Languages

We offer French, Japanese, Korean, Latin and Te Reo Maori from Y9 to Y13 at Logan Park, with long distance learning available New Zealand wide in other languages such as German, Spanish or Chinese, if appropriate for an individual student. When studying a language there is a focus on communication, language knowledge, and cultural knowledge. These aspects are integrated holistically into the teaching and learning programmes.

Students will develop the skills to speak, present, read, write, listen to and respond to the language(s) they have chosen. Y9 starts with understanding and using familiar expressions and everyday language. By the time students have reached Y13, students will have reached the stage of personal independence in the language they are studying, being able to take part in general conversations, explain and discuss many of their own ideas, and use language creatively. They will be able to act in a culturally appropriate way in most social situations involving native speakers.

TEACHER CONTACT

NameAreaInitialsEmail
Heike Cebulla-Elder – HoDLanguages – French, GermanHCEhce@lphs.school.nz
Sue KimLanguages – KoreanSNKsnk@lphs.school.nz
Maeve LonieLanguages – French, JapaneseMMLmml@lphs.school.nz
Angela TaylorLanguages – Te Reo MaoriAMTamt@lphs.school.nz
Danya KerrLanguages – Te Reo MaoriDKKdkk@lphs.school.nz

FRENCH

”Les limites de ma langue sont les bornes de mon monde”

The limits of my language are the limits of my world 

French is taught from a communicative approach with listening, speaking, reading and writing skills interwoven with culture. There are a variety of teaching and learning methods including using video clips and podcasts of native speakers, interactions with local French speakers, individual computer applications for vocabulary and grammar, pair and group work for speaking and conversation, a variety of text types for reading and promoting writing skills. French is learned using relevant topics or themes  which move from the immediate world of the student (Y9), to survival French for travel (Y10 and Y11) to near fluency (Y12 and Y13), in a wide variety of contexts both concrete and abstract.  Structures, vocabulary and grammar are covered according to themes and student level. 

YEAR 9

At Y9 students achieve understanding and use of familiar expressions and everyday vocabulary. They begin the year by interacting orally in a supported way, then during the year progress to understanding and constructing simple texts using their knowledge of French.  They learn to describe aspects of their own background and immediate environment. Proficiency Descriptor – NZ Curriculum Levels 1 -3(4). 

YEAR 10

At this level students continue to develop understanding and use of familiar expressions and everyday vocabulary, and understanding and constructing simple texts using their knowledge of French.  They continue to develop the ability to describe aspects of their own background and immediate environment.  They communicate beyond the immediate context e.g. past and future which links to the LPHS foci of “Past” and “Future”.

YEAR 11

This course encourages effective communication in listening and responding, speaking and presenting, interacting, viewing/reading and writing.  In Y11 the language, vocabulary, structures and themes studied in Y9 and Y10 are revised and extended and the following new themes are studied:  Travel situations, A typical day at home, Holidays, Communication, Health, One’s country.

By the end of Y11 students are working at Level 6 of the National Curriculum and present for assessment in 24 credits of NCEA Level One.                                         

Y11 students develop communication beyond the immediate context of their lives e.g. about past and future events.  They learn to understand and produce a variety of text types, using a variety of tenses, structures and vocabulary, developing beyond language survival skills towards social competence.

NCEA LEVEL ONE FRENCH

The FIVE NCEA Achievement Standards offer credits in the general skill areas of listening and responding, speaking and interacting, reading/viewing and responding and writing:  24 credits in total. 
There are THREE internal standards: Speak/Present, Interact and Write, totalling 14 credits and TWO external standards: Listen and Respond, View and Respond, assessed in an end-of-year examination totalling 10 credits.

YEAR 12 & 13 FRENCH

This course encourages effective communication in listening and responding, speaking and presenting, interacting, viewing/reading and writing.  In Y12 and Y13 the language, vocabulary, structures and themes studied in Years 9 – 11 are revised and extended in a variety of media and text types including video clips, podcasts, film, conversation/ interviews and written/literary texts. There is a focus over Years 12 and 13 on the following themes: 
Year A: Les Ados,  Le Monde Internationale, Les régions de la France and Education/Boulot.  
Year B: La vie quotidienne, l’avenir, l’outre-mer and la culture/l’éducation. 

By the end of Y12 students have completed working at Level 7 of the National Curriculum and present for assessment in 24 credits of NCEA Level Two.  By the end of Level 7 students will be developing personal independence in French, able to take part in general conversations with French speakers, understand some of what is said, and contribute relevant comments.  They can explain and discuss many of their own ideas and use language creatively.  During the year they read a variety of authentic material and write expressively for a range of purposes. They use a range of language-learning strategies effectively and by the end of the year they can act in a culturally appropriate way in most social situations involving native speakers.

NCEA FRENCH LEVEL 2 & 3 CREDITS

The FIVE NCEA Achievement Standards offer credits in the general skill areas of listening and responding, speaking and interacting, reading/viewing and responding and writing: 24 credits in total. There are THREE internal standards: Speak/Present, Interact and Write, totalling 14 credits and TWO external standards; Listen and Respond, View and Respond, assessed in an end-of-year examination totalling 10 credits.

By the end of Y13 students have completed working at Level 8 of the National Curriculum and present for assessment in 24 credits of NCEA Level Three.   By the end of Y13 they have completed Level 8 of the New Zealand curriculum and have reached the stage of personal independence in French.  They are able to take part in general conversations with French speakers, understand much of what is said, and contribute relevant comments.  They can explain and discuss many of their own ideas and use language creatively.  During the year they read a variety of authentic material and write expressively for a range of purposes. They use a range of language-learning strategies effectively and by the end of the year they can act in a culturally appropriate way in most social situations involving native speakers.

COURSE OUTLINES

French Level 1
French Level 2
French Level 3
 

TEACHER CONTACT

Heike Cebulla-Elder – HoDLanguages – FrenchHCEhce@lphs.school.nz
Maeve LonieLanguages – FrenchMMLmml@lphs.school.nz

GERMAN

“ Eine andere Sprache zu lernen bedeutet nicht nur, andere Worte für die gleichen Dinge zu lernen; man lernt über Dinge anders zu denken.”

“Learning another language is not only learning different words for the same things, but learning another way to think about things” 

German is taught from a communicative approach with listening, speaking, reading and writing skills interwoven with culture. There are a variety of teaching and learning methods including using video clips and podcasts of native speakers, interacting with local German speakers, individual computer applications for vocabulary and grammar, pair and group work for speaking and conversation, a variety of text types for reading and promoting writing skills. German is learned using relevant topics or themes  which move from the immediate world of the student (Y9), to branching out to the German-speaking world (Y10 and Y11) to near fluency or fluency (Y12 and Y13), in a wide variety of contexts both concrete and abstract.  Structures, vocabulary and grammar are covered according to themes and student level.

YEAR 9

At Y9 students achieve understanding and use of familiar expressions and everyday vocabulary. They begin the year by interacting orally in a supported way, then during the year progress to understanding and constructing simple texts using their knowledge of German.  They learn to describe aspects of their own background and immediate environment. Proficiency Descriptor – NZ Curriculum Levels 1 -3(4).

TEACHER CONTACT

Heike Cebulla-Elder – HoD Languages – German  HCE hce@lphs.school.nz

TE REO MAORI

Te Reo is taught holistically and communicatively, with listening, speaking, reading and writing interwoven with tikanga/cultural philosophy and practices).  It is taught with topics which relate to the world of the student and Te Ao Māori (the Māori world). Structures, vocabulary and grammar are covered according to themes and student level. Significant seasonal events/kapa haka/marae visits will be incorporated into the programme in the context of the calendar and other events outside the school.

YEAR 9

At this level students begin the year by learning to greet and respond, introduce themselves and interact orally with well-rehearsed sentence patterns and familiar vocabulary, in predictable exchanges.  They progress to reading and writing straight-forward versions of what they have learned to say. They become aware of and understand some of the typical cultural conventions/tikanga that operate in interpersonal communication. They become aware of the processes involved in learning Te Reo Māori.  They learn to describe aspects of their own background and immediate environment.   

YEAR 10

At this level students are further developing their ability to cope with understanding and use of familiar expressions and everyday vocabulary. They can use familiar language with some flexibility and pick up some new language from its context.  They can read and write a variety of simple text types using their knowledge of Te reo Māori.  They continue to develop the ability to describe aspects of their own background and immediate environment.  They start to communicate beyond the immediate context e.g. past and future. By the end of this year they can cope with a variety of routine situations when talking to speakers of Te reo Māori.   They develop further awareness and understanding of typical cultural conventions/ tikanga that operate in interpersonal communication. They can use and respond to language including directions and requests, that is likely to occur in familiar Māori. They are becoming more confident in using a range of language learning strategies.

YEAR 11

By the end of this year students can converse with Te reo Māori speakers in familiar social situations and cope with some less familiar ones. They can use basic Māori language patterns spontaneously. They show a willingness to experiment with new language and to read independently. They can write short passages, personal letters, and simple formal letters in te reo Māori.   Students are increasingly confident in using a range of strategies for learning te reo Māori and for communicating with others in predominantly Māori social contexts.

YEAR 11 assessments will be 24 – 30 credits of the NCEA Level One assessment standards

YEARS 12 AND 13

At present these courses are offered through distance learning.

COURSE OUTLINES

Maori Level 1

TEACHER CONTACT

Angela Taylor
Danya Kerr
Languages – Te Reo MaoriAMT
DKK
amt@lphs.school.nz
dkk@lphs.school.nz

KOREAN

Korean Level 1
Korean Level 2
Korean Level 3

TEACHER CONTACT 

Sue Kim         Languages – Korean          SNK       snk@lphs.school.nz                              

JAPANESE 

Japanese is taught from a communicative approach with listening, speaking, reading and writing skills interwoven with culture. There are a variety of teaching and learning methods including using Internet video clips and podcasts of native speakers, individual computer applications for vocabulary and grammar, pair and group work for speaking and conversation, a variety of text types for reading and promoting writing skills and recording conversations with digital cameras. Japanese is learned using relevant topics or themes which move from the immediate world of the student (Y9), to survival Japanese for travel (Y10 and Y11) to near fluency or fluency, in a wide variety of contexts both concrete and abstract, (Y12 and Y13).  Structures, vocabulary and grammar are covered according to themes and student level. 

YEAR 9

At Y9 students achieve understanding and use of the Hiragana and Katakana writing systems, moving from use of Romaji (romanised script) to reading fluency in Hiragana and Katakana. They learn familiar expressions and everyday vocabulary linked with cultural contexts.  They learn to describe aspects of their own background and immediate environment. Proficiency Descriptor – NZ Curriculum Levels 1-3(4).

YEAR 10

At this level students continue to build fluency in Hiragana and Katakana scripts, and begin integrating some of the Kanji required in Level 1. They develop understanding and use of familiar expressions and everyday vocabulary, and understanding and constructing simple texts using their knowledge of Japanese.  They continue to develop the ability to describe aspects of their own background and immediate environment.  They communicate beyond the immediate context e.g. past and future which links to the LPHS foci of “Past” and “Future”.

Maeve Lonie    Languages – Japanese          MML      mml@lphs.school.nz