Page 1

1

St Andrew’s College Secondary School

Curriculum 2018


2


Curriculum 2018 TABLE OF CONTENTS

PAGE

Introduction

2

Heads of Department

3

The New Zealand Curriculum

4

In Addition to the Curriculum

5

Selecting your 2018 Options

7

The St Andrew’s College Curriculum

8

Course Planner

10

Subject Reference Chart

11

How Parents can Help

12

Middle School Curriculum

13

Year 9 Academic Curriculum Core and Options

14

Year 10 Academic Curriculum Core and Options

26

The National Certificate of Educational Achievement

38

Course Subject Entry Requirements

40

Year 11 Academic Curriculum Core and Options

45

Senior College Curriculum

58

Year 12 Academic Curriculum Core and Options

59

Year 13 Academic Curriculum Core and Options

75

University Entrance Requirements

76

Subjects Approved for University Entrance 2018

76

New Zealand Scholarship

77

Years 9–13 Option Selections 2018 Forms

95


Introduction This book is designed to help you plan your courses for next year and beyond, as relevant. At St Andrew’s College we have a flexible curriculum and we try hard to cater for all types of course combinations, so that students can be confident about being able to study the type of course they wish, year by year. Your choice of course will largely dictate our options structure and you are asked to consider carefully and select from the courses open to you.

PLANNING FOR THE FUTURE We also recommend that you follow a broad course of study in your time at St Andrew’s. As you move through the College, you should also keep in mind the requirements for future study and careers so that you are making a connection between the ‘here and now’ and the future. This applies particularly to study in Years 12 and 13 and to those students planning to move on to study at tertiary level.

CORE AND OPTION SUBJECTS All the courses are grouped according to year level. The course structure diagram at the beginning of each level indicates the core and the option courses at that level. Students and parents in Year 9 (2018) are asked to read the guidelines and requirements for subject selections very carefully. In Year 11, English, Science and Mathematics make up the compulsory core and you are also able to choose from a wide range of option subjects, many of which are also taught in Years 9 and/or 10. In Year 12, with the exception of English, you are largely free to choose the courses that you wish to take. The College does, however, recommend that in Years 11, 12 and 13 some students take certain courses that are considered to provide additional support to their learning. It is important that the programmes that you choose are best suited to your academic ability and future plans.

DECISION MAKING Students and parents should read this book and keep it for future reference. It is important to discuss option choices before making a final selection. Keep in mind the information and the advice provided here on courses and on making a good career choice. We work hard to provide a course of study that meets the needs of each and every student and consultation and guidance are available. For Years 10, 11 and 12 students and parents, please note that there is a Course Selection and Careers Expo on Friday 11 August.

ENTRY REQUIREMENTS In Years 11, 12 and 13 class placement depends mainly on the choice of subjects and on students having met specific entry requirements. These entry requirements set a minimum level of performance on which a student is able to base study in a particular year and are designed to guide, not limit, students’ choices. Where a particular requirement is stated, a student is expected to meet that in order for their selection to be approved. CLASS SIZES AND SUBJECT SELECTION It is very important that the level of staffing we have matches the demand for subjects. Option subjects will operate only if they maintain a suitable class size. While we hope that it does not occur, it is possible that some students may not get all of their preferred options, and this is why you must provide more than the minimum number when making your selections. ‘Back-up’ subject selections must be provided.

2

DEADLINES You must follow our key dates. Decide on your option choices and return the appropriate form at the back of this book to the College no later than Friday 25 August. Returns after this date will likely mean that an alternative course will have to be chosen. The same will apply to any student who wishes to change options later on. Changes are possible only if the courses are not full and if the new choices fit the option lines. If a student changes their mind about options after the completion of the timetable, it may not be possible to accommodate those changes. If you require further help, you must contact the Dean and the Head of Department of the course in which you are interested. A staff list is included on page 3.


Head of Teaching and Learning Mr David Bevin

Heads of Department AGRIBUSINESS/AGRISCIENCE COMMERCE COMPUTING DRAMA ENGLISH ESOL GEOGRAPHY HISTORY AND CLASSICAL STUDIES LEARNING SUPPORT MATHEMATICS MEDIA STUDIES MODERN LANGUAGES MUSIC OUTDOOR EDUCATION PHYSICAL EDUCATION RELIGIOUS EDUCATION SCIENCE SOCIAL STUDIES TECHNOLOGY TRANSITION STUDIES TRAVEL AND TOURISM VISUAL ARTS

Mrs Natasha Cloughley Mr Phillip Temple Mr Phil Adams Mr Laurence Wiseman Ms Jacqueline Gilbert Mrs Stephanie Brooks Mrs Susan Poulter Mr Hamish Faulls Mr Brett Clark Mr Mitch Howard Mr Simon Williams Mrs Virginia Simcock Mr Duncan Ferguson Mr Peter Dawkings Mr Geoff Stanton Mr Paul Morrow Mr Brent Cummack Miss Diana Crawford Mrs Allyson Duncan Ms Ellen Hampson Mr Ian Morrison Mr Tony Brittenden

Heads of School MIDDLE SCHOOL SENIOR COLLEGE

Mr John Anderson Mr John Ruge

2018 Deans YEAR 9 YEAR 10 YEAR 11 YEAR 12 YEAR 13

TBA Miss Liz Gormack Miss Margaret Smeaton Mrs Bronwyn Radcliffe Mrs Natasha Derry

3


The New Zealand Curriculum The New Zealand Curriculum states that “all students, regardless of where they are situated, should experience a rich and balanced education that embraces the intent of the National Curriculum”. The St Andrew’s College curriculum, ‘broad and balanced’, is based on the vision and requirements of the Curriculum. We interpret that vision in our aspiration that “St Andrew’s College students will be active participants in a dynamic community of learners and inspired to become valued citizens and enthusiastic learners for life. St Andrew’s will nurture the development of talent and creative ability through a balanced exposure to academic, cultural, service, social, spiritual and sporting opportunities.” The New Zealand Curriculum outlines what is considered to be important in education and envisions young people who are lifelong learners, confident and creative, connected and actively involved. The St Andrew’s College Learning Values, that are embedded in the qualities and dispositions we expect our learners to develop in and beyond their schooling years, envision learners who:

The New Zealand Curriculum has clear principles on which to base all curriculum decision making. At the heart of St Andrew’s College teaching and learning lie those principles of high expectations, the Treaty of Waitangi, cultural diversity, inclusion, learning to learn, community engagement and involvement, coherence and a future focus. In addition, we cherish and promote our Scottish and Presbyterian heritage that has done so much to make us the College that we are today and will be in the future. In their planning, teachers create programmes of learning that are based on the ‘bigger picture’ aspects of the curriculum as well as on the detail from the eight Learning Area Statements, each of which provides a rationale, a broad focus and key emphases for learning. Teachers develop those into coherent and effective programmes that are experienced by students on a day-to-day basis through a whole range of learning activities. Teachers plan for, reflect and seek to improve on those ways that are deemed to be effective in promoting students’ learning. Our teachers engage in a process of ongoing inquiry and try to make learning a stimulating and challenging experience so that we work towards the achievement of our vision that we share with the curriculum of students who have a lifelong desire to learn.  

Mr David Bevin Head of Teaching and Learning

4


In Addition to the Curriculum EDUCATION OUTSIDE THE CLASSROOM The College has a staff of professional instructors who operate the Outdoor Education programme at Castle Hill. There is a wide variety of activities available and these are programmed to suit each group. Weather, individual needs and group enthusiasm and abilities are all taken into consideration when programmes are planned. Students are encouraged to take part in all activities. The learning outcomes of this involvement are the development of self-esteem, teamwork, co-operation and communication. Students have fun while acquiring skills and experience in the outdoors. Year 9 This programme is held at Castle Hill in Term 1. Activities include rafting, bushcraft, rock climbing, bouldering, abseiling and the flying fox, along with an array of individual and team challenges, with a two night overnight camp, one in the bush and one under the rock overhangs. Year 10 Snow caving and skiing are the central activities in this winter programme. Activities build on the base established in Year 9, and involve abseiling and team challenges. Students go to Castle Hill again in Term 4 to complete their Duke of Edinburgh bronze expedition. Year 12 and 13 Students doing Transition Studies have the opportunity to plan and complete expeditions in sea kayaking, mountain biking, mountaineering and tramping, which helps to develop planning and leadership skills. SUPPORTING CURRICULUM The team in the Learning Support and Precision Teaching Department assist students to reach their academic potential by supporting them with any learning difficulties they face. We work closely with parents, Deans and subject teachers to identify and assess students with learning difficulties and provide the appropriate support. We refer students to outside agencies for specialist educational diagnosis and assessment of dyslexia and other learning difficulties in order to identify the most appropriate learning support. We also help with applications to NZQA for special assessment conditions if eligibility criteria are met.

The Accelerated Learning programme: In Years 9 and 10 students who have learning delays need to have their learning accelerated or else they will fall further and further behind their peers. (Google ‘The Matthew Effect’.) We are said to have accelerated a student’s learning when that student makes more than one year’s progress in one year. In Years 9 and 10 we run Accelerated Learning classes in Mathematics and English using Direct Instruction and Precision Teaching. The goal is to accelerate the learning of these students so they can take on the challenge of NCEA Level 1 in Year 11 needing as little learning support as possible. The Response to Intervention programme: Learning Support also assists teachers to help students who need extra learning support in their classes. Teachers identify the students who need extra help and Learning Support provides the teachers with interventions which can be used to assist these students. The students’ responses to the intervention determines what future help is required. A Structured Literacy programme: At Years 9 and 10 we run special Literacy classes during the Options programme. The Literacy classes focus on developing students’ vocabulary, decoding fluency, reading fluency, and comprehension skills. In Years 11 to 13 we run study groups for selected students during the students’ study periods and co-ordinate individual tutoring with teacher aides on a user pays basis. After school on a Tuesday and Thursday we provide free tuition for students who need extra assistance in Mathematics and English. Finally, we organise the Special Assessment Conditions (SACs) for students who qualify for these conditions. ST ANDREW’S COLLEGE BALLET COMPANY Dancers in Years 11–13 can now enjoy a ballet company experience. Held as a co-curricular subject (four plus hours/week, outside of academic classes) dancers in the ‘Company’ continue with balletic technique, performance training and productions, specialist guest tutors, and gaining NCEA Dance credits (across the dance genres) in each year. They may also take both the Advanced Examination (gaining the qualification ‘letters’ of A.NZAMD) and the highest exam of ‘Solo Performance’. Prerequiste: Year 10 ‘Ballet and Dance Studies’, or by invitation/auditon with Dr Cairns (Head of Ballet). For further information please contact Dr Cairns on CCA@stac.school.nz. 5


ACADEMIC EXTENSION AND ENRICHMENT (ACEE) (FORMERLY GATE)

In the Secondary School the Years 9 and 10 ACEE programmes operate as an optional subject and students who are identified as academically gifted and/or talented are formally invited into the programme. Although there is no timetabled ACEE class in Years 11–13, students are monitored and given opportunities to deepen their learning and experiences. Year 9 students work with a specialist teacher. This programme includes learning units based on philosophy, anthropology, ‘the internet of things’, neuroscience, sustainability, robotics, physics, and astrophysics. Year 9 students complete an individual ‘passion project’. Year 10 students also work with a specialist teacher and enjoy a deeper exploration in areas such as philosophy, neuroscience, sustainability and ‘the internet of things’. Year 10 students complete a community-based project. Both courses offer the opportunity for students to present their individual and community-based projects to parents and teachers at a showcase expo during the year. Years 9 and 10 ACEE students also have the opportunity to prepare for Brain Bee, and participate in the Model United Nations Conference (MUNA), the Model European Union Conference and the Diplomacy Competition. St Andrew’s College also offers chess, debating, Future Problem Solving and a writing masterclass as co-curricular activities for students who are academically gifted and talented. From Year 11, there are opportunities to continue with philosophy, the Australasian Brain Bee Competition (neuroscience-based), Model United Nations, Model European Union and Senior Future Problem Solving. Gifted and talented students may also have the opportunity for extension and acceleration in specific learning areas, such as English and Science, as well as leadership within the school.

6

SPEECH AND DRAMA There are two speech and drama tutors working in the College. They teach a range of skills including speech, drama, public speaking, musical theatre and performance skills. Students can have individual lessons or come in pairs or trios depending on requirements. Lessons are organised at a time to suit the student and class teachers. Students can sit Speech New Zealand or Trinity Guildhall exams and a number also enter the Christchurch Speech and Drama competitions. Students also come just for confidence and enjoyment. Enrolment forms are emailed to all families in January and are also available from the main College Reception. INSTRUMENTAL AND VOCAL TUITION The Music Department runs an extensive programme of instrumental and vocal tuition. Twenty-two tutors come into the College each week, some of them across two or three different days. For private lessons in the Music Suite studios, tutors charge $30.00–$35.00 per half hour lesson. Approximately 30–33 lessons are taken during the course of a school year in school time, mostly in the morning and early afternoon; dependent on student and tutor timetables. A number of lessons are also taken after school, especially guitar and drums, however, this is again subject to tutor availability. Lessons are able to be rotated, or lesson times changed each term, to ensure students do not miss out on the same subject area each week. Please note that rotational lesson times are more difficult in the case of larger studios. Reports are issued twice a year, at mid-term and end-of-year. Theory and ear training lessons are also available. The College has a supply of instruments for hire at between $45.00–$65.00 per term (saxophones, horns, oboes and bassoons are $50.00 per term – prices may be subject to change). For further details on our itinerant music programme and for information about the variety of co-curricular performing groups available please contact Cultural Co-ordinator, Ms Thorner on GTH@stac.school.nz or Head of Music, Mr Ferguson on DFE@stac.school.nz. A department information booklet that includes an application form is available upon request.


Selecting your 2018 Options All 2018 Option selection forms must be handed in to the College by Friday 25 August, 2017. GUIDELINES FOR OPTION CHANGES Further changes to the information provided by students must be based on either: 1. Advice from Heads of Department regarding a student’s eligibility/academic suitability for a particular course. This will be provided early in September/October once students’ option forms are reviewed or in January once external examination results are reviewed. 2. A student’s request to make a change based on external examination results once they are received in mid-January. (Note that for this to occur, prior to the beginning of the new school year, students must make an appointment with Head of Senior College, Mr Ruge. At this appointment, students will need to present their reason for a course change, a parent/guardian letter supporting this and a copy of their NCEA Interim Results Notice.) 3. A clash of option choices that can only be resolved by a change to a course. In this event, the Dean will work with the student to make an alternative selection. LATENESS IN MAKING SELECTIONS Option changes after the final date for changes (usually mid-February) will not be allowed unless: • there is a written request from parents to the Head of Middle School or Head of Senior College outlining the reason and giving their approval; • the Head of Teaching and Learning approves that it is in the student’s best academic interests; • the Head of Department/teacher in charge of both the subject dropped and the proposed subject are in agreement; • the Head of Department/teacher in charge of the new subject believes the change to be educationally viable, and catch-up processes are in place to ensure that the work that has been missed is covered; • any class limit of students that has been set is not exceeded; • there is no detrimental impact on other students; • final approval is given by the Head of Teaching and Learning. Unless there are exceptional circumstances, no changes will be considered after the beginning of March. Students entering the College during the year must have a Head of Department’s permission to enter a course.

7


Years 9–13

The St Andrew’s College Curriculum

YEAR 9

YEAR 10

COMPULSORY SUBJECTS English

English

Mathematics

Mathematics

Science

Science

Social Studies

Social Studies

Phys.Ed/Health

Phys.Ed/Health

Religious Education

Religious Education

Music

Te Waka

OPTION SUBJECTS Agriscience

Agriscience

Art

Art

ESOL

ESOL

ACEE

ACEE

Ballet Academy

Ballet Academy

Elite Sport Studies

Elite Sport Studies

Economic Studies

Economic Studies

Design and Visual Communication

Design and Visual Communication

Food Technology

Food and Nutrition

Materials Technology

Materials Technology

Soft Materials Technology

Soft Materials Technology

Geography

Geography

History

Classical Studies/History

Performing Arts

Performing Arts

Music

Music

French

French

Japanese

Japanese Spanish

8


NCEA LEVEL 1

NCEA LEVEL 2

NCEA LEVEL 3

YEAR 11

YEAR 12

YEAR 13

COMPULSORY SUBJECTS English/English Literature

English/English Literature

Mathematics/General Mathematics Science/Practical Science

Phys.Ed/Health/Study

Phys.Ed/Study/Options

Phys.Ed/Health/Study

Religious Education

Religious Education

Agriscience

Agriscience

Agribusiness

Agribusiness

Visual Art – Design

Visual Art – Design

Visual Art – Painting

Visual Art – Painting

Visual Art – Photography

Visual Art – Photography

ESOL

ESOL

ESOL

Economics

Economics

Economics

Accounting

Accounting

Accounting

Business Management

Business Management

Design and Visual Communication

Design and Visual Communication

OPTION SUBJECTS Agriscience

Art (Visual Art)

Design and Visual Communication Digital Technology

Digital Technology

Digital Technology

Food and Nutrition

Food and Nutrition

Food and Nutrition

Materials Technology

Materials Technology

Materials Technology

Soft Materials Technology

Soft Materials Technology

Soft Materials Technology

Geography

Geography

Geography

History

History

History

Classical Studies

Classical Studies

Drama

Drama

Drama

Music

Music

Music

Media Studies (Film or TV)

Media Studies (Film or TV)

French

French

French

Japanese

Japanese

Japanese

Spanish

Spanish

Spanish

Biology

Biology

Biology

Physical Science

Chemistry

Chemistry

Earth and Space Science Physics

Physics Physics and Chemistry Extension

General Mathematics Mathematics with Calculus

Mathematics with Calculus Mathematics with Calculus Extension

Mathematics with Statistics

Mathematics with Statistics Statistics

Physical Education (NCEA) Transition Studies

Physical Education (NCEA)

Physical Education (NCEA)

Transition Studies

Transition Studies

Travel and Tourism

Travel and Tourism English/English Literature

9


Course Planner Use this sheet to help you plan a course of study over Years 11, 12 and 13. Possible career direction: YEAR 11 SELECTION English / English Literature

Mathematics/ General Mathematics

Science COMPULSORY Life Skills / Physical Education (Core) not for NCEA

YEAR 12 SELECTION English / English Literature

COMPULSORY Physical Education (Core) not for NCEA

  Religious Education

YEAR 13 SELECTION

COMPULSORY Life Skills / Physical Education (Core) not for NCEA

10

  Religious Education


Subject Reference Chart

= Subject available at this level C = Compulsory subject

SUBJECT

YEAR 11

12

13

Business Management

Chemistry

Digital Technology

Drama

C

C

ACEE

9

10

Accounting Agriscience

Agribusiness Art

Visual Art (Design, Painting, Photography) Ballet Academy

Biology

Classical Studies Classical Studies/History Design and Visual Communication

 

Earth and Space Science

Economics/Economic Studies

Elite Sport Studies

English/English Literature

C

C

ESOL

Food and Nutrition

Food Technology

French

Geography

History

Japanese

Materials Technology

Mathematics

C

C

General Mathematics

C 

Mathematics with Calculus

 

Mathematics with Calculus Extension

 

Mathematics with Statistics

Media Studies – Film

Media Studies – Television

Music – Core/Option

Performing Arts

Physical Education and Health

C

C

C

C

C

Physical Education (NCEA)

Physical Science

 

Physics Physics and Chemistry Extension Religious Education

 C

C

Science

C

C

Social Studies

C

C

Soft Materials Technology

Spanish

C C

Statistics Transition Studies Travel and Tourism

C

11


How Parents can Help Here are some ideas to help parents give useful advice and guidance: • ask your teenager questions that will help them look at themselves. Focus on their interests, things they are good at, and their personal values about work; • if your teenager doesn’t know what career they want, ask them to define broad areas of interest, such as helping people or scientific work. Then encourage them to investigate lots of options within each field. Pursuing work or study in an area of interest is vital for sustaining satisfaction and getting through the tough times; • discuss what your teenager needs or wants most from their career. Attitudes to the need for money, security or self-development vary from person to person; • try not to impose your ideas, but help by using questions that will clarify the issues – for example, “This job doesn’t have much physical activity in it and you’ve said that’s important to you. How much will that matter?” • point your teenager towards sources of information about careers and let them follow it up. Encourage them to see their Careers Advisor, use careersnz (www.careers.govt.nz) and/or visit the Careers Centre;

• ask about the Career Education programme at school and urge your teenager to take part in work exploration or any tertiary visits that are available. These give an opportunity to find out what a job or training course is really like; • encourage your teenager in any activity that develops skills. Many of the important transferable skills that employers look for are developed at school through the general curriculum. Skills are also gathered from part-time or holiday jobs and from leisure or sporting activities. In the workforce, what a person can do is often more important than the knowledge they hold; • discuss subject choice with your teenager each year. Which subjects will best suit their plans for the future? • do you agree with their reasoning? • if you have concerns, sit down with the teacher, Careers Advisor or other staff. Find out what they think; does the school know something you don’t? Do you know something the school doesn’t? • encourage them to see their Careers Advisor, use the Careers Education site on StACNet and/or visit the Careers Centre.

Subject Choices Making good use of the resources available on our Careers Education site on StACNet. One of the most useful guides for helping make informed subject selections can be found on our Careers Education site on StACNet. In particular the first two links are the most relevant. They are: 1. Making career decisions. 2. A guide to subject choices. These links are very important in that they provide a structure and process to your decision making. You are also assured that this is the most accurate information available and is regularly updated by the various training institutions and employment bodies. They are an informative way of future proofing yourselves in terms of keeping your options open.

12

Click on the highlighted box to get through to the information about subject choices.


Middle School Curriculum The major aims for learning in the Middle School are: • to give students a sound grounding in the core subjects; • to give students the opportunity to explore and experience a wide range of other curriculum areas with specialist teachers; • to give students a sound preparation in the subjects they are studying for external awards and qualifications. Years 9 and 10 The curriculum is structured so that students experience a wide range of subjects, core and options, through a wide range of learning situations and experiences over these two years. It is important that students do not specialise in particular subject areas at this level. Gaining a broad experience is one of our key principles. Year 11 While this year is the first year of study for external qualifications, courses at this level should also be broad-based so that students have a number of different options in the future. Students will start to specialise more in Year 12 and this will be continued with greater depth in final year studies.

Ways to help you learn – be sure to: 1. Set yourself both short-term and long-term goals. A Year 11 student might set NCEA Level 1 as a long-term goal and making the First XI as a short-term goal. 2. Each week, plan your time after school so that all aspects such as homework, sports and social life can be fitted in. Make sure you prioritise so that the important things get done. 3. Take good notes in class and try to personalise them. 4. Participate in each lesson. 5. Keep up with your homework. If there are any concerns, seek help from your teacher or other support people like fellow students, your tutor or the Dean. Use your homework time to review what you have been studying – this is a particularly good thing to do in those times when you don’t actually have any homework. 6. Have a wall planner at home and enter all assessments, tests and projects for each term. Take internal assessment seriously. Internal assessment is the ‘real thing’. It provides results that stay on your Record of Achievement. Make sure you know precisely what is required for an assessment and, if possible, practise using samples from the NZQA website. 7. Know what is required to gain an NCEA Level qualification.

13


Year 9

Academic Curriculum Core and Options 28 LESSONS PER WEEK

PLEASE NOTE: Once subject selections are made, it is very difficult to make changes thereafter. Please select carefully. ALL STUDENTS MUST STUDY THESE SUBJECTS:

OPTION SUBJECTS

LESSONS PER WEEK

GROUP 1 Design and Visual Communication Food Technology Materials Technology Soft Materials Technology

COMPULSORY CORE SUBJECTS

LESSONS PER WEEK

English

4

Mathematics

4

Science

4

Social Studies

4

Phys.Ed/Health

3

Religious Education

2

Music

1

Semester Options = 6

GROUP 2

(3 lessons each) Semester 1 – 2 options

Economic Studies Geography History

Semester 2 – 2 options

GROUP 3 Agriscience Art Music Performing Arts GROUP 4

Semester option * By application

* Elite Sport Studies GROUP 5

ACADEMIC EXTENSION AND ENRICHMENT (ACEE)

French

Full year option = 2 options

Japanese

* By application

Students are selected into this one semester programme. Involvement in this class counts as one of a student’s option selections. Students will be notified of their selection in early November 2017.

GROUP 6

SEMESTER COURSES

ALL STUDENTS:

Semester Courses run for approximately four and a half months each.

If you are placed in an upper band class, you will be required to study a language for the whole year. These classes are not confirmed until November/December, however, in August all students must indicate their preferred language course.

Each course = approximately 50 lessons.

* Ballet Academy Literacy and Learning

Students are selected

ESOL

* Full year

* ACEE

If you have not chosen a language in your selections, please tick one of the languages below (upper band students must study a language). French

14

Japanese


SELECTING YOUR OPTIONS FOR YEAR 9 Select six option subjects, two of them as back-up subjects. • choose four option subjects from three of the six groups showing. You may include a language in this selection (Group 5); • also select two other options as back-ups. These cannot be from the same group (e.g. you cannot choose Art and Agriscience); • the selection of a language or Ballet Academy takes up two options because they are full year courses. In this case, also select two other options – these must be from different groups (e.g. History and Music). Then select your back-up subjects, each being from a different group.s. Technology Option Note: You must take at least one Technology option (Group 1 subjects) in Year 9 or 10. If you do not take one of those subjects in Year 9 you must take one in Year 10 as part of your selection. Elite Sport Studies Students on a Music Scholarship may not be able to participate due to possible timetable constraints.

WRITE IN YOUR YEAR 9 OPTION CHOICES OPTION 1 OPTION 2 OPTION 3 OPTION 4

BACK-UP CHOICES BACK-UP 1 BACK-UP 2

Then, also write these option choices on the Year 9 Option Selections Form on page 95.

15


Year 9 Course costs: $50.00 for materials. AGRISCIENCE

9AGSC

Knowledge and understanding of the principles and practices associated with food and fibre production in New Zealand.

The purpose of this course is to provide students, both urban and rural, with an introduction to the New Zealand primary industries with a focus on agriculture. Agriculture is an excellent option for students that are interested in animals, farm life and Science. There is an emphasis on project based inquiry learning, allowing students to explore areas of interest. Dairy, sheep and beef farming are covered in detail with students undertaking investigations into egg production and pig farming. There will be the opportunity to discover the many different careers available in the agriculture industry, from on-farm practical jobs to science-based endeavours. Students develop their own yoghurt product and market it to a panel of judges using a video campaign. Topics studied are: • Introduction to New Zealand’s primary industries; • Animal welfare; • Meat, milk and wool – product development and marketing; • Farm safety and machinery. Course costs: Approximately $40.00 for one field trip. For further information, see Mrs Cloughley.

ART

9ARTA

Skills and vocabulary relevant to the visual arts.

This course aims to give students confidence in talking and writing about art works and, in particular, provides the opportunity for them to develop and extend their practical art skills. Through a series of varied and stimulating exercises, students are introduced to different art making techniques. The course provides an essential foundation for further study of the visual arts in Year 10 and beyond. When appropriate, students may visit an art gallery during class time.

16

For further information, see Ms Lawrence.

BALLET AND DANCE STUDIES

9BALL

Understanding the Art of Ballet: developing technique, performance, and choreographic understanding.

Overview: The Secondary ‘Ballet and Dance’ programme commences from Year 9 and continues through to Year 13. The Years 9 and 10 programmes are integrated within the school day, offering a seamless transition from academic class to ballet studio. Quality tuition focuses on classical technique with development of the dancer’s musicality and artistry (with annual exam). In addition – to train today’s current dancer – students are extended beyond the balletic frame into various dance genres (jazz, national, character, lyrical, contemporary). This builds a strong foundation of knowledge and prepares them for the NCEA Dance credits programme commencing in Year 10 – adding further academic rigour to the programme. Performance work is a highlight – opportunities include the annual ‘Dance Revue’, Ballet Academy production, and more as available. Guest tutors are invited to take classes, giving students the experience of masterclasses, open work, and new repertoire. Additional (optional) classes include Pilates/Stretch and Limber, and Pointe (Beginner, Intermediate, Advanced). Student outcomes: With three classes per week, students deepen their understanding of the art form, by: 1. Improving their technique to the best of their ability.  2. Aiming to understand, and express, the correct dance style aesthetic. 3. Learning the importance of ballet professionalism, and integrate it into their personal work ethic.  4. Engaging with a broad range of dance genres and choreography, exploring both style and process. Entry by enrolling in the course and a short audition with Head of Ballet, Dr Cairns (suitable ballet background is required). Contact Dr Cairns to audition (CCA@stac.school.nz). Students currently


Year 9 enrolled in the Year 8 Ballet programme need not audition. Further information is also available on the College website. Course costs: $75.00 per term (includes guest tutors, repertoire half tutu and character skirt use, and other incidentals). Additional costs: Exam fees, costume hires, exam music CD, optional classes.

to achieve their sporting and academic goals and develop the skills and understanding around balance and performance. The course aims to build sports specific knowledge and develop growing awareness by building a sporting performance plan in an environment that encourages physical, academic and personal excellence. The key focus is on the development of organisation, planning and leadership qualities. Course content:

ECONOMIC STUDIES

9ECON

A study of money, its purpose, uses and impact in the world of consumers.

The main objective of this course is to foster an interest in, and give a basic understanding of today’s world of commerce and economics, particularly as it applies to consumers. The emphasis is on individual students and their immediate groupings such as family and whānau. A simplified approach is adopted in which the emphasis is not on detail and theory but on life/living skills, such as managing personal limited means, being able to make informed choices, and being aware of differing values and the opportunity cost of such decisions. Some of the units of work studied are the relationship between wants and scarce resources, the development of money, cash and credit buying, income and payslips, budgeting, consumer protection, saving and marketing. For further information, see Mr Temple.

• the course contains both practical and theoretical content run over half of the academic year; • the course provides an opportunity for student athletes to be extended in addition to the regular PE curriculum; • the course will provide sport specific training for enhancement of skill development; • the course will prepare students to become independent, self-motivated student athletes through developing an understanding of preparation and time management; • the course will give students the skills to be able to succeed in all areas of their schooling. Selection Criteria It is desirable that applicants are competing at a representative level in their chosen sport and/or are a proven high-level performer in their respective current schools. Only a set number of places are available each year. Students are selected to enter on an application basis. Course Application Process Students must apply and must complete the separate application form in the College enrolment pack. Students apply when they make their Year 9 option choices in August with a closing date of 25 August

ELITE SPORT STUDIES

9ESPS

Dream–Acquire–Achieve–Inspire (Semester Programme [17–18 weeks], runs in both semesters 1 and 2, students participate in one semester only.)

Build the key skills to ensure that students are able to achieve to their potential in both their schooling and in sport.

Exemptions Any student on a Music Scholarship or selected for the ACEE programme, may not be able to participate in the ESPS programme, due to possible timetable constraints. Course costs: $60.00 for the year. For further information, see Mr Tuu’u.

This innovative sports programme is designed for students who are determined to work hard 17


18


Year 9 ENGLISH

9ENGL

The study, use, and enjoyment of the English language and its literature.

This programme enables students to develop the skills needed to understand, use and create oral, visual and written texts. Through engaging with a range of texts, students will become increasingly skilled and sophisticated speakers and listeners, writers and readers, presenters and viewers. Year 9 English is based on thematic units that provide students with opportunities to engage with and develop the key skills and competencies of the New Zealand Curriculum (Curriculum Levels 4 to 5) in diverse contexts. In doing so, students will gain a better understanding of language, literature, and the world around them. Course costs: Education Perfect subscription. For further information, see Ms Gilbert or Mrs Ruwhiu.

ESOL

9ENSL

A study of English for academic purposes.

Entry into this course is based on an English assessment completed on admission. It is for students who do not have English as their first language and wish to improve their language skills for mainstream classes. Students can enrol in a single option semester. This course is run in addition to mainstream English classes and is designed to assist students to write clear, accurate English, to read with understanding, and to speak fluently and clearly. Each course is carefully structured according to individual needs and there is a strong emphasis on subject support. Ongoing assessment gives students valuable feedback on their progress and helps indicate which English courses would be most appropriate for them in the future. For further information, see Mrs Brooks.

FRENCH

9FREN

(Full year, double semester, counts as two options.)

Understanding and using familiar expressions and everyday vocabulary in simple contexts.

Spoken by 76 million people in 53 countries worldwide, French is one of the official languages of the United Nations and the International Olympics Committee. In Year 9 French students study topics such as introductions/greetings, descriptions, school, likes/dislikes, home and family, time, leisure activities, and aspects of French culture. The four skill areas of listening, reading, writing and speaking are all emphasised. Using fun activities, students are encouraged to speak individually, in pairs and in group role-play situations as the speaking skill is critical in our early learning of a second language. Students establish a good basic vocabulary and learn some of the basics of French grammar. An Online Textbook is used which enables students to readily access the textbook at home and catch up on any missed work. Regular use is also made of suitable websites, where students reinforce their learning in class at their own pace and in a fun way. The websites Linguascope and Language Perfect are also used to enable students to learn French interactively online. Cultural elements and aspects of typical French life are integrated into our learning over the course of the year in order to allow students to deepen their understanding of another culture. Course costs: $45.00. Students purchase a subscription to their Online Textbook and a subscription to Language Perfect. For further information, see Mrs Marshall.

GEOGRAPHY

9GEOG

The study of how people and the environment interact.

From this course students will develop an understanding of: • physical geography – aspects of the natural world with a selection of landscape studies;

19


Year 9 • the application of a range of geographic skills and ideas; • human geography – the relationship between people and the environment through using international, national and local examples. For further information, see Mrs Poulter.

HISTORY

9HIST

A study of people, places and change over time in the past.

This course is designed to introduce students to history by having them study some of the places, people, events and changes that have shaped the world we live in today. It encourages students to ask questions about the past, make good decisions about people and events and to look carefully at clues from the past so that they can decide for themselves what really happened and why. Students will gain knowledge, skills and experience to understand the causes and consequences of past events that are of significance to New Zealanders and that shape the lives of people and society.

During this year-long course students are introduced to the Japanese language, culture and the hiragana writing system, and the students gain an understanding of how the Japanese language and culture are closely intertwined. Students learn how to give their self-introduction and talk about themselves and their family, and learn the numbers. As the year progresses, students expand their language knowledge through three main topics: the classroom, shopping and saying where things are, from which they learn relevant expressions, vocabulary and grammatical patterns. Throughout the year students are encouraged to use and apply the language as often as possible through a variety of speaking, listening, writing and reading tasks. Students learn to write and recognise the hiragana symbols and the kanji characters for the numbers. Interactive websites, the Language Perfect program and OneNote exercises are used to reinforce their learning of the script, vocabulary and aural skills. Course costs: Language Perfect subscription $30.00. For further information, see Mrs Simcock.

Topics covered will include: • • • •

Ancient civilisations and mythology; Parihaka; Hiroshima (WWII); History Skills.

MATHEMATICS

For further information, see Mr Faulls.

JAPANESE

9JAPA

(Full year, double semester, counts as two options.)

Understanding and using familiar expressions and everyday vocabulary in simple contexts

Spoken by over 127 million people, Japan is New Zealand’s fourth most important trading partner and every year increasing numbers of Japanese tourists visit here.

20

9MATH

Exploration and use of patterns and relationships in quantities, space, time and data.

The course covers achievement objectives from Levels 4 and 5 of the Mathematics strands of the New Zealand Curriculum. All classes follow the core curriculum objectives and students also work at their individual level (Levels 3 to 5). Middle band classes have an additional teacher for two periods a week to support individual and small-group needs. The top band classes are streamed into three smaller groups to cater for the lateral extension built into the programme. Course costs: A Casio FX82 scientific calculator is required and subscription to Education Perfect. For further information, see Mr Howard.


Year 9 MUSIC (CORE)

9MUSC

Exploration of sounds and technologies for creating, interpreting and representing music ideas.

This course, taken by all Year 9 students for one period per week, covers the following areas: • singing – the development of strong communal singing, both for chapel and assembly hymns and for recreational singing; • piano and guitar – students at all levels of development can be catered for in this environment, through group lessons on keyboards and guitars with specialist tutors; • technology – students learn how to compose and record MIDI and audio; • performance – students will engage in full class, group and individual performance on a variety of instruments; • general musical knowledge – this includes such topics as the nature of sound and the ways it is generated. Terms such as pitch, dynamics and timbre are explored. Programme music, music in movies, modern music and the instruments of the orchestra are also covered; • composition – students are taught to compose basic melodies for instruments and to create computer music compositions using Soundtrap (www.soundtrap.com). For further information, see Mr Ferguson.

MUSIC (OPTION)

9MUSP

Exploration of sounds and technologies for creating, interpreting and representing music ideas.

This course is primarily practical and gives a grounding in performance, composition and theory. Students are encouraged to learn an instrument for the duration of the semester and beyond. Tuition at school by one of the visiting tutors is available. In class, students will make regular use of keyboards and guitars. The elements of music and listening skills will be explored so that students will be better able to determine the differences in tone-colour, texture,

phrasing, harmony and contrasts. The theory component is included for students wishing to continue Music in future years. The course, with its emphasis on performance skills, often results in the formation of a ‘classroom orchestra’, where all students (whether beginners or more advanced) are given a part to play within their own ability. This experience of playing together assists them when writing their own music later, boosts their listening skills and often results in students continuing their study of an instrument with a private tutor when the semester is completed. For further information, see Mr Botting.

PERFORMING ARTS

9APER

Exploration of the foundation skills of Drama and the TV Studio.

This semester course is in two parts, divided between Drama and the TV Studio. Students do each part for approximately eight weeks.

DRAMA Drama prepares students for life beyond the College by building confident communication skills, skills in reading body language and subtext, in working collaboratively, in thinking analytically, creatively, and independently. The course aims to provide students with a depth and breadth of experience to take in future pathways. This course provides students with a variety of drama experiences, and encourages students to explore their creativity by selecting and refining ideas to achieve performance goals. Students experiment with the use of drama techniques of voice, body, movement and space in both scripted and devised drama. Students are introduced to drama elements, conventions, and technologies, and learn how these aspects combine to convey meaning. Students work individually and collectively in their analysis and creation of drama, supporting each other’s learning

21


Year 9 with peer feedback and feed forward. Students learn the foundation skills to give them a head start if taking NCEA Drama in Year 11. Students are encouraged to audition for the Years 9 and 10 production. For further information, see Mr Wiseman.

TV STUDIO This course is held in our professional broadcast studio, beginning with basic learning about performance on camera, production and technical roles. It teaches you how performance on film or in TV works hand in hand with the technical aspects and shows how the whole production team is vital. With excellent teamwork, leadership and discipline, a live TV show can be produced by Year 9 students using professional studio equipment. At the end of the term we invite senior staff members to a 30–45 minute live show produced by students, under real studio conditions. The show will include dance, singing, lip-syncing, interviewing and presenting. We encourage all Performing Arts students to join our after school Television and Film Academy, where students gain even more experience and lift their skills to a higher level, in preparation for Year 12 Film and Television classes.

The course fosters critical thinking and action and enables students to understand the role and significance of physical activity for individuals and society. The learning areas are: • Training and fitness – what is required to be a top performer; • Safety management – identify and apply risk management strategies to keep self and others safe in a variety of activities, e.g. gymnastics; • Physical literacy – acquire, develop and refine a range of movement skills and strategies in a variety of physical contexts, focusing on striking sports (e.g. badminton, hockey, football, volleyball); • Relating to others – develop key competencies in small-group or team challenges and games; • Health – identify factors that affect personal, physical, social and emotional growth and identify skills to manage changes. Contexts for Health are: • changes in my life (developing/maintaining friendships, social media, anti-bullying strategies); • changes in me (sexuality education); • making healthy choices (nutrition, sun-smart, smokefree). For further information, see Mrs Richards or Ms Register.

For further information, or to view a DVD of previous courses, see Mr Williams. RELIGIOUS EDUCATION

9RLED

A study of the background, scriptures, themes, key events and key people that have been influential in the development of the Christian religion.

PHYSICAL EDUCATION AND HEALTH (CORE) 9PHEC The well-being of students, other people and society through learning in movement and health-related contexts.

The focus is on the well-being of the students themselves, of other people, and of society through learning in movement contexts. Students will experience challenges in both individual and team/ group contexts and will have the opportunity to demonstrate movement, self-management and relational skills. They learn to understand, appreciate and move their bodies, relate positively to others and demonstrate constructive attitudes and values. 22

Topics for study are: • What is the purpose of my life? • Good and Evil; • Jesus of Nazareth; his life and teaching – and theories behind his death and resurrection; • Development of Christianity through the last 20 centuries. An inquiry approach. For further information, see Mr Morrow.


Year 9 SCIENCE

9SCIE

Investigating, understanding and explaining our natural, physical world and the wider universe.

Science is a way of investigating, understanding, and explaining our natural, physical world and the wider universe. It involves generating and testing ideas, gathering evidence – including by making observations, carrying out investigations and modelling, and communicating and debating with others – in order to develop scientific knowledge, understanding, and explanations. The course begins with an introduction to the equipment and methods of Science, including working safely in the laboratory and follows the learning strands, living world, material world, physical world and ‘Planet Earth and Beyond’. The interrelationship of living things in communities, the biology of life at the level of cells, and the way living things reproduce make up the living world segment. The material world is studied through the theme of interactions including atoms, molecules, the periodic table, mixtures and compounds, and the reactions of substances. The physical world is considered through the role of energy as an overarching theme in most units, and in the study of the nature of light. The ‘Planet Earth and Beyond’ section studies astronomy. An emphasis of this course is on Science skills and the skills of experimental planning, collection of data and the interpretation of results through all topics. There will be an emphasis on SOLO taxonomy to deepen students’ thinking skills.

are drawn from the past, present and future and from places within and beyond New Zealand. Students will be given opportunity to collaborate, inquire and be creative in their thinking. Students will investigate a range of topics. These will include: • Crisis and challenge – students understand that events have causes and consequences. A key focus of this unit is for students to learn information literacy strategies needed for effective research; • The economic world – an examination of the different levels of global development. Students understand the reasons for disparities in economic development and consider strategies to reduce inequalities; • Government – an examination of different systems of government around the world. Students learn to compare and contrast New Zealand’s system of government with others around the world; • Sustainable use of resources – an examination of resource use and how resources can be used in a sustainable way. Throughout the year emphasis will be placed on developing the skills that students will need when they take Social Science subjects at NCEA level. These include paragraph writing skills, comprehension, inquiry, group work, critical thinking, social decision making, understanding different perspectives, mapping and graphing skills. An examination of current events and issues forms an integral part of the course. For further information, see Miss Crawford.

Course costs: Entry to the Australasian Science exam, purchase of write-on workbook, $20.00 Education Perfect fee. For further information, see Mr Cummack.

SOCIAL STUDIES

TECHNOLOGY Technology is about developing practical knowledge and skills that people can use throughout their life.

9SOST

How people participate and take action in society in the past and in the present.

The Social Studies course focuses on how societies work and how people can participate as critical, active, informed and responsible citizens. Contexts

It’s different from the woodwork, cooking etc. of the past because the emphasis is now on providing students with a range of interactive experiences within a design process where they create, develop and present their own ideas. Students apply practical skills and knowledge in an activity-based, projectdriven environment in which they solve problems and create solutions for real needs. 23


Year 9 Students are expected to develop a knowledge base of the area they are working in; for example, nutrition, materials, and aesthetics of design. The aim is for them to develop a ‘how to’ attitude. Naturally they produce outcomes that have required them to master technical skills to achieve a high standard of product. Students have an opportunity to work in four different technological areas: • • • •

Design and Visual Communication; Food Technology; Hard Materials Technology; Soft Materials Technology.

Each of these areas offers a similar process to achieve an outcome. Each course leads on to further study in Years 10–13.

FOOD TECHNOLOGY

9FOTE

Within the context of the dairy industry students manage resources to produce a variety of food products.

Being able to select and prepare food is an important skill for teenagers to learn. This course focuses on students developing these skills to ensure they are able to perform at a high level whether it is in a sporting, cultural or academic context. They will prepare a range of foods from the main food groups and develop an awareness of the importance of eating a variety of foods for good health. Students will explore foods rich in calcium including developing their own product. As part of this work students will develop an understanding of the reasons for eating calcium-rich foods.

These options are detailed as follows.

Course costs: Food costs and some photocopy costs will be disbursed.

Note: All students must study a Technology option for a semester in Years 9 or 10.

For further information, see Mrs Buckley.

DESIGN AND VISUAL COMMUNICATION

MATERIALS TECHNOLOGY

9DEST

Developing drawing skills within a design context.

This course introduces students to a range of fundamental design and visual communication skills, including correct use of drawing instruments, freehand sketching, orthographic projection and pictorial drawings of familiar objects. They are taught to develop an awareness of design, become familiar with colour rendering techniques and use a 3D computer modelling program. Working towards achieving high standards of presentation is expected. Course costs: A minimal charge will be made for basic graphics equipment, which is purchased from the department at the start of the course. For further information, see Mr McGowan.

    9MTEC

Within the context of hard material technology students will develop skills and knowledge to manage resources to produce a designed outcome.

Students gain knowledge of a range of materials and processes through a ‘design and make’ programme. They will have an opportunity to produce individualised projects. They gain: • experience in various forms of graphic communication; • knowledge of resistant materials; • specific knowledge of processes by which these materials are worked; • experience using a wide range of equipment. Given various briefs, students are taught the design process to develop their own project outcomes. Students are given the opportunity to experience a wide range of materials and manufacturing processes to produce their work. The course consists of design briefs that focus on a range of materials and processes. Students are encouraged to extend and advance their knowledge to a higher level.

24


Year 9 Course costs: Materials and consumables used and applied finishes. For further information, see Mr Hamilton or Mr Murphy.

SOFT MATERIALS TECHNOLOGY

9CLTX

Within the context of soft materials technology students manage a range of resources to produce sleepwear.

Soft Materials Technology includes the investigation, use and development of materials and resources to meet a need or want. The topic of this unit is sleepwear. Students learn to work with both woven and knit fabrics and utilise a wide range of equipment in real and practical ways. They will learn to be creative in generating ideas and develop with guidance their own designs and patterns. Soft Materials Technology explores choice and empowers students to make informed decisions. They manage resources including people, time, materials and equipment in designing, producing and evaluating sleepwear outcomes. Students’ reflective practice informs future assessments, for example, modelling. Course costs: A disbursement will be made for materials, pattern drafting and photocopy costs. For further information, see Mrs Buckley.

Record your Year 9 option selections in the box on pages 14–15.

25


Year 10 Academic Curriculum Core and Options 28 LESSONS PER WEEK PLEASE NOTE: Once subject selections are made, it is very difficult to make changes thereafter. Please select carefully. ALL STUDENTS MUST STUDY THESE SUBJECTS:

OPTION SUBJECTS

GROUP 1 Design and Visual Communication Food Technology Materials Technology Soft Materials Technology

COMPULSORY CORE SUBJECTS

LESSONS PER WEEK

English

4

Mathematics

4

Science

4

Social Studies

4

Te Waka

3

Phys.Ed/Health

2

Religious Education

1

LESSONS PER WEEK

GROUP 2 Economic Studies Geography Classical Studies/History GROUP 3

Semester Options = 6 (3 lessons each) Semester 1 – 2 options Semester 2 – 2 options

Agriscience Art Music Performing Arts GROUP 4 * Elite Sport Studies

Semester option * By application

GROUP 5

ACADEMIC EXTENSION AND ENRICHMENT (ACEE)

French Japanese

Students are selected into this year long programme that counts as two options. Students will be invited later in 2017.

Full year option = 2 options

Spanish GROUP 6

* By application

* Ballet Academy Literacy and Learning

SEMESTER COURSES Semester Courses run for approximately four and a half months each. Each course = approximately 50 lessons.

26

ESOL * ACEE

Students are selected * Full year


SELECTING YOUR OPTIONS FOR YEAR 10 Select six option subjects, two of them as back-up subjects. • choose four option subjects from three of the six groups showing. You may include a language in this selection (Group 5); • also select two other option subjects as back-ups. These cannot be from the same group (e.g. you cannot choose Art and Agriscience); • the selection of a language or Ballet Academy takes up two options because they are full year courses. In this case, also select two other options – these must be from different groups (e.g. History and Music). Then select your back-up subjects, each being from a different group.s. Technology Option Note: If you did not take a Technology option (Group 1) in Year 9, you must take at least one in Year 10. Elite Sport Studies Students on a Music Scholarship may not be able to participate due to possible timetable constraints.

WRITE IN YOUR YEAR 10 OPTION CHOICES OPTION 1 OPTION 2 OPTION 3 OPTION 4

BACK-UP CHOICES BACK-UP 1 BACK-UP 2

Then, also write these option choices on the Year 10 Option Selections Form on page 97.

27


Year 10 Course costs: $50.00 for materials. AGRISCIENCE

10AGSC

Knowledge and understanding of the principles and practices associated with food and fibre production in New Zealand.

This course places an emphasis on the knowledge of agriculture from pasture to plate. It is not necessary to have taken Agriculture in Year 9 to enter this course as the material covered in each course is independent of each other. This course provides valuable background for NCEA Level 1 Agriculture and enhances scientific knowledge and skills. There is an emphasis on the practical application of content taught in class with students participating in activities such as hydroponic growing, soil testing, and plant propagation. Students will be given the opportunity to develop their own agribusiness enterprise where they develop a business plan, and sell and market a product to consumers.

For further information, see Ms Lawrence.

BALLET AND DANCE STUDIES

10BALL

Understanding the Art of Ballet: developing technique, performance, and choreographic understanding

This course is a continuation of the Year 9 Ballet and Dance Studies, with the addition of NCEA Dance credits from this year and onwards (see In Addition to the Curriculum for information about Ballet Company Years 11-13 on page 5).

• Soils and pastures; • Animal digestion, reproduction and production; • Agriscience.

With a strong foundation now in place, students strive to improve and refine their balletic technique, develop and express the correct dance style aesthetic, engage more deeply in the processes of choreography, and be further extended into various dance styles and repertoire. Students will be expected to demonstrate their understanding of ballet professionalism in all they do in class, and in stage work.

Course costs: $75.00 for practical farm experience and field trip.

Guest tutors and special guests continue, as do all performance opportunities, and optional classes.

For further information, see Mrs Cloughley.

Entry for new Year 10 students is by application and audition (a suitable ballet background is required). Contact Dr Cairns to audition (CCA@stac.school.nz). Students currently enrolled in the Year 9 programme need not audition.

Topics studied are:

ART

10ARTA

A practical course of study exploring aspects of drawing, painting and design.

The aim of this course is to build strong skills in drawing and painting as a foundation for NCEA Art at Year 11. Students become familiar with a range of art making approaches including drawing, printmaking, painting, design and other techniques where appropriate. Students may also visit an art gallery during class time. Please note: If you intend taking Art Design, Painting or Photography at a senior level it is recommended you take Art in Year 10. Many key learning skills are introduced in Year 10 that provide a foundation for further study.

28

Course costs: $75.00 per term (includes guest tutors, repertoire half tutu and character skirt use, and other incidentals). Additional costs: External examination fee, costume hires, exam music CD, optional exam prep/private lessons. 

CLASSICAL STUDIES/HISTORY

10CLST

A half-semester study giving experience in investigating the past.

This course is designed to give students an opportunity to understand what these two subjects involve, and to help them develop the skills that will assist them with such study in the future.


Year 10 Students will gain knowledge, skills and experience to:

New Zealand Stock Exchange, and an introduction to Accounting.

• understand how the causes and consequences of past events that are of significance to New Zealanders shape the lives of people and society; • understand how people’s perspectives on past events differ. This half-semester course is designed to give students a short glimpse of history as an academic discipline and to inspire students in high interest topics. Two subjects are offered, each of approximately four weeks in duration. They include study of the US Civil War 1861–1865, and Pacific Migration. The other two topics cover Classical Studies. One research assignment is also included, involving a researched written report about people who are pioneers to New Zealand. A prize is awarded annually for the best written report. Focus is given to stimulating an interest in History and Classical Studies, and developing skills and abilities appropriate to the subject in preparation for the NCEA courses. Two Classical Studies topics (Ancient Greece and Greek Mythology) are studied in this half-semester course. For further information, see Mr Faulls.

ECONOMIC STUDIES

10ECON

How economic decisions impact on people, firms and communities.

The objectives of the course are to develop an interest in, and an understanding of the many facets of economics and accounting as they affect consumers in their everyday lives. Together with Year 9 Consumer Studies this course completes an introduction in this subject area and leads to Economics in Years 11–13. By completing this course students will also have been exposed to accounting and entrepreneurship, which will be of value in any future study in these areas. Some of the units of work studied are the economic problem, the relationships between the concepts of specialisation/production/exchange/interdependence in an economy, enterprise, consumer demand, the

For further information, see Mr Temple.

ELITE SPORT STUDIES

10ESPS

Dream–Acquire–Achieve–Inspire (Semester Programme [17–18 weeks], runs in both semesters 1 and 2, students participate in one semester only.)

Build the key skills to ensure that students are able to achieve to their potential in both their schooling and in sport.

This innovative sports programme is designed for students who are determined to work hard to achieve their sporting and academic goals and develop the skills and understanding around balance and performance. The course is an extension from 9ESPS where students build on key skills learnt but look further into key areas of performance. These include the implementation of training programmes, how the body works, and thorough goal-setting. Course content: • the course contains both practical and theoretical content run over half of the academic year; • the course investigates the relevance of specific training programmes and their impact on performance. Students will also carry out their own training programme; • the course will provide sport specific training for enhancement of skill development; • students will look at the effects of exercise on the body and how we maximise the effectiveness of training using key principles; • the course will prepare students to become independent, self-motivated student athletes through developing an understanding of preparation and time management; • the course will give students the skills to be able to succeed in all areas of their schooling. Selection Criteria There are only a set number of places available in this course and only a certain number of applications will be accepted. It is desirable that students will have completed 9ESPS in 2017.

29


Year 10 Course Application Process Students apply by selecting this course when they make their Year 10 option choices in August. Exemptions Any student on a Music Scholarship or selected for the GATE programme, may not be able to participate in the ESPS programme, due to possible timetable constraints.

It is for students who do not have English as their first language and wish to improve their language skills for mainstream classes. Students can enrol in a single option semester. This course is run in addition to mainstream English classes and is designed to assist students to write clear, accurate English, to read with understanding, and to speak fluently and clearly. Each course is carefully structured according to individual needs and there is a strong emphasis on subject support. Ongoing assessment gives students valuable feedback on their progress and helps indicate which English courses would be most appropriate for them in the future.

Course costs: $60.00 for the year. For further information, see Mr Tuu’u.

For further information, see Mrs Brooks. ENGLISH

10ENGL

The study, use, and enjoyment of the English language and its literature.

This programme enables students to continue to develop the skills needed to understand, use and create oral, visual and written texts. Through engaging with a range of texts, students will become increasingly skilled and sophisticated speakers and listeners, writers and readers, presenters and viewers. Year 10 English is based on thematic units that provide students with further opportunities to engage with and develop the key skills and competencies of the New Zealand Curriculum (Curriculum Levels 5 to 6) in diverse contexts. In doing so, students will gain a better understanding of language, literature, and the world around them. A greater range of more demanding novels, films, short stories, non-fiction and poetry are studied. Course costs: Education Perfect subscription. For further information, see Ms Gilbert or Mrs Ruwhiu.

ESOL

10ENSL

A study of English for academic purposes.

Entry into the Year 10 ESOL course is based on an English assessment completed at the end of Year 9.

30

FRENCH

10FREN

(Full year, double semester, counts as two options.)

Understand and create language in familiar, simple contexts.

Year 10 students will also be using Online Textbook, which allows them to access the book readily at home and easily catch up on any work missed. The course builds on work covered in Year 9, learning through topics such as Paris, food, clothes and shopping, getting about town, daily life, sport and leisure activities and talking about the past. The four skill areas of listening, reading, writing and speaking are still emphasised, and students continue to be encouraged to speak individually, in pairs, groups and through role-play situations. The development of good and accurate pronunciation continues to be important along with developing a range of language to enable students to cope with a wider range of situations. The websites Linguascope and Language Perfect are used to supplement the text and enable students to learn French interactively online. During a French activities day, students join in a range of off-site activities, including a pétanque tournament and French film. Students also have the opportunity to take part in a lunchtime French club in Terms 2–4 with activities such as films, games, French food and quizzes.


Year 10 Course costs: Online Textbook and Language Perfect subscription $45.00.

Course costs: Language Perfect subscription $30.00. For further information, see Mrs Simcock.

For further information, see Mrs Marshall.

MATHEMATICS GEOGRAPHY

10GEOG

The study of how people and the environment interact.

From this course students will develop an understanding of: • physical geography – aspects of the natural world through a study of weather and climate; • the application of a range of geographic skills and ideas; • human geography – the relationship between people and the environment through a study of the impacts of tourism. For further information, see Mrs Poulter.

10MATH

Exploration and use of patterns and relationships in quantities, space, time and data.

The course covers achievement objectives from Level 5 of the Mathematics strand of the New Zealand Curriculum. All classes follow the core curriculum objectives and students also work at their individual level (Levels 4 to 5). One NCEA Level 1 Achievement Standard is offered (Number). Middle band classes have an additional teacher for two periods a week to support individual and smallgroup needs. The top band classes are streamed into three smaller groups to cater for the lateral extension built into the programme. Course costs: A Casio FX82 scientific calculator is required and subscription to Education Perfect.

JAPANESE

10JAPA

For further information, see Mr Hilliam.

(Full year, double semester, counts as two options.)

Understand and create language in familiar, simple contexts.

This course builds upon the language foundation of the Year 9 course. During the year, students study a variety of texts that introduce them to grammar, vocabulary and cultural information in greater depth. The topics covered are: going places, daily routines, giving directions and commuting, the family, and a short unit on adjectives. Students use the vocabulary and grammar they have learnt in relevant, everyday language situations. Throughout the year students hone their hiragana writing skills and are introduced to the katakana writing system and some more basic kanji. Interactive websites, OneNote and the Language Perfect program are used to reinforce the students’ script learning and vocabulary. Students are encouraged to actively use the language whenever possible through a variety of listening, speaking, reading and writing tasks during each topic.

MUSIC

10MUSP

Exploration of sounds and technologies for creating, interpreting and representing music ideas.

The Year 9 semester course is not a pre-requisite for this option. The following outline should be used as a guide for entry into this course. The specific content is rewritten each year by Mr Ferguson to adapt to the musical backgrounds of the students in each year group. However, much emphasis is given to the creative aspect of music, such as: • techniques of composition and songwriting – from simple melodic writing to composing for solo instruments and ensembles, students develop the art of composition using the instruments played by members of the class; • rudiments of music – this involves the theory of music: notation, scales, time signatures, intervals, terms and signs. The basics of chords and harmony will be introduced; 31


Year 10 • aural skills – using software students learn to identify, describe and transcribe musical patterns; • classroom orchestra and band – regular classroom performance is a vital part of this course. Soloists are encouraged to perform in our Term 1 and 2 performance evenings; • music technology – students are involved with recording and mixing songs and learning about the associated technologies – they may also complete a Level 1 Unit Standard to prepare them for Year 11. It is a requirement of all students taking Year 10 Music option that they have an instrumental tutor and are receiving weekly lessons. Students should sort this out in the first week of the year by talking to Mr Ferguson if they don’t already have an instrumental tutor. Please note, this course is not ideal for Pipe Band drummers or pipers due to the difficulty of integration into classroom orchestra work. Please see Mr Ferguson for clarification. See www.facebook.com/stacmusic for examples of performances by previous classes. Note: Recipients of Music Scholarships must take the Years 10–12 option courses. Course costs: Students may be required to use the Musition and Auralia online learning tools at a cost of $50.00 for a one year subscription. For further information, see Mr Ferguson.

PERFORMING ARTS

10APER

Exploration of the foundation skills of Drama and the TV Studio.

This semester course is in two parts, divided between Drama and the TV Studio. Students do each part for approximately eight weeks.

DRAMA Drama prepares students for life beyond school by building confident communication skills, skills in reading body language and subtext, in working collaboratively, in thinking analytically, creatively,

32


Year 10 and independently. The Drama course aims to provide students with a depth and breadth of experience to take into future pathways. This course aims to increase students’ knowledge of drama techniques, elements and conventions. Students work collaboratively to create devised and scripted drama, and learn to perform as part of an ensemble. The course aims to build students’ skills in analysing performance, offering and applying feedback and feed forward, maintaining ‘role’, and stagecraft. Students carry out research, structure work to convey targeted dramatic intentions, and investigate the purpose and function of drama. This course is valuable preparation for NCEA Level 1 Drama. Students are encouraged to audition for the Years 9 and 10 production. For further information, see Mr Wiseman.

PHYSICAL EDUCATION AND HEALTH (CORE) 10PHEC The well-being of students, other people and society through learning in movement and health-related contexts.

Continuing on from Year 9 Physical Education and Health the focus is on the well-being of the students themselves, of other people, and of society through learning in movement contexts. Students will experience challenges in both individual and team/group contexts, and will have the opportunity to demonstrate movement, self-management and relational skills. They learn to understand, appreciate and move their bodies, relate positively to others and demonstrate constructive attitudes and values. The course fosters critical thinking and enables students to understand the role and significance of physical activity for individuals and society. The course is based around five areas of learning and assessed through practical performance and written assessments in preparation for NCEA. The learning areas and teaching activities are:

THE TV STUDIO The TV studio is the venue for this exciting eight or nine week course, which enhances what students learnt in 9APER, or introduces students to a marvellous term of fast-paced television and film production. Students work with skilled teachers, who help with all production aspects. For the live studio show at the end of the course students may perform, present, produce or be a technical operator. We encourage all Performing Arts students to join our after school Television and Film Academy, where students gain even more experience and lift their skills to a higher level, in preparation for Year 12 Film and Television classes. For further information, see Mr Williams.

• Training and fitness – what is required to be a top performer. • Safety management – identify and apply risk management strategies to keep self and others safe in a variety of environments, e.g. gymnastics; • Physical literacy – acquire, develop and refine a range of movement skills and strategies in a variety of physical contexts, focusing on skill development; • Relating to others – implementing personal strategies to be effective members of groups/ teams; • Health – identify factors that affect personal, physical, social and emotional growth and identify skills to manage changes. Contexts for Health are: • healthy lifestyles (physical and mental health); • sexuality (relationships); • alcohol (drug use in society). These are covered in the Te Waka programme. For further information, see Mrs Richards or Ms Register.

33


Year 10 RELIGIOUS EDUCATION

10RLED

A study of five major world religions: basic facts followed by focus questions that enable students to explore different religious responses to key human issues.

A study that explores our humanity through the Christian worldview, while considering our cultural framework and alternative worldviews, both secular and religious.

is a strong focus on the effect of human activity upon Earth and the implications this activity is having and may continue to have. Course costs: Entry to the Australasian Science exam, purchase of write-on workbook, $20.00 Education Perfect fee. For further information, contact Mr Cummack.

Topics for study are: • • • •

What is happiness? Being human; Parables told by Jesus; Christianity, Judaism, Islam and Buddhism: Compare and Contrast.

For further information, see Mr Morrow.

SCIENCE

10SCIE

Investigating, understanding and explaining our natural, physical world and the wider universe.

The Year 10 course builds on the Year 9 Science course. Science is able to inform problem-solving and decision making in many areas of life. Many of the major challenges and opportunities that confront our world need to be approached from a scientific perspective, taking into account social and ethical considerations. SOLO taxonomy is used to develop students’ ability to communicate their knowledge in the following topics: • Chemistry – students look at the structure of the atom and how it influences chemical and physical properties of substances. Acids and bases are also studied in this topic; • Medical Science – in this topic students look at the circulation and respiratory systems in the human body; • Collisions – students identify and describe the patterns associated with physical phenomena found in everyday situations involving motion and forces. The effect of these situations on the body will also be a key element of this topic; • Catastrophes – students investigate the composition, structure and features of Earth’s geosphere, hydrosphere and atmosphere. There

34

SOCIAL STUDIES

10SOST

How people participate and take action in society in the past and in the present.

The Social Studies course focuses on how societies work and how people can participate as critical, active, informed and responsible citizens. Contexts are drawn from the past, present and future from places within and beyond New Zealand. Students will be given opportunity to collaborate, inquire and to be creative in their thinking. Students will investigate a range of topics which include: • Human rights – an examination of what constitutes basic human rights and a look at a specific time or places when this has been abused and regained; • Continuity and Change – students will learn about the key elements of the 1960s to understand continuity and change in politics, technology, geography, gender roles and popular culture; • Enterprise Studies – students participate in the Enterprise Studies programme. They learn what skills are needed to be a successful entrepreneur, and about sustainable business. They also form their own companies to develop a product for market day; • Migration – an examination of why people have moved in the past and why they move today. Students consider the impact of migration on places. Throughout the year emphasis will be placed on developing the skills that students will need when they take Social Science subjects at NCEA level. These include essay and paragraph writing skills, comprehension, inquiry, group work, critical thinking, social decision making, understanding different perspectives, mapping and graphing skills. An


Year 10 examination of current events and issues forms an integral part of the course. Year 10 Social Studies leads into the NCEA courses of History, Geography, Economics and Classical Studies. For further information, see Miss Crawford

SPANISH

10SPAN

(Full year, double semester, counts as two options)

Understand and create language in familiar, simple contexts.

With over 350 million people speaking Spanish around the world, learning it will open doors for business and job opportunities, as well as providing opportunities to learn and experience new cultures first hand. This is an introductory course for beginners. No prior knowledge of Spanish is necessary, but previous learning of another language would be an advantage. The course follows the National Curriculum Statement up to and including Level 5 with equal emphasis on listening, reading, writing and speaking. The course’s aim is to prepare students for NCEA Levels, and give them a foundation from where to build confidence in the language. Concentrating on vocabulary acquisition, basic grammar, reading and comprehension, as well as learning about the culture behind the language. All assessment is formative, with weekly vocabulary tests, ongoing teacher observations, and end of unit tests. Course costs: Language Perfect subscription $30.00.

and present their own ideas. Students in Technology apply practical skills and knowledge in an activitybased, project driven environment in which they solve problems and create solutions for real needs. Students are expected to develop a knowledge base around the area they are working in, for example, nutrition, materials, and aesthetics of design. The aim is for them to develop a ‘how to’ attitude. Naturally they produce outcomes that have required them to master technical skills to achieve a high standard of product. In Year 10 students have an opportunity to work in four different technological areas: • • • •

Design and Visual Communication; Food Technology; Hard Materials Technology; Soft Materials Technology.

Each of these areas offers a similar process to achieve an outcome. Each course leads on to further study in Years 11–13. Note: All students must study a Technology option for a semester in Years 9 or 10.

DESIGN AND VISUAL COMMUNICATION

10DEST

Applying a range of drawing skills within a design context.

Drawing systems, visual communication techniques and working to a design brief form the basis of this course. Real life problem-solving activities are aimed at developing and enhancing the application of drawing skills. CAD knowledge is expanded with the introduction of projects utilising industry standard drawing packages.

For further information, see Mr Evlampieff.

Course costs: A minimal charge will be made for basic graphics equipment that can be purchased from the department at the start of the course, although many students opt to buy a drawing board, which allows them to work more effectively at home.

TECHNOLOGY Technology is about developing practical knowledge and skills that people can use throughout their life.

For further information, see Mr McGowan.

It’s different from the woodwork, cooking etc. of the past because the emphasis is now on providing students with a range of interactive experiences within a design process where they create, develop

35


Year 10 FOOD AND NUTRITION

10FOTE

Develop skills and understanding to make food choices for good health.

Students will develop food preparation skills and basic nutrition knowledge to enable them to make good food choices. They will learn how to adapt recipes to make them healthier and will develop skills to evaluate whether a food product is healthy or not. Students will consider the influences on food choice by studying our bicultural heritage, which will then lead on to other cultures that now contribute to our changing food habits. They will explore ingredients and cooking methods. Course costs: Food costs and some photocopy costs will be disbursed. For further information, see Mrs Buckley.

MATERIALS TECHNOLOGY

10MTEC

Within the context of Hard Materials Technology students will develop skills and knowledge to manage resources to produce a designed outcome.

The study of Materials Technology allows students to gain: • knowledge of materials through a ‘design and make’ programme; • experience in various forms of graphic communication and graphic presentation techniques; • an understanding of the design process; • specific knowledge of fundamental materials, i.e. metals, timber, synthetic; • specific knowledge of processes by which these materials are worked. Given various briefs, students are taught the design process to develop their own project outcomes. They will have an opportunity to produce individualised projects. The course consists of design briefs that focus on a range of materials and processes so that students are given the opportunity to experience a wide range

36

of materials and manufacturing processes when producing their work. Students are encouraged to extend and advance their knowledge to a higher level. Course costs: Materials and consumables used and applied finishes. For further information, see Mr Hamilton or Mr Murphy.

SOFT MATERIALS TECHNOLOGY

10CLTX

Within the context of Soft Materials Technology students manage a range of resources to produce streetwear.

Students explore the context of streetwear and use this to refine their design brief. Using the technological process they develop design ideas and refine these as they produce a final outcome of streetwear to meet the brief and specifications. This will increase their technological understanding and develop their ability to use modelling to refine their design ideas. As part of this process they increase their technical skills and they learn to utilise a wide range of equipment in real and practical ways. Soft Materials Technology explores choice and empowers students to make informed decisions. Students manage resources including people, time, materials and equipment when developing and evaluating outcomes. Students’ reflective practice informs future assessment, for example, modelling. Course costs: A disbursement will be made for materials, pattern drafting and photocopy costs. For further information, see Mrs Buckley.

TE WAKA

10WAKA

A holistic approach to the well-being of students, others and society through The Rite Journey, Health Education, Outdoor Education, Hillary Award and Tikanga Māori.

Te Waka is a unique educational Life Skills programme for Year 10 students designed to build respect, responsibility and resilience. It provides Year 10s with an overarching focus and purpose.


Year 10 The programme brings together strands that already exist at the College – the Duke of Edinburgh Award, Health Education, Outdoor Education and Tikanga Māori – combined with a new Life Skills course known as The Rite Journey. The Rite Journey reinvents the traditional process of a Rite of Passage to assist in transforming adolescents from dependency to responsibility. It is designed to link the hearts and minds of our Year 10 students with Rite of Passage ceremonies, class discussion and self-reflection. A male and a female Te Waka class are created from each Year 10 core class. The classes will be timetabled together to make the most of the coeducational environment and deliver the programme, based on need, either separately or together as a core class. Three single period lessons are timetabled each week with a same gender teacher and a workbook is provided. The year is spread over the following areas: Term 1 Relationship with self – Who am I really? Term 2 Who do I want to be? Challenge based activities.

through our Outdoor Education Department will be communicated to parents via newsletters. To graduate and receive their Te Waka badge, students will need to have completed a mixture of the following requirements (unless unable to because of illness or injury): 1. Attended and participated in classes and ceremonies. 2. Completed a range of challenges including; connecting with others, creativity, home skills, act of kindness, community, physical, cultural, SOLO. 3. Completed both camps (winter camp in Term 3 and Duke of Edinburgh/SOLO camp in Term 4). 4. Completed a project with their mentor (optional). 5. Displayed a positive attitude in class. Course costs: $240 for workbooks, ceremonies and activities. This will be disbursed to student accounts. Further information about this programme can be found on the school’s website. Alternatively you may wish to contact either Mr George (male co-ordinator, SGE@stac.school.nz) or Mrs Price (female co-ordinator, APR@stac.school.nz).

Term 3 Health Education – healthy lifestyles and mental health, relationships and sexuality, decision making and alcohol. Term 4 Reflection – Where to from here? In each area the students explore consciousness, connection, communication, challenge and celebration. We encourage the family of the student to select a person of the same sex to act as a mentor for the year. This is usually someone they know well with life experience, e.g. a grandparent, aunt, uncle, mum, dad. They will spend time with a mentor ideally completing a small project (15 hours) with the student over the course of the year. The Rite of Passage for the student is celebrated through key milestone ceremonies (The Calling, The Departure, Challenges, The Abyss, The Homecoming). Information surrounding these ceremonies and also the activities arranged

Record your Year 10 option selections in the box on page 27.

37


The National Certificate of Educational Achievement The National Certificate of Educational Achievement (NCEA) is New Zealand’s national qualification for senior secondary students. NCEA is part of the New Zealand Qualifications Framework and is the main secondary school qualification.

ASSESSMENT IS STANDARDS BASED Nationally prescribed Standards for all subjects show what students need to know/do in the important aspects of a subject.

Standards describe the level of work students need to produce and how well they’ve done.

Students know exactly what they have to do to achieve the Standard.

STUDENTS GAIN CREDITS

Every Standard is worth a set number of credits. ACHIEVEMENT STANDARDS

UNIT STANDARDS

In nearly all school subjects.

In a few subjects.

Three levels of achievement:

One level of achievement: • Achievement

• Achievement • Merit • Excellence

NCEA LEVEL 1 80 credits at Level 1 or higher

NCEA LEVEL 2 80 credits

NCEA LEVEL 3 80 credits

Include:

Include:

Include:

• 10 credits from literacy Standards; • 10 credits from numeracy Standards.

• at least 60 credits at Level 2 or higher and 20 credits at any other level (these may include credits that counted towards the Level 1 certificate); • students should also plan to gain literacy credits in Level 2 English for their University Entrance the following year; • Level 1 literacy and numeracy.

• at least 60 credits at Level 3 or higher and 20 credits at Level 2 or higher (these may include credits that counted towards the Level 2 certificate); • Level 1 literacy and numeracy.

38


CERTIFICATE ENDORSEMENT To qualify for an endorsement with Excellence, students must gain 50 credits at Excellence. An endorsement with Merit requires 50 credits at Merit (or Merit and Excellence).

The Interim Results Notification, available in mid-January when results become available, shows if candidates have gained a course endorsement in a particular subject. CERTIFICATES

For example, a student gains a Standard, worth 5 credits, with Merit and so gains 5 Merit credits. These credits can be gained from both internally and externally assessed Achievement Standards (Unit Standards that do not have at least a Merit achievement level are not included). The Interim Results Notification in January will show if candidates have qualified for Certificate Endorsement.

The Record of Achievement is ordered from NZQA through a student’s ‘Learner Login’:

COURSE ENDORSEMENT

INTERNAL ASSESSMENT

Students gain an endorsement for a course (subject) where they achieve:

Many skills are assessed internally with teachers setting and marking assessments. Marking samples are checked by external moderators to maintain standards nationally.

1

14 or more credits at Merit or Merit and Excellence = Endorsement with Merit

2

14 or more credits at Excellence = Endorsement with Excellence.

3

Included in the 14 credits must be at least 3 (Merit or Excellence) credits from externally assessed Standards and 3 (Merit or Excellence) credits from internally assessed Standards (this does not apply to NCEA Physical Education as this subject has no external assessment).

4

Sufficient credits in a single school year.

Note: • subjects in our curriculum that provide assessments that award Merit and Excellence grades are eligible for course endorsement; • subjects in which there is assessment of Standards from more than one NCEA ‘domain’ are eligible for course endorsement, e.g. Year 11 Physical Science; • students who change schools in a school year will still be eligible for course endorsement; • students who are studying multi-level courses can gain endorsement, however, the endorsement is awarded at the lower level. For example, a student studying Year 13ENGL who gains 8 Merit credits at Level 3 English and 6 Merit credits at Level 2 gains a Level 2 Merit endorsement in Year 13 English (this assumes that a minimum of 3 of those Merit credits are external and 3 internal).

Record of Achievement: The Record of Achievement is the official ‘academic transcript’ and is available from mid-April each year. It displays all Standards with results of Achievement/ Merit/Excellence. The ROA is usually requested as ‘evidence’ for various university applications.

EXTERNAL ASSESSMENT • usually in the form of a three-hour examination where one or more Standards are assessed (November); • some subjects have no examination (e.g. Physical Education, Visual Arts, Workshop Technology); • some subjects require students to submit a portfolio that is completed in school but assessed externally (e.g. Design and Visual Communication and Visual Arts); • other subjects require students to do practical design projects that are completed in school and assessed externally (e.g. Technology). EXAMINATIONS Examination subjects have formative (practice) assessments during the year and a school prelim exam in September to provide students with practice in the external Standards and derived grades for NCEA externals. These provide evidence of student achievement and progress in these Standards. NCEA FEES St Andrew’s College collects these fees on behalf of NZQA in September. There is a flat fee of $76.70 per student. For international students, the fee is $383.30.

39


Quick Reference Guide Years 11–13 Subject Entry Requirements for 2018 Please note that these guide students in their subject selections for NCEA levels. Deans and Heads of School use these when reviewing students’ selections and will also refer to the relevant Head of Department as necessary. YEAR

SUBJECT 11 Accounting

At the discretion of HOD.

12

13

14 credits in Level 1 Accounting or at the discretion of HOD.

14 credits in Level 2 Accounting or at the discretion of HOD.

No previous study of Agriculture or Business required.

No previous study of Agriculture or Business required.

Minimum 12 credits (4 from external Standards) in Level 1 Agriscience or Science.

Minimum 12 credits (8 from external Standards) in Level 2 Agriscience, or Science or Economics.

Visual Art – Design

Achievement or better in Level 1 Visual Arts.

18 credits or more in Level 1 and/or Level 2 Visual Arts.

Visual Art – Painting

Achievement or better in Level 1 Visual Arts.

18 credits or more in Level 1 and/or Level 2 Visual Arts.

Visual Art – Photography

Achievement or better in Level 1 Visual Arts.

18 credits or more in Level 1 and/or Level 2 Visual Arts.

8 credits from Level 1 Science.

8 credits in Level 2 Biology gained from external formatives. (Prelim examination)

Business Management

Level 1 English Standards: AS 1.1 or 1.2 (external) or AS 1.4 (internal) or at the discretion of HOD.

13 credits or more in Level 2 Business Studies or at least one of the following Level 2 English Standards: AS 2.1, or AS 2.2 or at the discretion of HOD.

Chemistry

12 credits in Level 1 Science.

12 credits in Level 2 Chemistry gained from external formatives. (Prelim examination)

Agribusiness

Agriscience

At the discretion of HOD.

Art

Preferably both Year 9 and/or Year 10 Art.

Biology

At the discretion of HOD.

STUDENTS’ PRELIM EXAM RESULTS ARE EXTREMELY IMPORTANT WHEN CONSIDERING APPLICATIONS FOR ENTRY TO AN NCEA SUBJECT.

40


YEAR

SUBJECT 11 Classical Studies

12

13

14 credits in Level 1 History or English of which at least six must be from external Standards or at the discretion of HOD.

14 credits in Level 2 Classical Studies, English or History of which at least six must be from external Standards or at the discretion of HOD.

Design and Visual Communication

Either a Year 9 or 10 Design and Visual Communication course recommended.

15 credits in Level 1 Design and Visual Communication or at the discretion of HOD.

12 credits in Level 2 Design and Visual Communication or at the discretion of HOD.

Digital Technology

At the discretion of HOD.

14 credits in Level 1 or at the discretion of HOD.

16 credits in Level 2 or at the discretion of HOD.

Drama

Year 9 or 10 Performing Arts, or prior experience, subject to the discretion of HOD.

Level 1 Drama, or prior experience, subject to the discretion of HOD.

Level 1 or 2 Drama or prior experience, subject to the discretion of HOD.

Earth and Space Science

12 credits in a Level 1 Science subject gained from external formative. (Prelim examination)

Economics

At the discretion of HOD.

14 credits in Level 1 Economics or at the discretion of HOD.

14 credits in Level 2 Economics or at the discretion of HOD.

English

(Struggling to achieve at Level 6 of the New Zealand Curriculum and/or lacking confidence with their skills in English. Your Year 10 English teacher, in consultation with the HOD, you, and your parents/ caregivers, will recommend this course for you.)

12 credits in Level 1 English or at the discretion of HOD. At least one external standard needs to be achieved. Prelim examination results will be used for pre-entry.

2 credits in Level 2 English Literature or at the discretion of HOD. AS 91099/3 needs to be achieved. Prelim examination results will be used for pre-entry.

English Literature

Working at Level 6 of the New Zealand Curriculum.

14 credits in Level 1 (at least four of these need to be from an external assessment) or at

12 credits in Level 2 English Literature or at the discretion of HOD. At least one external Standard needs to be achieved at Merit level. Prelim examination results will be used for pre-entry.

the discretion of HOD. Prelim examination results will be used for pre-entry.

STUDENTS’ PRELIM EXAM RESULTS ARE EXTREMELY IMPORTANT WHEN CONSIDERING APPLICATIONS FOR ENTRY TO AN NCEA SUBJECT.

41


YEAR

SUBJECT 11

12

13

English Extension

Students who have demonstrated a high level of engagement with literature and achievement in Year 10 and who are creative and critical thinkers may be invited into the 11ENGLX class.

Students who have demonstrated a high level of engagement with literature and achievement in Year 11 and who are creative and critical thinkers may be invited into the 12ENGLX class.

Students who have demonstrated a high level of engagement with literature and achievement in Year 12 English Literature and who are creative and critical thinkers may be invited into the 13ENGLX class.

ESOL

At the TIC’s discretion and based on an English assessment completed at the end of Year 10.

At the TIC’s discretion and based on Level 1 results.

At the TIC’s discretion and partly based on Level 2 results.

Food and Nutrition

Year 9 or 10 Food Technology is an advantage.

14 credits in Level 1 or at the discretion of HOD.

14 credits in Level 2 or at the discretion of HOD.

French

Year 10 French or at the discretion of HOD.

Minimum of 14 credits in Level 1 French or at the discretion of HOD.

Minimum of 14 credits in Level 2 French or at the discretion of HOD.

Geography

At the discretion of HOD.

12 credits in Level 1 Geography of which at least four must be from external Standards. If Geography was not studied at Level 1, entry will be at the discretion of HOD based on results in similar subjects.

12 credits in Level 2 Geography of which at least four must be from external Standards. If Geography was not studied at Level 2, entry will be at the discretion of HOD based on results in similar subjects.

History

A good standard of literacy is advisable.

Previous experience in the study of History is helpful but not essential. However, a reasonable standard of literacy is required. Consult HOD if in doubt as to requirements.

Previous study of History at earlier levels is helpful but not essential. However, a reasonable standard of literacy is required. Consult HOD if in doubt as to requirements.

Japanese

Year 10 Japanese or at the discretion of HOD.

Minimum of 14 credits in Level 1 Japanese or at the discretion of HOD.

Minimum of 14 credits in Level 2 Japanese or at the discretion of HOD.

Materials Technology

Year 10 Materials Technology and Graphics an advantage.

14 credits in Level 1 or at the discretion of HOD.

14 credits in Level 2 or at the discretion of HOD.

STUDENTS’ PRELIM EXAM RESULTS ARE EXTREMELY IMPORTANT WHEN CONSIDERING APPLICATIONS FOR ENTRY TO AN NCEA SUBJECT.

42


YEAR

SUBJECT 11 Mathematics

Completion of Year 10 with competence in Level 5 of the New Zealand Curriculum and a minimum of achievement in the Number Standard.

General Mathematics

For students working at Level 4 of the New Zealand Curriculum. Students are selected at the discretion of HOD.

Mathematics with Calculus

12

13

At the discretion of HOD.

Merit in Algebra 1.2 and Achievement in Graphs 1.3 and Geometry 1.6.

Mathematics with Calculus Extension

Year 12 Calculus: a minimum of 14 credits in Level 2 including Merit in both Algebra 2.6 and Calculus 2.7. Year 13 Calculus: a minimum of 14 credits in Level 3 including Merit in Algebra 3.5, Differentiation 3.6, and Integration 3.7.

Mathematics with Statistics

Achievement in Algebra 1.2, Statistics 1.10 and Chance 1.13.

Year 12 Statistics or Calculus: a minimum of 14 credits in Level 2 including Merit in Probability 2.12.

Media Studies – Film

Level 1 English, a passion for filmmaking and a desire to understand how films work. The ability to work independently and in a team is important.

Visual text/film essay Standard achieved in Level 2 English, and a high level of creativity.

Media Studies – Television

Level 1 English, a passion for performance, multi-camera filmmaking and media.

Studio experience is desired. Students should have achieved Level 2 English, have leadership skills and be creative.

STUDENTS’ PRELIM EXAM RESULTS ARE EXTREMELY IMPORTANT WHEN CONSIDERING APPLICATIONS FOR ENTRY TO AN NCEA SUBJECT.

43


YEAR

SUBJECT 11

12

13

Music

A basic knowledge of music rudiments (around Grade 2 theory). If not, students must attend special sessions in the first term to do ‘catchup’ and complete a summer course of online theory (at a cost of approximately $50.00).

Successful completion of Year 11 Music or at least Achievement in 1.1 or 1.2, 1.3 and 1.6 or at the discretion of HOD.

Successful completion of Year 12 Music or at least Achievement in 2.1, 2.2, 2.3 and 2.7 or at the discretion of HOD.

Physical Education (NCEA)

A keen interest in sport, exercise and health is expected.

Interest in sport, exercise and health is expected. Leadership and people skills. If Level 1 was not studied, entry will be at the discretion of HOD.

Interest in sport, exercise and health is expected. Leadership and people skills. Research and assignment writing skills. If Level 2 was not studied, entry will be at the discretion of HOD based on results in similar language-rich subjects.

Physical Science

At the discretion of HOD.

Physics

12 credits in a Level 1 Science subject from external formative.

8 credits in a Level 2 Science subject gained from external formatives.

Practical Science

At the discretion of HOD.

Science

At the discretion of HOD.

Soft Materials Technology

Year 9 and/or Year 10 Soft Materials Technology course recommended.

16 credits in Level 1 Soft Materials or at the discretion of HOD.

16 credits in Level 2 Soft Materials or at the discretion of HOD.

Spanish

Year 10 Spanish or at the discretion of HOD.

Minimum of 14 credits in Level 1 Spanish or at the discretion of HOD.

Minimum of 14 credits in Level 2 Spanish or at the discretion of HOD.

Statistics

Year 12 Statistics or Calculus: a minimum of 14 credits in Level 2 including Merit in Probability 2.12.

Transition Studies

Travel and Tourism

Consult with the Dean and Ms Hampson.

Consult with the Dean and Ms Hampson.

Consult with the Dean and Ms Hampson.

No prerequisites.

No prerequisites.

STUDENTS’ PRELIM EXAM RESULTS ARE EXTREMELY IMPORTANT WHEN CONSIDERING APPLICATIONS FOR ENTRY TO AN NCEA SUBJECT.

44


Year 11 Academic Curriculum Core and Options At Year 11, all students study English, Mathematics and Science and are required to participate in the Physical Education/Life Skills/Study option. All students are also required to take three other option subjects. They study six subjects for NCEA. PLEASE NOTE: Once subject selections are made, it is very difficult to make changes thereafter. Please select carefully. COMPULSORY CORE SUBJECTS

LESSONS PER WEEK

(one of) ENGLISH/ENGLISH LITERATURE

4

(one of) MATHEMATICS/GENERAL MATHEMATICS

4

(one of) SCIENCE/PRACTICAL SCIENCE

4

NOTE: Extension English placement is by invitation

(Students are allocated)

(Students who were in 10N or 10O in 2017 are not required to study this)

PHYS.ED/HEALTH/STUDY (2 lessons PE, 1 lesson Health, 1 lesson Study)

4

OPTION SUBJECTS – 12 lessons a week Choose 3 Options (Full year, 4 lessons each) Accounting

Food and Nutrition

Soft Materials Technology

Agriscience

French

Spanish

Art (Visual Art)

Geography

Design and Visual Communication

History

Can study only one of these, unless you are in 10N or 10O in 2017

Digital Technology

Japanese

Biology

Drama

Materials Technology

Physical Science

Economics

Music

Students are selected:

ESOL

Physical Education (PHED) – NCEA

Transition Studies

NOTE: On the following pages, for all NCEA subjects, details are also given on the number of internal and external Standards, and total credit values. COURSE REQUIREMENTS In addition to the subject entry requirements: • students may study more than one Technology-based subject but should be aware that there may be Standards common to both subjects; • where a same Standard is assessed in different subjects, only one of the grades for that Standard can be counted for credits towards a Level certificate and for an endorsement. Sciences: • Science students may study either Science or Science and Biology. Students studying Science and Biology may study Physical Science only with the HOD’s permission.

45


Year 11 ACCOUNTING

11ACCO

2 internals (= 8 credits) 3 externals (= 12 credits)

Topics studied are:

A general introductory course in Accounting.

A student looking for a general introductory course in Accounting or a one-year study in this subject would benefit from this course. A foundation will have been laid for further study, possibly in conjunction with a career goal. Accounting builds on work already learnt. Throughout, the emphasis is on comprehending and applying double entry accounting. At the completion of the year’s study students should have an understanding of accounting procedures and of the conceptual framework. They should be able to prepare, analyse and interpret final accounting reports for a sole proprietor, and have an understanding of the accounting process by which information flows through an accounting system. Course costs: $40.00 (approximately) for workbooks.

11AGSC

4 internals (= 15 credits) 2 externals (= 9 credits)

Knowledge and understanding of the principles and practices associated with food and fibre production in New Zealand.

There are no specific entry requirements for Year 11 Agriculture other than a genuine interest in the subject. This course caters equally for those interested in on-farm practice and in the scientific basis of agriculture. A number of practical skills catered for on the school grounds allow students to become highly proficient in these tasks. The emphasis is on the interaction of soils, plants and animals in producing quality products and the environmental impact of associated production practices.

46

• Soils – properties, management; • Geographic distribution of agriculture and horticulture; • Animals – nutrition, breeding, health/disease; • Soils investigation and practical skills; • Environmental issues arising from agricultural production. Course costs: $120 (approximately) for two practical skills based field trips. For further information, see Mrs Cloughley.

ART (VISUAL ART)

11ARTA

2 internals (= 8 credits) 1 external (= 12 credits)

A practical course of study in drawing, painting, design and photography.

For further information, see Mr Temple.

AGRISCIENCE

Field trips will be based around the application of practical skills.

This is an ideal course for those who enjoy working in the visual arts and who are interested in developing their skills and understanding in the subject. Tuition in the fields of drawing, painting, design and threedimensional is provided, with students at all times being encouraged to pursue their own particular lines of inquiry within the context of the course. Some writing and research is involved, although the main emphasis of the programme is on the undertaking and completion of a range of practical art assignments. It should be noted that this is a demanding, yet fulfilling, course and one that should only be taken by those with the necessary commitment and self-discipline. Please note: This course is a prerequisite for those wishing to enter Year 12 Design, Painting and Photography courses. Course costs: $150. For further information, see Mr Brittenden.


Year 11 BIOLOGY

11BIOL

3 internals (= 10 credits) 2 externals (= 7 credits)

Investigating, understanding and explaining about living things and how they interact with each other and the environment.

This course is a good foundation for students planning to continue on in Biology as it covers many of the skills essential for success at higher levels. Students will investigate mammals, including humans, body systems and the interactions between humans and their environment. They will learn useful techniques for planning experiments and processing and analysing data. Students having completed Year 11 Biology will find the Year 12 Biology course easier having been exposed to this course. Students in this band will have the option of studying either only Science or Science and Biology (= two Science-based subjects). A third option is Science and Physical Science. Physical Science will be available as an option subject to these students only with the permission of the HOD Science. Those students who sat Level 1 NCEA subjects in Year 10 can take Year 11 Physical Science or Year 11 Biology or both. Course costs: A number of workbooks will need to be purchased, together with an end-of-year revision book that will help with revision before the external exams. For further information, contact Miss Smeaton.

DESIGN AND VISUAL COMMUNICATION

11DEST

3 internals (= 12 credits) 3 externals (= 9 credits)

Produce design solutions using a range of drawing methods.

This course is divided into areas of study based on the Design and Visual Communication Standards. The course is structured around four assignments using the design process to express students ideas

relating to product design, influential designers, architecture and landscaping. Freehand sketching, technical drawings, CAD software packages, shading and realistic colour rendering skills are key components of the course. The design component of the course forms part of the solutions students create to design briefs, with graphics being the medium through which the ideas are expressed and communicated. The course is assignment and portfolio based. This course provides the foundation for Year 12 Design and Visual Communication. Course costs: A full set of graphics equipment, including a drawing board, mechanical pencils, compass set, coloured pencils and pigment liners costs around $140. This will be considerably reduced if students have purchased some or all of this equipment in Years 9 or 10. For further information, see Mr McGowan.

DIGITAL TECHNOLOGY (WEB DESIGN AND PROGRAMMING)

11INTE

5 internals (= 17 credits) 1 external (= 3 credits)

Develop basic skills and understanding in a digital environment.

In this course students learn a wide variety of IT skills, as well as being introduced to computer science concepts. They will learn how algorithms are formed and used by computers and analyse website and application interfaces. While students create a website and develop a program, they will gain experience in planning, decision making and appraising the quality of their solutions, through the planning, creation and testing stages. More specifically the course should enable our students to develop: • competence in using either industry standard software or free open source software in digital imaging and web authoring, as well as using HTML and CSS to create websites; • a knowledge of introductory programming in Python;

47


Year 11 • an understanding of design theory and competence in setting out effective, welldesigned websites; • an awareness of the process involved in the creation of the various components of a website from the initial plan to the finished product; • competence in how to use a computer in general from word processing to file structures, to how the internet works; • using online resources such as shared documents, discussion forums, video and online tutorials. This course provides the foundation for Year 12 Digital Technology. Course costs: We encourage all students to have their own laptop. You can either use free open source software or purchase commercial software such as Adobe Photoshop. For further information, contact Mr Adams.

DRAMA

11DRAM

4 internals (= 18 credits) 1 external (= 4 credits)

ECONOMICS

11ECON

3 internals (= 12 credits) 3 externals (= 12 credits)

Understanding the decisions made by different sectors of the economy and their interdependence.

This course aims to develop students’ understanding of why and how people as consumers and producers make economic choices and decisions to satisfy their wants by allocating and managing scarce resources in the context of the New Zealand economy. The year’s work is divided into three major sections: • Producers – types of producers, their interdependence and the decisions they make about the use of resources to supply goods and services; • Consumers – how consumers resolve the conflict of limited means relative to wants along with factors which influence the demand for goods and services; • Market – the market where producers and consumers interact resulting in the allocation of resources and market equilibrium. Course costs: $40.00 (approximately) for a workbook. For further information, see Mr Temple.

Researching, analysing, interpreting and creating drama contexts to convey meaning to an audience.

Drama is not just for those who wish to become actors, but for those who wish to pursue any career that deals with people and the understanding of them. Performance skills covered will include acting technique, the devising process and theatre forms. Students will also be involved in a class play that will be performed to an audience of family and friends. Compulsory internal assessments take place throughout the year covering the application of drama techniques, devising and performing a drama, using drama/theatre forms in a performance, and performing an acting role in a scripted production. External assessment focuses on drama elements, techniques, corrections and technologies within live performances. For further information, contact Mr Wiseman.

48

ENGLISH

11ENGL

3 internals (= 14 credits) 2 externals (= 8 credits)

The study, use, and enjoyment of the English language and its literature.

This programme is designed for students who have struggled in Year 10 English and allows students to build their engagement, skills and confidence in English. In the process, students work towards achieving a range of NCEA Level 1 Standards that assess the written, visual and oral strands of the New Zealand Curriculum (Curriculum Level 6). The key differences between this course and Year 11 English are: • a reduced external workload; • a focus on using visual texts to engage students; • a pace of learning that supports specific learning needs.


Year 11 Students will study a variety of texts that are often linked through a theme(s) and make connections between these and the world around them. This course leads on to Year 12 English. See the ‘Subject Entry Requirements’ page for details. Course costs: Education Perfect subscription and In Perspective text ($18.00). For further information, see Ms Gilbert or Mrs Ruwhiu.

ENGLISH EXTENSION

11ENGLX

3 internals (= 10 credits) 3 externals (= 12 credits)

The study, use, and enjoyment of the English language and its literature.

Students who have demonstrated a high level of engagement with literature and achievement in Year 10 and who are creative and critical thinkers may be invited into the 11ENGLX class. Being in 11ENGLX does not guarantee entry to 12ENGLX.

ENGLISH LITERATURE

11ENGLT

3 internals (= 10 credits) 3 externals (= 12 credits)

The study, use, and enjoyment of the English language and its literature.

This programme allows students to build their engagement, skills and confidence in English. In the process, students work towards achieving a range of NCEA Level 1 Standards that assess the written, visual and oral strands of the New Zealand Curriculum (Curriculum Level 6). Students will study a variety of texts that are linked through a theme(s) and make connections between these and the world around them. This course leads on to a Year 12 English programme: Year 12 Extension English, Year 12 English Literature or Year 12 English. See the ‘Subject Entry Requirements’ page for details. Course costs: Education Perfect subscription. For further information, see Ms Gilbert or Mrs Ruwhiu.

ESOL

11ENSL

Using the same NCEA Level 1 assessments as Year 11 English, this class focuses on: • extending and deepening students’ knowledge of language and literature and the issues explored; • building on the learning skills needed for NZQA Scholarship students; • active participation in class; • discussion, synthesising information, critical thinking and reflection, developing independent thinking and learning skills, personal responsibility and a strong work ethic. Course costs: Education Perfect subscription. For further information, see Ms Gilbert or Mrs Ruwhiu.

A study of English for academic purposes.

Entry into the Year 11 ESOL course is based on an English assessment completed at the end of Year 10. It is for students who do not have English as their first language and wish to improve their language skills for mainstream classes. Students new to the College would be expected to have reached a minimum of intermediate level. This course is designed to support the student’s mainstream English course. It also assists in providing a pathway to NCEA Literacy at Level 1 and is run in close collaboration with teachers in the English Department. The course is designed to assist students to write clear, accurate English, to read with understanding, and to speak fluently and clearly. Support in other curriculum areas is also offered and this is done in

49


Year 11 close co-operation with subject teachers, tutors and Deans. Each course is carefully structured according to individual needs and there is a strong emphasis on subject support. Assistance is provided for understanding the NCEA English Standards. Ongoing assessment gives students valuable feedback on their progress and helps indicate which English courses would be most appropriate for them in the future. Students are provided with resources that are relevant to their cultural background. They generally achieve very pleasing results in this course and improve their formal reading and writing skills in preparation for University Entrance Literacy assessment at Level 2. For further information, see Mrs Brooks.

FOOD AND NUTRITION

11FOTE

3 internals (= 15 credits) 1 external (= 4 credits)

Develop understanding and skills related to food to enable students to enhance their own well-being.

The students are encouraged to develop knowledge, skills and attitudes to take responsibility for their own well-being particularly in relation to food choice. Initially the students will focus on developing their practical skills and particularly working hygienically to prevent bacterial contamination. In the second unit of work the focus is on making informed choices about food and understanding key nutrition concepts. Students are expected to be able to apply this knowledge to feeding a teenager. This includes interpreting nutrition and packaging information and being able to make decisions about good food choices. Students will also consider the influences on food choice. The last unit considers New Zealand’s food culture and explores how other cultures have influenced food habits in New Zealand. Students explain how we have adopted and changed these ‘new’ foods. Food preparation work is an integral part of all units of work. This course provides the foundation for Year 12 Food and Nutrition.

50

Course costs: Food costs and some photocopy costs will be disbursed each term. For further information, see Mrs Duncan.

FRENCH

11FREN

3 internals (= 14 credits) 2 externals (= 10 credits)

Understand and create more developed ideas with more complex language.

This course continues to build on the language learnt in the previous two years. The online text Studio 3 is used as a basis for study. Grammar and vocabulary continues to be taught and extended to allow students to communicate beyond the immediate context. Students are encouraged to speak French and to improve their accent and fluency. Considerable effort is put into developing a range of language that enables students to cope in a wider range of situations. Students learn to write French with more developed ideas and with language that is more grammatically accurate and varied. Listening and reading skills are further developed through a variety of texts and listening to native speakers on audio files. Course costs: Students purchase a licence for the online text and a vocabulary and grammar booklet. Language Perfect subscription $30.00. For further information, see Mrs Radcliffe.

GEOGRAPHY

11GEOG

4 internals (= 13 credits) 2 externals (= 8 credits)

The study of how people and the environment interact.

During this course students will develop and apply the skills and techniques used in geographic inquiry and interpretation. They will also take an interest in, and gain an appreciation of, the qualities and needs of the environment. They will be encouraged to


Year 11 contribute to society through being able to participate in making sound decisions about the relationships between people and the natural environment and associated issues. From this course students will develop an understanding of: • the causes and effects of extreme natural events, focusing on local and international case studies; • the factors affecting human populations and the issues involved; • how environments are managed a sustainable way on the West Coast; • the nature of a contemporary geographic issue; • conduct geographic research – the future of Blackball; • how to apply a range of geographic skills and ideas. Course costs: Students are required to participate in a three-day field trip to the West Coast. The field trip will cost approximately $230. For further information, see Mrs Poulter.

• Mental health, stress and relaxation; • Leadership and communication; • Exploring career options and CVs. For further information, see Mrs Richards.

HISTORY

11HIST

3 internals (= 12 credits) 3 externals (= 9 Credits)

A study of significant developments and differing perspectives on past events of significance to New Zealanders.

This course is designed for students taking History for the first time. It aims to encourage a genuine appreciation of history, i.e. to develop knowledge of crucial events in our past (e.g. World War II), and interest in important people (e.g. Martin Luther King Jnr) whose actions and beliefs have shaped our lives today. The course also develops particular skills in:

HEALTH EDUCATION

11HLED

Health is compulsory for one period a week.

The well-being of students, other people and society through learning in movement contexts.

Topics are taught in six sections by different teachers. These topics relate to the Health and Physical Education curriculum and the aims of the course are to: • develop the knowledge, understanding, skills and attitudes needed to maintain and enhance personal health and physical development; • develop understanding, skills and attitudes that enhance interactions and relationships with other people; • participate in creating healthy communities and environments by taking responsible and critical action. Topics include: • Sexual decision making, contraception and STIs; • Information and decisions around driving, drugs, alcohol and parties;

• • • • •

communication (especially essay writing); the ability to enter imaginatively into the past; critical thinking; defining a problem; gathering and processing information.

The topics covered will include: • World War II – its origins and significance for New Zealanders 1918–1945; • Black Civil Rights in the USA 1954–1970 and its significance for New Zealanders; • Pandemic and its consequences; the great plague in England and the influenza epidemic in New Zealand in 1918. Students will gain knowledge, skills and experience to: • understand how the causes and consequences of past events that are of significance to New Zealanders shape the lives of people and society; • understand how people’s perspectives on past events that are of significance to New Zealanders differ. For further information, see Mr Faulls.

51


Year 11 JAPANESE

11JAPA

3 internals (= 14 credits) 2 externals (= 10 credits)

Understand and create more developed ideas with more complex language.

This course builds further on the foundation of the language basics learnt in the previous two years. The grammar and vocabulary covered are up to Level 6 of the Curriculum. Students read and write all work in the kana scripts and learn to read and write the 55 kanji required for this Level. Students are encouraged to speak in the language, develop good pronunciation and fluency and develop a range of language that will enable them to cope in a wider range of social situations. Through the topics that are learnt this year, students increase their vocabulary and grammar knowledge markedly, relating them to real life situations. Course costs: Language Perfect subscription $30.00. For further information, see Mrs Simcock.

MATERIALS TECHNOLOGY

11MTEC

3 internals (= 16 credits) 1 external (= 4 credits)

Within the context of Hard Materials Technology students will design, plan and produce a manufactured outcome.

Materials Technology is a practical activity-based course consisting of three learning activities: technological practice, technological knowledge and nature of technology. Materials Technology enables students to: • gain experience in technical graphics and develop skills in graphic communication; • develop a comprehensive knowledge of, and experience in, a wide range of materials and processes; • develop design skills that allow the translation of knowledge and ideas into practical realities. Through challenging design briefs students are encouraged to experiment and be innovative through the design process. Design activities include transposition of ideas, conceptualisation, prototyping, 52


Year 11 development and evaluation. Students are exposed to a range of practical skills and processes with a variety of materials.

GENERAL MATHEMATICS

Other topics include manufacturing processes, health and safety in the workshop and issues concerning the environment.

Exploration and use of patterns and relationships in quantities, space, time and data.

This course provides the foundation for Year 12 Design and Visual Communication. Course costs: Materials used. For further information, see Mr Hamilton or Mr Murphy.

MATHEMATICS

Two Mathematics courses are provided at Year 11.

MATHEMATICS

11MATH

2 internals (= 8 credits) 3 externals (= 12 credits including one Standard that is assessed in September as a Common Assessment Task.)

Exploration and use of patterns and relationships in quantities, space, time and data.

This course provides the general skills and knowledge required to apply mathematics in everyday life and develops skills in the specific areas necessary to proceed to Mathematics at Level 2. All classes are given the opportunity to gain all grades for each Standard. A stream for students with extremely strong algebra skills is offered to those students who have an advanced level in Year 10 Mathematics (working at Level 5A/6). Course costs: A Casio FX82 scientific calculator is required and subscription to Education Perfect. A Casio graphics calculator is an advantage. For further information, see Mr White.

   11MATHG

5 internals (= 15 credits) 1 external (= 4 credits)

This course provides students with the fundamental numeracy skills required in everyday life and is by invitation only. The course ensures that students gain the 10 Numeracy credits necessary to meet the Level 1 and University Entrance Numeracy requirement. The course also offers up to five Achievement Standards (15 credits). Students who make sufficient progress and wish to progress to Level 2 Mathematics with Statistics in Year 12 may sit an algebra test to gain entry. Students who are working predominantly at Level 4 of the Curriculum in Year 10 will be selected for this course after the final exam at the end of Year 10. Students and parents are advised of this placement in November. Future pathways: For most students this course can be followed by Year 12 General Mathematics or Year 11 Mathematics. Achievement grades in three Level 1 Achievement Standards and in the optional algebra test will allow entry to the Level 2 Mathematics with Statistics course. Course costs: A Casio FX82 scientific calculator is required, selected commercial workbooks and subscription to an online learning tool. For further information, see Mr Howard.

MUSIC

11MUSP

Exploration of sounds and technologies for creating, interpreting and representing music ideas.

The Year 11 Music course is taught by both Mr Ferguson and Mr Botting. Students are free to construct their own individual course based upon the following two streams: Contemporary Music Production and Acoustic Music.

53


Year 11 CONTEMPORARY MUSIC PRODUCTION 5 internals (= 24 credits) 1 external (= 4 credits)

The aim of this course is to equip students with the skills they need to excel in the modern music industry.

For entry to this course, students do not need to have taken option Music in Years 9 or 10, but they do need to have been playing an instrument or have had vocal lessons for a minimum of two years. For further information, see Mr Ferguson.

There are three main aspects to this course: • Tools – Students will learn how to record and mix music using the technology and tools in our world-class recording studio; • Progressive and innovative programmes – students will learn composition, performance and musical production techniques. They will develop a basic musical vocabulary of understanding theory and aural skills. However, these will not be taught like traditional theory exams, all theory and aural will be immediately applicable to the performance, composition and production work students are doing; • Collaborative culture – through Project-based Learning students will learn to be interdependent as they create quality music. We will have a culture of collaboration, embracing change, celebrating success and progress as this course adapts to student needs. Students will complete a mixture of Achievement Standards and Unit Standards, all of which have A/M/E grades available and all contribute to course endorsement. Students will be working with Mr Ferguson to develop personalised courses in their areas of interest. Course costs: Students who require an accompanist for NCEA solo performance assessments should expect to pay $20.00–$50.00 per term. There is also a one-off cost for a course textbook of approximately $20.00. Students will be required to enrol in a Music Technology Aural Course at a cost of $150 for a one year subscription. Due to the dominance of the Apple Mac platform and Logic Pro recording software in the music industry, it is highly recommended that students have a MacBook of some variety with Logic Pro (around $300). However, this is not compulsory. Students with other systems will still be able to complete requirements of the course.

54

ACOUSTIC MUSIC 4 internals (= 22 credits) 2 externals (= 8 credits)

The aim of this course is to give students a solid foundation in performance, composition, notation and music analysis. It is perfect for the student that wishes to sit Level 3 Scholarship Music in the future and who may want to undertake university study in music. The emphasis of this course is on practical music making. Twenty-two credits are internally assessed for solo performance, group performance, composition and music knowledge. Eight credits are externally assessed in the subjects of transcription (aural) and score reading. Students will enter for all Standards. Course costs: Students who require an accompanist for NCEA solo performance assessments should expect to pay $20.00–$50.00 per term. There is also a one-off cost for a course textbook of approximately $20.00. Students needing extra theory help will be expected to use the Musition and Auralia online learning tools at a cost of $50.00 for a one year subscription. A prerequisite for this course is theory/rudiments knowledge to about a Grade 2/3 Level or equivalent. Students must also have been playing their instrument for a minimum of two years. For further information, see Mr Botting.

PHYSICAL EDUCATION (CORE)

11PHEC

Physical Education is compulsory for all students.

The well-being of students, other people and society through learning in movement contexts.


Year 11 Emphasis is placed on the holistic development of students as active participants within New Zealand society. Equally important is the demonstration of personal responsibility, leadership, co-operation and self-management when participating in a physical activity.

Course costs: Field trips including Outdoor Education, approximately $30.00 per term for two terms. For further information, see Mrs Price or Mr Leota.

The topics studied are: • Selection of a personal fitness or recreational programme; • Sports education – developing interpersonal skills in a sport setting; • Games, sports and individual pursuits as examples of physical activity beyond school. Students are assessed in areas measuring physical, social and interpersonal skills through the sports education topic. For further information, see Mr Leota.

PHYSICAL EDUCATION (NCEA)

11PHED

5 internals (= 20 credits)

The well-being of students, other people and society through learning in movement and health-related contexts.

There is no prerequisite for this practical-based course. A genuine interest in sport and physical activity is important, as is the desire to improve your knowledge and ability in sport, personal development and leadership. Students have the opportunity to experience and participate in a wide range of physical activities, in a variety of contexts. The main areas of study will be chosen from: • • • • • •

demonstration of interpersonal skills; active participation and well-being; Outdoor Education safety and self-responsibility; sports science as applied to sporting situations; performance in physical activities and sports; leadership and self-management in practical activities.

PHYSICAL SCIENCE

11PHYS

2 internals (= 4 credits) 4 externals (= 16 credits)

Investigating, understanding and explaining physical phenomena, matter and the changes it undergoes.

This course is for more able students or students with an interest in Science who possibly see themselves pursuing a career in Science. It is designed to give Science students more depth and breadth to their Science education. Students have found this course very good preparation for either Year 12 Physics or Year 12 Chemistry. This course will target Merit and Excellence endorsement. Topics in this course may include: • • • •

Electricity and magnetism; Wave behaviour; Aspects of chemical reactions; Carbon chemistry.

These Standards have been selected from either the Physics or the Chemistry Level 1 Achievement Standards. This course will give those students an advantage when it comes to taking Year 12 Physics or Year 12 Chemistry. Students can opt for this course but the final decision as to whether or not students are allowed in rests with the HOD Science. Note: Those students who sat Level 1 NCEA subjects in Year 10 can take Year 11 Physical Science or Year 11 Biology or both. Course costs: Purchase of write-on workbook. For further information, contact Mr French.

There will be ongoing practical and theoretical assessment throughout the year in each of the Standards.

55


Year 11 PRACTICAL SCIENCE

11SCIEC

5 internals (= 20 credits) (Does not count for course endorsement.)

Investigating, understanding and explaining our natural, physical and material worlds.

There are limited places available for this course and it will generally follow student interest. Entry into any Year 12 Science subject is possible from the General Science course but is only possible under exceptional circumstances from Practical Science. It isn’t possible to gain a course endorsement from this course.

Students in this band will have the option of studying either only Science or Science and Biology (= two Science-based subjects). A third option is Science and Physical Science. Physical Science will be available as an option subject to these students only with the permission of the HOD Science. Those students who sat Level 1 NCEA subjects in Year 10 can take Year 11 Physical Science or Year 11 Biology or both. Course costs: Purchase of write-on workbook, $20.00 Education Perfect fee. For further information, contact Mrs Blay.

This course is by invitation only and this is obtained by student’s Year 10 Science teacher or their year group Dean. Final entry is at the discretion of the HOD Science.

SOFT MATERIALS TECHNOLOGY

For further information, contact Mr Cummack.

3 internals (= 16 credits) 1 external (= 4 credits)

11CLTX

Students explore a given context and design, plan and produce a prototype to fit the established need.

SCIENCE

11SCIE

2 internals (= 8 credits) 3 externals (= 12 credits)

Investigating, understanding and explaining our natural, physical and material worlds.

This is our Year 11 foundation course with most students opting to do this subject in preparation for Year 12 specialist Science subjects. Teachers select material from the following strands: • Physical world – the study of motion; • Material world – the study of some basic chemistry; • Living world – a study of genetics. The internal Standards test a student’s experimental technique and ability to write up an experiment. Students with Achieved grades in this subject with a Merit grade in their advancing subject should be able to achieve in Year 12 Physics, Year 12 Chemistry or Year 12 Biology.

56

Students will explore the world of fashion related to the given context. Within this context students develop their own designs to address a brief. They refine these designs using stakeholder feedback and modelling. The students then take their final design and further develop it as they construct their prototype. As part of this process they increase their technical skills as they learn to utilise a wide range of equipment in real and practical ways. This could include students learning how to draft patterns, use industrial machines and produce fashion drawings. Soft Materials Technology explores choice and empowers students to make informed decisions relating to stakeholder feedback. Students select and use planning tools to guide the use of resources and manage the tasks. This course provides the foundation for Year 12 Soft Materials. Course costs: A disbursement will be made for materials, pattern drafting and photocopy costs. For further information, see Mrs Buckley.


Year 11

SPANISH

11SPAN

TRANSITION STUDIES

11TRAN

3 internals (= 14 credits) 2 externals (= 10 credits)

All internal assessment (Unit Standards = 30 credits) (Does not count for course endorsement.)

Understand and create more developed ideas with more complex language.

Learning skills required to successfully enter the working world.

This course will build on knowledge gained in Year 10 and will introduce more complex vocabulary and grammar, focusing on expanding these areas and making it a significant part of the student’s ability to use the language.

The purpose of this programme is to provide an alternative programme of study with an emphasis on careers, practical work-based skills, leadership and outdoor education for the development of interpersonal and workplace skills.

The course follows the National Curriculum Statement up to and including Level 6 with equal emphasis on listening, reading, writing and speaking. Some of the topics covered in this course are: giving out personal information, the Spanish alphabet, focusing on letter sound and spelling rules. All the topics in this course aim to develop students’ vocabulary and grammar knowledge, as well as relating to real life situations. By the end of the course, the students will be confident enough to seek out opportunities to use Spanish and initiate and sustain a conversation with a sympathetic native speaker. The cultural element of the course involves finding out about the history, customs and culture of Spanish speaking countries.

Interested students are required to consult with their Dean and Ms Hampson for entry approval. Unit Standard assessment is undertaken in: • Outdoor Education; • career planning; • work experience, customer service and communication skills; • driving; • first aid; • computer applications; • customer service; • personal correspondence; • functional literacy and numeracy skills.

Course costs: Language Perfect subscription $30.00.

Course costs: $60.00 for the first aid course and $40.00 for the Outdoor Education course.

For further information, see Mr Evlampieff.

For further information, see Ms Hampson.

57


Senior College Curriculum The Senior College curriculum is designed to provide a wide range of options which allow students to follow their chosen path of study and achieve their potential. The expectation is that all students will strive for academic excellence. Excellence is recognised as ‘doing one’s best’. A high level of academic achievement should give students greater access to the tertiary institution of their choice or to a position in the workforce. Most subjects in the Senior College, and many tertiary courses, have entry requirements. For this reason we advise students to plan ahead to ensure that possible avenues of study are not closed. Year 12 English is the only compulsory academic subject in the Senior College curriculum. When choosing subjects, students need to be mindful of their own abilities and be realistic in their choices. If it suits a student’s particular needs they are able to take subjects at more than one Level in the same year. Multi-level study is regular feature of senior secondary schooling. We also advise students to keep their course as broad as possible within the framework of subjects offered in the Senior College.

58

In summary, students should: • choose wisely and broadly from the many courses offered; • have a sense of direction for their academic studies; • seek course counselling from relevant staff as and when required; • have a meaningful and personalised academic pathway for themselves; • seek to develop analytical thinking skills and to become independent learners. Ways to help you learn – be sure to: • set yourself some goals – both short-term and long-term. A Year 12 student might set NCEA Level 2 as a long-term goal and taking part in the school production as a short-term goal; • plan the time you have available after school so that homework, co-curricular involvement like sport or music, and your social life can all be fitted in. Make sure you prioritise so that the important things get done; • take good notes in class; • participate in each lesson; • keep up with your homework. If there are any concerns seek help from your teacher or other support people like fellow students or your Dean. Use your homework time to review what you have been studying – this is a particularly good thing to do in those times when you don’t have any specific homework from teachers; • have a wall planner at home and enter all assessments (tests and projects) for each term; • take internal assessment seriously; it provides results that stay on your Record of Achievement; • make sure you know precisely what is required for an assessment and, if possible, practise using sample papers from the NCEA and TKI websites; • make sure you spend time preparing for every assessment; • know what is required to gain each NCEA Level qualification and University Entrance.


Year 12 Academic Curriculum Core and Options At Year 12, all students study English and are required to participate in the Physical Education/Religious Education/Study/Options programme. All students are also required to take five other subjects. They study six subjects for NCEA. PLEASE NOTE: Once subject selections are made, it is very difficult to make changes thereafter. Please select carefully. COMPULSORY CORE SUBJECTS

LESSONS PER WEEK

(one of) ENGLISH/ENGLISH LITERATURE (Student selects)

4

PHYS.ED/RELIGIOUS EDUCATION/ STUDY/OPTIONS

4

(1 lesson for each, one term Leadership Programme instead of study)

OPTION SUBJECTS – 20 lessons a week Choose 5 Options (Full year, 4 lessons each) Accounting

Food and Nutrition

Visual Art – Design

Agriscience

French

Visual Art – Painting

Agribusiness

Geography

Visual Art – Photography

Biology

History

Business Management

Japanese

Students allocated to the appropriate level

Chemistry

Materials Technology

General Mathematics

Classical Studies

Media Studies – Film

Mathematics with Calculus

Design and Visual Communication

Media Studies – Television

Mathematics with Statistics

Digital Technology

Music

Students are selected:

Drama

Physical Education (NCEA)

Transition Studies

Earth and Space Science

Physics

Travel and Tourism

Economics

Soft Materials Technology

ESOL

Spanish

NOTE: On the following pages, for all NCEA subjects, details are also given on the number of internal and external Standards, and total credit values.

COURSE REQUIREMENTS In addition to the subject entry requirements: • students may study up to three Sciences; • entry into any Year 12 Science subject is possible from Year 11 Science but is not possible from Practical Science; • students who take Year 12 Earth and Space Science may study only one other Year 12 Science-based subject. • students may study more than one Technology-based subject but should be aware that there may be Standards common to both subjects. Where the same Standard is assessed in different subjects, only one of the grades for that Standard can be counted for credits towards a Level certificate and for an endorsement; • students may not study both Media Studies (Film) and Media Studies (Television). Note that there are a number of Standards common to both subjects (the rationale applying to Technology-based subjects applies in the context of these subjects). 59


Year 12 ACCOUNTING

12ACCO

2 internals (= 7 credits) 3 externals (= 13 credits)

Development of accounting processes, concepts and presentation of reports.

The successful completion of Level 1 Accounting is a distinct advantage for students as Year 12 Accounting builds on work already learnt. Students new to the subject will be required to complete basic Level 1 revision during the holidays. At the completion of the year’s study students should be able to record and process financial data from the source documents, and present and report the results of operations and the financial position of an entity to interested end users. Topics studied in more depth are inventory control, processing data using software, preparation and analysis of financial reports. Students will use a MYOB accounting software package to produce financial reports from source documents. Course costs: $40.00 (approximately) for a workbook. For further information, see Mr Temple.

AGRIBUSINESS      12AGBS 4 internals (= 16 credits) 1 external (= 4 credits)

Knowledge and understanding of the principles and practices associated with the supply of primary products in New Zealand.

Students can enter this subject without previous study of Agriculture or Business, however, an interest and ability in the agricultural supply chain is important due to the theoretical nature of the content. Agribusiness looks at growing value in New Zealand primary products through innovation, science, technology, management and marketing. This course has a specific focus on the honey industry, dairy business structure, and the lamb industry. Practical experiments will be undertaken throughout the year that support the learning in a number of Standards. Students can take both

60

Agriscience and Agribusiness but will be restricted to only taking one additional commerce subject. Topics covered include: • • • • •

Future proofing; Use of organisms to meet future needs; Agribusiness structure; Cash flow forecasting; Agricultural and horticultural land use in New Zealand.

Course costs: $50.00 for practical experiments. For further information, see Mrs Cloughley.

AGRISCIENCE    

12AGSC

5 internals (= 20 credits) 1 external (= 4 credits)

Knowledge and understanding of the principles and practices associated with food and fibre production in New Zealand.

Students can enter this subject without previous study of Agriculture, however, an interest and ability in Science are important due to the theoretical nature of the content. Field trips will be undertaken throughout the year that support the learning in a number of Standards. Two optional courses will be offered with a focus on animal handling and machinery skills. Topics covered include: • • • • • •

Modifying physical factors of the environment; Livestock behaviour; Landscape design; Environmental sustainability; Practical investigation – chicken growth; Modification of livestock reproductive performance.

Course costs: $100 for three field trips and $130 per optional course. For further information, see Mrs Cloughley.


Year 12 BIOLOGY

12BIOL

3 internals (= 11 credits) 3 externals (= 12 credits)

Investigating, understanding and explaining about living things and how they interact with each other and the environment.

This course covers all the main areas of Biology – ecology, genetics, evolution and the way cells work. Students will enhance scientific inquiry skills in field work, experimentation and research. While not an absolute prerequisite for Year 13 Biology, students who feel they may need to take Biology for career reasons would be well advised to take the subject for both years. This course covers much of the fundamental theory on which the first year of Health Science Biology is based. An overnight field trip for the completion of an internal Standard is a highlight of this course. Biology can lead to tertiary studies and employment in such areas as the Health Sciences, Biotechnology, Food Technology and Agriculture as well as extending a student’s appreciation of the environment and the rapidly expanding applied biological technologies. This course will lead to Year 13 Biology. Students who did not achieve a Merit in a Level 1 Biology Standard will find this subject difficult. This can come from Level 1 Science or Level 1 Biology. Course costs: $130 (approximately) for field trip and write-on text. For further information, contact Mrs Carline.

of the internal assessment. For this reason it is vital that students are self-motivated, responsible and prepared to work positively with others. They must also be prepared to work on assessments in and out of the class as the nature of setting up a small business will usually require them to meet stakeholders in their own time. The external Standards provide students with business knowledge that is taught in the context of their own business. The Level 2 Standards require a high level of literacy and the ability to write clearly, especially if students aim to gain Merit or Excellence grades. It is desirable, therefore, that students have gained credits in the following Level 1 English Achievement Standards: AS 1.1 or 1.2 or AS 1.4. Course costs: $30.00 (approximately) for a workbook. For further information, see Mr Temple.

CHEMISTRY

12CHEM

2 internals (= 6 credits) 3 externals (= 13 credits)

Investigating, understanding and explaining matter and the changes it undergoes, and the energy involved.

The course provides an insight into the chemical basis for modern technology and may lead to employment opportunities, for example in the food industry, Health Sciences and Engineering. It is essential for most technical and tertiary study in the sciences including health-related sciences. The course is based on experimental work and competence in this area is essential.

BUSINESS MANAGEMENT

12BUSS

2 internals (= 12 credits) 2 externals (= 8 credits)

Developing entrepreneurship, financial management and the skills and knowledge to run a small business.

This course will introduce students to entrepreneurship and will develop their knowledge and skill in running a business. This course has a very hands-on, experiential focus and students are expected to work in groups to complete much

This course is vital for any student wishing to take Year 13 Chemistry. Students who did not achieve a Merit in a Level 1 Chemistry Standard will find this subject difficult. This can come from Level 1 Science or Level 1 Physical Science. Course costs: A laboratory manual will need to be purchased. For further information, contact Mr French.

61


Year 12 CLASSICAL STUDIES

12CLST

2 internals (= 10 credits) 2 externals (= 10 credits)

The study of literature, history and art in the context of Ancient Greece and Rome.

This course seeks to introduce and develop the interest and understanding of ancient civilisations and how they have impacted on modern societies around the world. This study works hard on the development of skills and techniques of research, structured writing, and the understanding and analysis of ideas and sources. From this course students will develop an understanding and knowledge of the following concepts: • • • • • •

citizenship and society; culture and identity; empire and power; conflict; art and aesthetics; heritage.

recognise and predict the influences and impacts of good and bad design in society. The course explores the student’s ability to interpret and predict future influences, critically evaluate concepts and final designs, and reinforces the key competencies by use of language, symbols and texts. The course is assignment and portfolio based and consists of Achievement Standards based on the interests of the students in the class. It is anticipated that they will complete about 19 credits with a combination of internal and external Standards. This course provides the foundation for Year 13 Design and Visual Communication. Course costs: No additional equipment is necessary for students continuing on from Year 11, provided that their basic equipment has been cared for. Some ongoing material costs and other consumables may need to be disbursed throughout the year. For further information, see Mr McGowan.

These concepts and ideas will be covered in the topics of Athenian art and architecture, Classical influence and Pompeii and Homer’s Odyssey. For further information, see Mr Faulls.

DIGITAL TECHNOLOGY

12INTE

4 internals (= 16 credits) 1 external (= 4 credits)

Develop skills and understanding in a digital environment.

DESIGN AND VISUAL COMMUNICATION

12DEST

3 internals (= 13 credits) 2 externals (= 16 credits)

Develop and communicate design solutions by applying a range of drawing modes and media.

Study of a design era or movement, spatial design (architectural, interior or environmental), product design (fashion, packaging, media, consumer, technological objects), and visual presentations form the basis of study for this course, which aims to develop a more mature and independent approach to design and drawing. The focus of the course is primarily on applying skills and knowledge mainly through drawing activities and use of CAD as appropriate, but to also enable students to better

62

In this course students learn a wide variety of IT skills, as well as being introduced to computer science concepts. They will learn how to create a dynamic, database-driven website from the planning stage to the creating and testing stages. They will also get a basic introduction into 3D games and graphics using Unity and Blender, with an opportunity to work with Virtual or Mixed Reality technology as part of the unit. Students also continue to develop their programming skills using Python. There is a major focus on the how and why of web design, game design and programming, rather than just learning the steps required to create them. More specifically the course should enable our students to develop: • competence in using either industry standard software or free open source software in digital imaging, web authoring, animation and games, as


Year 12 •

• •

well as programming in PHP and SQL to enable interactive and dynamic websites; an understanding of design theory and competence in setting out effective well-designed websites and games; a knowledge of advanced programming in Python; an awareness of the creative skills involved in the creation of the various components of a website or game from the initial plan to the finished product; competence in how to use a computer in general from word processing, file structure, to how the internet works; using online resources such as shared documents, discussion forums, video tutorials.

This course provides the foundation for Year 13 Digital Technology. Course costs: We encourage all students to have their own laptop. You can either use free open source software or purchase commercial software such as Adobe Photoshop and Dreamweaver or use a combination of both. For further information, contact Mr Adams.

duration of the year. In partnership with the teacher, students will create a programme for themselves that reflects their needs, goals, and passions. Assessments will be decided upon accordingly. It is expected that students create a programme that offers a minimum of 17 internal credits, and a maximum of 23 internal credits. If they wish, students may additionally enter the external assessment. Compulsory internals are completed because the skills taught, developed and assessed provide a strong foundation in performance, and success in other assessments. They cover the application of drama techniques and the devising and performance of a drama piece to realise a concept. The external covers drama elements, techniques, conventions and technologies within live performance. Working journal: Students will be required to keep an up-to-date working journal that documents their learning, critical reflections and development as they progress through the course. Note: If a student does not enter the external Standard, they cannot gain a course (subject) endorsement. For further information, contact Mr Wiseman.

DRAMA

12DRAM

2 internals, compulsory, 5 other internals (students select up to 5) 1 external (= 4 credits) (= 23 credits maximum)

Researching, analysing, interpreting and creating drama contexts to convey meaning to an audience.

Drama is not just for those who wish to become actors, but for those who wish to pursue any career that deals with people and the understanding of them. Performance skills covered will include acting technique and the devising process. While others that may be looked at include, script writing, directing, understanding theatre forms, theatre practitioners and their influence on society. The specific skills will be defined by the students’ Independent Learning Programme (ILP).

EARTH AND SPACE SCIENCE

12EASS

3 internals (= 12 credits) 2 externals (= 8 credits)

Investigating, understanding and explaining our natural, physical world and the wider universe.

This is a stand-alone course for those students who wish to retain a Science subject in their course structure. Students may possibly take Year 12 Science with one other specialist Year 12 Science subject. Students study an aspect of current relevance to biology, chemistry, astronomy and geology taken from Biology and ‘Earth and Space’ Science Standards. To be eligible for this course students should have demonstrated a reasonable level of proficiency from their Year 11 Science course.

Independent Learning Programmes – All Level 2 Drama students will embark upon an ILP for the

63


Year 12 Students must be aware that there will be no 13EASS in 2019. Course costs: A number of workbooks will need to be purchased, together with an end-of-year revision book that will help with revision before the final exams. For further information, contact Dr McIlroy.

ECONOMICS

12ECON

2 internals (= 10 credits)

ENGLISH

12ENGL

3 internals (= 10 credits) 2 externals (= 8 credits)

The study, use, and enjoyment of the English language and its literature.

This programme is designed for students who require more support in their progress towards achieving Level 2 English Standards. Students will complete a variety of activities that will help build their engagement, skills and confidence in English. In the process, students work towards achieving a range of NCEA Level 2 Standards that assess the written, visual and oral strands of the New Zealand Curriculum (Curriculum Level 7).

3 externals (= 12 credits)

Analysing contemporary economic issues and how they interact with government policies.

This course leads to Year 13 Economics and a large number of tertiary qualifications as well as catering for those wanting a one-year course of study. A requirement for students to successfully complete this course is to relate what is learnt in the classroom to the economic activities currently taking place in the New Zealand and global economies. The course allows students to explore the economic issues of: • economic growth; • inflation and price stability; • international trade. Students will be able to define, measure and understand causes, identify effects and possible policies that a government may implement to address these economic issues. Students will also recognise the interdependent nature of the economy by examining the impact government policies have on various groups and to appreciate that these may have unequal consequences. The use of economic models is an integral part of this course. Course costs: $40.00 (approximately) for workbooks. For further information, see Mr Temple.

The key differences between this course and Year 12 English Literature are: • a reduced external workload; • a focus on using visual texts to engage students; • a pace of learning that supports specific learning needs. Students will study a variety of texts that are often linked through a theme(s) and make connections between these and the world around them. Students can gain the University Entrance Literacy requirement, which is five credits in reading and five credits in writing. This course leads on to the Year 13 English programme. See the ‘Subject Entry Requirements’ page for details. Course costs: Education Perfect subscription. For further information, see Ms Gilbert or Mrs Ruwhiu.

ENGLISH EXTENSION

12ENGLX

2 internals (= 9 credits) 3 externals (= 12 credits)

The study, use, and enjoyment of the English language and its literature.

Students who have demonstrated a high level of engagement with literature and achievement in

64


Year 12 Year 11 and who are creative and critical thinkers may be invited into the 12ENGLX class. Being in 11ENGLX does not guarantee entry to 12ENGLX. Using the same NCEA Level 2 assessments as Year 12 English Literature, this class focuses on: • extending and deepening students’ knowledge of language and literature and the issues explored; • building on the learning skills needed for Scholarship students: active participation in class discussions, synthesising information, critical thinking and reflection, developing independent thinking and learning skills, personal responsibility and a strong work ethic; • preparing students for the Scholarship English examination in addition to the NCEA Level 2 qualification. Course costs: Unravelling Scholarship English text $45.00. For further information, see Ms Gilbert or Mrs Ruwhiu.

ENGLISH LITERATURE

12ENGLT

3 internals (= 13 credits) 3 externals (= 12 credits)

Year 12 English Literature is a more demanding and specialised programme than Year 12 English. It is a course designed for students who enjoy literature and who are reasonably confident with their skills in this subject. It builds on the skills developed in previous years. There is a greater emphasis on the analysis of texts and on crafting, developing and sustaining ideas in a range of different contexts, including the written and oral strands of the New Zealand Curriculum (Curriculum Level 7). In the process, students work towards achieving a range of NCEA Level 2 Standards. Students will study a variety of texts that are often linked through a theme(s) and make connections between these and the world around them. Students can gain the University Entrance Literacy requirement, which is five credits in reading and five credits in writing.

This course leads on to a Year 13 English programme: Year 13 Literature or Year 13 English. See the ‘Subject Entry Requirements’ page for details. Course costs: Education Perfect subscription. For further information, see Ms Gilbert or Mrs Ruwhiu.

ESOL

12ENSL

A study of English for academic purposes.

Entry into the Year 12 ESOL course is based on an English assessment completed at the end of Year 11. It is for students who do not have English as their first language and wish to improve their language skills for mainstream classes. Students new to the College would be expected to have reached a minimum of intermediate level. This course is designed to support the student’s mainstream English course. It also assists in providing a pathway to NCEA Literacy at Level 2 and is run in close collaboration with teachers in the English Department. The course is designed to assist students to write clear, accurate English, to read with understanding, and to speak fluently and clearly. Support in other curriculum areas is also offered and this is done in close co-operation with subject teachers, tutors and Deans. Each course is carefully structured according to individual needs and there is a strong emphasis on subject support. Assistance is provided with understanding the NCEA English Standards. Ongoing assessment gives students valuable feedback on their progress and helps indicate which English courses would be most appropriate for them in the future. Students are provided with resources which are relevant to their cultural background. They generally achieve very pleasing results in this course and improve their formal reading and writing skills in preparation for University Entrance Literacy assessment at Level 2. For further information, see Mrs Brooks.

65


Year 12 FOOD AND NUTRITION

12FOTE

3 internals (= 15 credits) 2 externals (= 8 credits)

Develop understanding and skills related to food to enable students to contribute to the well-being of themselves and other people.

Students study a range of topics including expanding their knowledge of nutrition to provide appropriate food for a sportsperson taking into consideration the factors that may impact on their decisions. They will also develop an understanding of the strategies that are effective in making changes to improve well-being. The issues surrounding food security in New Zealand will be explored along with the impact that limited money has on food choice. As part of this students will consider the relationship between food choice, well-being and factors outside the control of the individual. Students will investigate and evaluate sustainable food related practices and consider their implications. Topics covered will give the students a good understanding of the relationship between food and health. Food preparation is a key aspect of every unit of work. This course provides the foundation for Year 13 Food and Nutrition. Course costs: A charge is disbursed for the student’s apron, and for foods used in practical work.

therefore study, talk and write about ‘issues’ at a level deeper than previously studied. Topics covered are based on the online course text, AQA French. In this course, they work towards some, or all, of these objectives: • communicate about future plans; • give and respond to advice, warnings and suggestions; • express and respond to approval and disapproval, agreement and disagreement; • provide and respond to information and opinions, giving reasons; • read about, then recount, actual or imagined events in the past. Vocabulary and grammar learnt previously are reviewed and students then develop their knowledge of those key aspects of language learning so that they can use the language in increasingly varied ways and contexts. They also learn how to incorporate the language in increasingly spontaneous situations (written and spoken) so that their French becomes more sophisticated and fluent. Students will have more opportunity to speak in small groups, to write in different formats and to listen to, and read, a greater range of texts and articles. Course costs: Students purchase a licence for the online text, AQA French and a vocabulary and grammar booklet. Language Perfect subscription $30.00. For further information, see Mrs Radcliffe or Mr Bevin.

For further information, see Mrs Duncan. GEOGRAPHY

12GEOG

3 internals (= 11 credits) 2 externals (= 8 credits)

FRENCH

12FREN

3 internals (= 14 credits) 2 externals (= 10 credits)

The use of language to express, justify, support and challenge ideas.

Students learn to understand, respond to, and talk about others’ experiences and needs in the contexts of reading, writing, listening and speaking. They

66

The study of how people and the environment interact.

While the course is designed to bridge the gap between the level of skills, techniques and understanding required for Level 1 and the more advanced appreciation of inquiry and research skills needed for Level 3 study, it remains flexible enough for students to take up Geography for the first time at this level. It is an exciting and varied course that


Year 12 looks at a range of important contemporary issues on both a local and a global scale. From this course students will develop an understanding of: • how countries develop differently over time and the causes of these differences – Tanzania and New Zealand; • the nature of a contemporary geographic issue – irrigation in the Mackenzie Basin; • analysing the causes and effects of a global pattern – human trafficking; • the geographic research process through an individual research project at Mt Cook; • the patterns and processes operating in urban settlements – London; • the application of geographic skills and ideas.

It is helpful but not essential for students to have experience of History as a subject. Many students take History for the first time in Year 12, however, a reasonable standard of literacy skills is required for any student taking this course. Topics covered will include: • Conflicts in Vietnam 1945–1975 and their significance for New Zealanders; • Hitler’s rise to power and the Nazi state and its significance to New Zealanders; • two research assignments on protest movements in the 20th century which have influenced New Zealand society. For further information, see Mr Faulls.

Course costs: $250 (approximately) for field trip. Students are required to participate in a three-day field trip to the Mt Cook region.

JAPANESE

For further information, see Mrs Poulter.

3 internals (= 14 credits) 2 externals (= 10 credits)

12JAPA

The use of language to express, justify, support and challenge ideas.

HISTORY

12HIST

3 internals (= 14 credits) 2 externals (= 9 credits)

A study of the impact of historical forces and factors which shaped individual and group identity in the late 19th century and early 20th century.

This course is designed to enhance students’ curiosity about, and understanding of, the past. It aims to develop the knowledge, skills and experience for students to understand how important forces and movements in the past (e.g. Nazism, nationalism, protests) have influenced the causes and consequences of events that are of significance to us as New Zealanders. It also aims to help students understand that people’s interpretation of past events differs and must not be accepted without scrutiny of the causes and validity of the differing perspectives. The course also develops particular skills in: • • • •

communication (especially essay writing); the ability to enter imaginatively into the past; critical thinking; defining a problem and gathering and processing information relevant to it.

Knowledge and skills acquired in Year 11, the grammar patterns, kanji and vocabulary, are extended so that students are able to respond to a wider range of language situations and course materials. Language programs such Language Perfect/Languages in Action continue to be very useful for ongoing vocabulary and kanji revision, grammar practice and for aural and reading exercises. Four major topics are covered in depth with an emphasis on cultural similarities and/or differences between Japan and New Zealand. They are: travel and tourism, school life, land and people, and eating and drinking. The grammar and vocabulary covered are up to Level 7 of the Curriculum and will enable students to communicate in extended oral, aural, reading or written exercises. During the year students will learn to read and write a further 56 kanji. Course costs: Language Perfect subscription $30.00. For further information, see Mrs Simcock.

67


Year 12 MATERIALS TECHNOLOGY

12MTEC

3 internals (= 16 credits) or 2 internals (= 12 credits) 1 external (= 4 credits)

Within the context of Hard Materials Technology students will design, plan and produce a manufactured outcome.

This is a course based on recognising needs or opportunities and consists of three learning activities: technological practice, technological knowledge and nature of technology. Technology enables students to: • gain experience in technical graphics and develop skills in graphic communication; • develop a comprehensive knowledge of, and experience in a wide range of materials and processes; • develop design skills that allow the translation of knowledge and ideas into practical realities. The briefs vary from year to year and take a traditional approach to both material use and the manufactured outcome. Developing knowledge of a wide range of processes and technological practice is an essential learning area in the practical workshop. An emphasis on learning through experimentation with materials, trialling processes, and design through modelling is an important part of the course. The activities when recorded and evaluated form part of a design folio. The design activities focus on both aesthetic and functional design principles; graphic communication and presentation is an integral part of this activity. Promoting aesthetic awareness and seeking to establish existing solutions through observation and inquiry further develops a student’s design ability. This course provides the foundation for Year 13 Materials Technology. Course costs: Materials used. For further information, see Mr Hamilton or Mr Murphy.

68


Year 12 MATHEMATICS

Three courses are offered at Year 12. Students who choose Mathematics will be entered in the course according to the entry criteria they meet. Students who choose not to enter a Year 12 Mathematics course should ensure that they have already attained the Numeracy requirements for University Entrance.

GENERAL MATHEMATICS

12MATHG

6 Level 2 internals (= 16 credits) (Does not count for course endorsement.)

Future pathways: Success in this course leads to the three Year 13 Level 3 courses: Mathematics with Calculus, Statistics, and Mathematics with Statistics. Course costs: A Casio graphics calculator is required. Also selected commercial workbooks and revision material. For further information, see Mr Barclay.

MATHEMATICS WITH STATISTICS

12MATS

5 internals (= 13 credits) 1 external (= 4 credits)

Exploration and use of patterns and relationships in quantities, space, time and data.

The course is fully internally assessed and is by invitation only. The focus of this course is on improving mathematical skills at a pace somewhat controlled by the needs of the students. A selection of Level 2 Standards will be offered appropriate to the individual needs of the student. Students will have the opportunity to earn up to 16 credits at Level 2. Future pathways: This course is intended to be a final course in Mathematics and does not lead on to studies at Year 13. Course costs: A Casio FX82 scientific calculator is required. Also selected commercial workbooks and revision material.

Exploration and use of patterns and relationships in data.

This course has less emphasis on algebraic reasoning and a major focus on statistical thinking. The aim of this course is to provide a foundation for the Level 3 Mathematics with Statistics and Level 3 Statistics courses and for the statistics required in other subject areas. Future pathways: Success in this course may provide entry to Level 3 Mathematics with Statistics or Level 3 Statistics. Course costs: A Casio graphics calculator is required. Also selected commercial workbooks and revision material. For further information, see Mr Giles.

For further information, see Mr Quealy.

MEDIA STUDIES – FILM MATHEMATICS WITH CALCULUS

12MATC

2 internals (= 7 credits) 3 externals (= 13 credits)

Exploration and use of patterns and relationships in quantities, space, time and data.

All classes are given the opportunity to gain all grades in Achievement Standards. One extension class will be selected based on achievement in Year 11 Mathematics.

12MESF

3 internals (= 14 credits) 1 external (= 4 credits)

Planning, producing and analysing film, including studying the relationship between film and society.

This course is for students interested in film and how it works. As well as learning how film relates to an audience students learn how to plan and script a short film. Students work with our advanced professional

69


Year 12 standard field cameras and lights and microphones when they produce group or individual short films. Two other Standards involve close reading of narrative features in two films of choice and finally a study of changes in a film genre over time. To be successful in this course students need to be motivated to produce a film in their own time. It would suit those interested in film, filmmaking, working creatively and thinking critically about the films they watch. Course costs: A 500GB or larger external hard drive. For further information, see Ms Gormack.

MUSIC

12MUSP

9 internals (= 39 credits) 3 externals (= 14 credits)

Exploration of sounds and technologies for creating, interpreting and representing music ideas.

Students should have successfully completed the Year 11 course and been credited with 1.1 or 1.2, 1.3 and 1.6 or have admission to the course by the Head of Music. Students wishing to focus on the ‘Modern Music’ stream may be able to enter the course having not completed any Year 11 Standards. Please consult Mr Ferguson if you have any questions. There are two streams of music available:

MEDIA STUDIES – TELEVISION

12MEST

3 internals (= 13 credits) 1 external (= 4 credits)

The making of television from concept to a fully professional studio and field production centring on producing St Andrew’s related short productions for the College’s various platforms.

This course is for students who want to learn about multi-camera studio production, single camera field shoots, about the rapidly changing media world, about producing, directing, shooting, editing, floor managing, lighting, sound, and of course performing on camera in the studio, or as a reporter or crew member in the field. Students learn about the media in this rapidly changing environment, where the old ways are being replaced by the new. Students will use our unique TV studio, and field equipment to build on the skills learnt in Years 9 and 10. Media Studies – Television will help build a ‘portfolio’ of performance, production, and technical skills. For further information, see Mr Williams.

70

• ‘Traditional Music’ is suited to students who play ‘classical’ instruments and may wish to complete Scholarship Music when they are in Year 13; • ‘Modern Music’ involves Music Technology Standards and has an emphasis on composing and recording with computers and operating live sound equipment. Both streams share the Achievement Standards of: • • • •

Solo performance (2.1 – six credits internal); Group performance (2.3 – four credits internal); Composition (2.4 – six credits internal); Students who play a second instrument also have the option to complete solo performance on the second instrument (2.2 – three credits internal).

The ‘Traditional Music’ stream will also do the following Achievements Standards: • Score reading/theory (2.6 – four credits external); • Music works (2.7 – six credits external) in which you study Impressionistic Music (specifically Debussy) and Motown; • Instrumentation (2.8 – four credits); • Aural transcription (2.5 – four credits external). The ‘Modern Music’ stream will do the following Standards: • SOND2 (27703) – this Unit Standard qualifies for course endorsement. It focuses on operating live PA and recording systems; • MUSTEC 2 (27657) – this is a research assignment in which students study techniques and equipment involved with Music Technology;


Year 12 • MUSTEC 3 (27658) – in this Standard students learn how to create and record music on computer to a high level and how to use music notation software to an advanced level. Very high achieving students may be able to consider doing the majority of the Standards. Overall, though, students are free to ‘pick and choose’ from the Standards to create a personalised programme (but this must be done in consultation with the Head of Music who has the final say on individual course construction). Course costs: Students who require an accompanist for NCEA solo performance assessments should expect to pay $20.00–$50.00 per term. For further information, see Mr Ferguson.

of personal interest that will be useful in the future. Activities offered include personal fitness training, sports management and organisation, sports refereeing/umpiring, certificated courses such as first aid and scuba diving, along with self defence, yoga and dance. Leadership – one period per week for one term Students are given the opportunity to complete a leadership certificate. The students learn the skills required through teaching Preparatory School students the basic skills of a selected sport. They are required to take up to four lessons with a group of students and are assessed by the PE staff on their communication, management, skill teaching and planning skills. The certificate gained is a valuable document for the student’s CV. For further information, see Mrs Price (Core PE), Ms Hampson (Options), or Mr Feary (Leadership).

PHYSICAL EDUCATION (CORE)

12PHEC

There are three parts to the compulsory Year 12 Core PE programme.

The overall course emphasis is on developing a positive attitude towards physical activity by accepting challenges and extending personal capabilities and experiences. Through experiencing new activities students learn to adapt skills, develop self-confidence and an awareness of the needs of others. Developing their knowledge of the community enables them to participate fully as community members in various situations such as school trips and hosting outside visitors. Core PE – one period per week for whole year The following activities are undertaken: recreational and leisure activities, team and individual sports, foreign games and sports education units, regular sessions of recreational choice where students can pursue their own interests or try something new. They are given the opportunity to develop selfdiscipline, independence and personal organisation. Options programme – one period per week for one term Students are given the opportunity to choose their topics and gain a variety of experiences and qualifications. They are encouraged to select topics

PHYSICAL EDUCATION (NCEA)

12PHED

5 internals (= 18 credits)

The well-being of students, other people and society through learning in movement and health-related contexts.

A genuine interest in sport and physical activity is an advantage for this course, although advanced physical ability is not a requirement. Good organisational skills are important as the course is a combination of theoretical and practical learning. The course includes aspects of physical education, leadership and skills in both practical environments and a variety of scientific principles applied to sport. It provides an ideal background for courses at tertiary level in many of the above areas, as well as being a course of genuine interest for students who want variety in their subjects. The main areas of study are: biophysical principles, fitness training, skill learning, social responsibility, and risk management. These are applied in a variety of settings. The course is fully internally assessed, with ongoing practical and theory assessments throughout the year.

71


Year 12 Course costs: $60.00 per term for two terms to cover out-of-school trips, and preparation for practical assessments.

RELIGIOUS EDUCATION

For further information, see Mr Stanton.

This course leads to students being given the opportunity to explore confirmation or baptism for themselves.

PHYSICS

12PHYS

1 internal (= 4 credits) 3 externals (= 14 credits)

12RLED

The course covers the ultimate questions of life – Why are we here? Where did we come from? Where are we going? The curriculum aim is for students to be able to answers these questions developed by philosophers and theologians throughout the ages. For further information, see Mr Morrow.

Investigating, understanding and explaining a wide range of physical phenomena, including motion, forces, light waves and electricity.

This course provides continuing development of knowledge and skills in Physics. A foundation in the ideas and methods of Physics is established and the course aims to enable students to apply their understanding to everyday events involving matter and energy. In each area of study the student is required to investigate practical situations and to develop physical thinking and skills of observation, analysis and measurement. The areas of study are mechanics, light and waves and electromagnetism. The connections and relevance of these topics to society and the lives of people is an important part of the course. This course is vital for any student wishing to take Year 13 Physics. Students who did not achieve a Merit in a Level 1 Physics Standard will find this subject difficult. This can come from Level 1 Science or Level 1 Physical Science. Course costs: A number of workbooks will need to be purchased, together with an end-of-year revision book that will help with revision before the final exam. For further information, contact Mr Cummack.

72

SOFT MATERIALS TECHNOLOGY

12CLTX

3 internals (= 16 credits) 1 external (= 4 credits)

Students explore a given context and design, plan and produce a prototype to meet an established need.

Within a given context students research and develop a design concept. A creative design is developed, informed by research that includes real world case studies and stakeholder feedback to produce a prototype. Students will develop their skills in fashion illustration and advanced construction skills. As part of this work the students will develop an understanding of sustainability issues in the fashion industry. One significant benefit of study in technology is the development of strong self-management skills as students access and utilise a wide range of resources. This course provides the foundation for Year 13 Soft Material Technology. Course costs: A disbursement will be made for materials, pattern drafting and photocopy costs. For further information, see Mrs Buckley.


Year 12 SPANISH

12SPAN

3 internals (= 14 credits) 2 externals (= 10 credits)

Interested students are required to consult with their Dean and Ms Hampson for entry approval. Unit Standards are selected from the subjects below including a range of specific vocational pathways in consultation with students and their parents:

The use of language to express, justify, support and challenge ideas.

This course will build on knowledge gained in Year 11 and will introduce more complex vocabulary and grammar, which will expand the student’s ability to use the language. Some of the main themes covered in this course relate to the student’s life at school, social life, and comparing cultures different to their own. Students will develop their grammar and vocabulary up to Level 7 of the National Curriculum, this will allow them to communicate in comprehensive oral, written or reading exercises. As in the Level 1 course, the focus will be on listening, reading, writing and speaking. During the year students will perfect the skills necessary for the various assessments through a range of in-class activities and formative tests. By the end of this course the students will be comfortable interacting with native speakers of Spanish, especially those of their own age, in social situations. They will be able to take part in general conversation with native speakers, understanding most authentic materials on non-specialised topics, and write expressively for a variety of purposes. Course costs: Language Perfect subscription $30.00. For further information, see Mr Evlampieff.

• • • • •

Outdoor Education; customer service; safe driving; aviation; specific vocational pathways such as primary industry and the services industry.

Two Outdoor Education trips are undertaken as part of developing the student’s interpersonal skills. Course costs: $400 for Outdoor Education trips. For further information, see Ms Hampson.

TRAVEL AND TOURISM

12THTR

Internal assessment only (= 25 credits) (Does not count for course endorsement.)

Introduction to the Travel and Tourism Industry.

This Unit Standards-based programme is designed to provide students with an introduction to the major aspects of the tourism industry. The focus is ‘experiential learning’ with two field trips during the year – a day trip to Akaroa and a three-day trip to Punakaiki. No prerequisites. Areas of study include:

TRANSITION STUDIES

12TRAN

Internal assessment only (= 35 credits) (Does not count for course endorsement.)

Learning skills required to successfully enter the working world.

Learning the skills required to successfully enter the working world and/or tertiary study are developed through this programme. One of the core elements of this programme is Outdoor Education, which provides the opportunity to develop interpersonal skills such as leadership and organisational skills.

• world tourist destinations – focused on Italy and Egypt; • tourist characteristics; • work roles in tourism; • destination New Zealand; • history of tourism; • industry IT and literacy skills. Unit Standards are assessed throughout the year. Course costs: $250 for the three-day trip to the West Coast and $65.00 for the day trip to Akaroa. For further information, see Mr Morrison.

73


Year 12 VISUAL ART: DESIGN

12ARTD

VISUAL ART: PHOTOGRAPHY

12ARTP

3 internals (= 12 credits) 1 external (= 12 credits)

3 internals (= 12 credits) 1 external (= 12 credits)

A practical study of visual communication through the manipulation of text and image, in order to solve problems in graphic design.

A study in image-making through photographic processes.

This course develops and extends skills and ideas encountered in Level 1 Visual Arts but with a focus on graphic design. Students are introduced to the principles of typography, logotype design, gridded layout structure and issues of type and image, all topics that enable them to solve creatively the various problems set. The choice of major (end-of-year) submission themes consists of publication design (magazine) and promotional design (brand). This is an Apple Mac computer-based course that does require some research, computer and drawing skills. Course costs: $250 for materials. For further information, see Mr Brittenden.

This course introduces students to the art of photography. Students learn darkroom technique as a foundation for the print process, by controlling exposure and developing their own prints. Students study a wide range of styles within the photographic medium before they select their own theme for the folio for external entry. Consideration will be given to those who do not have Level 1 Visual Arts if they provide suitable examples of work. Eight to ten photographs generated by the student are required for a final submission either in digital or film format. The images should demonstrate an ability to choose a subject and record it from a range of viewpoints while clearly displaying an aspect of interest to the student. Course costs: $750. Students will need to have their own single lens reflex camera or DLSR.

VISUAL ART: PAINTING

12ARPA

3 internals (= 12 credits) 1 external (= 12 credits)

A study in drawing and painting.

Students learn to make choices and decisions about subject matter for painting, then generate and develop ideas that interest them. The final folio is established through a personalised learning programme. In this course students research and apply information, methods and ideas relating to art making. They learn to develop ideas through painting to produce a body of work that shows an understanding of art making methods and ideas. When appropriate, students may visit an art gallery during class time. Consideration will be given to those who do not have Level 1 Visual Arts if they provide suitable examples of work. Course costs: $250 for materials. For further information, see Ms Lawrence.

74

For further information, particularly regarding the submission detailed above, see Ms Lawrence.


Year 13 Academic Curriculum Core and Options At Year 13 students are required to participate in the Physical Education/Religious Education/Health/ Study/Options programme. All students study five subjects for NCEA. Students may choose to sit the Scholarship examination (additional to the NCEA Level 3 examination) in one or more subjects. PLEASE NOTE: Once subject selections are made, it is very difficult to make changes thereafter. Please select carefully. COMPULSORY CORE SUBJECTS

LESSONS PER WEEK

PHYS.ED/RELIGIOUS EDUCATION/HEALTH/STUDY/OPTIONS

Semester 1 – 1 Focus period, 1 Options + 1 PHEC, 1 HLED or 1 RLED, 1 STDY Semester 2 – 1 Focus period, 1 Options + 1 RLED, 1 STDY or 1 PHEC, 1 HLED

4

OPTION SUBJECTS – 20 lessons a week Choose 5 Options (Full year, 4 lessons each) Accounting

English Extension

Music

Agriscience

ESOL

Physical Education (NCEA)

Agribusiness

Food and Nutrition

Physics

Biology

French

Physics and Chemistry Extension

Business Management

Geography

Soft Materials Technology

Chemistry

History

Spanish

Classical Studies

Japanese

Statistics

Design and Visual Communication

Materials Technology

Visual Art – Design

Digital Technology

Mathematics with Calculus

Visual Art – Painting

Drama

Mathematics with Calculus Extension

Visual Art – Photography

Economics

Mathematics with Statistics

Not a UE Approved Subject:

English

Media Studies – Film

Transition Studies

English Literature

Media Studies – Television

Travel and Tourism

NOTE: On the following pages, for all NCEA subjects, details are also given on the number of internal and external Standards, and total credit values. COURSE REQUIREMENTS In addition to the subject entry requirements: • students may study up to three Sciences; • students may study both Mathematics with Calculus and Mathematics with Statistics; • students may study more than one Technology-based subject but should be aware that there may be Standards common to both subjects. Where the same Standard is assessed in different subjects, only one of the grades for that Standard can be counted for credits towards a Level certificate and for an endorsement; • students may not study both Media Studies (Film) and Media Studies (Television). Note that there are a number of Standards common to both subjects (the rationale applying to Technology-based subjects applies in the context of these subjects).

75


NCEA – University Entrance Requirements 14 credits in a first ‘Approved’ subject.

The UE requirement is the minimum requirement for entry to university, specifically: • Achievement of NCEA Level 3 (60 credits at Level 3 or higher and 20 credits at Level 2 or higher); • 14 credits in each of three subjects from the Approved List;

14 credits in a second ‘Approved’ subject.

• UE Numeracy – 10 credits at Level 1 or higher from specified Achievement Standards or three specific Numeracy Standards; • UE Literacy – 10 credits (5 in Reading and 5 in Writing) from specific Level 2 and higher Achievement Standards, or specific Te Reo Māori and Te Reo Rangatira Level 2 Standards;

14 credits in a third ‘Approved’ subject.

• Credits can be accumulated over more than one year in a subject.

NZQA Approved Subjects for University Entrance REMEMBER – University Entrance gives entrance to university, however, more and more universities require certain subject areas to be included and some have specific entry criteria. All universities publish these details. • most, if not all, universities use Rank Scores, based on results in NCEA assessments. The Rank Score is an important part of programme selection requirements and is used to determine eligibility for specific programmes. The Rank Score is based on the best, for example, 80 credits at Level 1 NCEA or higher over a maximum of five ‘approved’ subjects weighted by the level of achievement attained in each set of credits; • universities and other tertiary providers use NCEA results for entry selection; • good grades in Achievement Standards, such as Excellence or Merit, are very advantageous, particularly when considering selection for limited entry courses – faculties are increasingly limiting entry.

NZQA APPROVED SUBJECTS for UNIVERSITY ENTRANCE 2018 Accounting

Economics

Painting (Practical Art)

Agriculture

Education for Sustainability

Photography (Practical Art)

Biology

English

Physical Education

Business Studies

French

Physics

Calculus

Geography

Printmaking (Practical Art)

Chemistry

German

Processing Technologies

Chinese

Health Education

Religious Studies

76


NZQA APPROVED SUBJECTS for UNIVERSITY ENTRANCE 2018

continued...

Classical Studies

History

Samoan

Construction and Mechanical

History of Art

Science

Technologies

Home Economics

Sculpture (Practical Art)

Cook Islands Māori

Indonesian

Social Studies

Dance

Japanese

Spanish

Design (Practical Art)

Korean

Statistics

Design and Visual Communication

Latin

Technology

Digital Technology

Mathematics

Te Reo Māori

Drama

Media Studies

Te Reo Rangatira

Earth and Space Science

Music Studies

The complete list of NCEA Achievement Standards for each approved subject can be found on the NZQA website.

New Zealand Scholarship THE GAINING OF SCHOLARSHIP The assessment for New Zealand Scholarship is Standards-based and all assessments are external. A scholarship enables students to be assessed against challenging Standards, and is demanding for the most able students in each subject. A student who achieves Scholarship will have demonstrated, within complex situations, higher level critical thinking, abstraction and generalisation and the ability to integrate, synthesise and apply knowledge, skills, understanding and ideas. Depending on the area of study, a student will display a range of: • comprehensive content knowledge (breadth and depth); • effective communication; • original or sophisticated solutions, performances or approaches; • critical evaluation; • flexible thinking in unfamiliar/unexpected contexts. If you have gained a lot of Standards with Excellence throughout your school studies and are doing Level 3 Standards, you may want to be assessed for New Zealand Scholarship. Scholarship assessments cover the same content as Level 3 Achievement Standards, so a separate course is not needed.

77


Year 13 Topics studied are: ACCOUNTING

13ACCO

2 internal (= 8 credits) 3 externals (= 9 credits)

Advanced processing and reporting of accounting information as a foundation for study at a tertiary level.

The aim of this course is to provide a stimulus and foundation to the study of Accounting at university and other tertiary institutions. The Year 13 course draws heavily on the understanding accumulated in Years 11 and 12. The course involves the processing and reporting of financial and non-financial information for partnerships and companies. Other topics include the conceptual framework, accounting information for management including job cost systems, cash budgeting and decision making. Course costs: $40.00 (approximately) for workbooks.

13AGBS

4 internals (= 16 credits) 1 external (= 5 credits)

Knowledge and understanding of the principles and practices associated with the supply of primary products in New Zealand.

Although this course follows on from Level 2 Agribusiness, prior knowledge is not necessarily required and the course can be picked up by a student who has not previously studied Agriscience or Business. An interest and ability in the agricultural supply chain is important due to the theoretical nature of the content. Agribusiness looks at growing value in New Zealand primary products through innovation, science, technology, management and marketing. This course has a specific focus on the wool industry, beef production, craft beer supply chain innovations, the apple industry and sheep milking. Practical experiments will be undertaken throughout the year that support the learning in a number of Standards. Students may also take Agriscience but will be restricted to only taking one additional commerce subject.

78

Future proofing for long-term viability; Strategic capital expenditure decisions; Meeting market needs through innovation; Sustainable primary production; Supply, demand and market forces.

Course costs: $100 (approximately) for practical experiments and a field trip. For further information, see Mrs Cloughley.

AGRISCIENCE

13AGSC

2 internals (= 10 credits) 2 externals (= 10 credits)

Knowledge and understanding of the principles and practices associated with food and fibre production in New Zealand.

For further information, see Mr Temple.

AGRIBUSINESS

• • • • •

This course is independent of the Level 1 and 2 agricultural programmes. Prior knowledge is not necessarily required and the course can be picked up by a student who has not previously studied Agriculture. However, a genuine interest to learn about New Zealand agriculture and its place in our economy is essential. While there is still a production focus, this is woven into the market requirements and would therefore equally suit a student interested in the supply chain of our agricultural export industry both on-farm and off-farm, in the commerce or research sectors. The course covers topics pertaining to the production of primary products so that they satisfy market and environmental requirements at a profit to the producer. There will be a focus on lamb production and egg production, with students able to choose a focus product for their research assessment. Topics studied are: • Attributes of products required to meet the demands of different markets; • Factors that influence the profitability of primary products in New Zealand; • Manipulation of the production process to ensure that products meet market requirements; • Analysis of production practices on the environment.


Year 13 Field trips associated with the two internal Standards are designed to provide a basis for the research being undertaken. Course costs: $100 (approximately) for two field trips. For further information, see Mrs Cloughley.

BIOLOGY

13BIOL

3 internals (= 10 credits) 2 externals (= 9 credits)

Investigating, understanding and explaining about living things and how they interact with each other and the environment.

The course examines areas of Biology that are of particular importance to society today and in the future. The three internally assessed Standards cover: • an investigation of an aspect of the ecological niche of an organism; • research of a socio-scientific issue (stem cells); • how animals maintain a stable internal environment (thermoregulation). The two externally assessed Standards cover: • plant responses and animal behaviour in relation to biotic and abiotic environmental factors; • the trends in human evolution using current scientific evidence for the origins of humans. The study of Biology can lead to tertiary studies and employment in areas such as Health Sciences, Biotechnology, Agriculture and Environmental Studies.

BUSINESS MANAGEMENT

13BUSS

2 internals (= 12 credits) 2 externals (= 8 credits)

Management in the context of setting up and running a small business enterprise.

New Zealand is a nation of small businesses. The trend is growing. A large percentage of students are likely to be either employed by small businesses or self-employed. Students will learn experientially about how to research and create a successful marketing strategy, and how to set up and run an innovative and sustainable business of their own. Students will learn to be comfortable working together in a team environment with consultation from business specialists. The knowledge and skills gained in Business Studies, and exposure to enterprise culture, can help shape ‘creative, energetic, and enterprising’ young people (the Curriculum Vision Statement) who will contribute to New Zealand’s economic future. Due to the large written component of the course’s assessment it is desirable that students have gained Level 2 English credits in Achievement Standards 2.1 or 2.2. Course costs: $25.00 (approximately) for a workbook, $100 to travel to Kaikoura for a field trip and $35.00 to register a Young Enterprise company. For further information, see Mr Temple.

CHEMISTRY   13CHEM 3 internals (= 9 credits) 3 externals (= 15 credits)

Students will be encouraged to attend extension class in preparation for Scholarship papers if their learning outcomes are appropriate.

Investigating, understanding and explaining matter and the changes it undergoes, and the energy involved.

Students who did not achieve with Merit at least two external Biology papers will find this course difficult.

The work studied in Year 12 is extended and we introduce a range of new, more challenging concepts.

Course costs: $300 (approximately) for Portobello field trip. Students are expected to purchase a course manual.

The course is recommended for students contemplating a Science-based career or university course and is essential for Health Science(s).

For further information, contact Mrs Carline.

Students will be encouraged to attend extension class in preparation for Scholarship papers if their learning outcomes are appropriate.

79


Year 13 Students who did not achieve with Merit at least two external Chemistry papers will find this course difficult. Course costs: Purchase of a workbook and practical manual. For further information, contact Mr French.

CLASSICAL STUDIES

The course covers a mixture of freehand and instrumental graphics skills with the emphasis on communication of design ideas in a way that encourages reflective thought and critical analysis. 13CLST

2 internals (= 12 credits) 2 externals (= 10 credits)

The study of history and art in the context of Ancient Greece and Rome.

This course seeks to continue and develop the interest and understanding of ancient civilisations and how they have impacted on modern societies around the world. This study works on the development of skills and techniques of research, structured writing, and the understanding and analysis of ideas and sources. From this course students develop an understanding of knowledge and concepts of: • • • • • •

become fully involved in challenging, creative and useful graphic and design work. It covers such topics as spatial design (architectural and environmental spaces), product design (fashion, packaging, media, consumer, technological objects), and visual presentations.

citizenship and society; culture and identity; empire and power; conflict; art and aesthetics; heritage.

The opportunity exists for greater application of computer aided design and graphic image processing skills forms a significant part of this course. The course is assignment and portfolio based and consists of Achievement Standards based on the interests of the students in the class. It is anticipated that they will complete a course of 16 credits with a combination of internal and external Standards. Course costs: Apart from normal consumables (leads, paper etc.) no further items are necessary, providing the equipment purchased in previous years has been cared for. However, it is recommended that students start to build up their collection of marker pens if they intend to pursue tertiary study in this field. Ongoing material costs can be disbursed throughout the year. For further information, see Mr McGowan.

These concepts and ideas will be covered in the topics of Roman art and architecture and Alexander the Great.

DIGITAL TECHNOLOGY

For further information, see Mr Faulls.

Develop advanced skills and understanding in a digital environment.

13INTE

3 internals (= 16 credits) 1 external (= 4 credits)

This course has three main focuses: computer science concepts, programming and database-driven web design. DESIGN AND VISUAL COMMUNICATION

13DEST

2 internals (= 12 credits) 1 or 2 externals (= 10 credits)

Develop and resolve design solutions by applying a range of drawing modes and media.

This is a design and problem-solving orientated course where students have the opportunity to

80

In the computer science concepts topic, students will learn about artificial intelligence and assess chatbots using the Turing test. They will also learn about formal languages, using regular expressions and finite state automata. In the programming topic students will learn advanced techniques in Python, such as developing a


Year 13 graphical user interface and using class and objects to encapsulate data and methods. In the web design topic students will learn how to build a dynamic website, where content is located in a MySQL database. Students will write SQL queries and PHP code by hand to display dynamic content and to edit content within a database. They will investigate encryption methods and how to password-protect the administration section of a website.

Assessments and dates for these will be decided upon accordingly. It is expected that students create a programme that offers a minimum of 17 internal credits, and a maximum of 23 internal credits. If they wish, students may additionally enter the external assessment.

There are two main projects where students complete projects to meet supplied briefs, however, the students may come up with their own project idea if they wish.

Compulsory internal assessments are completed because the skills taught, developed and assessed provide a strong foundation in performance, and success in other assessments. They cover the interpretation of scripted text to integrate drama techniques in performance and the devising and performance of a drama piece to realise a concept. The external requires students to demonstrate understanding of a live drama performance.

Course costs: We encourage all students to have their own laptop. You can use open source software or purchase commercial software such as Adobe Photoshop.

Working journal: Students will be required to keep an up-to-date working journal that documents their learning, critical reflections and developments as they progress through the course.

For further information, contact Mr Adams.

Note: If a student does not enter the external Standard, they cannot gain a course (subject) endorsement. For further information, contact Mr Wiseman.

DRAMA

13DRAM

2 internals, compulsory, 5 other internals (students select up to 5) 1 external (= 4 credits) (= 23 credits maximum)

Researching, analysing, interpreting and creating drama contexts to convey meaning to an audience.

Drama is not just for those who wish to become actors, but for those who wish to pursue any career that deals with people and the understanding of them. Performance skills covered will include acting technique and the devising process. Others that may be looked at include script writing, directing, understanding theatre forms, theatre practitioners and their influence on society. The specific skills will be defined by the student’s Independent Learning Programme (ILP). Independent Learning Programmes – All Level 3 Drama students will embark upon an ILP for the duration of the year. In partnership with the teacher, students will create a programme for themselves that reflects their needs, goals, and passions.

ECONOMICS

13ECON

2 internals (= 10 credits) 3 externals (= 14 credits)

The study of the market mechanism and its impacts in the micro- and macroeconomic environment.

The objectives of this course are for students to understand economic concepts, principles and simple analytical techniques and apply them to current economic issues. Students are expected to be able to inquire into, and reason clearly and objectively about, economic issues and to interpret and present economic data and arguments in a clear and concise manner. An awareness of the interrelationships between economic, social and political issues is also required. The year’s work is divided into three broad sections: • Resource allocation via the market system – an analytical study of the market analysing how decisions are made, their outcomes and New Zealand examples;

81


Year 13 • Resource allocation via the public sector – understanding the role of government in the provision of goods and services especially where the market does not do this efficiently or equitably with New Zealand examples; • Aggregate economic activity and policy – a macroeconomic approach to the economy and the impact of government action. Students will be expected to use today’s information and processing technologies in the presentation of their internally assessed work. Course costs: $40.00 (approximately) for workbooks. For further information, see Mr Temple.

ENGLISH

13ENGL

4 internals (= 13 credits) 1 external (= 4 credits)

The study, use, and enjoyment of the English language and its literature.

This programme is designed for students who enjoy English but who require more support in their progress towards gaining Level 3 English. While it is expected that students will have a sound skill base, they will complete a variety of activities that will help build their enjoyment, skills and confidence in English. In the process, students work towards achieving a range of NCEA Level 3 Standards that assess the written, visual and oral strands of the New Zealand Curriculum (Curriculum Level 8). The key differences between this course and Year 13 English Literature are: • a focus on using visual texts to engage students; • a pace of learning that supports individual student needs. Students will study a variety of texts that are linked through a theme(s) and make connections between them and the world around them. See the ‘Subject Entry Requirements’ page for details. Note: Entrance to this course will initially be determined by the results from the school examinations in Year 12.

82

Course costs: Education Perfect subscription. For further information, see Ms Gilbert or Mrs Ruwhiu.

ENGLISH EXTENSION

13ENGLX

3 internals (= 10 credits) 2 externals (= 8 credits)

The study, use, and enjoyment of the English language and its literature.

Students who have demonstrated a high level of engagement with literature and achievement in Year 12 English Literature and who are creative and critical thinkers may be invited into the 13ENGLX class. Being in 12ENGLX does not guarantee entry to 13ENGLX. This class focuses on: • extending students’ breadth of knowledge of language, literature and critical theories; • consolidating the learning skills needed by Scholarship students: synthesising information, critical thinking and reflection, independent learning skills, personal responsibility, a strong work ethic; • preparing students for the Scholarship English examination in addition to the NCEA Level 3 qualification. Course costs: Additional charge of $40.00 for Through the Literary Looking Glass: Critical Theories in Practice. For further information, see Ms Gilbert or Mrs Ruwhiu.

ENGLISH LITERATURE

13ENGLT

3 internal (=10 credits) 2 externals (= 8 credits)

The study, use, and enjoyment of the English language and its literature.

Year 13 English Literature continues to build on the skills developed in previous years. It is a more demanding and specialised programme than Year 13 English and is designed for students who


Year 13 enjoy literature and who are confident with their skills in this subject. Students need to be developing their own critical responses to sophisticated written, visual and oral texts and link them to wider contexts. In the process, students work towards achieving a range of NCEA Level 3 Standards that assess the written, visual and oral strands of the New Zealand Curriculum (Curriculum Level 8). See the ‘Subject Entry Requirements’ page for details. Please note that entrance to this course will initially be determined by the results from the school examinations in Year 12. Course costs: Livewire subscription. For further information, see Ms Gilbert or Mrs Ruwhiu.

to individual needs and there is a strong emphasis on subject support. This course is designed to support the student’s mainstream English course. It also assists in providing a pathway to NCEA Literacy at Level 2 and is run in close collaboration with teachers in the English Department. Students have a number of options in this course. They can have support either in achieving Level 2 NCEA English Literacy for University Entrance or NCEA English at Level 3. In addition students are offered tuition for external ESOL qualifications such as the TOEFL and IELTS exams. This course can be undertaken as a Year 13 subject. Alternatively, tuition is available during the student’s study periods if timetabled at the same time as Year 13 ESOL. Guidance and references are also provided for international students choosing to study at a New Zealand or overseas tertiary institution. For further information, see Mrs Brooks.

SCHOLARSHIP ENGLISH Students who have demonstrated a high level of engagement with literature and achievement and who are creative and critical thinkers can choose to attend the Scholarship English sessions, which are usually held on a Thursday after school. Any student from Year 12 or 13 who is interested in attending this class can discuss this further with Ms Gilbert.

ESOL

13ENSL

A study of English for academic purposes.

Entry into this course is partly based on Level 2 NCEA results. Students new to the College need to have a minimum of upper intermediate level English. The course is for students who do not have English as their first language and wish to improve their language skills for mainstream classes. The course is designed to assist students to write clear, accurate English, to read with understanding, and to speak fluently and clearly. Support in other curriculum areas is also offered and this is done in close co-operation with subject teachers, tutors and Deans. Each course is carefully structured according

FOOD AND NUTRITION

13FOTE

3 internals (= 15 credits) 1 external (= 4 credits)

Analyse current food issues and develop food skills to contribute to the well-being of themselves and society.

This course is designed to follow and build on the knowledge gained in the Year 12 course. Its focus is on the wider issues associated with food choice and well-being in New Zealand. Students will consider the main influences on food choices and the reasons people make the choices that they do. As part of this work they will investigate the impact this has on individuals and society. Students are expected to develop their ability to think critically about food issues and to develop knowledge to challenge the beliefs and attitudes around key food issues. These key food issues will be focused on: • eating habits that lead to obesity; • the practices food multinational practices use to encourage consumers to buy their food and the impact on eating habits and well-being; • food related ethical dilemmas, eg. should food multinationals be allowed to sponsor sport? • influence of food advertising on well-being. 83


Year 13 Food preparation work is an integral part of all units of work and students are expected to develop their food skills throughout the year. Course costs: Food costs and some photocopy costs will be disbursed each term. For further information, see Mrs Duncan.

FRENCH

13FREN

3 internals (= 14 credits) 2 externals (= 10 credits)

The use of language to express, justify, support and challenge ideas.

Topics covered are based on the online course text, AQA French and up to two literary texts (a film and a short story) may also be studied. By the end of this course, students can: • take part in general, and fairly spontaneous conversation with French speakers; • understand much of what is said; • contribute relevant comments, explain and discuss many of their own ideas and opinions; • read a variety of authentic materials; • write expressively for a range of purposes; • use language creatively; • use a range of language-learning strategies effectively. Students are encouraged to read from a wide variety of sources to gain a more up-to-date knowledge and appreciation of things happening in France. Students continue to develop their skills in speaking French, including more opportunities to speak in small groups on current topics, in writing essays, and in the listening and reading of texts and articles. Students further develop their vocabulary and grammar, which continues to be taught in greater depth. Expanding vocabulary and grammar knowledge of French and incorporating this into the productive skills of writing and speaking continues to be a significant aspect.

Course costs: Students purchase a licence for the online text, AQA French and a vocabulary and grammar booklet. Language Perfect subscription $30.00. For further information, see Mrs Radcliffe or Mr Bevin.

GEOGRAPHY

The study of how people and the environment interact.

This course is designed to enable students to build upon their studies of the past two years. However, it is flexible enough to enable students to take up the subject for the first time at this level if they are prepared to work hard, and have good literacy skills. This decision should be discussed with the teacher in charge. From this course students will develop an understanding of: • how tourism has developed and the impact it has made on places, with particular reference to Queenstown, and an overseas case study; • the geographic research process through an individual research project; • the analysis of the global pattern of water scarcity; • the selection and application of geographic skills and ideas; • investigation into the impacts of a significant event – Queenstown Winter Festival. There are two field trips that are an integral and compulsory part of the course. This is a four-day trip to Queenstown to study the process of tourism and the Queenstown Winter Festival. The other trip is a day trip associated with the gathering of data for the geographic research project. Course costs: $350 and $30.00 (approximately) for the two field trips. For further information, see Mrs Poulter.

84

13GEOG

3 internals (= 11 credits) 2 externals (= 8 credits)


85


Year 13 HISTORY

13HIST

JAPANESE

3 internals (= 15 credits) 2 externals (= 10 credits)

3 internals (= 14 credits) 2 externals (= 10 credits)

A study of the causes and consequences of past events to develop an understanding of their complexity and contested explanations.

The use of language to express, justify, support and challenge ideas.

As with previous years’ courses, this course is designed to enhance students’ curiosity about and understanding of the past. While it is helpful for students to have previous experience of History as a subject it is not essential. Many students successfully take History for the first time in Year 13, however, a good standard of literacy skills is required for any student taking this course. Students will gain knowledge, skills and experience to: • understand that the causes, consequences and explanations of historical events that are of significance to New Zealanders are complex, and how and why they are contested; • understand how trends over time reflect social, economic and political forces. The course also develops particular skills in: • communication (essay writing, source evaluation); • the ability to enter imaginatively into the past (empathy); • critical thinking; • defining a problem and gathering and processing information relevant to it.

13JAPA

Students further build on their acquired language skills by covering the vocabulary and grammatical requirements of Level 8 of the Curriculum. Three main topics are studied throughout the year, which cover in greater depth the economic, social and cultural aspects of the country. They are: sports and leisure, family life, Japan at work, and current issues. Students further improve their ability to use their language skills to contrast, either in a verbal or written form, the differences and similarities between our two countries. This year students learn to read and write a further 50 kanji. Students continue to develop in the four language skill areas through increased exposure to a range of texts and resources. Language Perfect/Languages in Action continue to be a very useful tools for ongoing vocabulary and kanji revision and for aural and reading exercises. The ability to apply the expanded vocabulary and grammar structures to a variety of situations is an important aspect of this course. Course costs: Language Perfect subscription $30.00. For further information, see Mrs Simcock.

Topics covered will include: • Elizabeth I, 1558–1603: religion, rebellion and treason; • Middle East Conflict and Terrorism; • Research assignments on a significant event in New Zealand history, and perspectives assessments on the trial and execution of Mary Queen of Scots or the debate about the dropping of the atomic bombs. For further information, see Mr Faulls.

86

MATERIALS TECHNOLOGY      13MTEC 3 internals (= 12 credits) + 1 optional internal (= 6 credits) 1 external (= 4 credits)

Within the context of Hard Materials Technology students will design, plan and produce a manufactured outcome.

Learning in Materials Technology is about becoming confident in using a variety of means to address needs and opportunities and solve practical problems. It focuses on practical competencies as well as technological knowledge. It encourages risk-taking and lateral thinking, the development of multiple solutions to problems, trial and error, teamwork and the management of resources effectively and efficiently.


Year 13 This course involves working on a negotiated project of the student’s choice as a vehicle for furthering a range of practical skills, graphic communication skills and understanding of technological practice. The course aims to offer as much practical activity and experience as possible. Building on the foundation of understandings, practices and skills established in the previous year, Materials Technology focuses on: • designing and planning; • modelling and testing to resolve issues; • safe use of portable power tools and fixed machinery; • identification and sourcing of materials and sequencing for manufacture; • fabrication assembly of finishing methods. Previous experience in this subject is strongly recommended. Course costs: Materials used. For further information, see Mr Hamilton.

MATHEMATICS

This course leads on to pure Mathematics courses at university and higher-level study in fields such as Engineering, Economics and Physics. Course costs: A Casio graphics calculator is required for this course, and selected commercial workbooks and revision material. For further information, see Mr Hilliam.

MATHEMATICS WITH CALCULUS EXTENSION 13MATCX 4 internals (= 11 credits) Exploration and use of patterns and relationships in quantities, space and time.

This course is designed to complement the Year 13 Calculus course for those students intending to sit Scholarship Calculus. It is set up primarily for students who have already completed the Year 13 Calculus course, although it is possible to apply for this course without having done so. Each application will be considered on a case-by-case basis. The course consists of four internal Mathematics Achievement Standards, with the remainder of the time focusing on Scholarship preparation.

Four courses are offered at Year 13. Students who choose Mathematics will be entered in the course according to the entry criteria they meet. Students who choose not to enter a Year 13 Mathematics course should ensure that they have already attained the Numeracy requirements for University Entrance.

Course costs: A Casio graphics calculator is required for this course, and selected commercial workbooks and revision material.

MATHEMATICS WITH CALCULUS

MATHEMATICS WITH STATISTICS

13MATC

For further information, see Mr Hilliam.

13MATH

1 internal (= 4 credits) 3 externals (= 17 credits)

4 internals (= 12 credits) 2 external (= 8 credits)

Exploration and use of patterns and relationships in quantities, space and time.

Exploration and use of patterns and relationshp in data.

The course is designed to extend students’ skills and knowledge in algebra, trigonometry and calculus methods. All classes have the opportunity to achieve all grades in each Achievement Standard. An extension class will have a strong emphasis on gaining Excellence grades in Level 3 and will prepare selected students for Scholarship.

The course is designed to develop skills and knowledge in statistical methods as well as some applied linear methods. All classes have the opportunity to achieve all grades in each Achievement Standard. This course should not be done in combination with the Level 3 Statistics course. Students wishing to aim for a Scholarship in Statistics should take the Level 3 Statistics course.

87


Year 13 This course provides a statistical and mathematical background for university or polytechnic study in the Social Sciences, Biological Sciences and Management Science but not higher level Mathematics. Course costs: A Casio graphics calculator is required for this course, and selected commercial workbooks and revision material. For further information, see Mrs Hill-Taiaroa.

MEDIA STUDIES – FILM

13MESF

3 internals (= 13 credits) 1 external (= 4 credits)

Planning, producing and analysing film, including studying the relationship between film and society.

This course is for those who want to carry the study of film to a high level of professionalism. We closely study several films from the horror genre, looking at the conventions of horror, and how the genre has changed over time. We will study the filmmaking process using our own high-end equipment. A major component of the course will be the production of short films. Students will work individually or in small groups to write scripts, plan, shoot, and edit one major film project. This process will provide nine credits from two related assessments. One further Standard, an external, will look at how our genre relates to its audience, while we dissect our genre to see how it impacts on our audience or society as a whole. Students who have enjoyed English, Art, Television, Art Design and enjoyed working with production technology will enjoy this course. It provides a mix of academic challenge and creative opportunity. For further information, see Mr McIntosh.

MEDIA STUDIES – TELEVISION

13MEST

4 internals (= 17 credits) 1 external (= 4 credits)

The study of changes in the media industry, how to create meaning in a production, how to produce quality short documentaries featuring St Andrew’s stories, to be seen on the College’s various platforms.

This exciting course is for people serious about studying the media as a career, by producing multiand single camera shows for internet screening. We also study the move away from television to online platforms. We are especially looking for producers and directors, front people, performers and technical people who want to head to tertiary courses, such as the New Zealand Broadcasting School. Students who have enjoyed English, Photography, Drama or Art will enjoy this course. For further information, see Mr Williams.

MUSIC

13MUSP

8 internals (= 48 credits) 2 externals (= 8 credits)

Exploration of sounds and technologies for creating, interpreting and representing music ideas.

The Year 13 Music course is based around Project Based Learning. Students are encouraged to choose a project in their area of interest (such as recording an album, performance, making music videos, composing for film/TV, music management, producing, research, etc.), which will form the basis of their learning and assessment for the year. Students work with Mr Ferguson to develop a course based around their project that enables them to achieve NCEA credits. In the past some high achieving students have gained 40+ credits at Excellence level through their project work. The following Standards are offered: • Solo performance (eight credits); • Group performance (four credits); • Solo performance on a second instrument (four credits);

88


Year 13 • Composition (eight credits); • Aural (four credits); • SOND 3 (advanced recording and mixing – six credits); • ‘MUSTEC’ 23730 (sequencing and notation – eight credits); • Music research (six credits); • Songwriting (eight credits). Students wishing to attempt Music Scholarship should be sure to choose studies of music works as well as the theory and harmony Standard. Significant prior knowledge of music theory and analysis, in addition to exemplary performance or composition skills, are required before entry is approved for the Music Scholarship exam. Course costs: Students that require an accompanist for NCEA solo performance assessments should expect to pay $20.00–$50.00 per term. For further information, see Mr Ferguson.

PHYSICAL EDUCATION (NCEA)

13PHED

5 internals (= 19 credits) (Does count for course endorsement.)

The well-being of students, other people and society through learning in movement and health-related contexts.

Any Year 13 student can choose this subject, especially those who have an interest in Physical Education and the related fields of sport, Outdoor Education, coaching and leadership, exercise and well-being, recreation and leisure. The focus is on developing skills and knowledge for life, in particular the transition from school to tertiary level education. An interest in exercise and sport is important, as is the ability to relate the theory of the course to practical situations. There is an emphasis on learning through self-management, critical evaluation and the applied use of resources in different contexts. Good written language skills are helpful. Modules of work include:

PHYSICAL EDUCATION (CORE) 13PHEC This compulsory course introduces students to community, recreational, leisure, sporting and club activities and allows them to experience what is available when they leave school. The main areas of participation are: • lifestyle awareness – visits to fitness centres, leisure facilities, sports clubs and venues; • individual and team sports – triathlons, tournaments, new sports and activities; • leisure experiences – recreational activities of your own choice, gymnastics, racquet sports, indoor bowls, table tennis.

• analysis of a physical skill to aid performance improvement in sport; • evaluate the effectiveness of a sports skill improvement programme; • demonstrate performance of a physical activity; • examine an issue in society involving outdoor adventure activities, sport and health; • develop strategies for lifelong physical activity. Students who are seeking a subject that is practical in nature and has relevance to their current and future health as well as their sporting and academic life would benefit from this course. Course costs: $30.00 per term for two terms for field trips, including Outdoor Education and sports. For further information, see Mr Stanton.

Activities are selected so as to enhance senior students’ interpersonal skills, allow for personal choice and to help them make informed decisions about physical activity in their lives ahead. One period per week for half a year. Course costs: $30.00 (approximately) for field trips. For further information, see Mr Stanton.

89


Year 13 PHYSICS

13PHYS

3 internals (= 10 credits) 3 externals (= 14 credits) Students will be given the opportunity to enter for a combination of the credits above based on their intended pathways in future years.

Investigating, understanding and explaining a wide range of physical phenomena, including motion, forces, light waves and electricity.

This course builds on the foundation of the ideas, methods and skills of Physics established in previous years. The aim is to extend understanding and competencies in the subject and to give students the background needed for further tertiary study in a variety of areas. Students wishing to enter for Scholarship in this subject are supported in their preparation. The areas of study are mechanical systems, wave systems and electrical systems. Students who did not achieve with Merit at least two external Physics papers will find this course difficult. Course costs: A number of workbooks will need to be purchased, together with an end-of-year revision book that will help with revision for the end-of-year exams. A $20.00 Education Perfect subscription will be charged to students. For further information, contact Mr Cummack.

PHYSICS AND CHEMISTRY EXTENSION

13PHSC

5 internals (= 16 credits)

Investigating, understanding matter and explaining a wide range of physical phenomena.

This course is for those students who have completed Year 13 Chemistry and Year 13 Physics in the previous year. By doing two lessons of Chemistry per week and two of Physics the aim of this course is to enrich the knowledge of the students taking it as well as bridge the gap between Level 3 NCEA subjects and stage one university. Students will be given the opportunity to further their interests outside of the normal NCEA examination. Students will be expected to enter for Scholarship Physics and Chemistry at the end of this course and support will be given to do so. 90


Year 13 This course is by invitation only and will be based on work from the previous years in Chemistry and Physics.

Course costs: A disbursement will be made for materials, pattern drafting and photocopy costs. For further information, see Mrs Buckley.

Course costs: A revision book for both Scholarship Physics and Chemistry will need to be purchased. For further information, contact Mr French or Mr Cummack.

SPANISH

13SPAN

3 internals (= 14 credits) 2 externals (= 10 credits)

RELIGIOUS EDUCATION 13RLED In Year 13 students discuss morality, ethics and character formation using the Ten Commandments as a basis for discussion. At the end of the semester students are encouraged to develop their own rules to live by, taking into consideration the ancient text and the world they live in now. For further information, see Mr Morrow.

SOFT MATERIALS TECHNOLOGY

13CLTX

4 internals (= 16 credits) 1 external (= 4 credits)

Students select their own context and design, plan and produce a prototype to fit the established need.

This course involves the student negotiating a design brief and specifications to meet a need or opportunity they identify. Students gain complex skills in fashion drawing, pattern drafting and construction. As part of the process they refine their design ideas using stakeholder feedback and modelling to inform the final outcome. They develop an understanding of sustainability issues in design and apply this knowledge to the development of their own prototype. Students demonstrate a deeper level of evaluating and critically analysing skills. At this level they are expected to develop independence in managing the tasks and resources to meet the brief and specifications. They can work towards producing material suitable for a design portfolio to submit for entry into tertiary study courses.

The use of language to express, justify, support and challenge ideas.

The Level 3 course will focus on developing those skills acquired by students in previous years. Communication functions, language structures, vocabulary and socio-cultural aspects will be consistent with Levels up to and including Level 8 of the Spanish Curriculum. The topics viewed throughout the year will be covered in greater depth, such as: economic situations, or social and cultural aspects of a Spanish speaking country compared to New Zealand. Students further develop the skills to use the language to contrast, either in a verbal or written form. They will be able to review, revise and understand material, which may include authentic texts, as well as undertake discussions and debates on current events. Students will continue to develop in the four skill areas through increased exposure to a variety of texts and resources. Course costs: Language Perfect subscription $30.00. For further information, see Mr Evlampieff.

STATISTICS

13MATS

3 internals (= 12 credits) 2 externals (= 8 credits)

Modelling, analysis and exploration of patterns and relationships in data.

This course is designed to extend students’ skills and knowledge in statistical methods. All classes have the opportunity to achieve all grades in each Achievement Standard. This course should not be done in combination with the Level 3 Mathematics

91


Year 13 and Statistics course. Students hoping to obtain a scholarship in Statistics should choose this course over the Level 3 Mathematics and Statistics course. This course provides a strong statistical background for Health Sciences, Agriculture, Psychology, Social Sciences, research and many other tertiary courses. Course costs: A Casio graphics calculator is required for this course, and selected commercial workbooks and revision material. For further information, see Mr Howard.

Course costs: $400 for Outdoor Education trips. For further information, see Ms Hampson.

TRAVEL AND TOURISM

13THTR

Internals = (24 credits) (Does not count for course endorsement, but contributes to NCEA Level 3.)

A focus on the New Zealand travel and tourism industry.

TRANSITION STUDIES

13TRAN

All internal assessment (= 35 credits) (Does not count for course endorsement, but contributes to NCEA Level.)

Learning skills required to successfully enter the working world.

Learning the skills required to successfully enter the working world and/or tertiary study are further developed through this programme. One of the core elements of this programme is Outdoor Education, which provides the opportunity to develop interpersonal skills such as leadership and organisational skills. Interested students are required to consult with their Dean and Ms Hampson for entry approval. Unit Standards are selected from the subjects below including a range of specific vocational pathways in consultation with students and their parents: • 3–4 Outdoor Education field trips are undertaken as part of developing the student’s interpersonal skills. These field trips include the following learning opportunities: alpine skills, sea kayaking, climbing and mountain biking; • leadership; • customer service; • generic computing; • specific vocational pathways such as primary industry and the services industry. Students are required to consult with Ms Hampson when considering this subject.

92

This unit Standards-based programme is designed for students wanting to work or study in the tourism industry. The focus is on communications and customer service skills and students will be offered opportunities to work with visiting international groups during the year. Students considering tertiary study in this industry should do this course. No prerequisites. It consists of the following unit Standards: • • • • • •

destination New Zealand; New Zealand regions; cross-cultural communication; communication and customer service skills; knowledge of the tourism industry; promotion and marketing of New Zealand destinations.

Course costs: $550 for a four-day field trip to Queenstown. For further information, see Mr Morrison.

VISUAL ART: DESIGN

13ARTD

2 internals (= 8 credits) 1 external (= 14 credits)

A practical study of visual communication through the manipulation of text and image, in order to solve problems in graphic design.

This course develops and extends skills and ideas encountered in Level 2 Visual Arts – Design. In depth studies of logotypes, typographic layout and design


Year 13 concepts are undertaken, culminating in a three panel external submission worth 14 credits. The subject is structured to give maximum exposure to contemporary design thinking and practice, thus preparing the student for any tertiary design course they may wish to undertake. This is an Apple Macintosh computer-based course that does require some research, computer and drawing skills. Course costs: $300 for materials.

of photographic images and of the evaluation of photographs, both historical and contemporary. A folio of original images showing the exploration of a photographic subject and the development of ideas through photographic methods is submitted for external assessment. When appropriate, students may visit an art gallery. Course costs: Depending on camera format: Digital $300, Analog $700. For further information, see Ms Lawrence.

For further information, see Mr Brittenden.

VISUAL ART: PAINTING

13ARPA

3 internals (= 12 credits) 1 external (= 14 credits)

A study in drawing and painting.

Students work through art making procedures and processes including drawing and wet media. They develop an understanding of painting and apply this to the production of a body of work. Students are required to look at a range of works, including contemporary, that can challenge and influence their own art making. A folio showing the sequential development of their work is submitted for external assessment. When appropriate, students will visit art galleries. Course costs: $300 for materials. For further information, see Ms Lawrence.

VISUAL ART: PHOTOGRAPHY

13ARTP

3 internals (= 12 credits) 1 external (= 14 credits)

A study in image-making through photographic processes.

In order to complete this course, students will need an SLR camera or DSLR camera. The course develops an understanding of the procedures and practices which underlie the making 93


94


Year 9 Option Selections 2018 LAST NAME:

FIRST NAMES:

Instructions: Select your options by WRITING IN THE CORRECT BOX BELOW IN ORDER OF PREFERENCE ONLY THE TIMETABLE CODES. All subject codes are shown on the other side of this page. SELECTING YOUR OPTIONS

ALL STUDENTS

You must select six options overall. Two options are back-up choices.   • Choose four options from three groups.

If you have not chosen a language in your selections, please tick one of the languages below (upper band students must study a language).

• Then, select two other options, both from different groups, as back-up. • If you take a language, this takes up two options. So, select two other options, both from different groups. Then select your two back-up subjects.

FRENCH JAPANESE

BALLET ACADEMY ELITE SPORT STUDIES

Both by application.

ACEE Students can be self selected for ACEE, however inclusion is at the discretion of the course staff.

Technology Option: You must take at least one Technology option subject (Group 1) in Year 9 or 10.

PLEASE SELECT CAREFULLY YOUR YEAR 9 2018 PREFERRED OPTIONS

MUST BE SELECTED

PREF 1

PREF 5

PREF 2

PREF 3

PREF 4

PREF 6

NOTE: In case you do not get all of the subjects that you have selected, you must select additional options. The College tries to give students the choices requested. All subjects operate subject to student demand, teacher availability and College resourcing.

I approve of this chosen course:

(Parent/ guardian)

PLEASE MAIL OR DELIVER THIS SHEET TO THE MIDDLE SCHOOL OFFICE BY FRIDAY 25 AUGUST, 2017.

LATE RETURN WILL DELAY PROCESSING OF YOUR APPLICATION. 95


Year 9 Option Selections 2018 Select ONLY THE TIMETABLE CODE for each subject that you wish to study next year and write in the appropriate boxes on the other side of this page. Only those SUBJECTS THAT ARE OPTIONS AT EACH LEVEL are shown here. RECORD YOUR SUBJECTS IN ORDER OF PREFERENCE. YEAR 9 – SELECT 4 OPTIONS + 2 BACK-UPS

96

GROUP 1 CODE 9DEST 9FOTE 9MTEC 9CLTX

SUBJECT Design and Visual Communication Food Technology Materials Technology Soft Materials Technology

GROUP 2 CODE 9ECON 9GEOG 9HIST

SUBJECT Economic Studies Geography History

GROUP 3 CODE 9AGSC 9ARTA 9MUSP 9APER

SUBJECT Agriscience Art Music Performing Art

GROUP 4 CODE 9ESPS

SUBJECT Elite Sport Studies

GROUP 5 CODE 9FREN 9JAPA

SUBJECT French * Japanese *

* Languages are full year

GROUP 6 CODE 9BALL

** Ballet and Dance Studies is full year

SUPPORT CODE 9LITE 9ENSL 9ACEE

SUBJECT Literacy and Learning # ESOL # ACEE #

# Students are selected for these subjects (replaces one option).

SUBJECT Ballet and Dance Studies**


Year 10 Option Selections 2018 LAST NAME:

2017 YEAR LEVEL:

FIRST NAMES:

2018: RETURNING/NEW

    (Please circle one)

Instructions: Select your options by WRITING IN THE CORRECT BOX BELOW IN ORDER OF PREFERENCE ONLY THE TIMETABLE CODES. All subject codes are shown on the other side of this page. SELECTING YOUR OPTIONS You must select six options overall. Two options are back-up choices. • Select four options from three groups. • Then, select two other options, from different groups, as back-up. • If you take a language, this takes up two options. So, select two other options, from different groups. Also select your two back-up subjects.

Tick the box if you studied at least one Technology option in Year 9 Language students only – if you did not take at least one Technology option (Group 1) in Year 9, you are required to take at least one in Year 10.

ACEE Students can be self selected for ACEE, however inclusion is at the discretion of the course staff.

PLEASE SELECT CAREFULLY YOUR YEAR 10 2018 PREFERRED OPTIONS      MUST BE SELECTED PREF 1

PREF 2

PREF 3

PREF 4

PREF 5

PREF 6

NOTE: In case you do not get all of the subjects that you have selected, you must select additional options. The College tries to give students the choices requested. All subjects operate subject to student demand, teacher availability and College resourcing.

I approve of this chosen course:

(Parent/ guardian)

PLEASE MAIL OR DELIVER THIS SHEET TO THE MIDDLE SCHOOL OFFICE BY FRIDAY 25 AUGUST, 2017.

LATE RETURN WILL DELAY PROCESSING OF YOUR APPLICATION. 97


Year 10 Option Selections 2018 Select ONLY THE TIMETABLE CODE for each subject that you wish to study next year and write in the appropriate boxes on the other side of this page. Only those SUBJECTS THAT ARE OPTIONS are shown here. RECORD YOUR SUBJECTS IN ORDER OF PREFERENCE. YEAR 10 – SELECT 4 OPTIONS + 2 BACK-UPS GROUP 1 CODE 10DEST 10FOTE 10MTEC 10CLTX

SUBJECT Design and Visual Communication Food and Nutrition Materials Technology Soft Materials Technology

GROUP 2 CODE 10CLST 10ECON 10GEOG

SUBJECT Classical Studies/ History Economic Studies Geography

GROUP 3 CODE 10AGSC 10ARTA 10MUSP 10APER

SUBJECT Agriscience Art Music Performing Arts

GROUP 4 CODE 10ESPS

SUBJECT Elite Sport Studies

GROUP 5 CODE 10FREN 10JAPA

SUBJECT French * Japanese *

10SPAN

Spanish *

* Languages are full year

GROUP 6 CODE 10BALL

SUBJECT Ballet and Dance Studies ** ** Ballet and Dance Studies is full year

SUPPORT

98

CODE 10LITE 10ENSL 10ACEE

SUBJECT Literacy and Learning # ESOL # ACEE #

# Students are selected for these subjects (replaces one option).


Year 11 Option Selections 2018 LAST NAME:

2017 YEAR LEVEL:

FIRST NAMES:

2018: RETURNING/NEW

    (Please circle one)

STUDY OF ENGLISH OR ENGLISH LITERATURE, MATHEMATICS AND SCIENCE IS COMPULSORY FOR MOST YEAR 11 STUDENTS. Instructions: Select your options INCLUDING ENGLISH by WRITING IN THE CORRECT BOX BELOW IN ORDER OF PREFERENCE ONLY THE SUBJECT CODES. All subject codes are shown on the other side of this page. In addition to the compulsory subjects, you must study three options. Select five options in order of preference. The fourth and fifth choices are back-ups, required in case you are unable to get one of your preferred options.

For example, students entering Year 11 may write their selection in this way:

MUST BE SELECTED

CIRCLE ONE

PREF 4

PREF 1

11ENGL 11ENGLT

PREF 2

11GEOG

PREF 3

11FOTE

(Back-up)

11PHYS

11PHED

PREF 5 (Back-up)

11DEST

PLEASE SELECT CAREFULLY YOUR YEAR 11 2018 PREFERRED OPTIONS

MUST BE SELECTED

CIRCLE ONE

PREF 4

PREF 1

PREF 2

PREF 3

(Back-up)

PREF 5 (Back-up)

11ENGL 11ENGLT

(*Students invited into 11ENGLX)

NOTE: In case you do not get all of the subjects that you have selected, you must select additional options. The College tries to give students the choices requested. All subjects operate subject to student demand, teacher availability and College resourcing.

I approve of this chosen course:

(Parent/ guardian)

PLEASE MAIL OR DELIVER THIS SHEET TO THE MIDDLE SCHOOL OFFICE BY FRIDAY 25 AUGUST, 2017.

LATE RETURN WILL DELAY PROCESSING OF YOUR APPLICATION. 99


Year 11 Option Selections 2018 Select ONLY THE TIMETABLE CODE for each subject that you wish to study next year and write in the appropriate boxes on the other side of this page. Only those SUBJECTS THAT ARE OPTIONS are shown here. RECORD YOUR SUBJECTS IN ORDER OF PREFERENCE. YEAR 11 – SELECT 3 OPTIONS + 2 BACK-UPS

100

CODE

SUBJECT

11ACCO

Accounting

11AGSC

Agriscience

11ARTA

Art (Visual Art)

11BIOL

Biology *

11DEST

Design and Visual Communication

11INTE

Digital Technology

11DRAM

Drama

11ECON

Economics

11ENSL

ESOL

11FOTE

Food and Nutrition

11FREN

French

11GEOG

Geography

11HIST

History

11JAPA

Japanese

11MTEC

Materials Technology

11MUSP

Music

11PHED

Physical Education (NCEA)

11PHYS

Physical Science *

11CLTX

Soft Materials Technology

11SPAN

Spanish

11TRAN

Transition Studies #

* Can study only one of these.

# Students are requested for this subject.


Year 12 Subject Selections 2018 LAST NAME:

2017 YEAR LEVEL:

FIRST NAMES:

2018: RETURNING/NEW

     (Please circle one)

STUDY OF ENGLISH OR ENGLISH LITERATURE IS COMPULSORY FOR YEAR 12 STUDENTS. Instructions: Select your options by WRITING IN THE CORRECT BOX BELOW IN ORDER OF PREFERENCE ONLY THE SUBJECT CODES. All subject codes are shown on the other side of this page. In addition to English, you are required to study five other subjects. Select seven subjects in order of preference. The sixth and seventh choices are back-ups, required in case you are unable to get one of your preferred options.

For example, students entering Year 12 may write their selection in this way:   MUST BE SELECTED CIRCLE ONE

PREF 1

12ENGL 12ENGLT

PREF 2

12GEOG

PREF 3

12FOTE

PREF 4

12PHYS

12PHED

PREF 5

PREF 6 PREF 7 (Back-up) (Back-up)

12DEST

12ECON

12HIST

PLEASE SELECT CAREFULLY YOUR YEAR 12 2018 PREFERRED OPTIONS   MUST BE SELECTED CIRCLE ONE

PREF 1

PREF 2

PREF 3

PREF 4

PREF 5

PREF 6 PREF 7 (Back-up) (Back-up)

12ENGL 12ENGLT (*Students invited into 12ENGLX)

NOTE: In case you do not get all of the subjects that you have selected, you must select additional options. The College tries to give students the choices requested. All subjects operate subject to student demand, teacher availability and College resourcing.

I approve of this chosen course:

(Parent/ guardian)

PLEASE MAIL OR DELIVER THIS SHEET TO THE SENIOR COLLEGE RECEPTION BY FRIDAY 25 AUGUST, 2017.

LATE RETURN WILL DELAY PROCESSING OF YOUR APPLICATION. 101


Year 12 Subject Selections 2018 Select ONLY THE TIMETABLE CODE for each subject that you wish to study next year and write in the appropriate boxes on the other side of this page. RECORD YOUR SUBJECTS IN ORDER OF PREFERENCE. AN ENGLISH SUBJECT IS COMPULSORY. YEAR 12 – SELECT 5 OPTIONS + 2 BACK-UPS CODE

SUBJECT

12ACCO

Accounting

12AGBS

Agribusiness

12AGSC

Agriscience

12BIOL

Biology

12BUSS

Business Management

12CHEM

Chemistry

12CLST

Classical Studies

12DEST

Design and Visual Communication

12INTE

Digital Technology

12DRAM

102

Drama

12EASS

Earth and Space Science

12ECON

Economics

12ENSL

ESOL

12FOTE

Food and Nutrition

12FREN

French

12GEOG

Geography

12HIST

History

12JAPA

Japanese

12MTEC

Materials Technology

12MATHG

General Mathematics *

12MATC

Mathematics with Calculus *

12MATS

Mathematics with Statistics *

12MESF

Media Studies – Film

12MEST

Media Studies – Television

12MUSP

Music

12PHED

Physical Education (NCEA)

12PHYS

Physics

12CLTX

Soft Materials Technology

12SPAN

Spanish

12TRAN

Transition Studies #

12THTR

Travel and Tourism #

12ARTD

Visual Art – Design

12ARPA

Visual Art – Painting

12ARTP

Visual Art – Photography

* Students may only choose one Mathematics subject.

# Students are requested for these classes.


Year 13 Subject Selections 2018 LAST NAME:

2017 YEAR LEVEL:

FIRST NAMES:

2018: RETURNING/NEW

    (Please circle one)

Instructions: Select your options by WRITING IN THE CORRECT BOX BELOW IN ORDER OF PREFERENCE ONLY THE SUBJECT CODES. All subject codes are shown on the other side of this page. You are required to study five subjects. Select seven subjects in order of preference. The sixth and seventh choices are back-ups, required in case you are unable to get one of your preferred options. For example, students entering Year 13 may write their selection in this way:   MUST BE SELECTED PREF 1

PREF 6

PREF 7

PREF 2

PREF 3

(Back-up)

(Back-up)

13ECON

13CLST

13MATS

13GEOG

13FREN

PREF 4

13HIST

PREF 5

13PHED

YOUR YEAR 13 2018 PREFERRED OPTIONS   MUST BE SELECTED PREF 1

PREF 2

PREF 3

PREF 4

PREF 5

PREF 6

PREF 7

(Back-up)

(Back-up)

NOTE: In case you do not get all of the subjects that you have selected, you must select additional options. The College tries to give students the choices requested. All subjects operate subject to student demand, teacher availability and College resourcing.

I approve of this chosen course:

(Parent/ guardian)

PLEASE MAIL OR DELIVER THIS SHEET TO THE SENIOR COLLEGE RECEPTION BY FRIDAY 25 AUGUST, 2017.

LATE RETURN WILL DELAY PROCESSING OF YOUR APPLICATION. 103


Year 13 Subject Selections 2018 Select ONLY THE TIMETABLE CODE for each subject that you wish to study next year and write in the appropriate boxes on the other side of this page. RECORD YOUR SUBJECTS IN ORDER OF PREFERENCE. YEAR 13 – SELECT 5 OPTIONS + 2 BACK-UPS CODE

SUBJECT

13ACCO

Accounting

13AGBS

Agribusiness

13AGSC

Agriscience

13BIOL

Biology

13BUSS

Business Management

13CHEM

Chemistry

13CLST

Classical Studies

13DEST

Design and Visual Communication

13INTE

Digital Technology

13DRAM

Drama

13ECON

Economics

13ENGL

English *

13ENGLX

English Extension*

13ENGLT

English Literature *

13ENSL

ESOL

13FOTE

Food and Nutrition

13FREN

French

13GEOG

Geography

13HIST

104

History

13JAPA

Japanese

13MTEC

Materials Technology

13MATC

Mathematics with Calculus

13MATCX

Mathematics with Calculus Extension

13MATH

Mathematics with Statistics

13MESF

Media Studies – Film

13MEST

Media Studies – Television

13MUSP

Music

13PHED

Physical Education (NCEA)

13PHYS

Physics

13PHSC

Physics and Chemistry Extension

13CLTX

Soft Materials Technology

13SPAN

Spanish

13MATS

Statistics

13TRAN

Transition Studies

13THTR

Travel and Tourism

13ARTD

Visual Art – Design

13ARPA

Visual Art – Painting

13ARTP

Visual Art – Photography

* Students choose or are selected into one of English Literature, English Extension or English.


105


106

347 Papanui Road, Christchurch 8052, New Zealand P +64 3 940 2000 F +64 3 940 2060 W stac.school.nz

St Andrew's College Curriculum 2018  

Our Curriculum book is designed to help you plan your courses for next year and beyond where relevant. At St Andrew’s College we have a flex...

Read more
Read more
Similar to
Popular now
Just for you