Page 1

Welcome Welcome to Upper Hutt College Upper Hutt College has been a successful part of this community for nearly 50 years. We are a school whose mission is to prepare students for success in life and we do so by focussing on nurturing and developing the individual student. We have high academic expectations of all our students and we encourage them to take responsibility for their own learning. A diverse range of academic and vocational subjects taught by highly trained and committed teachers ensures that all students have their needs met, whether they need assistance with literacy or numeracy, or whether they need extension or acceleration. Student creativity is nurtured and is a feature of our college, with students able to study and express themselves in the growing areas of music, art, drama and media studies. Outside of the classroom, we offer a wide range of sporting and cultural activities for our students and they achieve considerable success at the local, national and international level. A strength of our school is the student-centred House system where students and staff belong to one of four Houses. Activities held throughout the year encourage student participation and involvement and develop a strong sense of pride, community and belonging. The Houses also provide many opportunities for the development of genuine student leadership – our students are active within their Houses, the school community and the wider Upper Hutt community. Vertical form classes allow an ongoing connection between home and school as well as offering a small and welcoming base for students new to the college. An extensive $20 million rebuilding programme was started in 2010 and we have completed two major developments – the Sports Centre and the Administration and classroom block, housing the first 8 of 32 new classrooms. The Creative Arts Centre is well underway and due to be completed by the end of 2012. Within these new facilities, our students will learn in attractive, up-to-date 21st century learning environments and our teachers will be able to utilise modern technology to cater for a range of teaching and learning needs. These are exciting times for our learning community as we make real progress towards our vision for Upper Hutt College - a community which is passionate about learning, which encourages pride, participation and excellence, and where students have an ambition to achieve in every aspect of life. With a roll in 2012 of approximately 1150 students, our school is large enough to provide an extensive range of subjects and courses, extra curricular activities and opportunities for every student, yet small enough that students are known and can shine and be recognised, all within a safe, supportive and orderly learning environment. I invite you to be part of Upper Hutt College and its exciting journey. I look forward to meeting you at our upcoming Open Evening, and discussing the ways in which your son or daughter will benefit from being part of our college.

Judith Taylor Principal

1


Our Vision Mission Statement Upper Hutt College is a community, passionate about learning, which encourages pride, participation and excellence.

Our Vision Upper Hutt College will be a vibrant 21st century learning environment that will engage and empower every learner to realise their full potential

2


Facilities Upper Hutt College is a decile 7, state co-educational school, situated in Trentham, Upper Hutt. The roll in 2012 is approximately 1,150. The facilities at Upper Hutt College include • a new Administration Block, housing 8 state-of-the-art classrooms, a Deans Centre, new student and visitor reception areas, administration offices and staffroom. • a brand new Sports Centre incorporating 2 gyms and a weights room • new astroturf courts for all weather sports and new hard courts for netball, basketball and volleyball • a Digitial Studio for visual arts and teachers of Design, Media Studies and Photography • a Library with a comprehensive range of books and student access to computers and the internet • well-equipped general and specialist classrooms, including nine Science laboratories • four computer laboratories supplemented by computer pods and classroom computers • an Art suite which includes a photography dark room, a pottery kiln and a specialist senior art room • specialist technology rooms for graphics, wood, metal, food and textiles technology • a student canteen • Parirau, the college marae • Awhina Resource Unit for students with special learning needs The college is set in approximately 9 hectares of grounds, encompassing rugby, cricket and football fields. Upper Hutt College is undergoing a $20 million property development. This will see the school redeveloped into a 21st century learning environment over the next two years. We have recently constructed the Sports Centre with associated playing areas and have just completed the new Administration Block. Work has started on developing the Creative Arts Centre, which will house the Art, Drama, Media Studies and Music Departments as well as a new student cafeteria. Upper Hutt College’s population reflects New Zealand’s society. The school has an international programme that enables students from Asia, South America and Europe to come and learn in a New Zealand school. Many of these are fee-paying students and some also come on international exchange programmes.

3


Communication with Parents It is very important that there is a good flow of information between home and school. In that way, we can work together to ensure that students are well supported and that they can achieve the best educational outcomes possible. At Upper Hutt College, we provide the following: Contact - a meeting before the school year starts to discuss your child’s enrolment - a phone call from your child’s form teacher early in Term 1 to make contact and inform you of how your child has settled into the college Reports - Interim Reports are sent to Juniors and Seniors in Term 1 - Subject Reports are sent to Juniors in Terms 2 and 4 - Subject Reports are sent to Seniors in Term 2 Parent Evenings - a Year 9 Introduction Evening early in Term 1, to meet form teachers, subject teachers and other staff - an NCEA question and answer evening held in February - two report evenings where parents/caregivers can meet teachers and discuss progress - Pacific Island Parent Evenings and Rimutaka Whanau Meetings Newsletters - school newsletters detailing news and events at school are posted home and are also available for viewing on our website

e

olleg

tt C r Hu

cus ally fo to re s at the start am ents enior ex ve again stud nior ments. S d we ha ts. This as se en an stud ssion to one eir assess niors, 11 sy a bu and th for se all Year g se s and 2 is enin ill r time Term r learning e a key ssions fo to an ev study sk ei ne ar skills se parents ts with on th en g y of Ju r start sed stud so invitin their stud r of ou ni al mbe ks go orga we are tter help nu the e of an , top a larg de. Th d sup. year them be and ivers ts on rammes r co even assist ques. arted e winte drivers, an uld not Careg og ve st and o big ular pr ni on co s, t ts ha tw ch e ur er r as te ts en ith urric aste anag s–w at le spor out yo r Par rm, w extra-c er E Dea inter volved in aches, m orts team do with d sy te achlee ov e lly, w a bu ning an Jubi s and te over Fina ts are in lunteer co ith our sp s that w 1 was 50th , lear en ies dent Term teaching stud all the vo efforts w e of team ed its ex-stu are stor d disat r l br ng to of ei an le sh r r th r and ra usua out and den cting mbe ge ce rs fo colle large nu minisce of colle Ivan Bow porte e numbe ne , the d , re a th Firstly nd and catch up b was do Jean an field ort. jo ke wee thered to ntastic orabilia by l. supp mal fa as co s ers ga days. A s of mem had by ing w r occugard re ild as e ar bu fo thre g 50 ye l time w Kind our re k ready e actual in e of th play wonderfu phas tion bloc before w re a ajor and the ne ent ace xt m inistra e ne w adm y took pl oved into new stud ms th ylor y, m ne e on aTa dl oo th m w e th sign Secon with th ng cere have no . When Judi pal classr at. An the re n. He si e8 e pted so pleted A bles , but w staffroomg into th ard to th rm. Princi ts. acce hairper d n. ed te in C itmen oard patio g occurr fices an be mov g forw r in the okin of the B sition of k comm a time te in g, s d or s, mov n areas, , we will ts are lo place la tin ew rd mee m the po sing w r 3 year a high k, an io rd N bloc Arts cept re arrives d studeny will take tion Boa e April Boa Frew fro e of increae Board fo me and s time e an m inistra Creativ usic furnitu achers ceremon lm us th r hi th ra m t co d fo ca he A og al M ad w re te g d d ne of M down be ely chai ilding pr Malcolm sed that and l openin the ol g our tudies an of the tion k ia ding plea e bu fectiv ifts to becomin than end a offic ia S w sh is stan lm has ef with th rs. We and are the Med n at the oviding ge be d ion no furbished, Drama, en on ea, pr Malco t chan rd mem is perio pletio struct s be schools ha ea th Con being re the Art, for com of this ar . oa . gr B ho ith er rd w of g rt is ol ed er of ed w usin e Boa yllie, ent ov is pa is this scho edul turnov mmitm ber of th Tanja W experienc with her. tre, ho ts. Sch canteen rt’ of the ative Cen en d co a mem son is ell g initi organea ent king w in an ‘h rtm or ud is e is w r er ra ns a to irp depa a new st ts in th fund ea Porte e Heart remai w Cha 10. Tanj forward New , ls cent th ne 20 year for studen ok , a re ent Che ke part in utes im The Board s since d we lo note ud in focu m born 13 st f to ta Board oards an eart’ t5m Roo d in at ‘h n. Year and staf ts spen r babies rdy B te and on th tio loca w ents articipan oney fo those ha And y of men stud P l m . of al the ne e r th 12 to rais 20 in wor mbe Adm . a nu hallenge water to atulations ed is gr er C cold Block Con Stopp d in ice- itions. nd merse art co g: part! tchhe took staffin to Chris m with s in who e fro ge le , ov ding chan peop to m cent left us ma Faul r, ral re d is Em ng seve E teache rm an Staffi ve had ed by last te plac ck, P d of d We ha yn Hoe been re ing the en ryan. re an Willemand has left at Robert B acher he to k, t learn or urch hurch. , Metalw uill and ll-time te oved on abou ce. tc Q fu m is nate e on a r, hr en ik C ve mis ol.nz by M to be relie n Ja passio nd excell y, Jaso replaced ho used valued it tt.scho n a a w g pperhu mmu ation bein Versey, been ww.u ntly is a co particip 91, w Peter ore rece e, llege m 528 24 has n. tt Co ges prid x 04 u Fa H , so ra 49 Nel pper cou 7 87

U

ppe

May

2012

U

hine

ns Moo

Website - www.upperhutt.school.nz provides up to date information about activities, achievements and news

that en

Road,

Upper

Hutt.

e 04

Phon

52

4


Expectations Parents can expect the college to - provide qualified and interested teachers - provide appropriate facilities maintained in high order - support parents in setting and maintaining high standards of work, participation and behaviour - communicate regularly on progress and matters of concern - provide opportunities for parents to be consulted and involved Students can expect that - teachers will be interested in them as people - teachers will be committed to student achievement and success in all aspects of college life and will always be ready to offer assistance - the college will establish clear guidelines for work and behaviour and be consistent in the maintenance of high standards - the college will maintain a positive school and classroom learning environment free from unreasonable influences of any kind The college expects that - students attend regularly - students behave sensibly and accept that rules are necessary for the smooth running of a large school - students will involve themselves in the wider life of the school and make full use of their talents - parents will take an interest in the attendance, work and other activities of their sons and daughters and that they will provide adequate study facilities and the appropriate encouragement for them in their endeavours - parents assist in seeing that high standards are set and maintained

5


Junior Curriculum To ensure that all students have the opportunity to reach their potential, we offer a range of classes for Year 9 students. Placement in these core classes is based on entry tests which students sit at the end of Year 8 and the recommendation of their contributing schools. We have accelerate classes, learning assistance classes and mainstream classes into which the majority of our students are placed. Numbers in classes vary from about 15 in the learning assistance classes to 30 in the accelerate classes, and all students are provided with encouragement and opportunities to extend their academic abilities. Year 9 All students in Year 9 study English, Mathematics, Science, Social Studies, Physical Education and Health. In addition to this, students can select up to FOUR options. All options are half year courses except for the languages which are full year courses. Further details will be available when students select their Year 9 courses at enrolment. ICT Art French Food Technology Drama Japanese Graphics ESOL Maori Metalwork Music Textiles Technology History Literacy Outdoor Education Woodwork Electronics Year 10 All students study English, Mathematics, Science, Social Studies, Physical Education and Health and they also study TWO options for the full year. Some courses offer a small number of credits towards NCEA Level 1. Year 10 Certificate of Achievement The Year 10 Certificate of Achievement is awarded to students at the end of the year and recognises a student’s effort and achievement with their learning in each subject, attendance and extra-curricular activities. It enables Year 10 students to develop the skills necessary for success in NCEA and provides an incentive for them to work consistently to the best of their ability. High achieving students can earn a Certificate of Achievement endorsed with Merit or Excellence. Students who fail to meet the standard either undertake a directed course in Year 11 or repeat Year 10.

“Teachers use information about Years 9 and 10 students’ achievement in literacy and mathematics to identify those who need additional help to promote their learning. Strategies to respond to the needs of these students are effective, resulting in accelerated progress.” ERO Report (2011)

6


Senior Curriculum Qualifications The National Certificate of Achievement (NCEA) is the main qualification for all senior secondary students. In Years 11, 12 and 13, students study towards obtaining sufficient credits to gain NCEA at Level 1, 2 and 3. In each of the subjects at senior level, there is a mix of internal and external assessments, involving achievement standards and / or unit standards. Other qualifications offered may include: - National Certificate in Mechanical Engineering Technology (Level 1) - National Certificate of Tourism (Introductory Skills) (Level 2) - National Certificate in Electronics Technology (Level 2) - National Certificate in Computing (Level 2) - National Certificate of Retail (Level 2 and Level 3) Year 11 All students study six subjects which includes English, Mathematics, Science, two options, plus PCH which is a mixture of Physical Education, Careers and Health. Students may choose from several different English, Mathematics and Science courses, depending on their individual needs and abilities. Some students, on their Deans’ and teacher’s recommendation, may be able to study an extra option instead of PCH. All subjects offer credits towards NCEA. Year 12 All students must study an English course and either four or five other subjects. Students who select four other subjects will also spend two hours per week in a supervised study class and two hours doing Physical Education. Most subjects at Level 2 have pre-requisites to entry based on the number of credits achieved at Level 1. Year 13 Students study five subjects. Most students will study for an NCEA qualification, but there is a wide range of courses available and students may undertake multi-level study. Students make their subject choices in August for the following year, and students in Years 11 - 13 may be able to undertake multi-level study after consultation with their Dean and appropriate HOD’s. The availability of a course at any level is dependent on the numbers wishing to take it and some subjects have a restriction of numbers. The Course Handbook, which students receive in Term 3, outlines the courses offered in detail and includes any pre-requisites.

7


Curriculum Structure Year 9

Year 10

Year 11

Year 12

Year 13

English* ESOL

English* ESOL

English* English-Internal ESOL

English* English-Internal ESOL

English English-Internal ESOL

Mathematics*

Mathematics*

Mathematics* or Maths Applied*

Mathematics or Maths with Statistics Maths Applied or Maths with Calculus Maths with Unit Standards Maths with Unit Standards

Science* Electronics

Science*

General Science* or Internal Science* or Alt. Science* or Human Biology*

Physics Chemistry Biology Electronics

Physics Chemistry Biology

Social Studies* History

Social Studies* History

Geography History

Geography History Tourism

Geography History Tourism Classical Studies

Physical Education* Health* Outdoor Education

Physical Education* Physical Education Health* Health Full Rec or Rec/Life Skills or Life Skills

Physical Education Health Outdoor Education Sport Leadership

Physical Education or Sports Performance Community Sports Leadership

Art

Art

Art

Art Photography

Painting Photography Design

French Japanese Maori

French Japanese Maori

French Japanese Maori

French Japanese Maori

French Japanese Maori

Enterprise Studies

Economics Accounting

Economics Accounting Business Studies

Economics Accounting

Drama

Drama

Drama

Drama

Media Studies

Media Studies

Music

Music

Music

Music Practical Music

Practical Music

Food Technology Textiles Technology Graphics Woodwork Metalwork

Food Technology Textiles Technology Graphics Woodwork Metalwork

Food & Nutrition Hospitality & Catering Textiles Graphics & Design Furniture Making Metalwork

Food & Nutrition or Hospitality & Catering Textiles Graphics & Design Furniture Making Metalwork

Food & Nutrition Hospitality & Catering Textiles Graphics & Design

ICT

ICT

ICT

ICT Computing

ICT Computing

Transition

Transition Retailing Gateway

Transition Retailing Gateway

Literacy Development

Learning Connections

*Compulsory Subjects

8


Co-Curricular Activities There are a large number of different activities available to students. Cultural Amnesty International Choir / Choruses Jazz / Blues / Concert Bands Barbershop Quartet Polynesian Club School Production Sport Athletics Basketball Cricket Dragon Boating Golf Hockey Lawn Bowls Netball Rugby Smallbore Rifle Shooting Squash Rugby League Ultimate Frisbee Service 40 Hour Famine BOT Representative House Council Library Assistant School Ball Committee Social Committee Sports Council Student Mentor

Music Lessons Debating Environmental Group Kapa Haka Sheila Winn Festival

Badminton Canoe Polo Cross Country Fencing Hillary Challenge Interform Sports Volleyball Touch Rugby OPC Soccer Tennis Softball

Arts Council Great Mate (GR8M8) House Leader Peer Tutor School Leader Sound & Lighting Crew Student Council

Classroom Drama Productions Science Forums Market Days Olympics of the Mind Work Choice Days Field Trips Cooking Competitions Shakespeare Day National and International English / Science / Mathematics Competitions

“Students enjoy a wide range of cultural and sporting opportunities, including creative and performing arts, which are a feature of the curriculum.� ERO Report (2011)

9


Student Achievement 2011 Academic The following students received an Excellence Endorsement for their level in NCEA: Level 1 Aleece Andrews, Nicolette de Haan, Lauren Eckers-Taylor, Rachel Field, Georgia Gamboni, Farren Gunn, Gemma Ji, Carlo Lim, Dayna Mercer, Nor Nor, Courtney Poole, Alex Thomas, Ashleigh Thompson, Kaitlyn Whatton Aidan Wilson, Zeresh Zafar Level 2 Steph Alexander, Michael Badart, Cara Luiten, Shanna McLeod, Manuela Miville-Fogliani, Stephen Stern, Alex Stopforth, Roxanne Vorster Level 3 Felicia de Haan, Vinura Jayaneththi, Hannah Plewinski Vinura Jayaneththi Dux 2011

Felicia de Haan Proxime Accessit to the Dux

Scholarship 2011 Jason Cole Felicia de Haan Beth Lippett Natalie Olds

Japanese Economics History Media Studies

Sport - New Zealand Representatives Jack Patrick Artistic Roller Skating Emma Mason Equestrian Stephanie Alexander Fencing Melissa Burgess Fencing Simon Fisher Fencing Nicole Martin Fencing Rachel Mercer Fencing Michael Parr Fencing David Smith Fencing Alex Thomas Fencing Ezekiel Waring Handball Jared Bruckner-Iraia Inline Speed Skating Stephanie Challis Inline Speed Skating

“Students are able to choose from a wide range of subjects and multi-level courses. Teaching programmes cater well for diverse abilities, interests and strengths, and students receive sound guidance when making decisions that may affect their future learning pathways.� ERO Report (2011)

10


Houses and Student Leadership To ensure that all students feel a sense of belonging within the school, we promote participation, build relationships between students of different levels and foster student leadership. We have • A House System, where the school and its staff are divided into 4 Houses - Blake, Hillary, Jackson and Te Kanawa. A vigorous and well supported Inter-House Competi- tion is run every year, with Houses competing for the Peter Lee Trophy. Students are encouraged to participate in a wide variety of events, including Athletics Day, Upper Hutt College Week, Olympics of the Mind, a Singing contest and Inter-house sport. •

Vertical form classes within each House, where every form class has a mixture of students from Years 9 to 13. These students stay in the same form class for the duration of their time at school and siblings are placed in the same House. This builds relationships between the Form Teacher and the family and provides a caring and supportive form class for all students and especially for Year 9 students.

Opportunities for students to take leadership roles within the Form Class, House and wider school community: • School Leaders - Head Boy and Head Girl, Student Representative on the Board of Trustees. • House Leaders - Senior Students within each House are voted for by students and play an important role in House Assemblies, Inter-House Competitions and as role models. Each House also has a number of junior students as leaders. • Student Council - Consists of student leaders who meet regularly to discuss school-wide issues, fundraising and the allocation of funds to student projects and needs. • Arts & Sports Council - Work with the Arts and Sports Co-ordinators to plan and help run the various events that are held throughout the year. • “Great Mate”(GR8M8) Leaders - Senior students who are specially selected and trained to work with Year 9 students and assist them with their orienta- tion to school in Term One. • Peer Tutors - Senior students who choose to give up study time to assist other students with reading or in particular subject areas.

11


Student Support In order for students to achieve their best at Upper Hutt College, we provide a number of support systems: • • • • • • • • • • • •

The Form Teacher is the person who has overall responsibility for the day to day matters involving the student in his/her form class. S/he sees the class daily and is the person to whom routine notes and queries about absences, health matters, uniform etc should be directed. Deans have a broad overview of their House and work with teachers, students and families on matters of guidance and discipline. Concerns regarding courses, subject changes or attendance can be directed to the House Deans. The Deputy Principals and Assistant Principals are also the Heads of each House and work closely with the Deans on matters relating to guidance and discipline. Queries regarding school policy or matters of a more serious nature, may be directed to them or to the Principal. The Heads of Department are in charge of the courses, resources and progress of students taking their subjects. Queries related to a specific course or subject can be directed to the subject teacher or HOD concerned. The Guidance Counsellors may be contacted by students or parents/caregivers on matters relating to school or personal issues. The Careers Advisor helps students with queries regarding careers and future directions. The Learning Support Department assesses the learning needs of students and can provide extra help where needed. The Resource Teacher for Learning and Behaviour works with students, their families and outside agencies in assessing a student’s needs and developing programmes and strategies to manage learning and behavioural needs. “Great Mate” Leaders are specially trained senior students who work closely with Year 9 students helping them settle into college life. Peer Tutors are senior students who give up study periods to work with students who may need extra help with reading or maths. Teacher Mentors work with selected Year 11 students to monitor individual progress during the year. After school homework classes are run regularly during the year, with many specific study and revision classes for senior students offered towards the end of the year.

“The school climate is positive. Relationships among students and staff are calm and respectful. School values are reinforced through the house system and vertical form groupings.” ERO Report (2011)

12


General Attendance All students are expected to attend school regularly and be punctual to class. This is essential for academic success. Parents/caregivers are required to inform the school of any student absences. Students must bring a note to their Form Teacher on the day of their return. Applications for special leave must be made to the Principal, although parents/ caregivers are requested not to take students out of class for holidays and trips. Year 9 - 12 students are not to leave the school grounds during the day without permission from home and/or the school. Students who are late must sign in at the Office. Students who have permission to leave the grounds must sign out at the Office. Behaviour Students are expected to conduct themselves in such a way as to bring credit to themselves and the college. Neither smoking nor drinking alcohol is permited when a student is in school uniform or is associated with any activity involving the school. Possessing or using tobacco, alcohol or drugs is strictly prohibited. Substances or items that are likely to be harmful or dangerous are not to be brought to school. Parents/caregivers will be liable for any wilful damage caused by their child to school equipment or property or other students’ equipment or property. Bullying Intimidation or harassment, violence or threatening behaviour, whether verbal or physical, made in person or by any other means are absolutely not acceptable at Upper Hutt College. All instances are serious matters and will be treated as such. Cellphones Cellphones must not be turned on or be visible in class. Students using their cellphones in class will have them confiscated. School Donations and other costs In 2012 the School Donation is $110 per student (and $80 for second and subsequent children in a family). This voluntary donation is tax-deductible and helps pay for all those items which are not provided for by the Ministry of Education. An additional amount of $35 is charged for Licences and Support, which contributes towards the purchase of internet access, software and copyright licences and IT technical support. Students’ Property Students should take appropriate care in safeguarding their possessions. Valuables should not be brought to school unless absolutely necessary. If they are, they should be left in the Office. The school accepts no liability or responsibility for the loss, theft or damage of student property. Transport Bus services operate for students who live in the Kaitoke, Akatarawa, Brown Owl, Totara Park, Silverstream/Pinehaven, Mangaroa/Whitemans Valley and Stokes Valley areas. Uniform Year 9 - 12 students are required to wear the uniform correctly and with pride. The uniform is available from the college uniform shop. If a student is not in correct uniform, regardless of whether a note is provided from home, the school reserves the right to provide students with the correct item of school uniform. Year 13 students may choose not to wear uniform but are required to abide by the Year 13 Dress Code.

“Teachers engage students in learning by using a variety of well-considered, effective strategies to promote progress. They articulate high expectations for learning and behaviour, and support students to become independent, self-managing learners.” ERO Report (2011)

13


Uniform The school uniform is worn by all students in Years 9 - 12. It is only available from the college’s uniform shop. The college stresses the importance of wearing the uniform tidily and correctly and reserves the right to loan students second-hand items of uniform or send students home if they are not in the correct uniform. Junior Girls & Boys (Years 9 and 10) Sky blue monogrammed polo shirt Royal blue monogrammed jersey Royal blue monogrammed sweat top (optional) Girls: Boys:

Green Ancient Douglas design kilt Roman sandals in brown, blue or black, worn without socks or pantyhose OR Approved black leather school shoes worn with either white socks (worn above the ankle and below the knee) or panty hose in navy, black or tan. Grey cotton drill shorts Roman sandals in brown, blue or black, worn without socks OR Approved black leather school shoes worn with Upper Hutt College boys socks

Senior Girls (Years 11 and 12) Senior girls may wear the uniform for Junior Girls as detailed above, or the following: Upper Hutt College white dress shirt worn with girls cross-over tie (in place of the polo shirt) Upper Hutt College black dress trousers (Terms 2 and 3 only) Senior Boys (Year 11 and 12) Senior boys may wear the uniform for Junior Boys as detailed above, or the following: White dress shirt worn with Upper Hutt College tie (in place of the polo shirt) AND Upper Hutt College black dress trousers Royal blue monogrammed jersey OR Upper Hutt College royal blue vest Year 13 Students Must abide by the Year 13 Dress Code. PE Uniform (for all students doing Physical Education) Upper Hutt College polo shirt in House colour Royal blue cotton knit shorts Sports shoes with non-marking soles worn with sports socks Upper Hutt College rain jacket (lightweight or winter weight), blazer (optional for seniors), scarf and beanie may be purchased from the Uniform Shop. • Students are expected to be clean and well presented. • Uniform is to be worn correctly. • A plain white short-sleeved t-shirt or polyprop top may be worn beneath the school polo shirt. • Hair is to be clean and tidy - extreme cuts, styles or unnatural colours will not be accepted. • Boys must be clean shaven. • Makeup which portrays a natural look or has an unobtrusive appearance is acceptable. • Nail polish is not permitted. • Students may wear two plain studs or sleepers in each ear, a wristwatch and one flat ring. • Taonga and necklaces of religious/cultural significance may be worn provided they are not visible. • No other jewellery may be worn. • No visible body piercing is allowed (including tongue, eyebrow, face).

14


Enrolment Process Upper Hutt College operates an enrolment scheme that is designed to help us manage the growth of the school and avoid overcrowding. Its purpose is to: • maximise learning opportunities for students • provide the opportunity for students who reside within reasonable proximity of the school to be afforded priority access • maintain a preferred Year 9 roll at Upper Hutt College of 290 Students whose usual place of residence at the time they start school is within the home zone (see below) have an absolute right to be enrolled at Upper Hutt College. Proof of residency will be required. Upper Hutt College’s Home Zone Northern Boundary Totara Park Road between the Totara Park Bridge and the intersection with Fergusson Drive. Western Boundary The Hutt River from the Totara Park Bridge to the Whakatikei River, up the Whakatikei River then north-west to the Upper Hutt City Boundary, then south following the Upper Hutt City Boundary. Southern Boundary The Upper Hutt City Boundary. Eastern Boundary Fergusson Drive from Totara Park Road to John Street, John Street, Ararino Street to Phar Lap Grove, from Phar Lap Grove a line across the Racecourse to the Alexander Road - Dante Road intersection, Dante Road, from Dante Road a line over the hill to the Whitemans Valley Road-Katherine Mansfield Drive intersection (Katherine Mansfield Drive included in the zone), then south-east to the Upper Hutt City Boundary, then south following the Upper Hutt City Boundary. The order of priority in which applicants who live outside the school’s home zone are to be offered places at the school is as follows: • First priority is given to any applicant who is accepted for enrolment in a special programme run by the school • Second priority is given to any applicant who is the sibling of a current student at the school • Third priority is given to any student who is the sibling of a former student of the school • Fourth priority is given to any applicant who is a child of a former student of the school • Fifth priority is given to any applicant who is either a child of an employee of the board of the school, or a child of a member of the board of the school • Sixth priority is given to all other applicants If the number of out-of-zone applicants exceeds the places available, students will be selected by ballot. Successful students will be notified in writing as soon as possible. Enrolment interviews for all successful students will be held in September and entrance testing for all 2013 Year 9 students will be held in November.

All applicants for 2013 Year 9 enrolments must be received by Upper Hutt College by Monday 30 July 2012 15


Senior Staff 2012 Senior Management Principal Deputy Principal Deputy Principal Assistant Principal Assistant Principal

Judith Taylor Janetta Van Maren John Lee Graham Bond Viv Hullena

BA, Dip Tchg BA (Hons), Dip Tchg MA (Hons), Dip Tchg BEd, Dip Tchg MEd, PGDipPE, Dip Sports Studies, Dip Tchg

Heads of Departments and Positions of Responsibility Art Willy Telfer Dip Art, ATD Careers Advisor Frank Ching BSc, Dip Tchg Commerce Jane Hambidge BCA, Dip Tchg Digitial Technologies Paul Curry BSc, Dip Tchg Drama Jason Towersey MA, Dip Tchg English Jonathan Martin BA, Dip Tchg Guidance Counsellor Marie Cribb BEd, M.Guid Couns, Dip Alcohol and Drugs Studies, Dip Tchg History & Library Jo Nicol BA, Dip Tchg International & ESOL Greg Mutch BA (Hons), Dip Tchg Languages Jo Hawes BA, Dip Tchg, Dip TEFL Learning Support Sue Campbell MEd, BSc (Hons), Dip Tchg Maori Jackie Awa Dip Mao, Dip Soc Rhb, Dip Tchg Mathematics Andrew Gurney BSc, Dip Tchg Media Studies Zondree Pierre BA, BCA, Dip Tchg Music Jill Owen BMus (Hons), Dip Tchg Physical Education Stuart Berkeley BA (Hons) Science Catherine Laing MBA, BSc (Hons), Dip Tchg Social Sciences Michelle Maiava BA, Dip Tchg Special Needs Wendy Forde TTC, Dip Special Needs Technology & Graphics Colin Thomson Dip Tchg, Adv. Trade Cert Transition Diane Stronach BA, Dip Tchg Deans Blake House Hillary House Jackson House Te Kanawa House Junior School Admin Dean

Paul Fairfield Colin Thomson Shelley McCarthy Jane Hambidge Catherine Burnett

Haley Galyer Kath Cowley Stephen Rodger Cassandra Kitt

Board of Trustees Tanja Wyllie Chairperson Malcolm Frew Parent Representative Edwin Gear Parent Representative Vesi Leilua-Toilolo Parent Representative Danette Ngarewa Parent Representative Amanda Ralston Parent Representative Linda Wilson Parent Representative Bruce Thomas Staff Representative Isaiah Ratahi Student Representative Judith Taylor Principal Don Hancox Board Secretary Karen Huaki-Feaver Minutes Secretary The Board of Trustees meet on the last Thursday of every month, 7pm in the Board Room.

16

Upper Hutt College  

high school