English is the study, use and enjoyment of the English language and its literature, communicated orally, visually, and in writing, for a range of purposes and audiences and in a variety of text forms. Learning English encompasses learning the language, learning through the language, and learning about the language. Understanding, using and creating oral, written and visual texts of increasing complexity is at the heart of English teaching and learning. By engaging with text-based activities, students become increasingly skilled and sophisticated speakers and listeners, writers and readers, creators and viewers. English is integral for all further study and every type of employment.
HEAD OF DEPARTMENT ESOL : MISS E LEE
English is integral for all further study and every type of employment. The courses outlined below are designed for those students who do not use English as their first language. The aim is to enable students to live and study in Aotearoa New Zealand. All students who use English as an additional language will be tested and placed in appropriate classes.
A.S. 91476 v1
English 3.5 - Create and deliver a fluent and coherent oral text which develops, sustains, and structures ideas
3
I
3
Y
*
A.S. 91477 v2
English 3.6 - Create a fluent and coherent visual text which develops, sustains, and structures ideas using verbal and visual features
3
I
3
Y
*
A.S. 91478 v1
English 3.7 - Respond critically to significant connections across texts, supported by evidence
3
I
4
Y
*
A.S. 91480 v1
English 3.9 - Respond critically to significant aspects of visual and/or oral text(s) through close reading, supported by evidence
3
I
3
Y
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 13
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 20 credits. Internally Assessed Credits: 20 credits.
This course is designed to meet the English language learning needs of students, juniors and seniors who have very limited language and are working at foundation level of The English Language Learning Progressions (ELLP) & The English Language Intensive Programme (ELIP).
The aim of the course is to develop sufficient vocabulary to be able to cope with the 2EL program.
The university entrance requirement will be met by appropriate performance in NCEA. The focus for those who are new is to gain the university entrance credits. This is a two year study programme for years 12 and 13 and should aim to get 17 level 2 English credits. Those who have gained the university entrance credits will continue with the preparation for level 3 English credits. The teacher, in consultation with students, will decide which standards are most appropriate.
This course is designed to meet the English language learning needs of a group of year junior and senior ESOL students who are close to, but not yet ready for, mainstream English. All are at ELLP stage 1 or slightly above. The course is designed to ensure that the students develop familiarity with the topics, text and task types they will encounter in mainstream English classrooms.
This course is designed to meet the English language learning needs of students, juniors and seniors who are working at foundation and stage one levels of The English Language Learning Progressions (ELLP) & The English Language Intensive Programme (ELIP).
The aim of the course is to help students move, when they are ready, into a limited range of mainstream subjects.
The focus for this course is on providing students with English language learning experiences so they can be proficient as users of English in the school context. Students will be prepared to gain level 1 literacy credits. The teacher, in consultation with students, will decide which standards are most appropriate.
(5EAP) English for Academic Purposes will prepare students for University Entrance (UE), whilst gaining Level 2 credits. This course will also provide students with the opportunity to gain Level 1 Literacy.
This course offers a rich learning experience where you will learn to make meaning from texts and create meaning by designing our own texts. You will study a wide range of literature, including short texts, novels, non fiction, poetry, and film. This course will develop on the analytical skills that you have learned in year 9, and will prepare you for the demands of NCEA. You will also be prepared for the literacy corequisite tests in reading and writing, which are a critical component of your NCEA journey.
You will learn to:
explore a range of stories, language and other text types
make meaning from a range of texts and develop critical thinking skills
create texts in a range of formats
create media products
Course Overview
Term 1 In this term you will
* Explore short literary texts
* Develop your understanding of creating analytical texts in response to literature
* Use language in innovative ways to produce creative writing
* Make meaning from unfamiliar poetry texts
* Develop foundational literacy skills in reading and writing
Term 2 In this term you will
* Explore visual texts
* Develop your understanding of creating analytical essays in response to visual texts
* Use language in persuasive and informative ways to produce oral texts
* Make meaning from unfamiliar prose texts
*Develop foundational literacy skills in reading and writing
Term 3 In this term you will
* Explore extended texts
* Develop your understanding of creating analytical essays in response to extended texts
* Communicate with an audience through visual language
* Make meaning from unfamiliar non fiction texts
* Develop foundational literacy skills in reading and writing
Term 4 In this term you will
* Develop your understanding of unfamiliar texts
* Practice revision skills for essay writing
* Produce a media product
* Develop foundational literacy skills in reading and writing
The main assessments completed in 10ENG are
Short text analytical essay
Visual text analytical essay
Extended text analytical essay
Creative writing
Speeches
Media product
easTTle Reading
Corequesite common assessment tests in reading and writing
Year 10 English includes the study of written, verbal and visual communication and is a vital component for any career pathway that you may seek. The skills in this course include making meaning (reception of texts) and creating meaning (production of texts).
Assessment Information
The main assessments completed in 10ENG are
Short text analytical essay
Visual text analytical essay
Extended text analytical essay
Creative writing
Speeches
Media product
easTTle Reading
Corequesite common assessment tests in reading and writing Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 32403 v2
Demonstrate understanding of ideas and information in written texts
1
E
5
Y
U.S. 32405 v3
Write texts to communicate ideas and information
1
E
5
Y
Total Credits
Total Credits Available: 10 credits. Externally Assessed Credits: 10 credits.
Students will be directed into the appropriate course depending on their achievement in Year 10.
11ENG offers the opportunity to develop the skills you have been learning in years 9 and 10. As you study English, the texts become increasingly complex, and challenge your critical thinking skills. You will engage in a wide range of literary studies, including, short texts, poetry, non fiction, extended texts and film.
You will learn to:
critically respond to ideas in texts, using relevant evidence to justify your ideas and make connections between and beyond texts
appreciate, understand and explore a range of text types, including contemporary and older literature, films and other texts
communicate ideas confidently and clearly in oral and written forms
Course Overview
Term 1 Written Text Study: Short Texts
Analyse written texts to explore key ideas, language, characterisation and the author’s purpose.
Literary Essay Skills
Develop skills in writing a literature essay, with particular attention to building a logical and well supported argument.
Unfamiliar Texts:
Understand how language is used for a purpose.
Term 2 Language Skills:
Explore language conventions and features to develop accurate writing skills.
Writing:
Craft texts to communicate ideas using language that is suitable for audience and purpose.
Close Viewing:
Analyse visual texts to explore the techniques director’s use for a purpose.
Term 3 Written Text Study: Novel
Explore characters, settings, key moments, themes and style of texts, and consider connections between this text and our world.
Develop essay writing skills to compare texts and communicate with clarity.
Glimpsing Beyond:
→ Research task:
Explore the world and texts around you by using inquiry skills to engage with research and ask meaningful questions.
→ Research Presentation:
Develop an engaging presentation to build confidence at public speaking.
Term 4 Revision
Unfamiliar Texts:
Build confidence in analysing a range of unfamiliar texts in timed conditions.
Essay:
Use feedback to develop essay writing skills under timed conditions. Ensure that the argument responds to the question and uses effective evidence.
Students will have the opportunity to complete the literacy corequisite tests if they have not already done so.
Internal assessments include formative and summative assessments of
* Writing skills
* Unfamiliar texts skills
* Literary essays
* Close viewing skills
* Research and presentation skills
Students will be entered for the NCEA external assessment AS91927 - Demonstrate understanding of significant aspects of unfamiliar texts.
Assessment Information
Students will have the opportunity to complete the literacy corequisite tests if they have not already done so.
Internal assessments include formative and summative assessments of
* Writing skills
* Unfamiliar texts skills
* Literary essays
* Close viewing skills
* Research and presentation skills
Students will be entered for the NCEA external assessment AS91927 - Demonstrate understanding of significant aspects of unfamiliar texts. Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91927 v5
English 1.4 - Demonstrate understanding of significant aspects of unfamiliar texts
1
E
5
Y
Total Credits
Total Credits Available: 5 credits. Externally Assessed Credits: 5 credits.
Students will be directed into the appropriate course depending on their achievement at Year 10.
In 11ENL, students are guided through assessments that are designed to develop literacy skills. There are two different pathways to gain the literacy corequisite, including the external NCEA corequisite common assessment tests, or two level one English standards - one internal and one external.
You will learn to:
respond to ideas in texts, using relevant evidence to justify your ideas and make connections between and beyond texts
appreciate, understand and explore a range of text types, including contemporary and older literature, films and other texts
communicate ideas more confidently and clearly in oral and written forms
Students are not offered all standards listed.
Course Overview
Term 1 Written Text Study: Short Texts
Analyse written texts to explore key ideas, language, characterisation and the author’s purpose.
View visual texts that support students in their understanding of short texts.
Literary Essay Skills
Develop skills in writing an essay that explores how language is used in a particular context and for a particular effect. We will focus on building a logical and well supported argument.
Complete 1.1 internal essay
Unfamiliar Texts:
Begin to understand how language is used for a purpose in short texts.
*Literacy focus Term 1: Reading Skills
Term 2 Static Image:
Explore the world around you and create a static image which draws attention to a particular issue or idea.
Presentation:
Share your issue or idea with others by presenting the image to the class on a powerpoint, and speaking to the issue.
Language Skills:
Explore language conventions and features to develop accurate writing skills.
Writing:
Craft texts to communicate ideas using language that is suitable for audience and purpose.
*Literacy focus Term 2: Writing Skills
Term 3 Close Viewing:
Analyse visual texts to explore the techniques director’s use for a purpose.
Unfamiliar Texts:
Understand how language is used for a purpose in short texts.
Extended practice in analysing the language of a text, exploring the author’s purpose, and writing an answer that uses evidence to answer a specific question about the text.
Term 4 Revision
Unfamiliar Texts:
Build confidence in analysing a range of unfamiliar texts in timed conditions.
Exams
Unfamiliar Tests (External)
Personal Response to texts
Students will read and view texts to develop their own opinions and insights. These perspectives could include discussion of how a text is meaningful, relevant or successful in their eyes.
Students will have the opportunity to sit the literacy corequisite common assessment tests if they have not previously done so.
Students will complete the NCEA in ternal assessment AS91924 - Demonstrate understanding of how context shapes verbal language use.
If students show a readiness for further tests, they will be entered into the external NCEA standard AS91927 - Demonstrate understanding of significant aspects of unfamiliar texts.
Literacy skills are a key life skill and are crucial for any career pathway.
Assessment Information
Students will have the opportunity to sit the literacy corequisite common assessment tests if they have not previously done so.
Students will complete the NCEA in ternal assessment AS91924 - Demonstrate understanding of how context shapes verbal language use.
If students show a readiness for further tests, they will be entered into the external NCEA standard AS91927 - Demonstrate understanding of significant aspects of unfamiliar texts.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91924 v3
English 1.1 - Demonstrate understanding of how context shapes verbal language use
1
I
5
Y
Total Credits
Total Credits Available: 5 credits. Internally Assessed Credits: 5 credits.
12ENA offers an exciting opportunity to study speculative fiction. You will study texts that prompt you to question "what if?..." Speculative fiction includes science fiction, dystopian texts and texts that explore human responses to situations that are an amplification of our current world.
You will learn to:
students in this course will study a theme of speculative and science fiction
critically respond to ideas in texts, using relevant evidence to justify your ideas and make connections between and beyond texts
appreciate, understand and explore a range of text types, including contemporary and older literature, films and other texts
create texts with increasing confidence and flair
communicate ideas confidently and clearly in oral and written forms
a combination of standards will allow students to achieve the University Entrance Literacy requirement
Please refer to the course video for further information about thematic choices.
Course Overview
Term 1 This term you will:
*Explore a range of short texts
*Complete three personal responses, including one response to an extended text
*Analyse and make meaning from texts through literary essays
*Analyse how writers use language to create meaning in unfamiliar texts
*Complete one draft for the writing portfolio
Term 2 This term you will:
*Explore a visual text
*Complete three personal responses, including one response to an extended text
*Analyse and make meaning from texts through literary essays
*Analyse how writers use language to create meaning in unfamiliar texts
*Complete one draft for the writing portfolio
Term 3 This term you will:
*Consolidate your understanding of the studied texts from this year OR explore an extended text (teacher discretion)
*Analyse and make meaning from texts through literary essays
*Analyse how writers use language to create meaning in unfamiliar texts
*Complete one draft for the writing portfolio
Term 4 This term you will:
*Use editing skills to bring the writing portfolio to publication standard for submission
*Revise textual studies in preparation for examinations
*Revise how writers use language to create meaning in unfamiliar texts.
12ENB offers the exciting opportunity to study texts that focus on the human psyche. What makes us tick as humans? What drives our behaviour and dictates our societal norms and expectations? You will study a range of texts that prompt you to question the way our society works and the ways that humans interact with each other.
You will learn to:
students will study the theme of Literature through a Psychological Lens
critically respond to ideas in texts, using relevant evidence to justify your ideas and make connections between and beyond texts
appreciate, understand and explore a range of text types, including contemporary and older literature, films and other texts
create texts with increasing confidence and flair
communicate ideas confidently and clearly in oral and written forms
a combination of standards will allow students to achieve the University Entrance Literacy requirement
Please refer to the course video for further information about thematic choices.
Course Overview
Term 1 This term you will:
*Explore a range of short texts
*Complete three personal responses, including one response to an extended text
*Analyse and make meaning from texts through literary essays
*Analyse how writers use language to create meaning in unfamiliar texts
*Complete one draft for the writing portfolio
Term 2 This term you will:
*Explore a visual text
*Complete three personal responses, including one response to an extended text
*Analyse and make meaning from texts through literary essays
*Analyse how writers use language to create meaning in unfamiliar texts
*Complete one draft for the writing portfolio
Term 3 This term you will:
*Consolidate your understanding of the studied texts from this year OR explore an extended text (teacher discretion)
*Analyse and make meaning from texts through literary essays
*Analyse how writers use language to create meaning in unfamiliar texts
*Complete one draft for the writing portfolio
Term 4 This term you will:
*Use editing skills to bring the writing portfolio to publication standard for submission
*Revise textual studies in preparation for examinations
*Revise how writers use language to create meaning in unfamiliar texts.
The 12ENL course is designed for students who achieve better outcomes in an internally assessed course. You will complete a range of achievement standards that will develop your skills in research, personal response, close viewing, and making connections between texts.
You will learn to:
respond to ideas in texts, using relevant evidence to justify your ideas and make connections between and beyond texts
appreciate, understand and explore a range of text types
communicate ideas confidently and clearly in oral and written forms
Course Overview
Term 1 This term you will:
*Complete four personal responses, including one extended text.
*Form conclusions on a topic that you research, evaluating the effectiveness and reliability of your sources
Term 2 This term you will:
*Complete two personal responses, including one extended text
*Analyse how messages are communicated in visual texts using close viewing skills
*Write and deliver an oral presentation
Term 3 This term you will:
*Make connections between texts
*Create a visual text that communicates a message
*Students who complete the core work and are capable of writing with fluency and accuracy can complete the writing portfolio at the teacher's discretion.
Term 4 This term you will:
Ensure that all of your assessments are complete, focusing on accuracy and detail that is required for achievement at level 2.
Students will have the opportunity to achieve the level 1 literacy corequisite if they have not already done so.
Students are offered a core 18 credits, and can complete additional standards if they achieve all of the above.
Assessment Information
Students will have the opportunity to achieve the level 1 literacy corequisite if they have not already done so.
Students are offered a core 18 credits, and can complete additional standards if they achieve all of the above. Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91101 v2
English 2.4 - Produce a selection of crafted and controlled writing
2
I
6
Y
6w
A.S. 91102 v2
English 2.5 - Construct and deliver a crafted and controlled oral text
2
I
3
Y
A.S. 91104 v2
English 2.7 - Analyse significant connections across texts, supported by evidence
2
I
4
Y
A.S. 91105 v2
English 2.8 - Use information literacy skills to form developed conclusion(s)
2
I
4
Y
4r
A.S. 91106 v2
English 2.9 - Form developed personal responses to independently read texts, supported by evidence
2
I
4
Y
4r
A.S. 91107 v2
English 2.10 - Analyse aspects of visual and/or oral text(s) through close viewing and/or listening, supported by evidence
2
I
3
Y
Total Credits
Total Credits Available: 24 credits. Internally Assessed Credits: 24 credits.
Students who take this course should have prior learning that includes:
* Writing detailed analytical essays
* Exploring ideas through discussion based learning
* Creating written texts that have a high degree of accuracy and develop increasingly complex ideas
* Make meaning from both studied and unfamiliar texts
13ENG offers an exciting opportunity to study interesting texts that prompt us to question the nature of humanity and the societies that we create. You will learn how to think critically about the wider world beyond the texts and how to explore an author or director's intention and their execution when communicating their messages.
You will learn to:
think critically
Explore a range of contemporary and traditional texts
Examine links between texts, society and human nature
compare literature from different genres
present ideas in written and oral formats
prepare for the rigors of working with language and writing in tertiary instructions
Course Overview
Term 1 This term you will:
* Analyse the directorial style of a director, exploring how they use their craft to communicate messages and ideas
* Complete opinion based writing for the writing portfolio
* Respond critically to unfamiliar texts by explaining how language is deliberately used to create meaning.
Term 2 This term you will:
* Analyse and respond critically to studied written text(s), exploring how these texts comment on aspects of humanity and societal norms
* Complete a piece of writing for the writing portfolio
* Prepare for an oral presentation
* Respond critically to unfamiliar texts by explaining how language is deliberately used to create meaning.
Term 3 This term you will:
* Analyse and respond critically to a visual text OR a second written text exploring how these texts comment on aspects of humanity and societal norms
* Present an oral presentation
* Complete a piece of writing for the writing portfolio
* Respond critically to unfamiliar texts by explaining how language is deliberately used to create meaning.
Term 4 This term you will:
* Use editing skills to bring writing to publication stage for the final submission of the writing portfolio
* Revise studied and unfamiliar texts in preparation for external examinations
A.S. 91472 v1
English 3.1 - Respond critically to specified aspect(s) of studied written text(s), supported by evidence
3
E
4
Y
4r,4w *
A.S. 91473 v1
English 3.2 - Respond critically to specified aspect(s) of studied visual or oral text(s), supported by evidence
3
E
4
Y
4w *
A.S. 91474 v1
English 3.3 - Respond critically to significant aspects of unfamiliar written texts through close reading, supported by evidence
3
E
4
Y
4r,4w *
A.S. 91475 v1
English 3.4 - Produce a selection of fluent and coherent writing which develops, sustains, and structures ideas
3
I
6
Y
6w *
A.S. 91476 v1
English 3.5 - Create and deliver a fluent and coherent oral text which develops, sustains, and structures ideas
3
I
3
Y
*
A.S. 91480 v1
English 3.9 - Respond critically to significant aspects of visual and/or oral text(s) through close reading, supported by evidence
3
I
3
Y
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 24
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Year 9 English is an opportunity to transition into the demands of studying this subject at secondary school. The focus is on making meaning and analysing literature. You will still build upon your key literacy skills, preparing yourself for the literacy corequisite tests, which are a crucial part of NCEA. You will study a range of texts including short stories, poetry, extended texts and film. You will also produce a variety of texts, including speeches, formal writing, and media products.
You will learn to:
explore a range of stories, language, and other text types
make meaning from a range of texts and develop critical thinking skills
create texts in a range of formats
Course Overview
Term 1 This term you will:
* Study and make meaning from a range of short texts
* Learn how to write analytical paragraphs
* Engage in key literacy skills in reading and writing
* Explore and make meaning from unfamiliar texts
* Develop key literacy skills in reading and writing
Term 2 This term you will:
* Study and make meaning from a visual text
* Develop analytical essay writing skills
* Create meaning in formal writing
* Write an oral text
* Explore and make meaning from unfamiliar texts
* Develop key literacy skills in reading and writing
Term 3 This term you will:
* Study and make meaning from an extended text
* Develop analytical essay writing skills
* Deliver an oral text
* Explore and make meaning from unfamiliar texts
* Develop key literacy skills in reading and writing
Term 4 This term you will:
* Revise analytical writing in response to one studied text
* Revise skills in responding to unfamiliar texts
* Produce a media product
In each term you will be assessed on
* Analytical writing
* Responding to unfamiliar texts
Over the year you will be assessed on
* Formal writing
* Speech making
* Creating a media product
English is integral for all further study and every type of employment.
The courses outlined below are designed for those students who do not use English as their first language. The aim is to enable students to live and study in Aotearoa New Zealand. All students who use English as an additional language will be tested and placed in appropriate classes.
FOUNDATION - English Language Learners
This course is designed for newly arrived students to prepare them to integrate linguistically and emotionally into Pakuranga College. You will learn to read, write, talk and listen to English in a supportive environment.
The focus of this course is to equip you with the skills and knowledge related for mainstream subjects and specifically to mathematics, science and literacy. Another component is to develop general and academic English.
Educational visits are a part of this course. Assessments will be based on the ELLP (English Language Learning Progression) matrix.
3EL
This course is designed to meet the English language learning needs ESOL students who are close to but not yet ready for mainstream English. The focus is to ensure that students develop familiarity with topics, texts, and task types which they will encounter in mainstream classes. This exposure will lead them to move seamlessly to master skills needed for preparation for 4EL which focuses on Level 1 Literacy credits.
This course is designed to meet the English language learning needs of students, juniors and seniors who have very limited language and are working at foundation level of The English Language Learning Progressions (ELLP) & The English Language Intensive Programme (ELIP).
The aim of the course is to develop sufficient vocabulary to be able to cope with the 2EL program.
The university entrance requirement will be met by appropriate performance in NCEA. The focus for those who are new is to gain the university entrance credits. This is a two year study programme for years 12 and 13 and should aim to get 17 level 2 English credits. Those who have gained the university entrance credits will continue with the preparation for level 3 English credits. The teacher, in consultation with students, will decide which standards are most appropriate.
This course is designed to meet the English language learning needs of a group of year junior and senior ESOL students who are close to, but not yet ready for, mainstream English. All are at ELLP stage 1 or slightly above. The course is designed to ensure that the students develop familiarity with the topics, text and task types they will encounter in mainstream English classrooms.
This course is designed to meet the English language learning needs of students, juniors and seniors who are working at foundation and stage one levels of The English Language Learning Progressions (ELLP) & The English Language Intensive Programme (ELIP).
The aim of the course is to help students move, when they are ready, into a limited range of mainstream subjects.
The focus for this course is on providing students with English language learning experiences so they can be proficient as users of English in the school context. Students will be prepared to gain level 1 literacy credits. The teacher, in consultation with students, will decide which standards are most appropriate.
The focus is on the well-being of the students themselves, of other people, and of society through health related and movement contexts. In Health, students develop their understanding of the factors that influence the health of individuals, groups and society. In Physical Education, the focus is on movement and its contribution to the development of individuals and communities.
Students must have achieved a minimum of 12 credits in Level 2 sports recreation or discretion of the Head of Faculty. Physical Education uniform is compulsory.
You will learn to:
perform a physical activity to meet Level 3 PE performance standards
plan, teach and evaluate a coaching session for junior students
plan and perform exercise techniques safely in a weights room
develop and implement an exercise plan for personal physical fitness
U.S. 22771 v3
Plan beginner-level coaching sessions for sport participants
3
I
6
U.S. 30933 v2
Demonstrate exercise and stretching techniques
3
I
5
U.S. 30935 v2
Develop and implement an exercise plan for personal physical fitness
3
I
5
U.S. 31675 v1
Demonstrate knowledge of the role and responsibilities of a coach, and of coaching beginner-level sport participants
3
I
7
A.S. 91501 v2
Physical Education 3.4 - Demonstrate quality performance of a physical activity in an applied setting
3
I
4
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 4
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 27 credits. Internally Assessed Credits: 27 credits.
Students must have achieved a minimum of 12 credits in Level 1 sports recreation or discretion of the Head of Faculty. Physical Education uniform is compulsory.
You will learn to:
• demonstrate social responsibility skills in physical activity contexts
• participate in various physical activities
• perform a physical activity to meet Level 2 PE performance standards
• demonstrate personal and social development through participation in adventure based learning
• demonstrate application of knowledge of basic anatomy to the performance of sports skills
U.S. 467 v6
Demonstrate personal and social development through participation in adventure based learning
2
I
3
U.S. 21649 v3
Demonstrate knowledge of basic anatomy to the performance of a complex sport skill
2
I
3
A.S. 91330 v3
Physical Education 2.4 - Perform a physical activity in an applied setting
2
I
4
A.S. 91332 v2
Physical Education 2.6 - Evaluate leadership strategies that contribute to the effective functioning of a group
2
I
4
A.S. 91334 v2
Physical Education 2.8 - Consistently demonstrate social responsibility through applying a social responsibility model in physical activity
2
I
3
Total Credits
Total Credits Available: 17 credits. Internally Assessed Credits: 17 credits.
describe the impacts that life changes have on well-being and develop a range of strategies to manage well-being during these times.
demonstrate an understanding of sexuality, how it is impacted and influenced by a range of factors and how to promote positive sexuality both personally and socially.
demonstrate an understanding of relationships and the interpersonal skills needed to enhance them.
demonstrate understanding of how to make healthy decisions in relation to mental health challenges and /or situations where there is pressure to use substances.
demonstrate responsible behaviors in outdoor activities such as indoor rock climbing, stand-up paddle boarding and mountain biking and explain how they ensure physical & emotional safety.
apply interpersonal skills when working as a member of a group through various camp and outdoor education activities in order to promote kotahitanga
demonstrate understanding of anatomy, biomechanics & exercise physiology related to the performance of kayaking, indoor rock climbing and mountain biking.
participate and perform against national standards within kayaking and indoor rock climbing
The purpose of Health & Physical Education in Year 9 is to develop resilience, interpersonal skills & positive attitudes towards health & physical activity.
You will learn to: - use interpersonal skills to enhance relationships - participate in a variety of physical activities - develop physical skill through a series of games, skills drills and modified game play - Investigate and develop understanding of lifestyle factors in contributing to the well being of people in New Zealand - Identify the effects of changing situations, roles, and responsibilities on relationships & describe appropriate responses
The focus of this compulsory course is to develop resilience, positive attitudes, positive relationships and health choices towards physical activity.
Use interpersonal skills to enhance relationships
Understand the importance of social responsibility
Investigate strategies to cope with change
Further develop your understanding of health issues
Participate in a variety of physical activities
Contexts include a series of games, invasion games, striking and fielding games, net games, adventure based learning, cultural games, swimming and fitness related activities.
Number of credits that can be used for overall endorsement: 15
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 15 credits. Internally Assessed Credits: 15 credits.
A.S. 91461 v3
Health 3.1 - Analyse a New Zealand health issue
3
I
5
5r *
A.S. 91462 v2
Health 3.2 - Analyse an international health issue
3
E
5
5r,5w *
A.S. 91463 v3
Health 3.3 - Evaluate health practices currently used in New Zealand
3
I
5
5r *
A.S. 91464 v2
Health 3.4 - Analyse a contemporary ethical issue in relation to well-being
3
I
4
4r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 19
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
A.S. 91330 v3
Physical Education 2.4 - Perform a physical activity in an applied setting
2
I
4
A.S. 91332 v2
Physical Education 2.6 - Evaluate leadership strategies that contribute to the effective functioning of a group
2
I
4
A.S. 91333 v3
Physical Education 2.7 - Analyse the application of risk management strategies to a challenging outdoor activity
2
I
3
A.S. 91334 v2
Physical Education 2.8 - Consistently demonstrate social responsibility through applying a social responsibility model in physical activity
2
I
3
A.S. 91336 v2
Physical Education 2.10 - Analyse group processes in physical activity
2
I
3
Total Credits
Total Credits Available: 17 credits. Internally Assessed Credits: 17 credits.
A.S. 91328 v2
Physical Education 2.2 - Demonstrate understanding of how and why biophysical principles relate to the learning of physical skills
2
I
5
A.S. 91330 v3
Physical Education 2.4 - Perform a physical activity in an applied setting
2
I
4
A.S. 91332 v2
Physical Education 2.6 - Evaluate leadership strategies that contribute to the effective functioning of a group
2
I
4
A.S. 91334 v2
Physical Education 2.8 - Consistently demonstrate social responsibility through applying a social responsibility model in physical activity
2
I
3
A.S. 91336 v2
Physical Education 2.10 - Analyse group processes in physical activity
2
I
3
Total Credits
Total Credits Available: 19 credits. Internally Assessed Credits: 19 credits.
A.S. 91789 v2
Physical Education 3.9 - Devise strategies for a physical activity outcome
3
I
4
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 15
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 15 credits. Internally Assessed Credits: 15 credits.
Learning a new language provides a means of communicating and connecting with people from another culture as well as exploring ones own personal world. Languages and cultures play a key role in developing our personal, group, national, and human identities. Learning a language provides students with the cognitive tools and strategies to learn further languages and to increase their understanding of their own language(s) and culture(s).
As part of university programmes student are often able to complete 6 months or a year of study at universities in the country of the language study and have it accredited as part of their degree. NCEA Level 3 Language study is often a prerequisite to apply for these opportunities.
A.S. 91533 v2
Chinese 3.1 - Demonstrate understanding of a variety of extended spoken Chinese texts
3
E
5
*
A.S. 91534 v1
Chinese 3.2 - Give a clear spoken presentation in Chinese that communicates a critical response to stimulus material
3
I
3
*
A.S. 91535 v1
Chinese 3.3 - Interact clearly using spoken Chinese to explore and justify varied ideas and perspectives in different situations
3
I
6
*
A.S. 91536 v1
Chinese 3.4 - Demonstrate understanding of a variety of extended written and/or visual Chinese texts
3
E
5
*
A.S. 91537 v1
Chinese 3.5 - Write a variety of text types in clear Chinese to explore and justify varied ideas and perspectives
3
I
5
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 24
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Prior learning at Level 2 German is recommended for entry to level 3 or at the discretion of the Head of Faculty.
You will learn to:
use language variably and effectively to express and justify your own ideas and opinions and support or challenge those of others
use and identify the language features and cultural meaning in texts understanding most of what you hear and read on a variety of topics
interpret and respond critically to texts, compare, contrast and give reasons and examples
communicate information, ideas, and opinions through increasingly complex and varied texts
explore the views of others, developing and sharing personal perspectives
engage in sustained interaction and produce extended text
investigate issues of mutual interest to Germany and New Zealand
develop these skills through various contexts, including famous Germans, the media, leaving home, career paths, environmental issues and living in a multi-cultural society, Berlin in film, comedy and cartoons
A.S. 91548 v2
German 3.1 - Demonstrate understanding of a variety of extended spoken German texts
3
E
5
*
A.S. 91549 v1
German 3.2 - Give a clear spoken presentation in German that communicates a critical response to stimulus material
3
I
3
*
A.S. 91550 v1
German 3.3 - Interact clearly using spoken German to explore and justify varied ideas and perspectives in different situations
3
I
6
*
A.S. 91551 v1
German 3.4 - Demonstrate understanding of a variety of extended written and/or visual German texts
3
E
5
*
A.S. 91552 v1
German 3.5 - Write a variety of text types in clear German to explore and justify varied ideas and perspectives
3
I
5
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 24
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
A.S. 91650 v2
Te Reo Māori 3.1 - Whakarongo kia mohio ki te reo Māori o te ao whanui
3
I
4
Y
*
A.S. 91651 v2
Te Reo Māori 3.2 - Korero kia whakamahi i te reo Māori o te ao whanui
3
I
6
Y
*
A.S. 91652 v2
Te Reo Māori 3.3 - Panui kia mohio ki te reo Māori o te ao whanui
3
E
6
Y
6r *
A.S. 91653 v2
Te Reo Māori 3.4 - Tuhi i te reo Māori o te ao whanui
3
E
6
Y
6w *
A.S. 91654 v2
Te Reo Māori 3.5 - Waihanga tuhinga whai take i te reo Māori o te ao whanui
3
I
6
Y
6w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 28
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Prior learning at Level 2 Spanish is recommended for entry to level 3 or at the discretion of the Head of Faculty.
You will learn to:
• use language variably and effectively to express and justify your own ideas and opinions and support or challenge those of others
• use and identify the language features and cultural meaning in texts understanding most of what you hear and read on a variety of topics
• interpret and respond critically to texts, compare, contrast and give reasons and examples
• communicate information, ideas, and opinions through increasingly complex and varied texts
• explore the views of others, developing and sharing personal perspectives
• engage in sustained interaction and produce extended text • investigate issues of mutual interest to Spanish speaking countries and New Zealand
• develop these skills through various contexts, including famous Spanish speaking people, the media, leaving home, career paths, environmental issues and living in a multi-cultural society
A.S. 91568 v2
Spanish 3.1 - Demonstrate understanding of a variety of extended spoken Spanish texts
3
E
5
*
A.S. 91569 v1
Spanish 3.2 - Give a clear spoken presentation in Spanish that communicates a critical response to stimulus material
3
I
3
*
A.S. 91570 v1
Spanish 3.3 - Interact clearly using spoken Spanish to explore and justify varied ideas and perspectives in different situations
3
I
6
*
A.S. 91571 v1
Spanish 3.4 - Demonstrate understanding of a variety of extended written and/or visual Spanish texts
3
E
5
*
A.S. 91572 v1
Spanish 3.5 - Write a variety of text types in clear Spanish to explore and justify varied ideas and perspectives
3
I
5
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 24
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
understand and construct simple texts using your knowledge of the target language
understand and produce information and ideas
describe aspects of your own background and immediate environment
express and respond to personal needs and interests
use cultural knowledge to communicate appropriately
develop survival skills as a tourist in a Spanish speaking country
communicate in different contexts - e.g. ordering something to eat or drink, talking about yourself, communicate using present, and immediate future tense, asking for directions, talking about clothes and sport
express your opinions, giving reasons and suggestions
understand and construct simple texts using your knowledge of the target language at level 3 & 4 of the curriculum
understand and produce information and ideas
describe aspects of other people, your own background and immediate environment
express and respond to personal needs and interests
use cultural knowledge to communicate appropriately
develop some survival skills as a tourist
communicate in different contexts e.g. talking about family and occupations, discussing your favourite hobbies and schedule, buying food and shopping in China, ordering food and drink from a Chinese menu, discussing what foods you like and why, describing people and feelings.
understand and use familiar expressions and everyday vocabulary at levels 1 & 2 of the curriculum
interact in supported situations, e.g. have a conversation, or write short sentences
Receive and produce information, e.g. communicate about yourself: give personal details, talk about yourself in terms of likes and dislikes, hobbies etc.
demonstrate knowledge of Chinese culture
produce and respond to questions and requests
express opinions using familiar language and use fixed expressions about time, date, seasons, and weather
Te Reo Māori is the foundation language of New Zealand, the ancestral language of the tangata whenua and one of the tāonga guaranteed protection under the Treaty of Waitangi. It also provides this country with a unique language identity in the rest of the world. (Te Taura Whiri).
You will learn:
and understand the importance of karakia
to pronounce Māori words correctly
to identify Māori key words
about your family tree
to research your family history (iwi, hapu, awa, waka) and communicate about school and home
understand and construct simple texts using your knowledge of the target language
understand and produce information and ideas
describe aspects of your own background and immediate environment
express and respond to personal needs and interests
use cultural knowledge to communicate appropriate
develop survival skills as a tourist in Germany, Switzerland, Austria and Europe
communicate in different contexts - e.g. going shopping, ordering something to eat or drink, asking for directions, making bookings, finding accommodation, and using public transport
express your opinions, giving reasons and use conditional sentences
This 10GER course allows for the assessment of A1 language proficiency testing.
Students intending to study Māori in more depth in the future should choose this course.
Students will research their family history in depth, speak about members of their whānau and what they do, communicate about home, school and its environment and their likes and dislikes at school.
They will learn to follow directions.
Students will become more familiar with the marae and marae protocol.
The course covers a range of sentence structures that can be used in every day contexts.
Other topics include, cooking, describing role models and looking deeper into Māori mythology.
A.S. 91553 v2
Japanese 3.1 - Demonstrate understanding of a variety of extended spoken Japanese texts
3
E
5
*
A.S. 91554 v1
Japanese 3.2 - Give a clear spoken presentation in Japanese that communicates a critical response to stimulus material
3
I
3
*
A.S. 91555 v1
Japanese 3.3 - Interact clearly using spoken Japanese to explore and justify varied ideas and perspectives in different situations
3
I
6
*
A.S. 91556 v1
Japanese 3.4 - Demonstrate understanding of a variety of extended written and/or visual Japanese texts
3
E
5
*
A.S. 91557 v1
Japanese 3.5 - Write a variety of text types in clear Japanese to explore and justify varied ideas and perspectives
3
I
5
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 24
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
understand and use familiar expressions and everyday vocabulary
interact in supported situations, e.g. have a conversation or write short sentences using hiragana and some kanji
receive and produce information e.g. give personal details, talk about yourself, school likes and dislikes, demonstrate knowledge of everyday life in Japanese schools
Ideally students will have completed either 12MTG, 12MTS or 12MTC in year 12.
Are you able to do maths but find algebra a little confusing? Do understand graphs but don't like writing those big long statistics reports? Do you need mathematics for your future? Then this is the course for you!
In 13MTG you will experience and learn a variety of mathematical and statistical concepts such as:
- explore the skills used in project management and scheduling.
- explore the relationships between types of data and find correlations.
- develop an understanding of how to use samples and resamples to make conclusions about the population.
- work in the 3D coordinate system looking at different types of planar models.
- explore how cones interact with planes to create conic sections.
- engage with linear graphs, looking at how they intersect to find optimal solutions.
A.S. 91573 v2
Mathematics and Statistics 3.1 - Apply the geometry of conic sections in solving problems
3
I
3
*
Y
A.S. 91574 v2
Mathematics and Statistics 3.2 - Apply linear programming methods in solving problems
3
I
3
*
Y
A.S. 91576 v2
Mathematics and Statistics 3.4 - Use critical path analysis in solving problems
3
I
2
*
Y
A.S. 91581 v2
Mathematics and Statistics 3.9 - Investigate bivariate measurement data
3
I
4
*
Y
A.S. 91582 v2
Mathematics and Statistics 3.10 - Use statistical methods to make a formal inference
3
I
4
*
Y
A.S. 91587 v2
Mathematics and Statistics 3.15 - Apply systems of simultaneous equations in solving problems
3
I
3
*
Y
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 19
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 19 credits. Internally Assessed Credits: 19 credits.
develop accuracy, efficiency, and confidence in calculating — mentally, on paper, and with a calculator
develop knowledge and understanding of systems of measurement and their use and interpretation
explore both 2D and 3D situations that involves the use of pythagoras and trigonometry
develop the ability to think abstractly and to use symbols, notation, and graphs and diagrams to represent and communicate mathematical relationships, concepts, and generalisations
recognise appropriate statistical data for collection, and develop the skills of collecting, organising, and analysing data, and presenting reports and summaries
develop the ability to estimate probabilities and to use probabilities for prediction
develop accuracy, efficiency, and confidence in calculating — mentally, on paper, and with a calculator
develop knowledge and understanding of systems of measurement and their use and interpretation
develop spatial awareness and the ability to recognise and make use of the geometrical properties and symmetries of everyday objects
develop the ability to think abstractly and to use symbols, notation, and graphs and diagrams to represent and communicate mathematical relationships, concepts, and generalisations
recognise appropriate statistical data for collection, and develop the skills of collecting, organising, and analysing data, and presenting reports and summaries
develop the ability to estimate probabilities and to use probabilities for prediction
This course requires students to have demonstrated strong probability skills in Year 11.
Ideally students will have Achieved with Merit in the Chance and Data external in level 1.
Do you want to find the best ways to collect information? Do you want to interpret data? Do you like data science and graphs? Then this is the course for you!
In 12MTS you will experience and learn about a variety of statistical concepts such as:
- develop statistical methods that can be applied to samples to make inferences about populations.
- understand design principles in order to conduct effective surveys.
- engage with different types of networks and develop methods to solve problems relating to them.
- understand experimental designs and apply different experimental methods to situations.
- apply ideas about chance to simulations.
- explore the interesting world of the Normal Distribution and of all things probability including risk.
A.S. 91260 v3
Mathematics and Statistics 2.5 - Apply network methods in solving problems
2
I
2
Y
A.S. 91264 v3
Mathematics and Statistics 2.9 - Use statistical methods to make an inference
2
I
4
Y
A.S. 91267 v3
Mathematics and Statistics 2.12 - Apply probability methods in solving problems
2
E
4
Y
A.S. 91268 v3
Mathematics and Statistics 2.13 - Investigate a situation involving elements of chance using a simulation
2
I
2
Y
A.S. 91583 v2
Mathematics and Statistics 3.11 - Conduct an experiment to investigate a situation using experimental design principles
3
I
4
*
Y
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 4
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Students entering this course must have successfully completed 11MTA. This course is aimed at students who have demonstrated strong algebraic and graphical skills in Year 11 and are wanting to progress to study Calculus at Level 3.
This course is designed for students who are ready to take their algebraic thinking to the next level. You'll explore algebra in a range of contexts — from solving equations to analysing graphs. Algebra is at the heart of this course, so be prepared to dive deep!
You’ll also get your first taste of calculus — the mathematics of change and motion — gaining insight into how it’s used to model and solve real-world problems.
Additionally, you’ll build your understanding of trigonometry beyond the restraints of a right angled triangle, learning to work with any triangle and apply this in meaningful, real-life contexts.
This course provides a strong foundation for further study in mathematics engineering and the sciences, while sharpening your analytical skills and problem-solving abilities.
Students entering Level 3 Calculus need to have been successful in the Level 2 Mathematics with Algebra course (12MTA). This course requires students to have demonstrated strong algebraic and graphical skills in Year 12.
If you enjoy a good maths challenge and want to know how it connects to the real world, this is the course for you.
You’ll dive deeper into trigonometry, using it to model real-life situations and tackle some tricky identity proofs. You’ll also meet the mysterious ‘i’, the square root of -1, and use it to solve equations that just aren’t possible with regular numbers.
We’ll build on your understanding of differentiation, applying it to more than just polynomials — now including logarithmic, exponential, and trigonometric functions. You’ll learn how to optimise functions to find maximums and minimums (like profits or speeds), and how to model situations where things are changing, like speeding cars, chemical reactions, or population growth.
You’ll also discover integration, the reverse of differentiation, and how it helps explain things like how far something has travelled, how fast something is decaying, or even how quickly a coffee is cooling down.
This course sets you up well for university maths, physics, or engineering — or if you’re just someone who wants to get to the bottom of how the world really works through maths.
A.S. 91575 v2
Mathematics and Statistics 3.3 - Apply trigonometric methods in solving problems
3
I
4
*
Y
A.S. 91577 v2
Mathematics and Statistics 3.5 - Apply the algebra of complex numbers in solving problems
3
E
5
*
Y
A.S. 91578 v2
Mathematics and Statistics 3.6 - Apply differentiation methods in solving problems
3
E
6
*
Y
A.S. 91579 v2
Mathematics and Statistics 3.7 - Apply integration methods in solving problems
3
E
6
*
Y
A.S. 91587 v2
Mathematics and Statistics 3.15 - Apply systems of simultaneous equations in solving problems
3
I
3
*
Y
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 24
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
This course requires students to have demonstrated strong Statistics and Probability skills in Year 12. It is highly recommended that you have successfully achieved the following internal standard:
AS91264 (Informal Inference - Internal)
AS91267 (Probability Methods - External)
In 13MTS, students will be expected to learn and apply skills in the following areas:
Statistical Inference - Using the statistical enquiry cycle to make a formal inference given a multivariate data set.
Time Series - Using the statistical enquiry cycle to investigate time series data and produce a report.
Probability Concepts - Comparison of true and experimental probabilities, conditional probabilities, probability distribution tables and graphs, two-way tables, probability trees and Venn diagrams.
Probability Distributions - Applying Poisson, binomial, triangular, rectangular and normal distributions, comparison of true probabilities versus distribution of model estimates.
Bivariate Data - Use of statistical enquiry cycle to investigate the relationship between two numerical variables.
Course Overview
Term 1 Introduction to Data which will lead to the first internal of Formal Inference and following that will be Time Series Analysis.
Term 2 We will then begin our External preparation with Probability Concepts which will be followed by Probability Distributions
A.S. 91580 v2
Mathematics and Statistics 3.8 - Investigate time series data
3
I
4
*
Y
A.S. 91581 v2
Mathematics and Statistics 3.9 - Investigate bivariate measurement data
3
I
4
*
Y
A.S. 91582 v2
Mathematics and Statistics 3.10 - Use statistical methods to make a formal inference
3
I
4
*
Y
A.S. 91585 v2
Mathematics and Statistics 3.13 - Apply probability concepts in solving problems
3
E
4
*
Y
A.S. 91586 v2
Mathematics and Statistics 3.14 - Apply probability distributions in solving problems
3
E
4
*
Y
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 20
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Media dominates our modern lives through social media, film, television, video games and the internet.
Through both theory and practical learning opportunities, we want to empower students with skills needed to navigate modern media and narrative music videos.
A.S. 91492 v2
Media Studies 3.3 - Demonstrate understanding of the media representation of an aspect of New Zealand culture or society
3
I
3
*
A.S. 91493 v3
Media Studies 3.4 - Demonstrate understanding of a relationship between a media genre and society
3
E
4
4r,4w *
A.S. 91494 v2
Media Studies 3.5 - Produce a design for a media product that meets the requirements of a brief
3
I
4
*
A.S. 91495 v2
Media Studies 3.6 - Produce a media product to meet the requirements of a brief
3
I
6
*
A.S. 91496 v2
Media Studies 3.7 - Demonstrate understanding of a significant development in the media
3
I
3
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 20
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
At Year 10 most students are not ready to make a decision which could affect their potential career path. Most career pathways need at least 14 credits from Level 1 Science.
Science at Level 1 is needed for:
A better understanding of the world we live in e.g. surviving a pandemic, climate change. A shortage of skilled professionals in this area in some cases, e.g. Engineering, Science, Finance, Trades and ICT.
Students develop the "foundation" knowledge at school level for success later in life.
Helps students develop critical thinking, problem solving, and analytical skills.
Allows students to keep career future ideas open.
Science offers students a number of opportunities both within the scientific field and outside of science; such as in the field of business, engineering, information technology and healthcare and trades.
A.S. 91521 v2
Physics 3.1 - Carry out a practical investigation to test a physics theory relating two variables in a non-linear relationship
3
I
4
*
A.S. 91522 v2
Physics 3.2 - Demonstrate understanding of the application of physics to a selected context
3
I
3
*
A.S. 91523 v2
Physics 3.3 - Demonstrate understanding of wave systems
3
E
4
*
A.S. 91525 v2
Physics 3.5 - Demonstrate understanding of Modern Physics
3
I
3
*
A.S. 91527 v2
Physics 3.7 - Use physics knowledge to develop an informed response to a socio-scientific issue
3
I
3
3r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 17
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Completion of Level 1 Science strongly recommended and an ability to solve problems using algebraic procedures.
You will learn to:
• carry out and evaluate practical physics investigations
• research and report upon a physics application in a given context
• Identify, describe and explain physics concepts and solve problems which can be straightforward or complex in the areas of waves, mechanics and electricity
A.S. 91601 v2
Biology 3.1 - Carry out a practical investigation in a biological context, with guidance
3
I
4
*
A.S. 91602 v2
Biology 3.2 - Integrate biological knowledge to develop an informed response to a socio-scientific issue
3
I
3
3r *
A.S. 91603 v3
Biology 3.3 - Demonstrate understanding of the responses of plants and animals to their external environment
3
E
5
5r,5w *
A.S. 91604 v3
Biology 3.4 - Demonstrate understanding of how an animal maintains a stable internal environment
3
I
3
3r *
A.S. 91606 v2
Biology 3.6 - Demonstrate understanding of trends in human evolution
3
E
4
4r,4w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 19
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
A.S. 91389 v2
Chemistry 3.3 - Demonstrate understanding of chemical processes in the world around us
3
I
3
3r,3w *
A.S. 91411 v2
Earth and Space Science 3.2 - Investigate a socio-scientific issue in an Earth and Space Science context
3
I
4
4r *
A.S. 91601 v2
Biology 3.1 - Carry out a practical investigation in a biological context, with guidance
3
I
4
*
A.S. 91602 v2
Biology 3.2 - Integrate biological knowledge to develop an informed response to a socio-scientific issue
3
I
3
3r *
A.S. 91604 v3
Biology 3.4 - Demonstrate understanding of how an animal maintains a stable internal environment
3
I
3
3r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 17
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 17 credits. Internally Assessed Credits: 17 credits.
A.S. 91410 v2
Earth and Space Science 3.1 - Carry out an independent practical Earth and Space Science investigation
3
I
4
4r *
A.S. 91411 v2
Earth and Space Science 3.2 - Investigate a socio-scientific issue in an Earth and Space Science context
3
I
4
4r *
A.S. 91412 v2
Earth and Space Science 3.3 - Investigate the evidence related to dating geological event(s)
3
I
4
*
A.S. 91414 v2
Earth and Space Science 3.5 - Demonstrate understanding of processes in the atmosphere system
3
E
4
4r,4w *
A.S. 91415 v2
Earth and Space Science 3.6 - Investigate an aspect of astronomy
3
I
4
4r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 20
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Number of credits that can be used for overall endorsement: 24
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Completion of Level 2 Physics strongly recommended
You will learn to:
• carry out a guided practical investigation where you plan, take measurements, process data and analyse the results
• research and report upon a physics application in a given context
• identify, describe and explain physics concepts and solve problems which can be straightforward to complex in the areas of mechanics, waves and electricity
A.S. 91521 v2
Physics 3.1 - Carry out a practical investigation to test a physics theory relating two variables in a non-linear relationship
3
I
4
*
A.S. 91522 v2
Physics 3.2 - Demonstrate understanding of the application of physics to a selected context
3
I
3
*
A.S. 91523 v2
Physics 3.3 - Demonstrate understanding of wave systems
3
E
4
*
A.S. 91524 v2
Physics 3.4 - Demonstrate understanding of mechanical systems
3
E
6
*
A.S. 91526 v2
Physics 3.6 - Demonstrate understanding of electrical systems
3
E
6
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 23
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Social Sciences help to build an understanding of places, people and cultures and foster a concern for fairness in society. Learning in social sciences aims to help ākonga / students thrive in the diverse communities and environments of Tāmaki Makaurau Auckland, Aotearoa New Zealand and the world. As they learn in social sciences, ākonga will make sense of the past, present and be informed about the future. They will also explore social, economic and environmental issues associated with human rights, inequity, migration and sustainability.
Social Studies: Head of Department: Ms Charlotte Bass
Ākonga / students learn about Social Studies in Year 9 and 10 where it is a core part of the curriculum. Social Studies is about exploring places, people and cultures in the past, present and in our possible futures. Ākonga will use social inquiry skills to explore social, economic and environmental issues in Tāmaki Makaurau (Auckland), Aotearoa New Zealand, and globally. This will enable them to contribute and participate as informed and respectful citizens in our community and wider society.
A.S. 91434 v3
History 3.1 - Research an historical event or place of significance to New Zealanders, using primary and secondary sources
3
I
5
5r *
A.S. 91435 v3
History 3.2 - Analyse an historical event, or place, of significance to New Zealanders
3
I
5
5r *
A.S. 91436 v2
History 3.3 - Analyse evidence relating to an historical event of significance to New Zealanders
3
E
4
4r,4w *
A.S. 91437 v2
History 3.4 - Analyse different perspectives of a contested event of significance to New Zealanders
3
I
5
5r *
A.S. 91438 v2
History 3.5 - Analyse the causes and consequences of a significant historical event
3
E
6
6r,6w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 25
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
• take your business skills to the next level by running your own start up for the entire year.
• analyse economic factors that affect New Zealand businesses that operate in a global context.
• describe how businesses grow and the associated costs and benefits
• develop an in-depth marketing plan that contributes to the overall objectives of your own start up business and action this marketing plan over the course of the year.
• pitch your business idea to local business people in dragon’s den style competition.
• construct an annual review based on your businesses performance and achievements.
• participate in the Young Enterprise Competition to win cash prizes and notoriety
Opportunities for extension students include the Young Enterprise Excellence Awards.
A.S. 91379 v2
Business Studies 3.1 - Demonstrate understanding of how internal factors interact within a business that operates in a global context
3
E
4
4r,4w *
A.S. 91382 v2
Business Studies 3.4 - Develop a marketing plan for a new or existing product
3
I
6
6r *
A.S. 91384 v2
Business Studies 3.6 - Carry out, with consultation, an innovative and sustainable business activity
3
I
9
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 19
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
• analyse how processes such as wave erosion and longshore drift operate and interact in coastal environments, with a focus on the sand dunes and headland at Muriwai Beach
• analyse the process of tourism development in Rotorua and how it has changed over time.
• conduct and present a geographic research investigation on an aspect of tourism in Rotorua
• analyse where Human trafficking occurs, who are affected by it and can it be stopped?
• analyse the global topic of coral reefs, focusing on the pattern and processes and the impact they have on lives
A.S. 91427 v2
Geography 3.2 - Demonstrate understanding of how a cultural process shapes geographic environment(s)
3
E
4
4r,4w *
A.S. 91428 v2
Geography 3.3 - Analyse a significant contemporary event from a geographic perspective
3
I
3
3r *
A.S. 91430 v3
Geography 3.5 - Conduct geographic research with consultation
3
I
5
*
A.S. 91431 v2
Geography 3.6 - Analyse aspects of a contemporary geographic issue
3
I
3
3r *
A.S. 91432 v3
Geography 3.7 - Analyse aspects of a geographic topic at a global scale
3
I
3
3r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 18
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
• understand that Geography matters because this is our world and we can make a difference
• understand the concept of sustainability by learning about gold mining in Waihi.
• develop an understanding of a natural event that shaped New Zealand - how did it happen and what are the consequences for the land and people?
• develop an understanding of the Research process and apply a range of geographic skills and ideas, such as mapping, photo interpretation and graph construction to different settings
• show an understanding of a contemporary geographic issues in NZ
A.S. 91402 v3
Economics 3.4 - Demonstrate understanding of government interventions where the market fails to deliver efficient or equitable outcomes
3
I
5
5r *
A.S. 91403 v2
Economics 3.5 - Demonstrate understanding of macro-economic influences on the New Zealand economy
3
E
6
6r,6w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 20
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
The focus of Social Studies in Year 9 is to introduce students to a variety of different aspects that affect them either currently or which are likely to in the future.
Students will learn about:
The causes and effects of climate change How immigration practices and laws have shaped Aotearoa Leadership, governments, and power in a New Zealand and overseas setting. Basic business, economic and accounting concepts
Current events issues and use news literacy skills to be critical of the sources of news read.
• develop a product in a group and market this product before selling at Market day to make profit and support a community group.
• understand and undertake secondary and primary market research
• develop enterprising and entrepreneurial attributes through running a business activity for a second time where emphasis is on refinements to the original product offering.
• explore the dynamic nature of large businesses and their internal and external operations
• research the Motivation theory practices at local Business and write a report according to their policies on staff motivation.
• learn about both the Internal and External business environments and Businesses decisions to considering these factors.
• this course is offered in partnership with Manukau Institute of Technology (MIT). Students who earn a minimum of 21 credits will receive a ‘Certificate of Achievement in Early Childhood Education (Level 2)'
• develop an understanding of how to care for young children and learn about their needs and development
• develop a greater understanding and experience of early childhood education
• gain skills useful to employment and/or life experience involving interaction with children
• begin your preparation for advancement into tertiary education
• see early childhood education as a possible career pathway
• earn credits towards your NCEA Level 2 qualification
• focus on more complex business structures such as partnerships and larger New Zealand businesses
• investigate Businesses listed on NZ stock exchange.
• develop further their skills in financial analysis, writing and presenting including those listed on the stock exchange. You will gain invaluable analytical skills, report writing and presentation skills.
• students learn about making investments and how these are reported within business accounting.
• prepare complex accounting processing and financial statements for a partnership and company
• analyse an investment decision and prepare a report assessing a successful, publicly listed New Zealand company
• Carry out and explain the purpose of real-life cost accounting and management accounting processes
A.S. 91405 v2
Accounting 3.2 - Demonstrate understanding of accounting for partnerships
3
I
4
*
A.S. 91407 v2
Accounting 3.4 - Prepare a report for an external user that interprets the annual report of a New Zealand reporting entity
3
I
5
5r,5w *
A.S. 91408 v2
Accounting 3.5 - Demonstrate understanding of management accounting to inform decision-making
3
E
4
*
A.S. 91409 v2
Accounting 3.6 - Demonstrate understanding of a job cost subsystem for an entity
3
I
4
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 17
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
• this course is offered in partnership with Manukau Institute of Technology (MIT). Students who earn a minimum of 20 credits will receive a ‘Certificate of Achievement in Early Childhood Education (Level 3)'
• develop your understanding of education and care of young children in an early childhood setting
• develop an understanding of the early childhood curriculum
• gain valuable knowledge about early childhood relationships and play-based learning and development
• this course prepares students to advance into higher level early childhood education care
• see early childhood education as a possible career pathway
• earn credits towards your NCEA Level 3 qualifications
A.S. 91175 v2
Accounting 2.2 - Demonstrate understanding of accounting processing using accounting software
2
I
4
A.S. 91176 v2
Accounting 2.3 - Prepare financial information for an entity that operates accounting subsystems
2
E
5
A.S. 91409 v2
Accounting 3.6 - Demonstrate understanding of a job cost subsystem for an entity
3
I
4
*
A.S. 91868 v1
Agribusiness 2.10 - Demonstrate understanding of cash flow forecasting for a business
2
I
4
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 4
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Co-requisite English . There are a number of attributes that will help you be successful. First, being curious about ancient Greece and Rome. Second, being able to make connections to the distant past, especially how it continues to influence people across time. Third, showing that you can grasp the different components of classical studies: from archaeology and art to history and philosophy. Lastly, rather like a detective, to be able to find and make sense of evidence. Each of these attributes is enhanced if you are a keen reader and writer.
In Classical Studies you will unlock the timeless lessons of the distant past, helping you to go out into the world and make meaning from what you see. You can think of Classical Studies as providing you with four keys. First, the key to exploring how to live your best life by focusing on the philosophy of Socrates in ancient Athens. Second, the key to exploring how power has been used in the past, specifically by investigating how the Roman emperor Augustus came to power and then managed to persuade everyone that he should hold on to it. Third, the key to learning about how to appreciate artworks, by exploring and making sense of Roman art and architecture. And, the last key to critically engage with the lives of hugely influential historical characters so that you are enriched as a reader, writer and citizen.
Course Overview
Term 1 Unit 1: Ancient Athens: This unit looks at the golden age of Athens in the fifth century BCE and its achievements in terms of the arts, democracy and society. It explores inspiring leaders such as Pericles but also how things go wrong, specifically in terms of the coming of plague, war and tyranny.
Term 2 Unit 2: The Philosophy of Socrates: This unit focuses on understanding who Socrates was and what are the key ideas of his philosophy. You will be introduced to philosophical questions such as when is it right to be disobedient and what is the good life? In particular, you will consider how Socrates’ philosophy is designed to provide you with the answer to questions like these and that you can apply to your own life.
Term 3 Unit 3: The Roman Emperor Augustus: This unit explores how power can be used as a force for good and bad. It does this by exploring the reign of Rome’s first emperor, Augustus and how he used his image to promote himself and persuade his fellow Romans that only he could bring them peace and prosperity. It also looks at the lasting influences of Augustus’ use of art as a tool of propaganda across time. To do this you will compare Augustan art to the artworks of Alexander the Great and the Italian dictator Mussolini.
Term 4 Unit 4: Roman art and architecture: This unit also looks at the art and architecture of Augustus, particularly the life-size statue of Augustus, the Prima Porta and the altar of Augustan peace, the Ara Pacis. Furthermore, it goes on to look at emperor Trajan’s triumphal column in Rome. For each of these artworks you will undertake a detailed examination of and interpretation of their features and effects both in terms of their artistic value and historical meaning.
These assessments each require well developed essay writing skills, including the skill of putting forward ideas and arguments supported by evidence from primary and secondary sources.
Assessment Information
These assessments each require well developed essay writing skills, including the skill of putting forward ideas and arguments supported by evidence from primary and secondary sources. Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91395 v2
Classical Studies 3.2 - Analyse the significance of a work(s) of art in the classical world
3
E
4
4r,4w *
A.S. 91396 v2
Classical Studies 3.3 - Analyse the impact of a significant historical figure on the classical world
3
E
6
6r,6w *
A.S. 91397 v2
Classical Studies 3.4 - Demonstrate understanding of significant ideology(ies) in the classical world
3
I
6
6r *
A.S. 91398 v2
Classical Studies 3.5 - Demonstrate understanding of the lasting influences of the classical world on other cultures across time
3
I
6
6r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 22
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
There are a number of attributes that will help you be successful. First, being curious about ancient Greece and Rome. Second, being able to make connections to the distant past, especially how it continues to influence our present-day culture. Third, showing that you can grasp the different components of classical studies: from archaeology and art to history, literature and mythology. Lastly, rather like a detective, to be able to find and make sense of evidence. Each of these attributes is enhanced if you are a keen reader and writer.
In Classical Studies you will unlock the timeless lessons of the distant past, helping you to go out into the world and make meaning from what you see. You can think of Classical Studies as providing you with four keys. First, the key to exploring materials and buildings deep in the ground and what they can tell us about life over 2000 years ago, specifically by focusing on Pompeii. Second, the key to exploring key themes such as slavery and the role of women that are vital to understanding what it was like to live in ancient Rome. Third, the key to doing your own investigations by learning how to make sense of Roman art and architecture. And, the last key to critically engage with the lives of historical and mythological characters so that you are enriched as a reader, writer and citizen.
Course Overview
Term 1 Unit 1: Why is Pompeii popularly seen as the most important archaeological site in the world? This unit focuses on the eruption of Mt Vesuvius in 79 CE and the preservation of Pompeii underneath its ash and debris. You will be using evidence from Pompeii, everything from bakeries to bath-houses, to find out about Roman society. The unit places importance on primary sources and being able to write perceptively about the significance of Pompeii.
Term 2 Unit 2: Why is Greek mythology and especially the myth of Heracles (Hercules) so enduring? This unit examines Greek mythology and its influence today. The unit draws on primary sources, especially the portrayal of Heracles on Greek vases and the texts of Hesiod and Apollodorus. It also carefully analyses the 1990s Walt Disney film ‘Hercules’. These primary sources are used to help us understand the changing meaning and influence of mythology across time
Term 3 Unit 3: Why was there slavery in Roman times and why is the slave-leader Spartacus still remembered to this day? And what were the lives of Roman women actually like? This unit explores the lives of slaves and of the Roman family, looking in detail at the Spartacus slave revolt and the lives of women. Emphasis is placed on being able to write insightfully about slavery and Roman families. Time will be spent practising how to do this; especially how to support our writing with evidence.
Term 4 Unit 4: What makes Roman art and architecture in Pompeii so significant? This unit explores Roman art and architecture. It involves the use of primary source evidence and the skill of placing the works of art in their artistic and historical times. The art you will study comes from Pompeii and consists of two types: mosaics and wall-paintings, also called frescos. The architecture is also from Pompeii and includes bath houses, an amphitheatre and a Roman villa. Students have studied Pompeii in unit 1 so they will have a good understanding of the historical times. A further aim of this unit is to simply enjoy art and architecture and also to develop a method of ‘looking at art’.
These assessments each require well developed essay writing skills, including the skill of putting forward ideas and arguments supported by evidence from primary and secondary sources.
Assessment Information
These assessments each require well developed essay writing skills, including the skill of putting forward ideas and arguments supported by evidence from primary and secondary sources. Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91201 v2
Classical Studies 2.2 - Examine the significance of features of work(s) of art in the classical world
2
E
4
4r,4w
A.S. 91202 v3
Classical Studies 2.3 - Demonstrate understanding of a significant event in the classical world
2
I
4
4r
A.S. 91203 v2
Classical Studies 2.4 - Examine socio-political life in the classical world
2
E
6
6r,6w
A.S. 91204 v2
Classical Studies 2.5 - Demonstrate understanding of the relationship between aspects of the classical world and aspects of other cultures
Technology is the 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 the heart of the 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 exploration for communication.
YEAR 10
The subjects offered will be product design technology (working with wood and metal), electronics technology (using electronics and constructing circuits), textiles technology (designing and making fashion related items), food technology (using food with a focus on nutrition), graphics (using basic design skills) and computing (programming and web development). Each of these courses is designed to extend the students’ technological competence and confidence and provide a useful foundation for the level 1 courses.
SENIOR COURSES
Courses with an achievement standard focus are designed for students wanting to go onto university, i.e. product design technology, fashion design technology, graphics, computing, robotics and information technology.
Courses with a unit standard focus are designed for students who wish to pursue a trade or apprenticeship, however the credits can still be used to meet university requirements, i.e. food and nutritional studies, hospitality, engineering, automotive engineering, building technology and computer aided design.
A.S. 91609 v3
Generic Technology 3.2 - Undertake project management to support technological practice
3
I
4
*
A.S. 91610 v3
Generic Technology 3.3 - Develop a conceptual design considering fitness for purpose in the broadest sense
3
I
6
*
A.S. 91611 v3
Generic Technology 3.4 - Develop a prototype considering fitness for purpose in the broadest sense
3
I
6
*
A.S. 91612 v3
Generic Technology 3.5 - Demonstrate understanding of how technological modelling supports technological development and implementation
3
E
4
4w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 20
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
A.S. 91622 v3
Construction and Mechanical Technologies 3.22 - Implement complex procedures to make a specified product using a Computer Numerical Controlled (CNC) machine
3
I
4
*
A.S. 91627 v3
Design and Visual Communication 3.30 - Initiate design ideas through exploration
3
E
4
*
A.S. 91628 v3
Design and Visual Communication 3.31 - Develop a visual presentation that exhibits a design outcome to an audience
3
I
6
*
A.S. 91629 v3
Design and Visual Communication 3.32 - Resolve a spatial design through graphics practice
3
I
6
*
A.S. 91630 v3
Design and Visual Communication 3.33 - Resolve a product design through graphics practice
3
I
6
*
A.S. 91631 v3
Design and Visual Communication 3.34 - Produce working drawings to communicate production details for a complex design
3
E
6
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 32
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
A.S. 91901 v1
Digital Technologies and Hangarau Matihiko 3.2 - Apply user experience methodologies to develop a design for a digital technologies outcome
3
I
3
A.S. 91902 v2
Digital Technologies and Hangarau Matihiko 3.3 - Use complex techniques to develop a database
3
I
4
A.S. 91903 v1
Digital Technologies and Hangarau Matihiko 3.4 - Use complex techniques to develop a digital media outcome
3
I
4
A.S. 91906 v2
Digital Technologies and Hangarau Matihiko 3.7 - Use complex programming techniques to develop a computer program
3
I
6
A.S. 91908 v1
Digital Technologies and Hangarau Matihiko 3.9 - Analyse an area of computer science
• learn about and use basic electrical and electronics theory, programming and controlling embedded systems, which are machines with small computers in them to make them smart
• use computer software to design and build electronic circuits • use sophisticated 3D modelling software to design your robot
• recognise and use electronic components to build circuits for digital control applications
• design, construct and test a self-controlled mobile robot
“It is strongly recommended that students have a reasonably up-to-date laptop computer capable of running Windows for this course, as the majority of the course work requires the use of the Arduino programming environment, Diptrace for designing printed circuits, and Fusion 360. Students need to be able to use this software at home as well as school, to get the most out of this course.”
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92012 v3
Materials and Processing Technology 1.1 - Develop a Materials and Processing Technology outcome in an authentic context
1
I
6
Total Credits
Total Credits Available: 6 credits. Internally Assessed Credits: 6 credits.
This course is designed to extend the students' technological competence and confidence and provide a useful foundation for entry into Level 1 Design and Visual Communication.
You will learn to:
• use graphics practice and the design process to solve a Technological problem
• use graphics practice and the design process to solve an Architectural problem
• collaborate with other students when problem-solving by design
• use 3D printers and Computer software to assist with problem-solving by design
This course is designed to extend the students' technological competence and confidence and provide a useful foundation for entry into Level 1 Fabric Technology.
You will learn to:
• work creatively on 2 project-based topics
• experiment with textile skills and techniques to develop a product
• develop your thinking, design and practical skills while making a product in a textiles classroom
• use equipment safely in a technology classroom setting
• research, draw and plan to thereafter produce a final outcome
• apply the technology process to create a practical outcome
• perform general servicing checks on a motor vehicle.
• demonstrate good work habits and safe work practices in the automotive industry.
• remove and refit road wheels on a vehicle & balance wheels off a vehicle in the motor industry
• demonstrate knowledge of automotive batteries
• demonstrate knowledge of automotive cooling systems and engine coolant
*Please note numbers in this class are strictly limited due to space and number of classes available. Priority will be given to those who have previously indicated that they wish to pursue a career related to 12ARM.
This course is designed for those students looking to follow a career path in the hospitality industry.
You will learn to:
• gain knowledge and skills to work safely with food in the hospitality industry
• develop food preparation and presentation skills
• develop skills required to work in a range of kitchen environments
• understand the terminology behind cookery, the products and methods used to create food products
• all students must complete US167 Food Safety as a prerequisite for all other standards in this course
*Please note numbers in this class are strictly limited due to space and number of classes available. Priority will be given to those who have previously studied 12CAH or who have expressed an interested in pursuing a career related to Catering & Hospitality.
This course is designed for those students looking to follow a career path in the hospitality industry.
You will learn to:
Develop skills required to work in a range of kitchen environments e.g. Cafes and restaurants
Gain practical skills for basic egg, desserts, larder and other hot food dishes suitable in a hospitality industry.
Gain knowledge and skills to work safely with food in the hospitality industry
Develop food preparation and presentation skills
All students must demonstrate equivalent knowledge and skills of food safety methods (US 167 or 27955) to achieve at level 3.
*Please note numbers in this class are strictly limited due to space and number of classes available. Priority will be given to those who have previously studied 11CAH or who have expressed an interested in pursuing a career related to Catering & Hospitality.
This course is targeting those students who are interested in foods and are seeking a pathway to a career that is university based, e.g. food- research, technologist and developers.
You will learn to:
• develop research methods, new food product development techniques and a range of food preparation applications and processes
• develop skills in problem solving
• participate and contribute with others and work with outside stakeholder to develop products
• master practical barista skills and customer service skills
*Please note numbers in this class are strictly limited due to space and number of classes available. Priority will be given to those who have previously studied 12TFO or who have expressed an interested in pursuing a career related to 13TFO.
Solid leather covered shoes a compulsory for all practical classes.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91610 v3
Generic Technology 3.3 - Develop a conceptual design considering fitness for purpose in the broadest sense
3
I
6
*
A.S. 91617 v3
Generic Technology 3.10 - Undertake a critique of a technological outcome's design
3
E
4
4r,4w *
A.S. 91643 v3
Processing Technologies 3.60 - Implement complex procedures to process a specified product
3
I
6
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 16
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
• gain knowledge and skills to work safely with food
• understand how best to use and care for knives in the kitchen
• develop a broad range of food preparation and presentation skills
• explore career options in the Hospitality sector and learn culinary specific terminology.
*Please note numbers in this class are strictly limited due to space and number of classes available. Priority will be given to those who have previously studied 10TFO or who have expressed an interested in pursuing a career related to Catering & Hospitality.
• implement culinary processes and techniques to perfect a food product. development techniques and apply quality control procedures and processes.
• Develop skills in problem solving and working with others
• Design food products to meet the needs of stakeholders and also improve their cultural competence.
• Practice basic barista skills and know how to operate a commercial coffee machine
*Please note numbers in this class are strictly limited due to space and number of classes available. Priority will be given to those who have previously studied 11TFO or who have expressed an interested in pursuing a career related to 12TFO.
This course is designed to extend the students' technological competence and confidence and provide a useful foundation for the Level 1 Food Technology course.
You will learn to:
• create a range of dishes using safe food practices
• practice new skills to enhance your cooking outside of the classroom
• work collaboratively with classmates to develop a food outcome that addresses the needs of a client
• recognize why we eat the foods that we eat in the context of our culture
*Please note numbers in this class are strictly limited due to space and number of classes available.
This course is designed to extend the students' technological competence and confidence and provide a useful foundation for entry into Level 1 Product Design Technology.
You will learn to:
• create and evaluate possible solution(s) to a given context through research, modeling, and feedback
• develop and use your conceptual design, project planning, and problem-solving skills to make your outcome
• practice safe and correct techniques when using various hand tools and power tools
• trial and evaluate the fitness for purpose of your completed outcome
“It is strongly recommended that students have a reasonably powerful, up-to-date laptop computer capable of running Windows for this course, as the majority of the programming and electrical, and mechanical design is computer based. Students need to be able to use this software at home as well as school, to get the most out of this course.”
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91338 v3
Design and Visual Communication 2.31 - Produce working drawings to communicate technical details of a design
2
E
4
A.S. 91356 v3
Generic Technology 2.3 - Develop a conceptual design for an outcome
2
I
6
A.S. 91357 v3
Generic Technology 2.4 - Undertake effective development to make and trial a prototype
2
I
6
A.S. 91894 v1
Digital Technologies and Hangarau Matihiko 2.5 - Use advanced techniques to develop an electronics outcome
• solve complex electrical, mechanical and computing problems
• use advanced electrical theory
• recognise and use electronic components and systems
• design and construct advanced electronic circuits using sophisticated design and manufacturing software
• use 3-D modelling software to design and construct advanced electro-mechanical systems
• write advanced programming for embedded electronic systems
• teach yourself by using the resources provided and and working collaboratively with other members of the class to ensure that you achieve the goals you have set for yourself.
It is highly recommended that students have passed the Y12 Robotics course before undertaking Y13 Robotics.
Students will need to have a device that is capable of running the software that is essential for this course.
“It is strongly recommended that students have a laptop computer capable of running Windows for this course, as the majority of the course work requires the use of the Arduino programming environment and Diptrace for designing printed circuits. Students need to be able to use this software at home as well as school, to get the most out of this course.”
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91610 v3
Generic Technology 3.3 - Develop a conceptual design considering fitness for purpose in the broadest sense
3
I
6
*
A.S. 91611 v3
Generic Technology 3.4 - Develop a prototype considering fitness for purpose in the broadest sense
3
I
6
*
A.S. 91631 v3
Design and Visual Communication 3.34 - Produce working drawings to communicate production details for a complex design
3
E
6
*
A.S. 91904 v1
Digital Technologies and Hangarau Matihiko 3.5 - Use complex techniques to develop an electronics outcome
3
I
6
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 18
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
This course is designed to develop the students' technological competence and confidence and provide a useful foundation for entry into Level 1 Robotics: Digital Technology Electronics.
You will learn to:
• design and build from scratch, a robot that behaves like an autonomous driverless car
• take responsibility for your own learning
• solve tricky problems in electronics, construction, design, and computer programming
• work effectively with other students
It is recommended that students have a device that is capable of running the software that is used in this course.
Most Windows computers will work, but Chromebooks will not.
• demonstrate basic knowledge of engineering workshop tools, processes, and fixed machine tools
• use engineering workshop tools, equipment and basic fixed machine tools
• design a simple metal project
*Please note numbers in this class are strictly limited due to space and number of classes available. Priority will be given to those who have previously expressed an interested in pursuing a related career.
- Use and handle engineering workshop tools in the correct manner
- Make pieces of simple machinery that must fit and work together
- Use engineering machinery safely and in the correct manner
- Use electric welding and plasma cutting equipment.
*Please note numbers in this class are strictly limited due to space and number of classes available. Priority will be given to those who have previously studied 11ENR or who have expressed an interested in pursuing a career related to 12ENR.
• research and develop a solution for a food-based need or opportunity
• work collaboratively and contribute in a group to achieve successful outcomes
• Test food products to suit stakeholders
• develop the skills required to research and write a report on specific ingredients and how they function within food products
*Please note- As a significant portion of the coursework involves technical writing, research, and presentations, a high level of English language proficiency is crucial. This course has strictly limited due to space and number of classes available. Priority will be given to those who have previously studied 10TFO or who have expressed an interested in pursuing a career related to Food Technology.
A.S. 91056 v4
Generic Technology 1.13 - Implement a multi-unit manufacturing process
1
I
4
A.S. 91345 v4
Construction and Mechanical Technologies 2.21 - Implement advanced procedures using textile materials to make a specified product with special features
2
I
6
A.S. 91354 v3
Generic Technology 2.1 - Undertake brief development to address an issue
2
I
4
A.S. 91357 v3
Generic Technology 2.4 - Undertake effective development to make and trial a prototype
2
I
6
A.S. 91359 v3
Generic Technology 2.6 - Demonstrate understanding of the role of material evaluation in product development
Students are to supply their own fabric and pattern for garment construction.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91608 v3
Generic Technology 3.1 - Undertake brief development to address an issue within a determined context
3
I
4
*
A.S. 91610 v3
Generic Technology 3.3 - Develop a conceptual design considering fitness for purpose in the broadest sense
3
I
6
*
A.S. 91611 v3
Generic Technology 3.4 - Develop a prototype considering fitness for purpose in the broadest sense
3
I
6
*
A.S. 91612 v3
Generic Technology 3.5 - Demonstrate understanding of how technological modelling supports technological development and implementation
3
E
4
4w *
A.S. 91621 v3
Construction and Mechanical Technologies 3.21 - Implement complex procedures using textile materials to make a specified product
3
I
6
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 26
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
The Arts are powerful forms of expression that recognise value and contribute to the unique bi-cultural and multi-cultural character of Aotearoa/New Zealand, enriching the lives of all New Zealanders. In The Arts, students learn to work both independently and collaboratively to construct meanings, produce works and respond to and value the contribution of others through dance, drama, music and visual arts. They learn to use imagination to engage with unexpected outcomes and to explore multiple solutions. The Arts give us the opportunity to express those ideas that can often find no other voice.
investigate and evaluate the effects of individual, social, cultural and technological influences on the development of a variety of dance genres and styles
extend skills in the vocabulary, practices and technologies of chosen dance genres and styles as part of group dance performances
extend performance skills and confident application of expressive qualities through rehearsing, refining and presenting dance performances to communicate ideas in class and at the dance showcase
choreograph solo or group dance works, using choreographic processes, devices, structures and technologies to communicate choreographic intentions
generate, plan and record choreographic ideas and processes
apply rehearsal and performance skills to a range of dances, using appropriate techniques and expressions to communicate specific intentions
analyse, explain and discuss aspects of performance and choreography in a range of dance works
A.S. 91588 v2
Dance 3.1 - Produce a dance to realise a concept
3
I
8
*
A.S. 91589 v2
Dance 3.2 - Choreograph a dance to develop and resolve ideas
3
I
4
*
A.S. 91590 v2
Dance 3.3 - Perform a solo or duet dance
3
I
4
*
A.S. 91591 v2
Dance 3.4 - Perform a group dance
3
I
4
*
A.S. 91592 v2
Dance 3.5 - Perform a repertoire of contrasting dances
3
I
6
*
A.S. 91594 v2
Dance 3.7 - Analyse a dance performance
3
E
4
4w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 30
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Students create their own course in consultation with teacher. Students will NOT be offered all 54 credits.
Assessment Information
Students create their own course in consultation with teacher. Students will NOT be offered all 54 credits. Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91416 v2
Making Music 3.1 - Perform two programmes of music as a featured soloist
3
I
8
*
A.S. 91417 v2
Making Music 3.2 - Perform a programme of music as a featured soloist on a second instrument
3
I
4
*
A.S. 91418 v2
Making Music 3.3 - Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group
3
I
4
*
A.S. 91419 v2
Making Music 3.4 - Communicate musical intention by composing three original pieces of music
3
I
8
*
A.S. 91421 v3
Music Studies 3.6 - Demonstrate understanding of harmonic and tonal conventions in a range of music scores
3
E
4
*
A.S. 91422 v2
Music Studies 3.7 - Analyse a substantial music work
3
I
4
*
A.S. 91423 v2
Music Studies 3.8 - Examine the influence of context on a substantial music work
3
E
4
4r,4w *
A.S. 91424 v2
Music Studies 3.9 - Create two arrangements for an ensemble
3
I
4
*
A.S. 91425 v2
Music Studies 3.10 - Research a music topic
3
I
6
6r *
A.S. 91849 v1
Making Music 3.11 - Compose three original songs that express imaginative thinking
3
I
8
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 54
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
develop and extend your dance techniques, vocabularies and ensemble skills through exploring, refining and presenting a range of dance performances as part of a group
develop performance skills, confidence and use of expressive qualities by presenting dances in class and at the annual dance showcase
explore, describe and reflect on how the elements of dance, choreographic devices and production technologies can be used to create imaginative movement, effectively communicate ideas and add visual effect in dance choreographies
learn how to use dance to challenge ideas and inspire change
develop leadership skills through leading others in dance
explore, investigate and describe the features and backgrounds of a variety of dance genres
develop and demonstrate skills in selected dance genres and styles and explore the use of a variety of technologies
select and use choreographic devices, structures, processes and technologies to develop and give form to dance ideas
prepare, rehearse and perform a range of dances and demonstrate an understanding of the performance requirements of the genres and contexts
describe, explain and respond to the ways than dance uses elements, devices, structures, performance skills and production technologies to communicate images, themes, feelings and moods
develop their current dance interests and discover new passions for dance by having the opportunity to choose dance styles to explore with their peers.
develop their dance skills, techniques and vocabularies through exploring a range of dance genres chosen by the class.
develop performance skills, knowledge on using production technologies and confidence by being involved in the annual dance showcase.
develop choreography skills through using the elements of dance to create a range of group dances that communicate a chosen idea.
learn how to use dance to inspire change through digital platforms and dance film.
learn and apply dance vocabulary
develop the ability to fulfil a chosen role within a group and effectively collaborate and connect with others.
develop leadership skills through sharing ideas and leading others in dance.
watch and respond to dance performances
Students learn to use dance choreography and production technologies to communicate ideas and experiences.
Folio boards required for NCEA External Assessment (Cost to be advised)
A suggested art materials pack as per stationery list to allow for continued practice and work at home
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91316 v2
Visual Arts 2.3 - Develop ideas in a related series of drawings appropriate to established painting practice
2
I
4
A.S. 91321 v2
Visual Arts 2.4 - Produce a systematic body of work that shows understanding of art making conventions and ideas within painting
Research and investigate a broad range of materials, techniques, and established practices to extend and refine skills in the design process.
Generate, develop, and clarify ideas using a combination of hand-generated and digital approaches.
Develop a sound control of Adobe Creative Cloud applications for re-generation and refinement for presentation.
Work independently with teacher guidance to produce a systematic body of work in response to their own proposal thereby gaining the practical experience of engaging in project-based learning.
Students will complete two workbook submissions for the two internals and 2x A1 folio board for external submissions
Folio boards required for NCEA External Assessment (Cost to be advised)
A suggested art materials pack as per stationery list to allow for continued practice and work at home
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91315 v2
Visual Arts 2.3 - Develop ideas in a related series of drawings appropriate to established design practice
2
I
4
A.S. 91320 v2
Visual Arts 2.4 - Produce a systematic body of work that shows understanding of art making conventions and ideas within design
Research and investigate wide cultural and societal contexts and their impact on society to apply critical thinking and idea development.
Confidently use a DSLR camera and related photographic equipment
Extend and apply appropriate art-making processes, procedures, materials, and techniques within a photographic context.
Develop a sound control of Adobe Creative Cloud applications for a re-generation of ideas and refinement for presentation
Work independently with teacher guidance to produce a systematic body of work in response to their own proposal, thereby gaining the practical experience of engaging in project-based learning.
Students will complete two workbook assessments for the two internals and 2 x A1 folio board for the external submission.
Folio boards required for NCEA External Assessment (Cost to be advised)
A suggested art materials pack as per stationery list to allow for continued practice and work at home
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91317 v2
Visual Arts 2.3 - Develop ideas in a related series of drawings appropriate to established photography practice
2
I
4
A.S. 91322 v2
Visual Arts 2.4 - Produce a systematic body of work that shows understanding of art making conventions and ideas within photography
Research in-depth and investigate a broad range of materials, techniques, and established practices to extend and refine skills in the design process.
Generate, develop, re-generate, and clarify ideas using a combination of handmade and digital approaches appropriate to drawing conventions in design.
Develop a sound control of Adobe Creative Cloud applications for re-generation of ideas, and refinement for presentation.
Work independently with teacher guidance to produce a systematic body of work in response to their own proposal, thereby gaining the practical experience of engaging in project-based learning.
Students will complete two workbook assessments for the two internals and a 3x A1 folio board for external submission.
Folio boards required for NCEA External Assessment (Cost to be advised)
A suggested art materials pack as per stationery list to allow for continued practice and work at home
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91445 v2
Design 3.2 - Use drawing to demonstrate understanding of conventions appropriate to design
3
I
4
*
A.S. 91450 v2
Design 3.3 - Systematically clarify ideas using drawing informed by established design practice
3
I
4
*
A.S. 91455 v2
Design 3.4 - Produce a systematic body of work that integrates conventions and regenerates ideas within design practice
3
E
14
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 22
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Research and investigate wide cultural and societal contexts and their impact on society to apply critical thinking and idea development.
Confidently use a DSLR camera and related photographic equipment
Extend and apply appropriate art-making processes, procedures, materials, and techniques within a photographic context.
Develop a sound control of Adobe Creative Cloud applications for the re-generation of ideas and refinement for presentation.
Work independently with teacher guidance to produce a systematic body of work in response to their own proposal, thereby gaining the practical experience of engaging in project-based learning.
Students will complete two workbook assessments for the two internals and a 3x A1 folio board for the external submission.
Folio boards required for NCEA External Assessment (Cost to be advised)
A suggested art materials pack as per stationery list to allow for continued practice and work at home
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91447 v2
Photography 3.2 - Use drawing to demonstrate understanding of conventions appropriate to photography
3
I
4
*
A.S. 91452 v2
Photography 3.3 - Systematically clarify ideas using drawing informed by established photography practice
3
I
4
*
A.S. 91457 v2
Photography 3.4 - Produce a systematic body of work that integrates conventions and regenerates ideas within photography practice
3
E
14
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 22
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Develop and extend ideas, in a systematic way, through painting and drawing media.
Apply the processes and techniques of painting.
Explore your own ideas and theme in original artwork.
Research artists and understand their work and ideas.
Work independently with teacher guidance to produce a systematic body of work in response to their own proposal, thereby gaining the practical experience of engaging in project-based learning.
Students will complete two workbook submissions for the two internals and a 3 x A1 folio board for the external submission.
A.S. 91446 v2
Painting 3.2 - Use drawing to demonstrate understanding of conventions appropriate to painting
3
I
4
*
A.S. 91451 v2
Painting 3.3 - Systematically clarify ideas using drawing informed by established painting practice
3
I
4
*
A.S. 91456 v2
Painting 3.4 - Produce a systematic body of work that integrates conventions and regenerates ideas within painting practice
3
E
14
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 22
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
The stationery requirements include a workbook, cost $15
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91482 v2
Art History 3.1 - Demonstrate understanding of style in art works
3
E
4
4r,4w *
A.S. 91483 v2
Art History 3.2 - Examine how meanings are communicated through art works
3
E
4
4r *
A.S. 91484 v2
Art History 3.3 - Examine the relationship(s) between art and context
3
E
4
4r,4w *
A.S. 91487 v1
Art History 3.6 - Examine the different values placed on art works
3
I
4
4r *
A.S. 91488 v2
Art History 3.7 - Examine the relationship(s) between a theory and art works
3
I
4
4r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 20
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Mrs L. MacFarlane, Mrs E. McKellar.
Recommended Prior Learning
No prior learning or experience in Te Ao Haka is required.
It is recommended that students who select this course have an interest in learning about Te Ao Haka.
Students should also have an interest in participating in and performing Te Ao Haka.
In the Year 9 Te Ao Haka course you will:
Learn about the key features, elements and disciplines of Te Ao Haka.
Develop an understanding of the key features of Te Ao Haka such as Wiri, Pūkana, Takahi, Stance, Reo and formations.
Form new connections and learn to perform as part of a group.
Develop your performance skills and be introduced to vocal and movement skills through Te Ao Haka.
Use key features and elements to unpack and develop an understanding of the whakapapa (historical contexts) of Te Ao Haka.
Learn and present Waiata
Develop your confidence and creativity
Course Overview
Term 1 Participate in Kēmu (Māori Games)
Learn and present the Pakūranga College Haka
Learn and perform a Waiata
Learn about the key features of Te Ao Haka
Explore and research whakapapa/ origins of a key feature of Te Ao Haka
This course will provide a pathway that leads into the Year 10 and senior Te Ao Haka programmes.
These programmes provide university entrance and other tertiary study pathways.
understand the elements and theory of music, particularly rhythm and pitch
prepare and perform simple musical items as an individual
investigate a style of music
write your own music using computer notation software
perform music within a group
Through these tasks you will learn to collaborate effectively with others, develop your self confidence through performances and presentation, and enhance your strategies for developing new skills.
This course is a great way to enhance your high school experience. You will learn about Music, but also develop your learning skills in a methodical way that will set you up for success in all of your other subjects too!
use DAW music software (Garageband, Soundtrap) and sit an NCEA level one-unit standard that assess your skills with these programs
perform music within a group and as an individual
compose (write) your own music extending your DAW skills
analyse music and develop a deeper understanding of musical elements and theoretical concepts
Through this course you will learn basic skills on a range of instruments and develop your ensemble awareness by playing together in groups. Those intending to continue into Y11 Music will be encouraged to select an instrument of choice and may begin taking lessons prior to Y11 if there are spaces available.
Course Overview
Term 1 - Group performance at the end of term:
• Learn the fundamentals of a combination of guitar, bass, drums, and piano (four chords/notes and basic drum beats).
• Form groups of these instruments and learn the chorus/verse/intro of a ‘four chord song’ using the fundamentals they have learnt
• Recap/learn the main elements of music (rhythm, melody, harmony, dynamics, texture, timbre, and form) by experimenting with how they can be used to make our performance more interesting.
- NCEA L1 Midi Sequencing Standard (while this is an assessment, the main reason we are doing this is so we have the skills to make our own music next term):
• Start with recreating “Mi Gente” using the video tutorial to learn the basics of Soundtrap and how DAWs work.
• Unpack the basic features and functions of DAWs/Soundtrap and have students label and explain how they work in their finished “Mi Gente” project in pairs/groups with others and yourself.
• Final NCEA assessment task: Two options to choose from to recreate (Laxed Siren Beat & Redbone). Students need to screenshot and explain how they use the features and functions as they go (task two) and recreate one of the pieces of music (task one) to achieve the assessment (minimum requirements are three midi tracks and at least one minute in length, but only explain this to students struggling on a case by case basis).
Term 2 - Composition portfolio:
• Students will complete a number of small tasks (around two-three, depending on time and size of tasks) that demonstrate their ability to create music (previous examples are in Google Classroom, you’re more than welcome to come up with your own, every year I experiment with at least one new task).
- Performances:
• This can be either individual performances, duos, groups where students learn a piece of music of their choice and perform it at the end of the term (I’ve also sometimes used this as a chance to expand on the groups formed in term one and have them write a piece of music as a group, entirely up to you and the students and what you both want to do).
- Elements of Music:
• Explaining to students the main seven elements we use (Melody, Harmony, Rhythm, Texture, Timbre, Dynamics, and Form) and understanding through listenting to and analysing music to a simple level. Usually woven into the composition/performance work as mentioned in the units of work and above.
This course is about furthering your musical skills, but will also help you develop a wide range of generic skills and habits that will serve you well in any career pathway.
Assessment Information
Students get a taste of NCEA by completing one Unit Standard using the DAW Soundtrap. Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 32300 v1
Demonstrate and apply introductory knowledge of MIDI sequencing
1
I
2
Total Credits
Total Credits Available: 2 credits. Internally Assessed Credits: 2 credits.
Develop and refine practical skills by applying knowledge of art and design elements and principles.
Apply appropriate control fo a range of materials, techniques and technologies in 2D and 3D art forms.
Use a range of media and processes to communicate ideas in art informed by established practice.
Generate, develop, and refine ideas in response to visual arts in context to create finalized artworks
Students are introduced to the idea of solving visual problems by using a range of 2D and 3D materials exploring drawing and painting techniques. Technical and conceptual approaches are also explored within sculpture and printmaking fields.
Course Overview
Term 1 Two term/one semester course
Skills unit - introducing a range of 2D and 3D media to develop skill and practical knowledge. Development of drawing skills across all units of work
Unit of work exploring a theme within a specific field - painting or design
Term 2 Two units of work exploring a theme within two specific fields - painting, design, photography, sculpture and printmaking
Develop practical knowledge in the visual arts using a range of drawing methods, procedures, and techniques.
Understand the visual arts context by analyzing, evaluating, and responding to the work of others and applying knowledge of a range of conventions.
Use creative thinking processes to purposefully explore and actively participate in artmaking experiences.
Produce a mini A2 folio in response to a selected theme using a range of media, thereby gaining the practical experience of engaging in inquiry-based learning.
Gain 5 NCEA Level1 credits through the submission of10 A3 workbook pages exploring media and processes.
Course Overview
Term 1 Students complete an A3 workbook study which is an external AS and is worth 5 credits. Students explore a range of 2D and 3D media that covers drawing and three art fields - painting, printmaking, and sculpture. The content is based on the local Pakuranga environment and includes a strong Matauranga Maori component which is undertaken through resources collated through a field trip to the Auckland Museum and Botanical Gardens.
Term 2 Students work on the completion of a 3 x panel A2 folio which consist of studies from their own and the local environment as well as artworks created from the museum field trip
Term 3 Students work on the completion of a 3 x panel A2 folio which consist of studies from their own and the local environment as well as artworks created from the museum field trip
Term 4 Produce a finished artwork. This is likely to be sculpture - a ceramic piece.
AS 91914 Explore Visual Art processes and conventions to inform own art marking (external - 5 credits) - assessed at the end of Term 2. Mini folio board assessed at the end of Term 3 and finished artwork at the end of Week 5.Term 4.
Assessment Information
AS 91914 Explore Visual Art processes and conventions to inform own art marking (external - 5 credits) - assessed at the end of Term 2. Mini folio board assessed at the end of Term 3 and finished artwork at the end of Week 5.Term 4. Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91913 v4
Visual Arts 1.2 - Produce a significant resolved artwork appropriate to established art making conventions
1
I
5
Total Credits
Total Credits Available: 5 credits. Internally Assessed Credits: 5 credits.
Explore and develop practical skills by applying knowledge of art and design elements and principles.
Develop appropriate control of a range of materials, techniques and technologies in 2D and 3D art forms.
Use a range of media and processes to communicate ideas in art supported by artmaking conventions or established practice.
Course Overview
Term 1 A one-term course that covers skills covering a range of 2D and 3D media plus a thematic study from one or two fields - painting, printmaking, design, sculpture.
Use drama techniques of a-waha (voice), a-tinana (body), nekeneke (movement) and te papa whakaari (space) within a performance.
Spontaneously Improvise a scene. I.e. (Acting a scene on the spot.)
Perform a Prepared Improvisation i.e. (Rehearse a scene and then perform it.)
Perform a mime/Silent acting scene i.e. (Acting without words)
Performing scripted drama scenes.
Course Overview
Term 1 Year 9 Drama is a basic introduction into the world of dramatic art performance. You will be introduced to the main ingredients of drama such as team building and the drama techniques of voice, body, movement and space. At the end of each unit there will be an assessment. The four units covered are:
Spontaneous Improvisation (Acting a scene on the spot.)
Prepared Improvisation (Rehearsing a scene and then performing it.)
Mime/Silent acting (Acting without words)
Performing scripted drama.
You will be assessed on:
How well you can act out a scene on the spot with no preparation.
How well you can rehearse and perform a scene from a given story outline.
How well you can act out a scene with only using body language and not words.
How well you can perform a piece of scripted drama which includes, learning lines, using stage directions, acting a specific character, rehearsing a scene within a given timeframe.
Term 2 Year 9 Drama is a basic introduction into the world of dramatic art performance. You will be introduced to the main ingredients of drama such as team building and the drama techniques of voice, body, movement and space. At the end of each unit there will be an assessment. The four units covered are:
Spontaneous Improvisation (Acting a scene on the spot.)
Prepared Improvisation (Rehearsing a scene and then performing it.)
Mime/Silent acting (Acting without words)
Performing scripted drama.
You will be assessed on:
How well you can act out a scene on the spot with no preparation.
How well you can rehearse and perform a scene from a given story outline.
How well you can act out a scene with only using body language and not words.
How well you can perform a piece of scripted drama which includes, learning lines, using stage directions, acting a specific character, rehearsing a scene within a given timeframe.
Term 3 Year 9 Drama is a basic introduction into the world of dramatic art performance. You will be introduced to the main ingredients of drama such as team building and the drama techniques of voice, body, movement and space. At the end of each unit there will be an assessment. The four units covered are:
Spontaneous Improvisation (Acting a scene on the spot.)
Prepared Improvisation (Rehearsing a scene and then performing it.)
Mime/Silent acting (Acting without words)
Performing scripted drama.
You will be assessed on:
How well you can act out a scene on the spot with no preparation.
How well you can rehearse and perform a scene from a given story outline.
How well you can act out a scene with only using body language and not words.
How well you can perform a piece of scripted drama which includes, learning lines, using stage directions, acting a specific character, rehearsing a scene within a given timeframe.
Term 4 Year 9 Drama is a basic introduction into the world of dramatic art performance. You will be introduced to the main ingredients of drama such as team building and the drama techniques of voice, body, movement and space. At the end of each unit there will be an assessment. The four units covered are:
Spontaneous Improvisation (Acting a scene on the spot.)
Prepared Improvisation (Rehearsing a scene and then performing it.)
Mime/Silent acting (Acting without words)
Performing scripted drama.
You will be assessed on:
How well you can act out a scene on the spot with no preparation.
How well you can rehearse and perform a scene from a given story outline.
How well you can act out a scene with only using body language and not words.
How well you can perform a piece of scripted drama which includes, learning lines, using stage directions, acting a specific character, rehearsing a scene within a given timeframe.
No prior knowledge is required but recommended that VRT has been studied at Year 9 or Year 10
Skills include using a range of 2D and 3D media that is used in drawing, illustration, photography, and design,
Photography and Design
Develop practical knowledge in the visual arts using a range of drawing methods, procedures, and techniques.
Understand the visual arts context by analyzing, evaluating, and responding to the work of others and applying knowledge of a range of conventions.
Use creative thinking processes to purposefully explore and actively participate in artmaking experiences.
Produce a mini A2 folio in response to a selected theme using a range of media, thereby gaining the practical experience of engaging in inquiry-based learning.Gain 5 NCEA Level 1 credits through the submission of10 A3 workbook pages exploring media and processes.
Course Overview
Term 1 Students complete an A3 workbook study which is an external AS and is worth 5 credits. Students develop skills in drawing illustration photography and design. The content is based on the local Pakuranga environment and includes a strong Matauranga Maori component which is undertaken through resources collated through a field trip to the Auckland Museum and Botanical Gardens.
Term 2 Students work on the completion of a 3 x panel A2 folio which consist of studies from their own and the local environment as well as artworks created from the museum field trip within the fields of photography and design
Term 3 Students work on the completion of a 3 x panel A2 folio which consist of drawings, illustrations, photos and design based on their own and the local environment as well as artworks created from the museum field trip
Term 4 Produce a finished artwork either from the photography or design field
AS 91914 Explore Visual Art processes and conventions to inform own art marking (external - 5 credits) - assessed at the end of Term 2.
Mini folio board assessed at the end of Term 3
Finished artwork at the end of Week 5.Term 4.
Spontaneously Improvise a scene. i.e. (Acting a scene on the spot.)
Perform a Prepared Improvisation i.e. (Rehearse a scene and then perform it.)
Study a full length Play Script .
Use your voice to speak in different accents.
Experiment with the different ways you can perform a piece of scripted drama.
Use special effects character make-up.
Perform a choreographed stage fight scene.
Build a Stage Set design model.
Course Overview
Term 2 -
Semester A Year 10 Drama is a recapping of performance skills developed from Year 9 Drama, as well as an introduction to new areas of drama performance. Units covered are:
Spontaneous Improvisation (Acting a scene on the spot.)
Prepared Improvisation (Rehearsing a scene and then performing it.)
Playscript study.
Accents performance.
You will be assessed on:
- How well you can act out a scene on the spot with no preparation.
- How well you can rehearse and perform a scene from a given story outline.
- How well you can speak a piece of text in a different accent.
- How well you can perform a piece of text in different styles.
Semester B Year 10 Drama is a recapping of performance skills developed from Year 9 Drama, as well as an introduction to new areas of drama performance. Units covered are:
- Special Effects Horror make-up design.
- Stage fight choreography.
- Stage Set Design model-making.
You will be assessed on:
- How well you can use Special Effects make-up to design a horror face mask.
- How well you can learn and perform a stage fight scene.
- How well you can construct a stage set design model.
Semester C Year 10 Drama is a recapping of performance skills developed from Year 9 Drama, as well as an introduction to new areas of drama performance. Units covered are:
Spontaneous Improvisation (Acting a scene on the spot.)
Prepared Improvisation (Rehearsing a scene and then performing it.)
Playscript study.
Accents performance.
You will be assessed on:
- How well you can act out a scene on the spot with no preparation.
- How well you can rehearse and perform a scene from a given story outline.
- How well you can speak a piece of text in a different accent.
- How well you can perform a piece of text in different styles.
Semester D Year 10 Drama is a recapping of performance skills developed from Year 9 Drama, as well as an introduction to new areas of drama performance. Units covered are:
- Special Effects Horror make-up design.
- Stage fight choreography.
- Stage Set Design model-making.
You will be assessed on:
- How well you can use Special Effects make-up to design a horror face mask.
- How well you can learn and perform a stage fight scene.
- How well you can construct a stage set design model.
- Spontaneous Improvisation (Acting a scene on the spot.)
- Prepared Improvisation (Rehearsing a scene and then performing it.)
- Playscript study.
- Accents performance.
- Special Effects Horror make-up design.
- Stage fight choreography.
- Stage Set Design model-making.
Be able to work collaboratively with various people.
Be willing to push yourself out of your comfort zone.
Be open to learning new things.
You will learn to:
Perform in the over the top acting style of Victorian Melodrama.
Perform a Magic and Circus Skills routine.
Build, create and perform a Puppet Theatre production.
Perform an interactive Zombie Horror performance called ‘Day of the Dead’.
Course Overview
Term 1 You will learn about the Victorian acting style known as melodrama. You will learn about and make use of the drama techniques voice, body, movement and space to explore acting as a melodrama character. For your assessment your will work in groups to perform a melodrama play called ‘The Black-Hearted Villain’.
Term 2 You will learn a series of magic tricks and circus skills. For your assessment, you will then work individually to put the magic tricks and circus skills you have learnt into a routine that you will perform to an audience.
Term 3 You will learn about the Victorian era pastime of Toy/Puppet Theatre. For your assessment, you will work in groups to build and devise a Toy theatre performance based on an ancient myths and legends story. You will perform your Toy theatre production to an audience.
Term 4 In this horror genre unit, you will learn about the history of Zombie horror motion pictures and their impact on modern pop culture. Using the drama techniques of voice, body, movement and space you will explore the ‘Zombie’ as a character which you will then integrate into a class interactive performance called ‘Day of the Dead’. For assessment, you will perform an extract scene from the Stage version of the movie ‘Night of the Living Dead’.
- Melodrama group performance
- Magic/ Circus skills performance
- Toy/Puppet Theatre performance
- Scene extract performance 'Night of the Living Dead'
Assessment Information
- Melodrama group performance
- Magic/ Circus skills performance
- Toy/Puppet Theatre performance
- Scene extract performance 'Night of the Living Dead' Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91941 v3
Drama 1.2 - Participate in creative strategies to create a drama
1
I
5
Total Credits
Total Credits Available: 5 credits. Internally Assessed Credits: 5 credits.
Open Entry. No prior dance experience is required. This course provide students with the opportunity to learn about and perform dance.
Students should have an interest in working with others, learning about dance and dance performance.
In Year 9 Dance, you will:
Have the opportunity to develop your current dance interests and discover new passions for dance by choosing a wide range of dance styles to explore with your peers.
Learn and perform cultural and social dances including a wide range of dance genres for example: Hop Hop, Breaking, Jazz, Contemporary, Musical Theatre, Ballet, Samoan Sasa, Rakau, Poi, Haka, African gumboot dance, Chinese Fan dance, Tinikling.
Form connections with your peers and movement ideas through interactive dance activities.
Develop performance skills and techniques in your chosen dance styles of interest.
Work with your peers to share ideas and create dance sequences.
Use the elements of dance to choreograph a dance with your peers.
Learn how to express ideas through dance.
Watch and respond to dance performances.
Learn and apply dance vocabulary.
Develop confidence and leadership skills by leading, creating and presenting dance.
Watch the video attached below to see snippets from Year 9 Dance classes and performances.
Course Overview
Term 1 Whakawhanaungatanga and movement activities
Unit 1
Dance Around the World - Cultural Dances
- Social Dances
Unit 2
Dance Choreography - The elements of dance
The Year 9 Dance course leads to Year 10 Dance, followed by Senior Dance programmes, as well as scholarship dance.
These programmes provide university entrance and lead to a number of tertiary dance study options.
Career pathways could
Have a genuine interest in expanding knowledge in drama and performance.
Be able to work collaboratively with various people.
Be willing to push yourself out of your comfort zone.
Be open to learning new things.
Completion of Level 2 Drama is recommended
You will learn to:
Perform a villain character from the Batman DC Comics Rogues Gallery.
Perform a masked character from the Italian performance style known as Commedia Dell'arte.
Use the drama techniques of voice, body movement and space to perform a character in a whole class production ‘The Strange Case of Doctor Jekyll and Mr Hyde.
*N.B. Drama is largely a group based subject. Your group’s success is dependent on your attendance and commitment to the class.
Course Overview
Term 1 You will select and research one of the characters from the Batman DC Comics Rogues Gallery. You will firstly put together a presentation on the origins of the character and then using examples of your chosen character from different media, you will write a monologue for the character. For assessment, you will perform your character monologue in full make-up and costume.
Term 2 You will learn about the Italian mask performance style known as Commedia dell'arte. For assessment, working in small groups you will perform a Commedia dell’arte scene.
Term 3 You will take part in a whole class production called ‘The Strange Case of Doctor Jekyll and Mr Hyde. The production will be performed to an audience. You will be assessed on how you make use of the drama techniques voice, body, movement and space to act your character.
Term 4 For the drama written external exam. You will be asked to write about how drama elements, techniques, conventions and technologies are used within a live performance. You will write about a performance you have been to see this year or a performance you have taken part in this year, or both.
A.S. 91512 v2
Drama 3.1 - Interpret scripted text to integrate drama techniques in performance
3
I
4
4r *
A.S. 91515 v2
Drama 3.4 - Select and use complex performance skills associated with a drama form or period
3
I
4
4r *
A.S. 91517 v2
Drama 3.6 - Perform a substantial acting role in a significant production
3
I
5
5r *
A.S. 91518 v3
Drama 3.7 - Demonstrate understanding of live drama performance
3
E
4
4w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 17
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Mr D. Bowyer-Warner, Mrs S. Waanders.
Recommended Prior Learning
Have a genuine interest in expanding knowledge in drama and performance.
Be able to work collaboratively with various people.
Be willing to push yourself out of your comfort zone.
Be open to learning new things.
Previous performance experience is recommended.
You will learn to:
Use the drama techniques of voice, body movement and space to perform a character in a whole class production.
Use drama conventions to dramatise ‘Dreams and Nightmares’.
Understand the key elements of comedic acting and use them to perform a comedy extract scene.
Voice act and make use of sound effects to perform and record a Radio/Audio drama play.
*N.B Drama is largely a group based subject. Your group's success is dependent on your attendance and commitment to the class.
Course Overview
Term 1 You will take part in a whole class production which will be performed to an audience. You will be assessed on how you make use of the drama techniques voice, body, movement and space to act as a character.
Term 2 You will learn about a performance style known as Physical Theatre. You will use this style of performance to create a drama based on the theme of ‘Dreams and Nightmares’. You will be assessed on how well you make use of the key features of physical theatre in your performance.
You will learn about the key features and elements that are involved in Comedy and comedic acting. You will be assessed how well you use the key features/elements of comedy to perform a comedy scene extract.
Term 3 You will learn about voice acting and explore how actors use their voice to portray a character in an audio performance such as a Radio/Audio drama or in an animated movie. You will be assessed on how well you use your voice and sound effects to record a Radio Drama play.
Term 4 For the drama written external exam. You will be asked to write about how drama elements, techniques, conventions and technologies are used within a live performance. You will write about a performance you have been to see this year or a performance you have taken part in this year, or both.
