mathematics Science Social Studies Food Technology Materials Technology Business Design and Visual Communication Computing & Digital Technology
Year 10 English Mathematics Science Social Studies Food Technology Materials Technology Design and Visual Communication Computing & Digital Technology
Year 11 English or English Studies
Mathematics Foundation Mathematics Mathematics Studies
Science 3 Science 2 Science 1
Geography History Social Studies
Materials Technology Computing & Digital Technology Design and Visual Communication Food and Nutrition
Year 12 English, or English Studies
Mathematics Foundation Maths Mathematics Studies
Biology Chemistry Physics
Geography History Classical Studies Social Studies
Materials Technology Food and Nutrition Design and Visual Communication Computing & Digital Technology Computer Science
Year 13 English English Studies Literacy English
Maths with Calculus Statistics and Modelling Foundation Mathematics
Biology Chemistry Physics
Geography History Classical Studies Social Studies
Materials Technology Design and Visual Communication Computing & Digital Technology Computer Science
CURRICULUM PLANNER YEARS 9-‐13
THE ARTS PHYSICAL EDUCATION AND HEALTH
LANGUAGES COMMERCE INDUSTRY TRAINING
Dance Drama Music Advanced Music Visual Art Visual Imaging
Physical Education and Health French Japanese English Enrichment ESOL
Dance Drama Music Visual Art
Physical Education and Health French Japanese ESOL
Economics
Dance Drama Music Visual Art
Physical Education Studies Physical Education and Health
French Japanese ESOL
Accounting Economics
Hospitality
Visual Art Photography and Design Dance Drama Media Studies Music
Physical Education Studies Sport and Leisure
French Japanese ESOL
Accounting Economics Business
Vocational Computing 1 Childcare and Development 1 Food and Beverage Hospitality Gateway Star
Drama Media Studies Visual Art -‐ Design -‐ Painting -‐ Printmaking -‐ Photography -‐ Sculpture Music Studies Practical Music
Physical Education Studies Sports Studies
French Japanese ESOL
Accounting Economics Business
Vocational Computing 2 Childcare and Development 2 Tourism Hospitality Gateway Star
Codes
University approved subject and achievement contributes toward entry to university Terminates at the end of the year level indicated
Appropriate selection
of subjects at Years
10 and 11 will lead to
greater opportunities
in Year 13 and
beyond.
Curriculum The eight essential learning areas described in the New Zealand Curriculum include English, Mathematics, Science, Social Studies, Health and Physical Education, the Arts, Technology and Languages. Over the last three of these learning areas, Year 9 and 10 students select from a range of option subjects. Year 9 Students select four half-‐year option subjects: One from the Arts One from the Languages One from Technology A fourth option from any of the above three learning areas.
Year 10 Students select any two of the full year option subjects listed for Year 10 under the arts, technology, languages and commerce. Year 11 Students study English, Mathematics, Science, and three option subjects. Subject descriptions and prerequisites are listed in the curriculum handbook. NCEA Level 1 The current minimum requirements include: 80 credits including:
10 credits in literacy 10 credits in numeracy
For subject endorsements, 14 credits at merit or excellence. For NCEA endorsement, 50 credits at merit or excellence. Students intending to enrol at university, or students who are not yet certain of their future destination, are advised to choose option subjects that lead to the university approved list in Year 13. Students need to be aware of the University Entrance requirements, and strive to exceed the minimum prerequisites noted for each subject in successive years at school. Year 12 Students study English and five option subjects. Subject descriptions and prerequisites are listed in the curriculum handbook. Preliminary applications to university rely on Year 12 NCEA Level 2 results. Year 13 Students choose any five subjects. Subject descriptions and prerequisites are listed in the curriculum handbook.
University Entrance The current minimum requirement includes: 14 credits from each of two university approved subjects at NCEA Level 3 14 credits in no more than two other approved subjects at NCEA Level 3 14 credits at NCEA Level 1 in Mathematics The minimum requirement for entrance to university in 2015 is being raised. Universities now expect applicants to hold University Entrance plus a specified Guaranteed Entry Score advertised with each university course. These are minimum requirements only and entrance to many specialist courses require a high level of achievement.
Capability is
unknown until it is
tested and mediocrity
is not a test of
capability. Focused
work every day will
secure the best
possible post-school
destination.
Tertiary Scholarships The New Zealand Qualifications Authority offers national Scholarship Awards to recognise excellence. Students in Year 12 and 13 are invited to register to sit the scholarship examinations which are held during the NCEA examinations in November. Single Subject Awards $500 per subject for one year Criteria: achieves Scholarship in one subject Top Subject Scholar Award $2000 annually for three years Criteria: top national scholar in one subject Scholarship Award $2000 annually for three years Criteria: achieves Scholarship in three or more subjects Outstanding Scholar Award $5000 annually for three years Criteria: considered for award if achieves Scholarship in three subjects with at least two at the outstanding level, or in more than three subjects with at least one at the outstanding level Premier Award $10,000 annually for three years Criteria: considered for award if achieves Scholarship in at least three subjects at the outstanding level
$2,000 annually for three years Criteria: academic excellence, contribution to school will be considered. Julia Wallace Scholarship $2,000 annually for three years Criteria: demonstrates passion and success in her chosen field of study and potential to pursue a tertiary qualification. Frances Elizabeth Jebson Memorial Trust Scholarship $500 annually for up to four years Criteria: for study in the field of Technology, Engineering, or Applied Science, preferably at Massey University, and displays academic, sporting and cultural interests, and financial need.
A few of our previous scholarship recipients: Ruth Upperton (2008) Top Subject Scholar Award Olivia Burne (2010) Stoney Brook University, NY Phway Aye (2010) Princeton University Scholar Maryanne Ting (2009) Auckland University Scholar Sophie Zhang (2009) Columbia University, NY
Previous graduates
have earned a Premier
Scholarship, a Top
Subject Scholarship,
various New Zealand
university
scholarships worth up
to fifty thousand
dollars, and full fee
scholarships to
Princeton, Columbia
and Stony Brook in
USA.
Gifu Sogo Gakuen High School Scholarships One month of schooling in Japan. Criteria: senior students studying Japanese, demonstrating academic excellence and a positive contribution to school life. Other Tertiary Scholarships Our Career Services department and Year 13 Deans assist students in applying for the various university and corporate scholarships available. Many past students have gained prestigious awards that enable tertiary fees to be fully or partially funded.
Leaders of today are responsible for guiding and shaping the leaders of tomorrow. Our young women face many opportunities to embrace leadership within our structure of councils and committees. Head students and prefects are charged with engaging fellow students to inform management decisions, plan and manage activities for the school, promote and recognise achievement, influence our school culture, and represent our school. The Head Girl, Amanda Wallis, leads the Student Council. Students from all form classes are represented through their respective mini-‐councils enabling support for projects and charities, and issues of concern for all students to be addressed. The Head of Humanities and Sciences Council, Apurva Kasture, co-‐ordinates the work of the prefects selected in these subject areas. The Head of Sports Council, Jenaya Woodmass, works with the school house prefects for Hodges, Mills, Rhodes and Stephens, and the sports code prefect. The Head of Arts Council, Kirstin Crowe co-‐ordinates the work of prefects across visual and performing arts, languages, and associated clubs. The Head of School Community Council, Morghan Work, co-‐ordinates the social, school magazine, and pastoral committees. The Student Trustee is elected annually by students to join the Board of Trustees. Nadine van der Spuy communicates through the Student Council and school assemblies. Our head students have a high profile in promoting and acknowledging student participation and achievement through school assemblies, and award ceremonies. Their leadership contributes to a very dynamic school through a very busy annual programme of activities and learning opportunities.
l
A balanced education
embraces whole
person learning which
fosters intellectual,
physical, social,
emotional and
aesthetic
development.
Life outside the classroom A balanced education fosters intellectual, physical, social, emotional and aesthetic development, and learning is enhanced when supported by experience to draw from. Active participation is encouraged to extend existing talent, explore new interests, and make positive use of time. The Arts Creative challenge exists for all students. The Arts Council prefects lead opportunities for students to participate and compete in activities such as the International Festival, Pasifika Fusion, Rock Da House, Stage Challenge, music groups, debating, cultural groups, dance, and much more.
Challenge The range of activity is diverse, for example Duke of Edinburgh Hillary Award, the Enviro Group, Extension, competitions, and the Year 10 Business Enterprise Experience. We have an increasing number of students achieving Gold level awards in both CREST and Duke of Edinburgh Hillary Award. A number of students have their writing and art published in national magazines. From their hospitality studies, students have represented Manawatu at the national cookery competition, while others competed on TV's Activate show. International Travel On occasions, there is the opportunity to join an international trip, such as recent trips to Japan, Europe and New Caledonia. Many students participate in short and long term exchange programmes. Our school supports students who wish to apply for a Gap Year between Year 13 and commencing at university.
There is a wide range
of activities to choose
from and awaiting
each student to take
up the invitation.
Houses The tradition of enrolling students into one of the four school houses Rhodes [green], Mills [red], Hodges [yellow], Stephens [blue] continues with enthusiasm. The Sports Council House Prefects and other Student Council Prefects organise a wide variety of inter-‐house activities. House points are updated and announced throughout the year leading to the award of the prestigious Nash Cup, currently held by Stephens House. Sport Sustained physical activity is important for our health and a game played within a set of rules satisfies our need to work with others to achieve a common goal. Our students have an outstanding record of participation and success in a wide range of physical pursuits including sports exchanges with Napier, New Plymouth and Wellington Girls' High Schools. In 2011, nine students earned national titles, nine students represented New Zealand, twenty students reached New Zealand selection, and fifteen teams qualified to compete in national competitions and tournaments. At the Manawatu Secondary Schools' Sports awards, Hannah Mills, was announced Official of the Year and Michaela Curtis the Supreme Female of the Year. Encourage your daughter to get active while at school. Beyond Year 13 such opportunities become more difficult to take up.
Competent young
women are able to
respond appropriately
to new and
challenging situations
they will encounter.
Competent Young Women Our young women are expected to be supportive of each other and take
also progress. The school applies the following agreement:
To guide our expectations, the New Zealand Curriculum outlines five key competencies describing the capabilities people need in order to live, learn, work, and contribute as active members of their communities. Managing self being aware of the effect words and actions have on self and others; having strategies for meeting challenges; and making well-‐informed choices. Relating to others recognising and discussing diverse ideas; responding appropriately to challenging situations; and knowing when to compete and when to co-‐operate. Participating and contributing balancing rights and responsibilities; being inclusive of others; and contributing to the quality of our environment. Thinking actively seeking, using and creating knowledge; reflecting on learning; and challenging the basis of assumptions and perceptions. Using language effectively communicating information, experiences and ideas; interpreting and understanding communication in various contexts; and using ICT with confidence. Our students are expected to apply the school's code of conduct and develop the competence to respond appropriately to increasingly complex competencies. We support and acknowledge each young woman's development and apply sanctions where her actions are inappropriate and are in conflict with the school's expectations. Our discipline is applied with dignity and searches for integrity and reason which are both essential to resolving issues with young women.
Code of Conduct
We expect everyone to:
Strive for excellence in all things
Respect others
Respect the environment
Take responsibility for their actions
Palmerston N
Relationships matter
for young women:
their learning is
enhanced when they
can also construct
positive social
agreements amongst
members of their work
team.
Student Support
A learning environment of constructive working relationships, positive friendships, and personal responsibility are essential in the development of high achieving and competent young women. Form Teachers have daily contact with their form class and may also teach them for one of their subjects. They oversee the academic progress of students, attendance and participation in activities. Two Deans are appointed for each year group providing a first point of contact for students and parents, Deans include: Year 9 : Mrs A Peacock and Mrs A Bradnock Year 10 : Mrs K Sinclair and Ms M Osborne Year 11 : Mrs L Mohekey-‐Johnston and Ms N Blackler Year 12 : Mrs K Georgel and Ms K Sheridan Year 13 : Mrs D Brown and Mr C Scrimgeour A Senior Manager has oversight of each year level and works closely with their deans. Mrs Tonner looks after Year 9, Mrs Gordon Years 10 and 13, and Mrs Brown Years 11 and 12. Our Guidance Counsellors are available by appointment. Mrs Brenda Pomana-‐Whale, Ms Petrina Paki and Mrs Seona Ashton have the experience and ability to provide support for any situation or issue our young women may face. Counsellors also have access to a network of specialists to support their work. The Connections Programme enables Year 13 students to support Year 9 students to adapt successfully to secondary school. This programme runs through term one. Our Learning Support department is available to assist students respond to their individual learning needs. Mrs Lorraine Hill and her team of staff have expertise to assist students progress their learning to higher levels of excellence. Our Career Services department provides students with a one stop place in the school to access tertiary information and experience of careers. Mrs Trish Collins and her team provide career advice, work experience, arrange workplace learning, ITO assessment through the Gateway programme, and assist students with applications to post-‐school destinations. We acknowledge the importance of our partnerships in assisting our young women develop confidence, personal responsibility, and wise decision-‐making.
Palmerst
The most lasting
impressions of people
are formed within
three seconds of
meeting them and
before greetings are
exchanged.
The School Uniform The manner in which our young women present themselves for daily work reflects their sense of pride and engagement with the workplace. Our standard of dress contributes to the reputation of our school, for which every student has a responsibility. Year 9-‐11 Summer Navy blue dress, mid-‐calf length Red wool zip front cardigan jacket with school monogram Black leather McKinlay lace-‐up or T-‐bar shoes, or McKinlay sandals (summer only) White ankle socks Year 9-‐11 Winter School tartan kilt, mid-‐calf length White long sleeve blouse with Peter Pan collar Red cardigan jacket, as described for summer Shoes, as described for summer Black opaque tights White thermals, v-‐necked (optional) Regulation anorak or rain jacket Regulation scarf (optional) Year 12-‐13 Summer Navy, front pleat skirt, below the knee length White short sleeve shirt with school logo Navy striped blazer Red school tie (optional), Black Bata shoe, or McKinlay shoes from Year 11 White ankle socks Year 12-‐13 Winter As listed above except white ankle sock plus: White long sleeve shirt with school logo (optional) Black opaque tights Red Cardigan jacket (from Year 11, optional) Regulation scarf (optional) White thermals, v-‐necked (optional) Physical Education Suitable clothing and footwear for activity Sport As required by the particular sport Stockists Gillespies Value House Ltd, 769 Main Street, Palmerston North Kellys' Shoes, Broadway, Palmerston North Other Standards One small earring in each ear and a watch No other jewellery, nail polish or make-‐up One headband in black or white Natural hair colour
If employers need
thinking people who
are at work on time
every day and ready
to work, then going
to school is the same
as going to work.
The School Year The academic year is divided into four terms, usually of ten weeks each. Term dates for 2013: One: Wednesday 30 January to Friday 19 April Two: Monday 6 May to Friday 12 July Three: Monday 29 July to Friday 27 September Four: Monday 14 October to Friday 13 December Term One establishes academic and assessment programmes, inter-‐house activities, summer sports competitions, student councils and their committees, and students are Invited to enrol in winter sports teams. Term Two continues the rigour of curriculum and assessments. Student council activities commence with their various events and competitions. Winter sport competitions commence. Term Three continues these activities, including various subject-‐related field trips, until school examination time in September. Winter sports season ends with many teams competing during the NZSS tournament week late in the term. Term Four leads into preparation for external assessments and events to celebrate achievement. Junior school and NZQA examinations commence in November. Year 9 students prepare for their arts week and Year 10 students for their camp week. Assessments for all year levels are scheduled regularly throughout the year making attendance every day all the more important. Once an assessment deadline is set, it has the same effect as sitting an examination neither should be missed. Attendance is important every day. Absence of more than two weeks in a standards-‐based assessment programme will make most internal assessments scheduled during that time unavailable to the student. Reports are issued twice a year for students and are posted home to parents. Two report evenings are scheduled for parents to make an appointment to discuss progress with teachers.
newsletter is published and posted to parents in the first week of every month. The newsletter is posted on our website at www.pnghs.school.nz Bus transport is provided to assist parents in getting students to school. Students eligible for bus transport must live at least 4.8kms from their nearest high school. Our school transport coordinator holds an assembly for bus students on the first day of school. Our school Code of Conduct applies when travelling to and from school.
Our graduates are
competent young
women who adjust
very successfully to
tertiary study.
The School Day The school operates a ten-‐day timetable with five one-‐hour periods each day. The first bell rings at 8.40am and students are expected to be in class working by 8.45am. Lunchtime is scheduled at 1.25pm. With a late lunch break, students are advised to have something to eat at interval. The school day ends at 3.20pm. Students have a school diary and should establish the habit of using it from day one to keep track of commitments, activities, homework, assignments and to record their achievements. We know that life gets very busy for our students so managing a diary is an essential workplace practice. Many students prefer to register for a school locker and manage their school books in two places, while others choose to carry their books for the day with them. School notices are published daily and made available at form time. These contain a feast of activities, events, competitions, opportunities, and a constant stream of meetings for students to attend. An assembly is scheduled each week. Student leaders assist with the programme and use the opportunity to promote activities, recognise achievements and inform students. The school canteen is open before school and at break times. We serve healthy food options. Electronic devices such as iPods and mobile phones can be used to enhance learning, but can also lead to inappropriate behaviour and interrupt learning. They can be used only at break time, not in class or between lessons. Computers are available for students during class time at the instruction of their class teacher, or at one of the computer labs during break times. Students are given a password for their electronic folder. Print facilities are available and should be used with discretion. Students who fall ill during the day report to the sick bay. Parents will be contacted if it is advisable for a student to go home. Students with appointments during the day sign out at the Student Centre before leaving school. If your daughter is absent from school, telephone our attendance line 353 8062 and leave a detailed message.
Our young women
want to learn: they
most enjoy feedback
from teachers and
classrooms in which
students are not
permitted to interrupt
The Board of Trustees The Board meets on the fourth Tuesday of every month, except December and January, at 5.30pm. Board members include: Shaun Carrick (Chairperson) Doug Russell (Deputy Chairperson) Helen Talamaivao Joanna Crowhurst (Staff Representative) Nadine van der Spuy (Student Representative) Melba Scott (Principal) Sue Alchin (Secretary) School donations are set annually by the Board as a guide to parents of a voluntary contribution that would significantly enhance our ability to continue providing quality education along with quality facilities to support that outcome. Funding from Government has eroded overtime exacerbated by the increasing demand for the school to provide modern technology, equipment and facilities to meet the needs of education for the 21st century. The Board has little option but to encourage local funding. Donations contribute to our development including projects such as upgrading our computer suites and software applications, our Performing Arts Centre and other developments that enhance our learning environment for your daughter and her friends. Donations for 2013: $200 for one student; $300 for two or more students. ICT donation $50 per student. Parent Supporters' donation $25 per student. School fees are charged for materials and activities. In many instances, it is beneficial for the school to assist purchases of appropriate materials in the quantities required than for students to have to source their own. Where applicable a materials fee is included with the subject description in the Curriculum Handbook. The Parent Supporters' group meets on the third Wednesday of each month at 7.30pm in the staffroom. More information can be found on our website www.pnghs.school.nz
Changing
demographics in our
enrolment zone has
enabled the Board to
offer 70% of
enrolments to out-of-
zone applicants over
recent years.
Enrolment Scheme
operates an enrolment scheme. Prospective students are required to apply to enrol and will be considered according to the following criteria: 1 Applications to enrol for the new school year must be received from all
prospective students by the advertised closing date. 2 Where the usual place of residence for prospective students lies within the
offered enrolment. Proof of residence may be required. 3 The residency zone is defined as being the area inside the boundaries created
by: Main Street between Cook and Fitzroy Streets; Cook and Fitzroy Streets to the Manawatu River; Manawatu River between Fitzroy and Albert Streets; Albert Street to and including Moonshine Valley Road; The end of Moonshine Valley Road to the intersection of Turitea and Harts Road, including Harts Road;
Turitea Road from Harts Road to Old West Road Old West Road from Turitea Road to Turitea School; Turitea School to the Manawatu River, including Sheep Farm Road; and Manawatu River between Pitama Road and Victoria Esplanade
4 Applications for enrolment from students who do not meet the residency
criteria will be considered for enrolment according to the following order of priority: i Special Programmes not applicable. ii Applicants are siblings of current students. iii Applicants are siblings of former students. iv Applicants are children of a former student v Applicants are children of Board employees. vi All other applicants
Where places for out of zone enrolments are oversubscribed, selection within the priority group will be by ballot in accordance with instructions issued by the Secretary for Education under S11G(1) of the Education Act 1989.
Guided tours of the
school are scheduled
for Thursday 26 July
at either 3.30pm or
7.00pm.
Enrolment Procedures The Board of Trustees supports choice for parents and students in selecting secondary education for young women.
Enrolment places are available for families whose usual place of residence is outside that described in the enrolment scheme. Families in the wider district of Palmerston North considering secondary education for their daughter are encouraged to furnish an application for enrolment. Attendance at any
School.
To assist with the process of application, the following points are noted:
1. The optimum roll for Year 9 in 2013 is 290 students. Over recent years, 70% of Year 9 enrolments live out of zone.
2. Information and enrolment application packs for the 2013 school year will be available from Monday 16 July 2012 by telephoning Palmer chool reception, (06) 357 9194.
3. The school will host guided tours for all prospective students and their families on Thursday 26 July 2012, commencing in the school hall. There are two tour options to choose from either 3.30pm, or 7.00pm. Tours will take approximately 100 minutes to enable us to show you our curriculum areas and assist your daughter to select her option subjects.
4. The closing date for enrolment applications is 1.00pm Friday 17 August 2012. Applications received after that date will be placed on our waiting list and considered in the order they are received as vacancies arise.
5. manage over-‐crowding. A response to all enrolment applications will be posted in the week following our closing date.
6. Entry testing is scheduled for Monday 10 September Palmerston North Intermediate Normal School 8.45am to 11.30am Other contributing schools 12.30pm -‐ 2.45pm 7. The first day of school for Year 9 students is Wednesday 30 January, 2013.
Year 9 students, Connection programme leaders from Year 13 and staff will share the day together, assisting our new students to an excellent start at
CLOSING DATE FOR ENROLMENT APPLICATIONS IS 1.00PM FRIDAY 17 AUGUST 2012
Complete the application for enrolment form and the subject selection form.
High School, Fitzherbert Avenue, Palmerston North 4410.
Our teachers are
dedicated to
understanding
teaching and learning
for the benefit of all
our young women.
Senior Managers Principal : Ms M Scott Deputy Principal : Mrs M Gordon Assistant Principal : Mrs P Tonner Assistant Principal : Mrs S Brown Executive Officer : Mrs M Pink
: Mrs S Alchin Office Manager : M Heads of Departments ACT : Mrs J Mair Commerce : Mrs J Dustin Computing : Ms N Blackler Drama : Mrs S Mohekey English : Design & Visual Comm. : Mr J McCarten Extension : Dr Meikle Guidance : Ms B Pomana-‐Whale Careers : Mrs T Collins International : Mrs V Warbrick Languages : Mrs M Parker Learning Support : Mrs L Hill Mathematics : Mrs A Brookie Music : Ms K Carter P.E. & Health : Ms J Crowhurst Social Studies : Ms E Tyler Science : Mr C Scrimgeour Sport : Miss C Forsyth Te Reo Maori : Mr K Waho Visual Art : Mrs P Hansen Deans Year 9 : Mrs A Peacock, Mrs A Bradnock Year 10 : Mrs K Sinclair, Ms M Osborne Year 11 : Mrs L Mohekey-‐Johnston, Ms N Blackler Year 12 : Mrs K Georgel, Ms K Sheridan Year 13 : Mrs D Brown, Mr C Scrimgeour
Entrust your
education to our
dedicated teachers.
Fitzherbert Avenue Palmerston North 4410 New Zealand Telephone : +64 (06) 357 9194 Fax : +64 (06) 357 9193 Email : [email protected] Web : www.pnghs.school.nz