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BARADENE COLLEGECURRICULUM BOOKLET

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Page

Introduction 4

Learning Area Pathways 7-13 8

Learning Areas

Years 7-10 9

Year 7-8 Faculty 10

Religious Education 11

English 12

The Arts 15

Commerce 22

Health and Physical Education 25

Learning Languages 27

Mathematics and Statistics 32

Science 34

Social Sciences 38

Gateway 44

Technology 41

Planning Your Programme 45

Staff Who Can Assist in Planning 46

NationalQualificationsFramework 47

Entry to Tertiary Courses 49

Appendix

TheUniversityof Auckland 55

AucklandUniversityof Technology 58

University of Otago 59

Massey University 60

Universityof Waikato 60

Unitec 60

Websites 61

contents

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2015 sees the sixth year of implementation of this exciting and challenging new curriculum for New Zealand schools. We,atBaradene,haveworkedonourstrategicvision inline with this new document and the tradition of Sacred Heart education. For teachers, parents and students there are some important messages about how learning will look,andwhatlearningwilltakeplace,aswecontinuetoprepare our young women for their future.

The New Zealand Curriculum, based on national and international research, after a thorough process of consultation with educators and the wider community, has identifiedcommonvaluestobeencouraged,modelledandexplored: excellence; innovation; inquiry and curiosity; diversity; equity; community and participation; ecological sustainability; integrity and respect.

Baradene has aligned and embraced these values of the New Zealand Curriculum with its own core values.

Integrity Academic Achievement Innovation

Dive

rsity

Per

sona

l Exc

ell

ence

Inclusiveness Intellectual Challenge

‘Cor Unum’ One Heart, One Mind,

in the Heart of Jesus Christ

Mission Statement Prepared to make a difference with self-knowledge, energy and

purpose through an outstanding education in the tradition of the Society of the Sacred Heart.

Vision Baradene College is committed to educate towards:

• A personal and active faith in God.• A deep respect for intellectual values.

• The building of community as a Christian value.• A social awareness that impels to action.

• Personal growth in an atmosphere of wise freedom.

Baradene College of the Sacred Heart Aotearoa New Zealand

the new Zealand curriculum

baradene college of the sacred heart& the new Zealand curriculum... a guide

Educatingforthe21stCenturyinvolves‘new’knowledgeand‘new’waysof knowing.Educationmustbeforalifeof learning and relearning. The traditional view of learning andknowledgeasasetof universaltruthsboundintoaframeworkof disciplineshasbeensurpassedbytheviewthatknowledgeandunderstandingthroughlearningmustbe something dynamic, fluid and a process of makingsomething new.

Catching The Knowledge Wave, by Jane Gilbert (2005)asserts that: … education will encourage students to learnknowledge from traditional disciplines, not in order to store it away for future use, to reproduce it or add to it, but to do things with it, to remake it in new ways.

With this is mind and being aware of international and national trends in education, along with the needs of a global and national economy, our students need to developabreadthof knowledgeandunderstandingsandhaveflexibilityof choiceintakinguparangeof learningpossibilities.

At Baradene College of the Sacred Heart we believe that an holistic education starts with the individual. We respect the gifts and talents of each student and we set outtodiscoverthem.Weknow,aseducators,thatstudentssucceedatschoolbyfirstdiscoveringandunderstandingtheir strengths and then building upon them. With this approach, not only will our students enjoy their learning andexperiencesuccess,buttheywillalsolearntotakeonthechallengesof learningthattheyfindmoredifficult.

The aim of this curriculumbooklet is to firstly informparents and students of the changes to our Baradene curriculum that comes through the introduction of the New Zealand curriculum and, secondly to inform parents and students of learning area choices that will be offered in our college in 2015.

The New Zealand Curriculum is a clear statement of what we deem important in education. It takes as its starting point a vision of our young people as lifelong learners who are confident and creative, connected, and actively involved. It includes a clear set of principles on which to base curriculum decision making. It sets out values that are to be encouraged, modelled, and explored. It defines five key competencies that are critical to sustained learning and effective participation in society and that underline the emphasis on lifelong learning.

Karen Sewell, Secretary for Education, 2009The New Curriculum, Ministry of Education

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Key competencies

In order to live, learn, work and contribute as activemembers of communities, the New Zealand Curriculum identifies competencies that all young peoplewill need.They are: thinking; using language, symbols and text; managing self; relating to others; and participating and contributing.

As a college, we have been weaving the Habits of Mind that have been actively used by teachers and students into these key competencies.Our teachers now give explicitopportunities for these competencies to be used, practised andreflecteduponinlearningprogrammes.

As parents, you can expect to see the language of the competencies reflected in both your daughter’s andteacher’s evaluation of her learning journey.

learning areas

The New Zealand Curriculum specifies eight learningareas, each with its own achievement objectives …

English, the arts, health and physical education,learning languages, mathematics and statistics, science,

social sciences, technology.

The intention is that learning be broad and general, layingfoundations for later specialisation in your daughter’s learning journey. Our college will provide the learning contexts that best suits the needs and aspirations of our college community. Central to all learning areas is language with its specialisation and students’ response to language. Our college now presents a Baradene Curriculum that endeavours to meet the ongoing curriculum needs of your daughter and the demands of the New Zealand Curriculum.

In English, students study, use, and enjoy language and literature communicated orally, visually, or in writing.

In Health and Physical Education, students learn about their own well-being, and that of others and society, in health-related and movment contexts.

In learning Languages, students learn to communicate in an additional language, develop thier capacity to learn further languages, and explore different world views in relation to their own.

In Mathematics and Statistics, students explore relationships in quantities, space, and data and learn to express these relationships in ways that help them to make sense of the world around them.

In the Arts, students explore, refine, and communicate ideas as they connect thinking, imagination, senses, and feelings to create works and respond to the works of others.

In Science, students explore how both the natural and physical world and science itself work so that they can participate as critical, informed, and responsible citizens in a society in which science plays a significant role.

In Social Sciences, students explore how societies work and how they themselves can participate and take action as critical, informed, and responsible citizens.

In Technology, students learn to be innovative developers of products and systems and discerning consumers who make a difference in the world.

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teaching &learning in the new Zealand curriculum

For schools and teachers new learning possibilities are being encouraged. Research tells us that students learn best when teachers: create a supportive learning environment; encourage reflective thought and action; enhance the relevance of new learning; facilitate shared learning; make connections to prior learning and experience; provide sufficient opportunities to learn; make teaching as inquiry.

The New Zealand Curriculum recommends the model of teacher as facilitator, as learning coach, no longer the traditional style of lecturer,pouringcontentandknowledgeintoyoungpeople.Thismeansthatthecollegewillengageinmorestudentgroupwork,studentresearch/inquiry,individuallearningprogrammeswithexpertsfrombeyondtheclassroomandmanydifferentresources and topics.

Our staff professional development programme reflects this teaching and learning commitment as expressed in our newStrategic Plan 2013- 2018 with the Objective, Create and Implement the Baradene College Curriculum:• Establish programmes from Year 7 - 13 which optimise individual learning pathways for all students.• Ensure best practice pedagogy is embedded in all teaching and learning programmes.

e-learning

Learning supported by or facilitated by ICT will increasingly be explored by this curriculum as a way to open up new and different ways of learning, for example, enablingstudentstomakeconnectionsbyexploringnewlearning environments or by facilitating the creation of shared learning communities beyond the classroom walls.

Another of our college’s Strategic Plan objectives supports these curriculum and learning possibilities:

Embrace ICT to Support the Building of aLearning Community• Provide support that enables teachers to embrace e-learning

for the best delivery of curriculum (PD, Hardware, Software, E-learning Facilitator).

Assessment for learning Students need to learn how to learn. Students should own their own learning.

Teaching as inquiry.

Differentiated learning Effective teaching and learning is

needs based. Making connections to prior

learning and experience. Providing sufficient opportunities to

learn.Authentic learning

Learning is relevant and authentic. Enhance the relevance of new learning.

Critical and creative thinking Students need to be independent thinkers. Time and reflection is needed for learning. Encouraging reflective thought and action.

Integrity Academic Achievement Innovation

Dive

rsity

Per

sona

l Excellence

Inclusiveness Intellectual Challenge

BArADENE COLLEgE Of THE SACrED HEArT

Catholic School for GirlsTEACHINg & LEArNINg CHArTEr

A personal and active faith in God.

A deep respect for intellectual values.

The building of community as a Christian value.

A social awareness that impels to action.

Personal growth in an atmosphere of wise freedom.

Cooperative learning Different learning styles impact. Facilitating shared learning.

Positive relationships Teachers and learners will be

passionate, holistic learners. Positive, constructive relationship

between students and teachers for learning to take place.

Creating a supportive learning environment.

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A key resource to enable e-learning at Baradene isour community ultranet, set up by our dedicated staff. Increasingly this is used by teachers, students and parents as a learning tool.

themed learningcontexts

Our Five Goals of Sacred Heart education, along with thevalues of the New Zealand Curriculum, provide teachers with a context to explore today’s issues that we as a community and our young people grapple with. For your daughter, such themed learning contexts provide a platform to think critically and to solve problems forthe future. Such themes may include Enterprise and Globalisation, Sustainability, Citizenship, Diversity, Ethics and the Common Good.

inter-learning areas

TheBaradeneCurriculum takesup the challenge in theNew Zealand Curriculum document to remove subject boundaries: While the learning areas are presented as distinct, this should not limit the ways in which schools structure the learning experiences offered to students. All learning should make use of the natural connections that exist between learning areas and that link learning areas to the values and key competencies.

Some faculties are collaborating in planning to teach common topics or themes across subject or faculty areas. This means students can explore from varying perspectives, knowledgeandideasthatenrichtheirunderstandingsandoften provide them with new insights.

authentic learningexperiences

We encourage, and will continue to encourage the many learning experiences that are provided for our students outside the classroom. There are many learning experiencesthatseeourstudentsacquirenewknowledge,through real life contexts. As a college, we will continue to focus on our programme development in this area. Some examples of authentic learning experiences that we currently provide are:• Model United Nations Assembly• Year 11 Social Awareness programme• Overseas exchanges• Outward Pursuits Centre• Overseas trips• Stage Challenge• Coding

Mrs Sandy Pasley, PrincipalBSc, PG Dip (Chem), Dip Tchg, Dip Ed, MEd Admin (Hons)

These are the real opportunities that underpin the New Zealand Curriculum with its vision of sustainable learningfor young people that enables them to leave school, confidentandactiveaslifelonglearners.

The tradition of Sacred Heart education means, A Deep Respect for Intellectual Values. “We bring up the children for the future, not for the present, not that we may enjoy the fruit of our work, but for others, for God, for the church, for their parents, for their home life. … therefore it is better to begin a great work than to finish a small one.”

M Monahan rSCJ

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learning areas pathways 7-13 NCEAACHIEVEMENTSTANDARDS/UNITSTANDARDSLEARNINGAREA YEARS7/8 YEAR9 YEAR10 LEVEL1 LEVEL2 LEVEL3

rELIgIOUS RE RE RE RE RE REEDUCATION

ENgLISH English English English English English English EnglishShakespeare Junior ESOL ESOL ESOL Senior ESOL Senior ESOL Senior ESOL

COMMErCE Business Accounting Accounting Accounting Studies Economics Economics Economics

THE ArTSVISUAL ARTS Visual Art Visual Art Visual Art Visual Art Art History Art History Design Design Painting/ Painting Printmaking Printmaking Photography Photography

PERFORMING Music Music Music Music Music MusicARTS Dance/Drama Dance/Drama Drama Drama Drama Drama Dance Media Studies Media Studies Media Studies HEALTH and Health and PE Health and PE Health and PE Physical Physical PhysicalPHYSICAL Education Education EducationEDUCATION

LANgUAgES Half year of French French French French French - French Spanish Mandarin Japanese Japanese Japanese -Mandarin TeReoMāori Spanish Spanish Spanish Spanish -Spanish Mandarin TeReoMāori TeReoMāori TeReoMāori TeReoMāori -TeReoMāori

MATHEMATICS Mathematics Mathematics Mathematics Mathematics Mathematics Calculusand STATISTICS Mathematics For Statistics Statistics For Numeracy Mathematics Toward Statistics Mathematics Towards Calculus

SCIENCE Science Science Science Physical Science Biology Biology Biological Science Chemistry Chemistry Physics Physics

SOCIAL Social Studies Social Studies Social Studies Geography Geography GeographySCIENCES History History History Classical Studies Classical Studies Travel & Tourism* Travel & Tourism*

TECHNOLOgY Technology Technology Technology Technology Technology Technology Digital Graphics Digital Graphics Digital Graphics Technology Technology Technology

gATEWAY Gateway* Gateway* Y12youmaychoosenomorethantwosubjectsmarked*for2016unlessapprovedbytheDeanY13youmaychooseonlyonesubjectmarked*unlessapprovedbytheDean

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learning areas

“Christian education is the first and most important means that the Society uses to honour the divine heartof Jesus. It will make the reign of the heart of Jesus flower in the world.”

Madeleine Sophie Barat

The learning area statements give clear direction to our college’s programmes. These statements determine learning goals relevant to theneedsof our students.Achievementobjectives are selected in response to identified student interests andlearning needs.

Baradene offers a comprehensive curriculum based on the objectives of the New Zealand National Curriculum which encourages students to be capable, self assured and self directed life long learners. The emphasis is on providing effective teaching and learning programmes to meet individual needs. There is a focus on gathering effective data to show where the studentisinherlearning,identifyingthenextstepssheneedstotakeandfacilitatingherachievement.

The Curriculum is organised around 10 Key Learning Areas with cross curricula integration planned within the classroom through integrated units with the focus on inquiry learning. Engaging students in the learning process is the heart of teaching. Teachersseektofosteractive,interactiveanddeeplearningapproachessothatlearnerscaninteractmeaningfullywithintheworld in which they live.

10 learning areas for 7-10• Religious Education• English• The Arts (Performing Arts and Visual Arts)• Commerce• Health and Physical Education• LearningLanguages (TeReoMāori,French,Spanish,Mandarinand

Japanese)• Mathematics• Social Sciences• Science

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years 7 - 8TheYear7/8Facultyiscomprisedof 12classes,6xYear7and6xYear8classes.Theemphasisisonprovidingeffectiveteaching and learning programmes to meet the needs of each student as they transition from primary education to secondary school.LearningprogrammesarecreatedbytheYear7/8teachersasaresultof evidencegatheredfromcontinuoustestingand observation of students’ needs throughout the year. Students are encouraged to analyse their own test and achievement information in order to create goals for further academic improvement. Programmes are developed that support students notonlyinachievingacademicsuccessbutalsotodevelopkeycompetences(ManagingSelf,RelatingtoOthers,ParticipatingandContributing,UsingLanguage,SymbolsandTextandThinking),whichareinlinewiththevaluesof theNewZealandCurriculum. These are underpinned by the goals of a Sacred Heart Education in order to provide Year 7 and 8 students with a holistic education intended to develop in them a lifelong love of learning.

subJects offered in year 7/8:

English - Taught by specialist teachers.

Mathematics - Taught by specialist teachers.

religious Education - Taught by specialist teachers.

Social Studies - Taught by specialist teachers.

Science - Taught by specialist Science teachers.

Technology - Taught by specialist Technology teachers.

Health - Taught by specialist teachers.

Physical Education - Taught by specialist PE teachers.

The Arts (Dance, Drama, Music) - Taught by specialistteachers.

The Arts (Visual Arts) - Taught by Year specialist teachers.

Languages (Te Reo Maori, French, Spanish, Mandarin) - Taught by specialist Language teachers.

Programmes are also designed to cater for students with diverse needs within the faculty. Baradene has a LearningCentre to specifically help students needingextra academic support in the core subjects of English andMathematics.TheYear7/8studentswhorequireextra guidance with English are able to boost their reading levels with a programme called “Rainbow Reading” facilitated by the teacher aides in the Learning Centre. For those students requiring extra support in Mathematics,aspecialistMathstutorworkswithsmallgroupsof studentswhohavebeenidentifiedthroughthe school’s standardised tests as requiring extra tuition in this subject.

The Gifted and Talented identified by the school’sstandardised testing are offered the opportunity to participate in a timetabled enrichment programme which

is challenging and stimulating.

extra-curricularopportunities include:Debating/speechcompetitionsICAS competitionsRoad patrolDance groupsSportsteams(seeseparatesportsbooklet)Student committeesJunior ChoirOrchestraMusic AcademySchool sports daysLa FeteFeast of the Sacred Heart performancesInvolvement in inter-house competitionsFuture problem solvingNational Young Leaders DayCodingKapaHakaCulturalGroup

education outsidethe classroom:Y8 CampRetreatsMassesTrips out of the classroom to support learningSports exchanges

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religious education

Religious Education (RE) is a compulsory course at all levels. In Religious Education, the academic content is chosen to complementthereligioussocialisationprocessof thecollegecommunity,whichisconcernedwithawakeningandnurturingfaith and with relating the faith journey to the present day world. As well as the academic aspect of the course, students go onaretreatandparticipateinaclassoryearleveleucharist.ReligiousEducationincludesunitsof workwhichcomplementthe Health Education Programme. A dedicated Justice, Peace and Integrity of Creation Programme runs alongside Religious Education at all levels.

religious education (leVel 2)DescriptionThis course covers:• Christian Art, Architecture and Music• World Religions• Justice and Peace

Leads to Level 3 Religious Education

religious education (leVel 3)DescriptionThis course covers:• Contemporary Ethical Issues• Sects, Cults and New Religious Movements• Biblical Studies

scholarshipThere is currently no scholarship examination available in Religious Studies.

Career OpportunitiesEthicist, lawyer, teacher, journalist, psychologist, internationalaidworker,conservationist.

year 7 – 10The topics in the Year 7-8 programme are:• God the Father• Discovery of our Identity• The Eucharist and the Church’s year• Life and time of Jesus• Inspiring men and women in the Catholic Church• Creation and co-creationas well as material on the liturgical year of the Church and an introduction to the Charism of the Sacred Heart community.

The Year 7-10 course leads on to Year 9 Religious Education which includes:• Teachings of Jesus• Meaningandsignificanceof theEucharist• The Church’s Story – The Beginnings• The Beginnings of the Church in Aotearoa - New

Zealand

The Year 9 course leads on to Year 10 Religious Education which includes:• The Alumnae Cup (Saints as Inspiring People; the

history and traditions of the Society of the Sacred Heart)

• The Church’s Story – The Middle Ages• Sinfulness and reconciliation• Personal development and well-being• Ethics, Catholic Ethical Principles

RELIGIOUS EDUCATION(LEVEL 1)DescriptionThe course covers:• The Church’s Story: Reformation and Beyond• Understanding the Gospel Story• Social Awareness Programme• Loss, Death and GriefLeads to Level 2 Religious Education

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In English, students study, use, and enjoy language and literature communicated orally, visually, or in writing.

english

What is English about?English is the study, use, and enjoyment of the English language and its literature, communicated orally, visually, and in writing, for a range of purposes and audiences andin a variety of text forms. Learning English encompasses learning the language, learning through the language, and learning about the language.

Understanding, using, and creating oral, written, and visual texts of increasing complexity is at the heart of English teaching and learning. By engaging with text-basedactivities,studentsbecomeincreasinglyskilledandsophisticated speakers and listeners,writers and readers,presenters and viewers.

Why study English?Literacy in English gives students access to the understanding, knowledge, and skills they need toparticipate fully in the social, cultural, political, and economic life of New Zealand and the wider world. To be successful participants, they need to be effective oral, written,andvisualcommunicatorswhoareabletothinkcritically.

By understanding how language works, students areequippedtomakeappropriatelanguagechoicesandapplythem in a range of contexts. Students learn to deconstruct and critically examine texts in order to understand the power of language to enrich and shape their own and others’ lives.

Students appreciate and enjoy texts in all their forms. Thestudy of New Zealand and world literature contributes tostudents’ developing sense of identity, their awareness of New Zealand’s bicultural heritage, and their understandingof the world.

Success in English is fundamental to success across the curriculum. All learning areas (with the possible exception of languages) require students to receive, process, and present ideas or information using the English language as a medium. English can be studied both as a heritage language and as an additional language.

English presents students with opportunities to engage withanddevelopthekeycompetenciesindiversecontexts.

YEARS 7-8Year 7 & 8 study two extended texts to provide them with the opportunity to develop their love of literature and lay an excellent language foundation for future study in English.

YEARS 9-10The Junior English programme covers the two strands of the New Zealand English Curriculum: Creating Meaning andMakingMeaning. In each year of theprogramme, students study four term-long units that introduce them to the study of literature at secondary level. Each unit is based around a theme and features an in-depth study of one main text, supported by related, intertextual readings.The focus is on exploring genre and text conventions. Studentsareassistedtodevelopeffectivenote-makingand study organisation skills, to read widely andthoughtfully, and to write accurately and effectively. Students have many enriching opportunities to extend their English studies into areas of personal interest and to produce a range of written, visual and oral texts.

english (leVel 1)Description The key areas covered in this course are readingskills,responsetotexts,writingandproductionskills.Students study a range of literary genres, including the short story, poetry, novel, drama and film,whilelearning to respond critically to written and visual unfamiliartexts.Skillsaredevelopedinallaspectsof writing. Students are encouraged to develop their oral skillsbytakingpartinclassdiscussions,drama,debatesand co-operative learning activities.PrerequisitesEnglish is compulsory for all students at Level 1.AssessmentThree internal assessmentsThree external standards in a three hour examLeads to Level 2 English

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english (leVel 2)DescriptionThestudyof languageandliteraturearekeyelementsof this course. Poetry, short stories, the novel and drama, andafeaturelengthfilmwillbestudiedandanalysedindepth.Studentscontinue tobuildonwritingskillsdeveloped at Level 1. Critical thinking skills and theclose reading of unfamiliar texts with an emphasis on techniques relating to reader/writer purpose are alsodeveloped. PrerequisitesEnglish is compulsory for all students at Level 2. AssessmentThree internal assessmentsThree external standards in a three hour examLeads to Level 3 English

english shaKespeare(leVel 3)DescriptionThis is a course that teaches students how to develop acritical response to a range of visual and written texts,including Shakespeare. This course is designed to equipstudentswiththeskillsneededtostudyattertiarylevel as well as support their learning for Scholarship English. They extend their reading into critical literature and participate in a unique interview assessment that develops speaking skills for tertiary studies. Closereading is a major focus in this course. PrerequisitesThe course is open to all, but students are advised to consider their Level 2 results and to be aware that this Level 3 programme is challenging and suits students who are passionate about the study of English language and literature.StudentsshouldseektheirEnglishteacher’sadvice or speak to theHead of Faculty if in doubt.Parents and students should be aware thatAucklandUniversity will require 17 credits in Level 2 or Level 3 English for admission to all courses in addition to the 10 UE literacy credits required by NZQA. Students who do not have 17 credits in Level 2 English should also discuss their options with the Head of Faculty.AssessmentThree internal assessmentsThree external standards in a three hour examCareer OpportunitiesLaw, journalism, human resources, teaching, publishing.

english scholarshipDescriptionThis course extends the Level 3 English programme by addingdepthandbreadthtothestudents’knowledge.Extra-curricular tuition and workshops prepare thestudents for the critical and analytical nature of the end-of-year examination. Candidates should be widely read and have an appreciation of aspects of intertextuality. They must be able to respond critically to demanding textsandusetheskillsof interpretation,analysisandevaluation.PrerequisitesPreference will be given to students who have a majorityof Excellence grades at Level 2 English but discretionary entry will be offered by the Head of Faculty.Assessment ScholarshipExternal: Three hour written examination of three literary essays

english (leVel 3)DescriptionThis is a course that teaches students how to develop a critical response to a range of visual and written texts. This course is designed to equip students with theskillsneededtostudyattertiarylevel.Theyextendtheir reading into critical literature and participate in auniqueinterviewassessmentthatdevelopsspeakingskillsfortertiarystudies.Studentsundertakeapersonalproject in an area of literature or language that is of interest to them. To foster personal growth, students alsodevelop theirownassessment taskfromarangeof options. PrerequisitesThe course is open to all, but students are advised to consider their Level 2 results and to be aware that the Level 3 programme is challenging. Students should seektheirEnglishteacher’sadviceorspeaktotheHeadof Faculty if in doubt. Parents and students should be awarethatAucklandUniversitywillrequire17creditsinLevel 2 or Level 3 English for admission to all courses in addition to the 10 UE literacy credits required by NZQA. Students who do not have 17 credits in Level 2 English should also discuss their options with the Head of Faculty.AssessmentThree internal assessmentsTwo external standards in a three hour examCareer OpportunitiesLaw, journalism, human resources, teaching, publishing.

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english for speaKersof other languages

This is a course for international students and students whosefirstlanguageisnotEnglish.ProficiencyinEnglishis assessed prior to entry and students are placed into one of the ESOL classes, according to their year level and ability in order to achieve literacy.

year 9 - 10DescriptionJunior ESOL Years 9 and 10 is a course that helps prepare students for mainstream classes. Both Year 9 ESOL and Year 10 ESOL courses are based on the four basic skills of reading, writing, listening andspeaking.Bothprogrammesarealigned to the JuniorEnglish programme. There is an emphasis on acquiring the vocabulary and content structure required for mainstream classes at the various levels. Homework,especially in vocabulary and grammar, deepens students’ learning and a wide variety of reading also helps.Leads to Level 1 ESOL

english for speaKers of other languages (leVel 1)DescriptionStudents are provided with the opportunity to achieve Achievement Standards for Literacy at Level 1. The credits are in reading, writing and visual presentation.• Homeworkisgiventoimprovegrammar,increase

vocabularycompetencyandwritingskillsaswellashelping students to read a variety of texts.

Prerequisites• Placement Test• At the discretion of the Dean of International

Students and the HOF of English.Leads to Level 2 Literacy and entry to a mainstream class

english for speaKers of other languages (leVel 2/3)DescriptionThis two-year Level 2/3 course provides studentswith the opportunity to begin achieving their Level 2 achievement standards which gives them the opportunity to gain entry to a New Zealand or overseas university.• Students focusongainingLevel2/3achievement

standards in reading, writing, speaking andpresenting.

• Homework isgivento increasegrammaraccuracyand develop vocabulary competency.

PrerequisitesSome Level 1/2 standards might also be completedduring this time.Leads to either Level 3 English or tertiary study

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the arts

In the Arts, students explore, refine, and communicateideas as they connect thinking, imagination, senses, andfeelings to create works and respond to the works of others.

What are the Arts about?The Arts are powerful forms of expression that recognise,value, and contribute to the unique bicultural and multicultural character of Aotearoa New Zealand, enriching the lives of all New Zealanders. The arts have their own distinct languages that use both verbal and non-verbal conventions, mediated by selected processes and technologies. Through movement, sound, and image, the arts transform people’s creative ideas into expressive worksthatcommunicatelayeredmeanings.

Why study the Arts?Artseducationexplores,challenges,affirms,andcelebratesunique artistic expressions of self, community, and culture.ItembracestoiMāori,valuingtheformsandpracticesof customaryandcontemporaryMāoriperforming,musical,and visual arts.

Learning in, through, and about the arts stimulates creativeactionandresponsebyengagingandconnectingthinking,imagination, senses, and feelings. By participating in the arts, students’ personal well-being is enhanced. As studentsexpress and interpret ideas within creative, aesthetic, and technologicalframeworks,theirconfidencetotakerisksisincreased. Specialist studies enable students to contribute their vision, abilities, and energies to arts initiatives and creative industries.

Inthearts,studentslearntoworkbothindependentlyandcollaborativelytoconstructmeanings,produceworks,andrespond to and value others’ contributions. They learn to use imagination to engage with unexpected outcomes and to explore multiple solutions.

Arts education values young children’s experiences and builds on these with increasing sophistication and complexityastheirknowledgeandskillsdevelop.Throughthe use of creative and intuitive thought and action, learners in the arts are able to view their world from new perspectives. Through the development of arts literacies, students, as creators, presenters, viewers, and listeners, are able to participate in, interpret, value, and enjoy the arts throughout their lives.

Visual arts

YEARS 7 & 8The Year 7 & 8 Visual Art courses are compulsory and cover one third of the school year. Students will be taughtskills thatwillenableaconfidentprogressionto Year 9 Visual Art. Colour theory, painting and fundamental drawing skills will be covered thatintroducekeytermssuchasproportion,tone,texture,composition and line.

YEARS 9-10In Years 9-10 students will experience a range of art-making processes and procedures in both twoand three dimensions, exploring contemporary artist models from New Zealand and abroad. Assignments will involve any combination of painting, drawing, printing, sculpture and design aspects. Opportunity for digital learning will be integral in each unit. Students will have the opportunity to explore their own ideas across a range of media, while developing practical skills.AssessmentfollowsthecurriculumstrandsandNCEAmarking descriptors of Achieved,Merit andExcellence.Year 9 is a half year courseYear 10 is a full year course

art (leVel 1)DescriptionStudentswhoare interested increative thinkingandexpression will enjoy this course. They will record information from subject matter using a variety of different techniques and media. Students will generate and develop their own ideas using artist models. They will be able to extend their ideas into other media (printmaking,paintingor sculpture) toproducenewwork.Thiscoursethoroughlypreparesstudentsforawide range of courses offered in Year 12.PrerequisitesCompletion of a Year 10 is an advantage, however, discretionary entry will be offered by the Head of Faculty.Leads to Level 2 Design, Level 2 Photography, Level 2Painting/Printmaking

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history of art (leVel 2)DescriptionThe aim of History of Art is to develop an understanding of the context of art. Students will learntoresearchtopics,analyseartworksandexaminetechniques, subjects and themes within art. The area of study is 19the Century French Art.Leads to Level 3 History of Art

design (leVel 2)DescriptionStudents will learn to research information, methods and ideas in the context of a drawing study in Design. They will learn to generate and develop their ideas using drawing processes and procedures. This includes hand-rendered and computer-based drawing. Students will produceabodyof worktoshowanunderstandingof art-makingmethodsandideas.PrerequisitesPreference will be given to students who have achievedcredits in Visual Arts Achievement Standard 90916. Discretionary entry will be offered by the Head of Faculty. No more than two practical Level 2 Visual Artscoursesaretobetakeninanyoneyear.(Thisdoesnotinclude History of Art).Leads to Level 3 Design

painting/printmaKing(leVel 2)DescriptionThis course is split into twofields of study: Paintingand Printmaking. Students will learn to generate anddevelop ideas using drawing processes and procedures inbothfields.Thisincludesusingavarietyof wetanddry media within the established practice of Painting andPrintmaking.PrerequisitesPreference will be given to students who have achievedcredits in Visual Arts Achievement Standard 90916. Discretionary entry will be offered by the Head of Faculty. No more than two practical Level 2 Visual Artscoursesaretobetakeninanyoneyear(Thisdoesnotinclude History of Art).Leads to Level 3 Painting or Printing

photography (leVel 2)DescriptionStudents will learn to use digital photographic processes andproceduresfordecisionmakingpurposes.Studentswill learn to research information, explore techniques and ideas. They will produce a body of work withinPhotographytoshowanunderstandingof artmakingmethods and concepts from established practice. Students will learn to generate, develop and present their ideas through a series of images. Students will need use of a digital camera. (Preferably a Digital SLR.)PrerequisitesPreference will be given to students who have achievedcredits in Visual Arts Achievement Standard 90916. Discretionary entry will be offered by the Head of Faculty. No more than two practical Level 2 Visual Arts coursesaretobetakeninanyoneyear(Thisdoesnotinclude History of Art).Leads to Level 3 Photography

history of art (leVel 3)DescriptionStudents will learn to analyse style in art, examine meaning, examine media and processes in art, explain a theory and its role in art and examine the context of an art movement. The area of study is Modernism to Post Modernism.PrerequisitesPreference will be given to students who have achieved12 credits in either English or History of Art Level 2. Discretionary entry will be offered by the Head of Faculty.Career OpportunitiesGallerycuration,advertising,architecture,design,filmdirection/production,landscapingetc.

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design (leVel 3)DescriptionStudents who are interested in learning about computerbased design will enjoy this course. They will producework using industry basedAdobe computerprogrammes, Illustrator and Photoshop. Students will also be encouraged to develop their hand-drawing skills and will have the opportunity to develop theirown personal ideas into a real design context. They will produceabodyof workthatdemonstratesknowledgeof established design practice. This course will also prepare them for tertiary applications.PrerequisitesPreference will be given to students who have achieved 12 credits in NCEA Level 2 Design. However, discretionary entry will be offered by the Head of Faculty.NomorethantwoVisualArtscoursesaretobetakenin any one year; this does not include History of Art.Career OpportunitiesSpatial design, costume/prop design, architecture,interior, landscape and fashion design, graphic designer, web design.

painting (leVel 3)DescriptionStudents who have a passion for experimenting with a range of paint media will enjoy this course. They will have the opportunity to develop their own ideas into work that will replicate the working processes of apractisingartist.Studentswillproduceabodyof workthat demonstrates knowledge of established paintingpractice. This course will also prepare them for tertiary applications.PrerequisitesPreference will be given to students who have achieved 12 credits in NCEA Level 2 Painting/Printmaking.However discretionary entry will be offered by the Head of Faculty.NomorethantwoVisualArtscoursesaretobetakenin any one year; this does not include History of Art.Career OpportunitiesArchitecture, art conservation, costume/prop design,graphicdesigner,bookillustrator,gallerycurator.

photography (leVel 3)DescriptionStudents who are interested in learning about computerbased digital photography will enjoy this course. They will produce work using the industry based Adobecomputer programme, Photoshop. Students will also beencouragedtodeveloptheirphotographyskillsandtheir own personal ideas. They have the opportunity toproduceabodyof workthatdemonstratesknowledgeof established photography practice. This course will also prepare them for tertiary applications.PrerequisitesPreference will be given to students who have achieved12 credits in NCEA Level 2 Photography. However, discretionary entry will be offered by the Head of Faculty.NomorethantwoVisualArtscoursesaretobetakenin any one year; this does not include History of Art.Career OpportunitiesCommercial photographer, visual communications, filmdesigner,photojournalist.

printmaKing (leVel 3)DescriptionStudents who have a passion for experimenting with a range of printmakingmediawill enjoy this course.They will have the opportunity to learn different printing processes, e.g. screenprinting, drypoint and monoprint processes while developing their own ideas. Students will look closely at established practice andproduceabodyof workthatdemonstratesknowledgeof established printmaking practice. This course willalso prepare them for tertiary applications.PrerequisitesPreference will be given to students who have achieved 12 credits in NCEA Level 2 Painting/Printmaking.However, discretionary entry will be offered by the Head of Faculty.NomorethantwoVisualArtscoursesaretobetakenin any one year; this does not include History of Art.Career OpportunitiesPrintmaker,bookillustrator,graphicdesigner,gallerycurator, interior designer.

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history of art scholarshipDescriptionThis aspect of the Level 3 History of Art course will extend the student by adding depth and breadth to theirknowledge.Extra-curriculartuitionandwiderreadingwill prepare the students for the critical and analytical nature of the end-of-year examination. Students will needtodemonstratetheirknowledgeandunderstandingof art works, contexts and theories across periods,styles,andmedia.Students’criticalresponsetoworksof art from a range of contexts will be enhanced by wide reading. PrerequisitesPreference will be given to students who have a majorityof Excellence grades atLevel 2English/ArtHistorybut discretionary entry will be offered by the Head of Faculty.

Visual art scholarshipDescriptionThis aspect of the Level 3 Visual Arts course will extend the programme by adding depth and breadth to the student’s knowledge. Extra-curricular tuitionandworkshopswillpreparethestudentsforthecriticaland analytical nature of the end-of-year examination. Students will need to comprehensively demonstrate theability to thinkandworkcriticallyandfluently in theproductionof originalworkandprovidecomprehensiveevidence of analysis, synthesis and communication that critically underpins their individual practice.PrerequisitesPreference will be given to students who have a majorityof Excellence grades at Level 2 Design, Photography orPainting/Printmakingbutdiscretionaryentrywillbeoffered by the Head of Faculty.

performing arts

years 7 - 10Performing Arts at Years 7-10 includes Dance, Drama,and Music.Students are encouraged to express their ideas, emotions and creativity through the creation and performance ofDance, Drama and Music.• In Drama topics cover history of the theatre,

creatingyourownplaysandworkingfromscripts.The emphasis is on practical work, buildingconfidence and initiating the skills necessary toperform for an audience.

• InMusicstudentsbuilduptheirgeneralknowledgeof music and theory notation, aural listening, history of music,filmmusic,researchandperformance.

• In Dance, topics cover creating your own choreography, exploring different genres of dance, building general kowledge of choreographictheory, as well as live appreciation of dance and peformance.Theemphasisisonpracticalworkanddeveloping the skills to perform with confidenceand originality.

drama (leVel 1)DescriptionMuchof theworkatthislevelispracticalandincludesbothindividualandgroupwork.Studentsexperimentwith techniques and conventions in drama, sometimes inimprovisedscenesandsometimesinscriptedwork.Theyareexpectedtoreflectonworkdoneandrecordtheir process. Students need to research and perform a given genre and perform acting and technical roles in dramatic production.PrerequisitesPreferencewill be given to studentswho have takenDrama in Year 10 or who have had experience in Dramaoutside the classroom setting. Discretionary entrance will be offered by the Head of Faculty.Leads to Level 2 Drama

general information forleVel 3 Visual arts subJectsIf there are insufficient numbers to have individualclassesinPaintingorPrintmaking,acombinationclasswill be set up. Within this class, students will be able to choose a full course in one of the two disciplines. However, this will also be dependent on the continued availability of staff with specific expertise in eachsubject area.

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drama (leVel 2)DescriptionStudents are involved in a considerable amount of practicalworktodevelopskills.Mostof thisisgroupwork. Students develop techniques and experimentwith conventions through devisedwork and scriptedwork.Theyneedtorecordanalysesof liveproductionsviewed both in and out of class. Students are expected to perform substantial acting and production roles and show depth of understanding of the drama process.PrerequisitesPreference will be given to students with a minimum of12 credits in Drama at Level 1. Consideration will be given to students who have had experience in Drama outside the classroom setting. Discretionary entry will be offered by the Head of Faculty.Leads to Level 3 Drama

drama (leVel 3)DescriptionStudents devise, script and perform dramatic pieces. Theyresearchandanalysetextsof aspecificformorperiod and perform directing or production roles for the One Act Play Festival. They are expected to analyse, applyandreflectcriticallyondramaticprocesses.PrerequisitesPreference will be given to students with a minimum 12 credits in Drama at Level 2 and students who have had experience in Drama outside the classroom setting.Discretionary entry will be given by the Head of Faculty.Career OpportunitiesProducer (film/TV/radio), actor, scriptwriting,teaching, radio/TV journalist, advertising, publicrelations.

drama scholarshipDescriptionThis course will extend the Level 3 Drama performance programme by adding depth and breadth to the student’sknowledgeandperformanceskills.This isafully practical performance-based examination. Extra-curricular tuition and workshops will prepare thestudents for the high level of performance required for this examination. Candidates should demonstrate wideknowledge,widereadingandanappreciationof aspects of dramatic style and performance. They must be able to perform to a high level and to justify their production choices.PrerequisitesPreference will be given to students with a majority ofExcellence grades at Level 2 and 3 Drama but discretionary entrance will be offered by the Head of Faculty.Assessment ScholarshipExternal: One hour practical examination of three performance pieces: two are prepared and one is impromptu.

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MEDIA STUDIES (LEVEL 2)DescriptionThis course will build on the foundations laid in Level 1MediaStudies.Studentswillgainfurtherknowledge,skills and experience by examining different mediaforms and new media concepts across a range of media texts. The practical component of this course will challenge the students tomake a product withcomplexitythatwillextendtheirskillstoaproficientlevel. PrerequisitesMinimum 15 credits in Level 1 Media Studies. In special cases, entrance to this course will be at the discretion of the HOF.Leads to Level 3 Media Studies

MEDIA STUDIES (LEVEL 1)DescriptionThe media is a powerful force in all our lives. Media literacy is therefore vital for learners in the twenty- first century.Media Studies aims to producemedialiterate students by exploring how media products are constructed and used by audiences and producers. Studentswill gain knowledge, skills, and experienceby exploring a variety of media and media platforms, including social networks, film and the televisionnews. Students have the opportunity to gain practical experience by creating their own media production in groups.PrerequisitesThis course is open to all students at Year 11.Leads to Level 2 Media Studies

MEDIA STUDIES (LEVEL 3)DescriptionThis course will build on the foundations laid in Level 1and2MediaStudies.Studentswillgainknowledge,skills and experience by critically analysing mediacontexts and issues and how meanings are created in media forms. Students will apply their understanding of mediaformsandtechnologythroughasignificantmedia production. Scholarship is offered in Media Studies. PrerequisitesMinimum 15 credits in Level 2 Media Studies. In special cases, entrance to this course will be at the discretion of the HOF.Career OpportunitiesDirector(film/television/video),televisionpresenter,film editor, producer, communication manager,journalist, marketing, advertising, publishing, presssecretary,communicationsofficer,publicrelations.

MEDIA STUDIES SCHOLARSHIPDescriptionThis course adds depth and breadth to the subject knowledgegainedacrossall levelsof MediaStudies.Extra-curricular tuition andworkshops will preparethe students for the higher-level critical thinkingand organisation/presentation abilities requiredfor this examination. Candidates will be expected to demonstrate wide and/or close reading and apersonalperceptiveunderstandingof variousmedia/mediaindustrywithreferencetospecificmediatextsand other relevant evidence. This is a written essay style examination.PrerequisitesPreference will be given to students with a majority of Excellence grades at Level 2 and 3 Media Studies but discretionary entrance will be offered by the Head of Faculty.

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music

MUSIC (LEVEL 1)DescriptionThis course is a practical course designed to cater forthosewhoenjoypracticalmusic-making(playingan instrument or singing in any style), as well as composition and will further extend their musical knowledge. The course will provide students withskills in performance, composition, score reading,research and music technology. Students are expected to be involved in a music group in the school.PrerequisitesStudents taking this course should have receivedtuition on a musical instrument for at least 2 years and still be having music lessons from an experienced musicteacher.Astandardof Grade2/3theorywouldhelp. Discretionary entry will be given by the Head of Music.Leads to Level 2 Music

MUSIC (LEVEL 2)DescriptionThis course leads directly on from Level 1 Music. The course develops a wide range of practical and theoretical skills, giving an opportunity for creativemusicianship through composition and performance. The musical knowledge component demandsanalyticalandadvancedmusictheoryskills.Studentsare expected to be involved in a music group in the school.

MUSIC (LEVEL 3)DescriptionThe course will be a combination of NCEA Level 3MakingMusic andNCEALevel 3Music Studies.Students will focus on developing their skill asa performer or composer, contextualizing their knowledgeof amajormusical and learningskills inmusicarrangement.Theywillalsoundertakeamajorresearch project in an area of music that interests them. Students are expected to be involved in a music group in the school.PrerequisitesIt is advisable that students should have completed NCEA Level 2 with minimum of 20 credits. Students need to have been learning an instrument for the last 4 years and still be having music lessons from an experienced music teacher. An appropriate theory knowledgeuptoGrade4/5isadvised.Discretionaryentry will be given by the Head of Music.

MUSIC SCHOLARSHIPDescriptionThe Scholarship course requires a high level of performance as a soloist and a high level of musical knowledge.Studentswillpresentaportfolioaseithera performer or composer, and answer questions on unprepared score extracts. This course will be ideal for students who wish to develop their knowledgeand musicianship whilst learning to appreciate a wide range of musical styles, becoming the complete musician.Prerequisites Successful completion of NCEA Level 2 Music with a minimum of 24 credits.

YEAR 9-10Studentsbuilduptheirgeneralknowledgeof musicthrougharangeof practical,auralandwrittentasks.Students will also learn to use music notation and recording software to create their own composition. Basicskillsonthekeyboardwillbetaughtandstudentsare encouraged to be involved in a music group in the school.

PrerequisitesIt is advisable that students should have completed NCEA Level 1 with minimum of 16 credits. Students need to have been learning an instrument for the last 3 years and still be having music lessons from an experienced music teacher. An appropriate theory knowledgeuptoGrade3/4isadvised.Discretionaryentry will be given by the Head of Music.Leads to Level 3 Music

YEARS 7-8Studentswilllearnbasickeyboardskillsandbuilduptheir music theory through a range of group activities. Students will learn how to operate music software to record and edit their own performances.

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What is Commerce about?In Commerce, students explore how the economic and business world operate. In Accounting students become equippedwiththeabilitytomakereallifefinancialdecisions,toprepareandcommunicatefinancialinformationtousersand to be accountable to stakeholders for their actions.In Economics they examine the choices people makeabout the use of limited resources to satisfy unlimited wants. Economics explore issues around sustainability, enterprise, citizenship and globalisation. Economists areinterestedinthefactorsthatinfluencethewell-beingof peopleandaimtofindsolutionstoimprovepeople’sstandard of living. Business Studies is an introduction to all these concepts.

Why study Commerce?All students need to be able to understand and makedecisions in the financial world we live in. Studyingany Commerce subject will enable the student tomakefinancialdecisionsforthemselvesandothers.

Commerce provides many job opportunities in virtually every sector and therefore prepares the student well for their future employment and adult life.

BUSINESS STUDIES - YEAR 10DescriptionThis course introduces students to the business world and the practical skills that develop enterprisingknowledge and practice. It will include a range of business activities, leading to students developing their own product and business model and applying their product in a market environment. It willinclude the development of personal skills aroundenterprise, financial literacy, teamwork, promotionand communication. The course will introduce accounting concepts related to the students’ business activities and basic understanding of economics, business and consumer behaviour from a personal and small business perspective. Costs $20.00 contribution for products and marketexperience (may be returned if product successful).Leads to Accounting or Economics

ACCOUNTING (LEVEL 1)DescriptionThe Level 1 course introduces the student to the language and process of accounting and how it is used toprovideinformationonthefinancialperformanceof individuals, households, communities and small businesses. The objectives of the course are to enable students to:• Manage the financial affairs of individuals,

households, sole proprietors and community organisations, while acting with integrity.

• Make use of appropriate communicationtools and skills to process, report and interpretfinancialinformationforindividuals,households,sole proprietors and community organisations.

Topics covered include a selection from the following:• Accounting concepts for small entities.• Makingfinancial decisions for an individualor

group.• Demonstrate understanding of cash

management for a small entity.• Processfinancialtransactionsforasmallentity.• Preparefinancialstatementsforsoleproprietors.• Prepare financial information for a community

organisation’s annual general meeting.• Interpret accounting information for sole

proprietors.PrerequisitesNo prerequisites are required.Leads to Level 2 Accounting

accounting

commerce

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ACCOUNTING (LEVEL 2)DescriptionAt Level 2 the course builds a deeper knowledgeand understanding of accounting gained in Level 1, concentrating specifically on sole proprietorbusinesses registered for GST on an invoice basis. The course specifically develops capability in thestudent to:• Manage thefinancial affairs of soleproprietors

that operate accounting sub-systems, while acting with integrity.

• Make use of appropriate communicationtools and skills to process, report and interpretinformation for individuals, sole proprietors that operate accounting sub-systems.

Topics covered include a selection from the following:• The conceptual basis or theory of accounting.• Demonstrate understanding of accounting

subsystemsforatradingfirm.• Demonstrate understanding of accounting

processing.• Prepare financial information for an entity that

operates accounting subsystems• Interpret accounting information for sole

proprietors that operate accounting subsystems.• Report on an entity’s accounting subsystemPrerequisitesDiscretionary entry to Level 2 Accounting will be offered by the Teacher in Charge of Accounting. Leads to Level 3 Accounting

ACCOUNTING (LEVEL 3)DescriptionThe Level 3 course further utilises the knowledge,understanding and analysis skills gained in Level 1and 2 Accounting and applies it to the context of partnership and company entities. The course covers Generally Accepted Accounting Practice (GAAP) including the New Zealand Framework, the NewZealand International Reporting Standards (NZIFRS) and the New Zealand International Accounting Standards (NZIAS) and the associated statutory requirements.Topics covered include a selection from the following:The conceptual basis of accounting in context.• Processing transactions and preparing financial

statements for a partnership.• Processing transactions and preparing financial

statements for a company.• Using management accounting to discover how

complex decisions are made in companies.• Prepare a report analysing a listed New Zealand

company.• Demonstrate understanding of a job cost

subsystem for an entity.PrerequisitesStudents who have completed the Level 1 and/or Level 2 courses in Accounting. Discretionary entry will be offered by the Teacher in Charge of Accounting. Career OpportunitiesRunning your own business, business management, chartered accountancy, corporate, management or financial accounting, finance and banking, sharebroking, law and taxation, company secretary and alarge range of positions involved in management.

ACCOUNTING SCHOLARSHIP (LEVEL 3)DescriptionThiscoursewillextendtheLevel3Accountingprogrammebyaddingdepthandbreadthtothestudent’sknowledge.Extra-curriculartuitionandworkshopswillpreparethestudentsforthecriticalandanalyticalnatureof theend-of-yearexamination.Candidatesshoulddemonstratewideknowledgeandwidereading.Theymustbeabletorespondcriticallytodemandingresourcesanduseskillsof interpretation,analysisandevaluation.PrerequisitesPreference will be given to students who have a majority of Excellence grades at Level 2 Accounting or are showing they are capable of this at Level 3. However, discretionary entry will be offered by the Head of Faculty.Assessment ScholarshipExternal: Three hour written examination

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ECONOMICS (LEVEL 1)DescriptionThe aim of Economics is to develop an understanding of how people meet their needs by allocating resourcesinsociety.Thecourselooksathow,asaresult of scarcity, consumers, producers, and the governmentmake choices that affectNewZealandsociety and how the different sectors of the New Zealandeconomyareinterdependent.Afieldtriptocarryoutmarket researchwill provide thebasis forinternal assessment requirements. Leads to Level 2 Economics

economics

ECONOMICS (LEVEL 2)DescriptionStudents continue to develop analytical and numerical skills, promote decision-making skills and makepredictions based on real world events. The Level 2 courselooksateconomicindicatorswithinfourmaintopics: Inflation, Trade, Growth and GovernmentPolicies in the New Zealand Context. PrerequisitesPreference will be given to students who have achieved a minimum of 12 credits in Level 1 Economics. Discretionary entry will be offered by the Teacher in Charge of Economics.Leads to Level 3 Economics

ECONOMICS (LEVEL 3)DescriptionThis year students combine microeconomic and macroeconomic theory to understand the factors influencing a well-functioning market. Studentslearn to examine how the nature and size of the NewZealandeconomyisinfluencedbyinternalandexternalfactors.Topicsfortheyearareefficiencyof themarket,governmentinterventionsinthemarket,micro and macroeconomic theory.PrerequisitesPreference will be given to students who have achieved 12 credits in Level 1 and preferably Level 2 Economics. Discretionary entry will be offered by the Teacher in Charge of Economics.Career OpportunitiesLawyer, marketing manager, property manager,economist, teacher, banker, financial consultant,international buiness.

ECONOMICS SCHOLARSHIPDescriptionThis course will extend the Level 3 Economics programme by adding depth and breadth to the student’s knowledge. Extra-curricular tuition andworkshopswill prepare the students for the criticaland analytical nature of the end-of-year examination. Candidatesshoulddemonstratewideknowledgeandwide reading. They must be able to respond critically to demandingresourcesanduseskillsof interpretation,analysis and evaluation.PrerequisitesPreference will be given to students who have a majority of Excellence grades at Level 2 Economics, however discretionary entry will be offered by the Head of Faculty.Assessment ScholarshipExternal: Three hour written examination

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health & physical education

In Health and Physical Education, students learn about their own well-being, and that of others and society, in health-related and movement contexts.

years 7-10The main focus of the Years 7-10 programmes in Physical Education and Health are to develop: motor skills through a wide range of activities, skills andattitudes needed to maintain and improve personal healthand/orphysicaldevelopmentandtheexpertisethat improves relationships with other people. It is hoped that students develop positive attitudes towards physical activity. The Health programmes will cover a range of topics to enhance well-being.

What is Health and Physical Education about?In Health and Physical education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts.

Four underlying and interdependent concepts are at the heart of this learning area:• Hauora – a Māori philosophy of well-being that

includes the dimensions taha wairua, taha hinengaro, tahatinana,andtahawhānau,eachoneinfluencingandsupporting the others.

• Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.

• The socio-ecological perspective – a way of viewing and understanding the inter-relationships that exist between the individual, others, and society.

• Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action.

Why study in this learning area?Through learning and by accepting challenges in health related and movement contexts, students reflect onthe nature of well-being and how to promote it. As they develop resilience and a sense of personal and social responsibility, they are increasingly able to takeresponsibility for themselves and contribute to the well-being of those around them, of their communities, of their environments (including natural environments), and of the wider society.

physical education (leVel 1)DescriptionStudents will be offered the opportunity to experience and participate in a wide range of physical activities in a variety of contexts. They will study how the body moves and responds to physical activity, as well as learn todevelop their interpersonal skills and leadership ina variety of settings. The main focus of this year is to equipstudentswiththenecessaryskillstomaintainanddevelop their personal well-being, both now and in the future, as well as prepare them for future courses in NCEA Physical Education.Leads to Level 2 Physical Education

physical education (leVel 2)DescriptionStudents will be offered the opportunity to experience and participate in a wide range of physical activities. They will study relationships between regular exercise and fitness and health. They will examine anatomy,biomechanics and exercise physiology, and how they relate to activity. Students will explore and develop leadershipandsafetyskillsinavarietyof settingsandimprove their performance of a variety of sports. This course will include an outdoor education camp at the HilaryOutdoorsCentre inNationalPark.Preferencewill be given to students with a minimum of 14 credits at Level 1 Physical Education, English or Science. This course may be started at Level 2 without having done the Level 1 course with evidence of sporting activity and academic achievement.

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physical education (leVel 3)DescriptionStudents will participate in and experience a wide range of fitnessandsportingactivities.They will:• demonstrate performance in sports against national

standards• plan and evaluate a programme for performance

improvement in badminton• examine trends and issues in sport and the impact

on New Zealand Society• reflectonanoutdooreducationexperienceThe main focus of the course is to develop personal well-being. The emphasis is on personal responsibility and organisation. A high level of commitment is required.PrerequisitesPreference will be given to students with a minimum of15 credits at Level 2 Physical Education. This course may be started at Level 3 without having done the Level 2 course with evidence of sporting activity and academic achievement.Career OpportunitiesFitness/leisure industry, sports administration, sportsscience, rehabilitation, teaching, physiotherapy, coaching.

physical education scholarshipDescriptionThe Level 3 students are encouraged to participate in the Scholarship programme. This opportunity will add depth and critical thinking skills to the student’sknowledge.Candidatesshoulddemonstrateahighlevelof knowledgeandtheabilitytoresearch,developandevaluateideas.Extratuitionandworkshopswillassiststudents in preparing and writing the external report.

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learning languages

In Learning Languages, students learn to communicate in an additional language, develop their capacity to learn further languages, and explore different world views in relation to their own.

What is Learning Languages about?Learning a new language provides a means of communicating with people from another culture and exploring one’s own personal world.

Languagesareinseparablylinkedtothesocialandculturalcontexts in which they are used. Languages and cultures playakeyroleindevelopingourpersonal,group,national,and human identities. Every language has its own ways ofexpressing meanings; each has intrinsic value and special significanceforitsusers.

Thislearningareaprovidestheframeworkfortheteachingand learning of languages that are additional to the language of instruction. Level 1 of the curriculum is the entry level forstudentswithnopriorknowledgeof thelanguage being learned, regardless of their school year.

Why study a language?Languages link people locally and globally. They arespoken in the community, used internationally, andplaya role in shaping the world. Oral, written, and visual formsof languagelinkustothepastandgiveusaccesstonew and different streams of thought and to beliefs and cultural practices.

TeReoMāoriandNewZealandSignLanguage(NZSL)areofficial languagesof NewZealand.Becauseof NewZealand’s close relationships with the peoples of the Pacific, Pasifika languages also have a special place. Bylearning an additional language and its related culture(s), students come to appreciate that languages and cultures are systems that are organised and used in particular ways to achieve meaning. Learning a new language extends students’ linguistic and cultural understanding and their ability to interact appropriately with other speakers.Interaction in a new language, whether face to face or technologically facilitated, introduces them to new ways of thinkingabout,questioning,andinterpretingtheworldandtheir place in it. Through such interaction students acquire knowledge,skills,andattitudesthatequipthemforlivingin a world of diverse peoples, languages, and cultures. As they move between, and respond to, different languages and different cultural practices, they are challenged to consider their own identities and assumptions.

As they learn a language, students develop their understanding of the power of language. They discover newwaysof learning,newwaysof knowing,andmoreabout their own capabilities. Learning a language provides students with the cognitive tools and strategies to learn further languages and to increase their understanding of their own language(s) and culture(s).

years 7-10Languages offered in Year 7 & 8 are French, Spanish, Te Reo Maori and Mandarin. All students have a two-terms taster course for each language in Year 7 and Year 8 so they can choose the language they want to study in Year 9.

All students learn a language at Year 9. They can choose between Te Reo Māori, French, Spanish orMandarin.

ThiscourseispreparingstudentstoworkatLevels1and 2 of the New Zealand curriculum. It integrates language and culture and provides a variety of opportunities for listening, speaking, presenting andperforming, viewing, reading and writing. The focus atthislevelisondevelopingcommunicationskills.

At Year 9 level the aim is for the students to understandand use familiar expressions and everyday vocabulary, and to interact in a simple way in supported situations.

At Year 10 students are encouraged to continue with the language they studied in Year 9 but may choose to start learning a second additional language. At Year 10 level the aim is for the students to understand andconstruct simple textsusing theirknowledgeof the target language, describe aspects of their own backgroundandimmediateenvironment.

At all year levels students will cover the four language skills of listening, reading, writing and speaking.Inherent to language learning is a deepening of intercultural understanding. The main keycompetencies in Languages are a focus on using language, symbols and texts and relating to others.

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french

french (leVel 1)DescriptionStudents are provided with an opportunity to explore the language and culture using a communicative approach through the skills of listening, speaking, reading andwriting. All students have the opportunity to enter the National French Speaking Competition organised bythe Alliance Française. Topics include family, daily life, schooling and holidays. Students learn to understand and produce more complex language. They learn to communicate beyond the immediate context, eg, about past and future events. Students learn to understand and produce a variety of text types.• Communicate information, ideas and opinions

through different text types.• Express and respond to personal ideas and opinions.• Communicate appropriately in different situations.• Understand ways in which the target language and

culture(s) are organised for different purposes.PrerequisitesPreference will be given to students who have two yearsof French. Discretionary entry will be offered by the Head of Faculty.Leads to Level 2 French

french (leVel 2)DescriptionStudents adopt a more focused approach to grammar and vocabulary and are introduced to some French literature and film. All students have the opportunityto enter the National French Speaking Competitionorganised by the Alliance Francaise. Topics covered include young people and family, environment, future plans, travel and leisure. Students learn to use language variably and effectively to express and justify their own ideas and opinions and support or challenge those of others. They learn to use and identify the linguistic and cultural forms that guide interpretation and enable them to respond critically to texts.• Communicate information, ideas and opinions

through increasingly complex and varied texts.• Explore the views of others, developing and sharing

personal perspectives.• Engage in sustained interaction and produce

extended text.• Analyse ways in which the target language is organised

in different texts and for different purposes.• Explore how linguistic meaning is conveyed across

languages.• Analyse ways in which the target culture(s) is (are)

organised for different purposes and for different audiences.

• Analyse how the use of the target language expresses cultural meanings.

PrerequisitesPreference will be given to students who have gained credits in Level 1 French. Discretionary entry will be offered by the Head of Faculty. Leads to Level 3 French

french (leVel 3)DescriptionStudents develop the ability to express themselves morefullyinthelanguage.Studentslookindepthattopicssuchas:SocialProblems,NewZealandandFrenchspeakingcountries, the famous French novel ‘Le Petit Prince’ by StExupéryandafilmstudy“Intouchables”.Studentsalso read a comic book about the life of MadeleineSophie Barat. All students have the opportunity to enter theNational French Speaking Competition organisedby the Alliance Francaise.

Students learn to use language variably and effectively to express and justify their own ideas and opinions and support or challenge those of others. They learn to use and identify the linguistic and cultural forms that guide interpretation and enable them to respond critically to texts.• Communicate information, ideas and opinions



extended text.• Analyse ways in which the target language is

organised in different texts and for different purposes.

• Explore how linguistic meaning is conveyed across languages.

• Analyse ways in which the target culture(s) is (are) organised for different purposes and for different audiences.


PrerequisitesPreference will be given to students who have gained credits in Level 2 French. Discretionary entry will be offered by the Head of Faculty.Career OpportunitiesInternational business, international law, diplomatic service, tourism and hospitality, translator/interpretation education.

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JapaneseJapanese (leVel 1)DescriptionThe course continues the study of communication functions, grammar, culture and the Japanese script. Topics covered include Japanese schools, my town and getting around, travel and holidays, my friend’s birthday – shopping, eating out, etc.

Students learn to understand and produce more complex language. They learn to communicate beyond the immediate context, eg, about past and future events. Students learn to understand and produce a variety of text types.• Communicate information, ideas and opinions


culture(s) are organised for different purposes.PrerequisitesPreference will be given to students who have two yearsof Japanese. Discretionary entry will be offered by the Head of Faculty.Leads to Level 2 Japanese

Japanese (leVel 2)DescriptionThis course continues the study of the Japanese script and extends grammar and vocabulary. There is a focus on developing listening and reading (receptive skills), speaking and writing (productive skills) andcommunicationandconversationskills.Topicscoveredinclude: school life and being an exchange student, holidays and special occasions, sport, leisure and entertainment, our changing world - caring for our environment and each other.







• Analyse ways in which the target culture(s) is(are) organised for different purposes and for different audiences.


PrerequisitesPreference will be given to students who have gained credits in Level 1 Japanese. Discretionary entry will be offered by the Head of Faculty.Leads to Level 3 Japanese

Japanese (leVel 3)DescriptionStudentsdevelop the skillsneeded tounderstandanduse Japanese to communicate effectively. Students extend their comprehension and production skillsthrough aural, written, reading and oral tasks andcommunicative activities. Topics covered include: Japan - its land and people; Education - now and future; My aspirations-lifeandwork;LeisuretimeandhowIuseit;Travel;Filmstudy-comparingthreefilmsandtheirsimilar themes; Our environment - what I can do to makeadifference.Students learn to use language variably and effectively to express and justify their own ideas and opinions and support or challenge those of others. They learn to use and identify the linguistic and cultural forms that guide interpretation and enable them to respond critically to texts.• Communicate information, ideas and opinions








PrerequisitesPreference will be given to students who have gained credits in Level 2 Japanese. Discretionary entry will be offered by the Head of Faculty.Career OpportunitiesInternational business, international law, diplomatic service, tourism and hospitality, translation /interpretation, education.

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spanishspanish (leVel 1)DescriptionStudents are provided with an opportunity to explore the language and culture using a communicative approach through the skills of listening, speaking, reading andwriting. Topics include leisure time, school and holidays, myself and my family and shopping for food and gifts. Students learn to understand and produce more complex language. They learn to communicate beyond the immediate context, eg, about past and future events. Students learn to understand and produce a variety of text types.• Communicate information, ideas and opinions


culture(s) are organised for different purposes.PrerequisitesPreference will be given to students who have two yearsof Spanish. Discretionary entry will be offered by the Head of Faculty.Leads to Level 2 Spanish

spanish (leVel 2)DescriptionStudents adopt a more focused approach in grammar and vocabulary in order to extend their comprehension and production skills. Topics covered include NewZealand, youth problems, future plans and health.







• Analyse ways in which the target culture(s) is (are) organised for different purposes and for different audiences.


PrerequisitesPreference will be given to students who have gained credits in Level 1 Spanish. Discretionary entry will be offered by the Head of Faculty.Leads to Level 3 Spanish.

spanish (leVel 3)DescriptionStudents adopt a more focused approach in grammar and vocabulary in order to extend their comprehensionandproductionskills.Topicscoveredinclude:Planninga trip, personal problems, health, social problems and an introduction to poetry.









PrerequisitesPreference will be given to students who have gained credits in Level 2 Spanish. Discretionary entry will be offered by the Head of Faculty.Career OpportunitiesInternational business, international law, diplomatic service,tourismandhospitality,translation/interpretation,education.

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New resources being developed by the Ministry are based on the following year–level alignments: Years 1–6 = Levels 1–2, Years 7–8 = Levels 2-3, Year 9–10 = Levels 3–4, Year 11 = Level 5–6, Year 12 = Level 7 and Year 13 = Level 8.

TE REO MĀORI (LEVEL 1)DescriptionBy the end of Level 6, students can converse with te reo Māori speakers in familiar social situations andcope with some less familiar ones. They can use basic Māori language patterns spontaneously. They show awillingness to experiment with new language and to read independently. They can write short passages, personal letters,andsimpleformallettersintereoMāori.Studentsareincreasinglyconfidentinusingarangeof strategiesfor learning te reoMāoriandforcommunicatingwithothersinpredominantlyMāorisocialcontextsA range of kiwaha and whakatauki will be covered.Topics covered include:• At School• At Home• At the Marae• The Teenage WorldPrerequisitesYear10Māorior equivalent.TeReoMāori atNCEALevel 1 is open to students from Years 11, 12 or 13 with the approval of the Head of Faculty.Leads toLevel2TeReoMāori

TE REO MĀORI (LEVEL 2)DescriptionBytheendof Level7,studentscantakepartingeneralconversationwithspeakersof tereoMāori,understandmost of what is said, and contribute relevant comments. They can explain and discuss many of their own ideas andopinionsandmayusetereoMāoricreatively.Theycanreadavarietyof authentictereoMāorimaterialsandwrite for a range of purposes. Students use a range of strategiestohelpthemlearntereoMāorieffectively,andtheydemonstrateagoodlevelof fluencyforalearnerof tereoMāoriasasecondlanguage.A range of kiwaha and whakatauki will be covered.Topics covered include:• CaringandLookingAfterOthers• The Formal Welcome• Aspirations and Goal for the Future• Deedsof theAncestorsworkPrerequisitesCreditsfromTeReoMāoriLevel1orequivalent.ThisLevel 2 course is open to students from Years 11, 12 or 13 with the approval of the Head of Faculty.Leads to Level3TeReoMāori

TE REO MĀORI (LEVEL 3)DescriptionBytheendof Level8,studentscantakepartingeneralconversationwithspeakersof tereoMāori,understandmost of what is said, and contribute relevant comments. They can explain and discuss many of their own ideas andopinionsandmayusetereoMāoricreatively.Theycan read a variety of authentic te reoMāorimaterialsand write expressively for a range of purposes. Students usearangeof strategiestohelpthemlearntereoMāorieffectively,andtheydemonstrateahighlevelof fluencyforalearnerof tereoMāoriasasecondlanguage.Topics covered include:• Tribal stories to 1900• Expressional Dance and Song• The revitalisation of the Maori language• Maori Political World ViewPrerequisitesCreditsfromTeReoMāoriLevel2orequivalent.Career OpportunitiesBroadcasting, journalism, politics, education, tourism, translation, public and private sector policy analysis, historical research.

te reo maori

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mathematics & statisticsIn Mathematics and Statistics, students explore relationships in quantities, space, and data and learn to express these relationshipsinwaysthathelpthemtomakesenseof theworldaroundthem.

years 7 - 10The new curriculum has grouped mathematics into threestrandsandourcoursesreflectthese:1. Number and Algebra. This involves calculating,

estimating, generalising and patterning.2. Geometry and Measurement. Properties and

symmetries of shapes, as well as quantifying attributes of objects using appropriate units and instruments.

3. Statistics. Collecting, using and presenting data and what the data shows.

Students are tested prior to each topic and that prior knowledgeisusedtoinformtheteachingprogramme.Studentsareencouragedtodeveloptheabilitytothinkcreatively, critically, strategically and logically.

year 11Students must do one of the following two courses unless they have completed the course at Year 10. Year 10 students will be selected for NCEA Level 1 at the discretion of the Head of Faculty.

mathematics (leVel 1)DescriptionThis course offers study of the strands of Number, Algebra, Measurement, Geometry, Statistics and Probability and Trigonometry. PrerequisitesA Level 1 Mathematics course is compulsoryLeads to Level 2 Mathematics

mathematics for numeracy(leVel 1)DescriptionThis course is designed to assist students to achieve Numeracy of 10 credits required for a Level 1 NCEA CertificateandforUniversityEntrance.PrerequisitesEntrance to this course will be at the discretion of the Head of Faculty.

What is Mathematics and Statistics about?Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data. These two disciplines are related but have different ways of thinkingandof solvingproblems.Bothequipstudentswith effective means for investigating, interpreting, explaining,andmakingsenseof theworldinwhichtheylive.

Mathematicians and statisticians use symbols, graphs, and diagrams to help them find and communicate patternsand relationships, and they create models to represent both real-life and hypothetical situations. These situations aredrawnfromawiderangeof social,cultural,scientific,technological, health, environmental, and economic contexts.

Why study Mathematics and Statistics?By studying mathematics and statistics, students develop the ability to think creatively, critically, strategically, andlogically. They learn to structure and to organise, to carry out procedures flexibly and accurately, to processand communicate information, and to enjoy intellectual challenge.

By learning mathematics and statistics, students develop other important thinking skills. They learn to createmodels and predict outcomes, to conjecture, to justify and verify,andtoseekpatternsandgeneralisations.Theylearnto estimate with reasonableness, calculate with precision, and understand when results are precise and when they must be interpreted with uncertainty. Mathematics and statistics have a broad range of practical applications in everydaylife,inotherlearningareas,andinworkplaces.

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MATHEMATICS TOWARDS CALCULUS (MTC)(LEVEL 2)DescriptionTopics studied include algebra, calculus, trigonometry, coordinate geometry and statistics.PrerequisitesStudents need a minimum of 10 credits in NCEA Level 1.Leads to both Level 3 courses in Statistics or Calculus

MATHEMATICS TOWARDS STATISTICS (MTS)(LEVEL 2)DescriptionTopics studied include algebra, trigonometry, co-ordinate geometry, probability and statistics.PrerequisitesStudents need a minimum of 10 credits in NCEA Level 1.Leads to Level 3 Statistics

mathematics for statistics(mfs)(leVel 2)DescriptionTopics studied include trigonometry, statistics and coordinate geometry.PrerequisitesThis is a course with a reduced number of standards, designedforstudentswhohaddifficultywithLevel1Mathematics.Leads to possibly Level 3 Statistics if results are strong

statistics (leVel 3)DescriptionThe course extends the development of statistical methods to analyse data from time series data, bivariate data, experimental design and to solve probability questions.PrerequisitesPreference will be given to students who have a minimum of 10 credits in Level 2. Discretionary entry will be offered by the Head of Faculty.Career OpportunitiesMarket research, policy analyst, medical research,quality control, genetics research. This is foundational for many university courses.

calculus (leVel 3)DescriptionThis course is made up of algebra, trigonometry and calculus.

PrerequisitesPreference will be given to students who have a minimum of 10 credits in Level 2 mathematics. Discretionary entry will be offered by the Head of Faculty.Career OpportunitiesActuary, operations research, mathematician, engineering, systems analyst, Logistics, econometrician

calculus scholarshipDescriptionThis course will extend the Level 3 Calculus programme by adding depth and breadth to the student’sknowledge.Scholarshipstudentsareexpectedtodemonstratehighlevelcriticalthinking,abstractionand generalisation, and to integrate, synthesise and apply knowledge, skills, understanding and ideas tocomplex situations. Extra assistance will be provided in after school tutorials.PrerequisitesPreference will be given to students who have a majority of Excellence grades at Level 2 Mathematics but discretionary entry will be offered by the Head of Faculty.Assessment ScholarshipExternal: Three hour written examination

statistics scholarshipDescriptionThis course will extend the Level 3 Statistics programme by adding depth and breadth to the student’sknowledge.Scholarshipstudentsareexpectedtodemonstratehighlevelcriticalthinking,abstractionand generalisation, and to integrate, synthesise and apply knowledge, skills, understanding and ideas tocomplex situations. Extra assistance will be provided in after-school tutorials.PrerequisitesPreference will be given to students who have majority of Excellence grades at Level 2 Mathematics but discretionary entry will be offered by the Head of Faculty.Assessment ScholarshipExternal: Three hour written examination

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scienceIn Science students explore the nature of science through contexts derived from the physical world, the biological world, the material world and planet earth and beyond. In doing so they are given opportunities to develop an understanding of science, sothattheycanparticipateascritical,informedandresponsiblecitizens,inaworldwherescienceplaysasignificantrole.

years 7- 10In Year 7 and 8 students will explore Biology, Chemistry, Physics and Astronomy to develop an understanding of the scientific concepts involved, the nature of science,and how science explains the world around us. Students will learn how to investigate, be an effective scientificcommunicator andbeable tomake informeddecisionsonscientificissues.

In Year 9 students will build upon the seeds of science sown in Year 7 and 8. They will continue to investigate science with a focus on the physical, biological and material world and planet earth and beyond. Students will use microscopes to observe life at a cellular level, as well as investigating how plants and animals obtain nutrients for growth. They will explore the behaviour of light and the role of energy in our world. Students will develop understandings of the composition and properties of matter and the changes it undergoes as new materials are made.

In Year 10, the students will further develop their understanding and application of science, in preparation for NCEA in Year 11. Students will then examine how variation arises, through the role of genes and they will investigate inheritance. In doing so, they will develop an understanding of basic genetics, which is studied in Biology in Year 11. Students will examine forces and their effect upon everyday life, explore motion and how to measure it. They will investigate the properties and behaviour of electricity and the reliance of humans upon it. This will prepare the students well for studying Physics inYear11.Studentswillbuildupontheirknowledgeof Chemistry as well as explore the properties and behaviour of particles and the properties and uses of acids and bases and chemical reactions.

What is Science about?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 bymaking observations,carrying out investigations, modelling, and communicating anddebatingwithothers–inordertodevelopscientificknowledge, understanding, and explanations. Scientificprogress comes from logical, systematicwork and fromcreative insight, built on a foundation of respect for evidence. Different cultures and periods of history have contributed to the development of science.

Why study Science?Science is able to inform problem solving and decision

making in many areas of life. Many of the majorchallenges and opportunities that confront our world need tobe approached froma scientificperspective,takingintoaccountsocialandethicalconsiderations.

By studying science, students:• develop an understanding of the world, built on current

scientifictheories;• learn that science involves particular processes and ways

of developing and organising knowledge and thatthese continue to evolve;

• use their current scientific knowledge and skills forproblemsolvinganddevelopingfurtherknowledge;

• use scientific knowledge and skills tomake informeddecisions about the communication, application, and implications of science as these relate to their own lives and cultures and to the sustainability of the environment;

• use language, symbols, mathematics and graphical representation.

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All students will choose to study:• ONE of the Physical Science or Biological

Science courses; Or• The DOUBLE Science course which

comprises of BOTH of the SINgLE Science courses; Physical Science and Biological Science

SCIENCE (LEVEL 1)A full year Science course is compulsory in Year 11 at Baradene.

SINGLE SCIENCE COURSE

This comprises of the options of Physical Science OR Biological Science

Physical Science (Physics and Chemistry)• This course is designed to cover the major aspects

of PHYSICS and CHEMISTRY and enables studentstodeveloptheknowledgeandskillsthatare needed for success in NCEA Level 2 Physics and Chemistry.

• In the Physics aspect of this course students will study forces and motion, and magnetism and electricity. In the Chemistry aspect of this course students will explore the structure, properties, and reactions of elements and compounds. Students will also study qualitative analysis and use techniquestoidentifyunknownsolutions.

• This course is intended for those students who wish to study NCEA Level 2 Physics and / orChemistry. Students who take this course as aSINGLE option may still study Level 2 Biology, without having studied Level 1 Biology, although it isbeneficialtohavestudiedLevel1Biology.

Biological Science (Biology and Chemistry)

• This course is designed to cover key aspectsof BIOLOGY and CHEMISTRY. It enables students todeveloptheknowledgeandskillsneeded to embark on Level 2 Biology andChemistry.

• In the Biology aspect of this course, students will study aspects of genetics and patterns of inheritance and explore micro-organisms and their effects. They will also perform an investigation in a scientific context. In theChemistry units, students will study atomic structure and bonding of substances, and how materials behave. They will explore the acid-base nature of chemicals and investigate how the rate of chemical reactions can be controlled.

• This course is intended for those students who wishtostudyLevel2Biologyand/orLevel2Chemistry but it not suitable for those wishing to study Level 2 Physics.

DOUBLE SCIENCE COURSEThis comprises of BOTH the Physical Science AND Biological Science options. This extension course providesthedepthof knowledgeandskillsforstudentsintending to study Level 2 Biology, Chemistry and Physics.

Students are advised to follow this pathway if they have a strong interest in science and are possibly intending to study more than one of the Level 2 sciences; Chemistry, Physics and Biology with a view to a career in the sciences.

Students should be aware of the requirements for entry into the Level 2 Chemistry and Physics courses when selecting Level 1 courses.

science

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chemistrySINGLE SCIENCE COURSEThis comprises of the options of Physical Science OR Biological Science

• Physical Science (Physics and Chemistry)• This course is designed to cover the major aspects

of PHYSICS and CHEMISTRY and enables studentstodevelptheknowledgeandskillsthatare needed for success in NXEA Level 2 Physics and Chemistry.

biology (leVel 2)Description• Biology develops an understanding of the Living

World. Students study plant and animal relationships through ecology, explore details of the cell, the structure of animals and plants, and genetics and evolution. Internal assessment involves practical workandafieldtrip.Externalassessmentisthroughexamination.

• Students intending to follow a science career with a focus on Biology are advised to also study Level 2 Chemistry. Many biological courses at tertiary level requireknowledgeof Level2Chemistry.

PrerequisitesPreference will be given to students with a minimum of 14creditsinLevel1Science;from11SCPand/or11SCB. Discretionary entry will be offered by Head of Faculty.Leads to Level 3 Biology, Level 3 Physical Education

BIOLOgY (LEVEL 3)Description• Biology at this level introduces students to the new

world that is opening up in this subject. It explores DNA and how it works, the new techniquesassociatedwithDNAfingerprintingandgeneticallymodifiedorganisms. Otherareasstudied includeplant and animal behaviour, homeostasis and human evolution. Field trips and practicalworkare part of the course.

• Students takingLevel3Biologyand intending tofollow a science career should also take anotherscience. Many biological courses at tertiary level requireknowledgeof Level2Chemistryandaboveand so students are advised to continue on to Level 3 Chemistry or study Level 2 Chemistry if they have not already done so.

PrerequisitesPreference will be given to students with a minimum of 14 credits in NCEA Level 2 Biology or at least 15 credits in NCEA Level 2 Chemistry. Discretionary entry will be offered by Head of Faculty.

BIOLOGY SCHOLARSHIPDescription This course will extend the Level 3 Biology programme byaddingdepthandbreadthtothestudent’sknowledge.Extra-curriculartuitionandworkshopswillpreparethestudents for the critical and analytical nature of the end -of-year examination. Scholarship students are expected touseknowledgeof biologytodemonstratehighlevel

criticalthinkingbyanalysingandintegratingbiologicalinformation in a range of biological contexts.Prerequisites Preference will be given to students who have a majority of Excellence grades at Level 2 Biology, however discretionary entry will be offered by the Head of Faculty. Assessment Scholarship External: Three hour written examination.

chemistry (leVel 2)Description• This course builds upon the knowledge and

understanding of the chemistry developed in Level 1 Science, through both practical and theoretical application of the subject. The course covers various types of chemical reactions with an emphasis on the relevance of chemistry to everyday life and technology. Students will develop their scientific skills, challenge their thinking skills andbecomemoreeffectivescientificcommunicators.

• The course is designed to prepare students for Level 3 Chemistry and is a pre-requisite for many science based careers e.g. medicine, pharmacy, physiotherapy, dentistry, engineering, dietetics, nutrition, food technology, health and environmental science. Students intending to follow a science career should take Chemistry,MathematicsandeitherPhysicsand/orBiology.

PrerequisitesPreference will be given to students with a minimum of 14 credits in Level 1 Science; from 11SCP or 11SCB (including 4 external credits in a NCEA Level 1 Chemistry standard). Discretionary entry will be offered by Head of Faculty.

CHEMISTRY (LEVEL 3)Description• The course continues to build on and develop

understanding of chemical concepts studied at Level 2.

• Students are encouraged to further develop their thinking skills, challenge their understanding of the subject and investigate how chemistry relates to our society.

• Level 3 chemistry is a pre-requisite for many science based careers e.g. medicine, pharmacy, physiotherapy, dentistry, engineering, dietetics, nutrition, food technology, health and environmental science. Students intending to follow a science career should take Chemistry,MathematicsandeitherPhysicsand/orBiology.

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physics

PrerequisitesPreference will be given to students with a minimum of 14 credits in Level 2 Chemistry and a minimum of 10 credits of Level 2 Mathematics. Discretionary entry will be offered by Head of Faculty.

CHEMISTRY SCHOLARSHIPDescription This course will extend the Level 3 Chemistry programme by adding depth and breadth to the student’s knowledge. Extra-curricular tuition and workshopswill prepare the students for the critical and analytical nature of the end-of-year examination. Scholarship studentsareexpectedtouseknowledgeof chemistrytodemonstrate the ability to integrate and apply chemical principles and skills to awide range of situations, toanalyse problems from a chemical perspective and present coherent and well-reasoned answers.Prerequisites Preference will be given to students who have a majority of Excellence grades at Level 2 Chemistry, however discretionary entry will be offered by the Head of Faculty. Assessment Scholarship External: Three hour written examination

physics (leVel 2)Description• This course builds upon the understanding of

Physics developed in Level 1 Science. • Topics that are externally assessed include:

mechanics - the study of motion, force and energy.; Electricity and Magnetism – DC circuits, generation and magnetism

Internal assessments are based on a research assignment relating to a physics context and a physics investigation, involvingpracticalskillsinmeasurementandgraphingto establish mathematical realtionships.PrerequisitesPreference will be given to students with a minimum of 8 credits in NCEA Level 1 Physics from external examinations. Discretionary entry will be offered by Head of Faculty.Leads to Level 3 Physics. This course is essential for students interested in a career in engineering or architecture and is highly recommended for medical sciences. Students intending to follow a science career shouldalsotakeChemistry,asthisisdifficulttopickupat tertiary level.

physics (leVel 3)Description• Thecourse continues tobuildon theknowledge

and understanding of Level 2 Physics. Internal and external assessment will be selected from the following:

• Waves - superposition, interference, diffraction and Dopler Effect.

• Electricity and Magnetism, DC circuits, capacitance, AC circuits, inductance are studied.

• Atomic and Nuclear Physics - photoelectric effect, atomic spectra, nuclear equations.

PrerequisitesPreference will be given to students with a minimum of 14 credits in Level 2 Physics and a minimum of 10 credits in Level 2 Mathematics. Discretionary entry will be offered by Head of Faculty.Career OpportunitiesThis course is essential for students interested in a career in engineering and architecture, but is also useful for optometry, medical sciences, electronics, engineering, geophysics, avionics, dentistry and veterinary science. Students intending to follow a science career should also take Chemistry, as this is difficult to pick up attertiary level.

PHYSICS SCHOLARSHIP

Description This course will extend the Level 3 Physics programme byaddingdepthandbreadthtothestudent’sknowledge.Extra-curricular tuition and workshops will preparethe students for the critical and analytical nature of the end-of-year examination. Scholarship students are expectedtousetheirknowledgeof physicstoabstractrelevant information from physical situations in order to solve complex problems and give clear explanations or analyses.Prerequisites Preference will be given to students who have a majority of Excellence grades at Level 2 Physics, however discretionary entry will be offered by the Head of Faculty. Assessment Scholarship External: Three hour written examination.

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social sciences

What are the Social Sciences about?The Social Sciences learning area is about how societies work and how people can participate as critical, active,informed, and responsible citizens. Contexts are drawn from the past, present, and future and from places within and beyond New Zealand.Why study the Social Sciences?Through the Social Sciences, students develop the knowledgeandskillstoenablethemto:betterunderstand,participate in, and contribute to the local, national, and global communities in which they live and work;engage critically with societal issues; and evaluate the sustainability of alternative social, economic, political, and environmental practices.

Students explore the unique bicultural nature of New Zealand society that derives from the Treaty of Waitangi. They learn about people, places, cultures, histories, and the economic world, within and beyond New Zealand. They develop understandings about how societies are organisedand function and how the ways in which people and communities respond are shaped by different perspectives,values, and viewpoints. As they explore how others see themselves, students clarify their own identities in relation to their particular heritages and contexts.

social studies: years 7-10SocialStudiesatYears7-10focusesonlookingatsocietyand human activity in the contexts of social control, social change, continuity and contemporary issues. Students develop a knowledge and understandingof the diverse and dynamic nature of society and how interactions occur among cultures, societies and environments. They develop and apply skills as theyinvestigate society,explore issues,makedecisionsandworkco-operatively.

Four topics are studied at each year level. This includescurrent issues at all levels.Year 7: Current issues; Ancient Egypt; Law and Order; Ceremonies and TraditionsYear 8: Current issues; Explorers and Conquerors; ThePacific;NewZealandDisastersYear 9: Current issues; Cultures Together; Systems of Government; Polynesian VoyagesYear 10: Current issues; Human Rights; Changing Views on the Treaty; Economic Decisions about Resources

IntheSocialSciences,studentsexplorehowsocietiesworkandhowtheythemselvescanparticipateandtakeactionascritical,informed, and responsible citizens.

classical studiesclassical studies (leVel 2)DescriptionClassical Studies is the study of people, places and eventsof theclassicalworldandhowtheyinfluencethemodern world. Classical Studies is an interdisciplinary subject: students engage with literature, languages, art, history, science, technology, religion, and philosophy. Students explore community, cultural identity, values and perspectives and think critically about humanbehaviour and relationships to appreciate the civilisation of ancient Greece and Rome, understand the past and the present and to imagine possible futures. The course includes an introduction to the clasical world, Homeric epic (Odyssey) and Pompeian domestic and public art and architecture.PrerequisitesThe course may be started at Level 2. At least 12 credits at Level 1 English or History is an advantage. Leads to Level 3 Classical Studies

classical studies (leVel 3)DescriptionThis course develops and extends ideas and values of the classical world with a Roman focus. Students will examine the complexity and diversity of social, political, artistic, and ideological aspects of the classical world and howtheseaspectsinfluencedthelivesof Romanslivingin those times. They will also understand how and why ideasandvaluesof theclassicalworldhaveinfluencedother cultures, including New Zealand, over time. The course includes Augustus as a political figure, Virgil’sAeneid and Roman Art and Architecture.PrerequisitesThe course may be started at Level 3. At least 12 credits at Level 2 Classical Studies or English or History or History of Art is an advantage.Career OpportunitiesArchaeology/artconservation,architecture,law,thetheatre,politics, the media, diplomatic service, teaching.

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geography (leVel 1)DescriptionGeography studentsarebetterable tomake senseof a complex and changing world and their place in it. In Level 1 Geography students will study extreme natural events in the Pacific such as tsunamis; sustainableresource use in possible contexts such as coffee and gold, and geographic skills and concepts. Focus isplaced on natural and cultural environments; learning to thinkspatiallyandcritically;andcompletinggeographicresearch. Students learn to identify different viewpoints and perspectives in relation to current geographic issues.Leads to Level 2 Geography OR Level 2 Travel and Tourism

geography (leVel 2)DescriptionIn Level 2 Geography students build on and expand on skillsandconceptualunderstandingsfromthepreviousyear. Students study in detail the patterns and processes operating in the Tongariro volcanic environment. They also study differences in development with a focus on Tanzania and the global pattern of malaria as a disease. Field work is an integral part of Geography andstudentswillgotoTongariroNationalParktoconductfieldworkinalargevolcanicnaturalenvironment.Prerequisites12 credits in Level 1 Geography OR subject approval.Leads to Level 3 Geography

geography scholarshipDescriptionThe Level 3 Geography programme extends the student’s knowledgebyaddingdepthandbreadth.Extratuitionandworkshopswillpreparethestudentsforthecriticaland analytical nature of the end-of-year examination. Students will demonstrate wide knowledge and widereading and an appreciation of aspects of global and national issues. Students will respond critically to texts fromdifferentsourcesanduseskillsof criticalthinking,abstraction and evaluation.PrerequisitesPreference will be given to students who have a majorityof Excellence grades at Level 2 Geography. However, discretionary entry will be offered by the Head of Faculty.Assessment ScholarshipExternal: Three hour written examination.

history (leVel 1)DescriptionHistorians are involved in debating the cause and effectof events.Theyseektolearnaboutevents,peopleandmovements or ideas so that we can learn from History,ratherthanrepeatingpastmistakes.Thecourselooksatnationalandinternationaleventsthatareof significanceto New Zealanders in the 20th Century, including the 9/11terroristattacks,theIsrael/PalestineConflict,therise of Nazi Germany and the Holocaust.Leads to Level 2 History

geography

geography (leVel 3)DescriptionIn Level 3 Geography students are challenged to think critically about interacting natural and culturalprocesses that form and shape the earth and its people. TherearetwocompulsoryfieldtripstoMuriwaiBeachand Rotorua. Emphasis is placed on self-directed study in preparation for tertiary education. Students study coastal geomorphology, tourism development and contemporary geographic issues such as diamond and humantrafficking.Studentswillcompletefieldworkatboth Muriwai beach and Rotorua.

classical studies scholarshipDescriptionThis course will extend the Level 3 Classical Studies programme by adding depth and breadth to the students’ knowledge. Extra tuition and workshopswill prepare the students for the critical and analytical nature of the end-of-year examination.PrerequisitesPreference will be given to students who have a majority of ExcellencegradesatLevel2ClassicalStudiesand/orHistoryand/orEnglish.However,discretionaryentrywill be offered by the Head of Faculty.Assessment ScholarshipExternal: Three hour written examination

history

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history (leVel 2)DescriptionStudents continue to develop skills in finding andpresenting information, deciding what is relevant, structuring an essay and distinguishing facts from opinions.TheLevel2courselooksattopicsthatdealwith historical forces such as Nationalism, Imperialism and Feminism.PrerequisitesThis subject may be started at Level 2 without having done the Level 1 History course. However, a minimum of 12 credits at Level 1 History is an advantage.Leads to Level 3 History

history (leVel 3)DescriptionLevel 3History looks at the events and issueswhichled to a social awareness which impelled individuals and groups into action. These events have helped shape our place in the modern world. Students will cover a range of topics which explore how New Zealanders have protestedinordertomakechangestosociety.ExamplesincludeParihaka,UnionActivism,ChristianPacifism,Depression-era Protest and Anti-Nuclear Protest.PrerequisitesHistorycanbetakenatLevel3withouthavingdonetheLevel 2 course. However, a minimum of 12 credits at Level 2 History is an advantage.Career OpportunitiesLaw, journalism, diplomatic service, teaching, archivist, research assistant, advisory officer, policy analyst andadvisor, managerial roles

history scholarshipDescriptionThis course will extend the Level 3 History programmebyaddingdepthandbreadthtothestudent’sknowledge.Extratuitionandworkshopswillpreparethestudentsfor the critical and analytical nature of the end-of-year examination. Candidates should demonstrate in depth knowledge and read widely. Theymust beable to respond critically to demanding texts and use skills of interpretation, analysis and evaluation, andhistoriography.PrerequisitesPreference will be given to students with a majority of ExcellencegradesatLevel2inHistoryand/orEnglishhowever, discretionary entry will be offered by the Headof Faculty.Assessment ScholarshipExternal: Three hour written examination

traVel and tourism

traVel and tourism (leVel 2)DescriptionStudents will be exposed to a wide range of skills.There is strong emphasis on practical skills such ascommunication, computing, mathematical calculations and tourism as a process. Students study the history and processof tourismaswellasexperiencefirsthandthegrowing adventure tourism industry.This course is the second year of the Introductory Certificate in Travel and Tourism. All assessment isinternal.Career OpportunitiesAll aspects of the travel and tourism and hospitality industry, both national and international.

traVel and tourism (leVel 3)This course is the third year of the Introductory Certificate in Travel and Tourism and completes theCertificate.Studentswillstudyindepthawidevarietyof tourism aspects based on the Pacific Islands andAustralia. All assessment is internal.PrerequisitesThis subject is for students who are continuing with their Travel and Tourism from Level 2, but it can be started in Year 13.Career OpportunitiesAll aspects of the travel and tourism and hospitality industry both national and international.

Travel and Tourism courses do not count towards University Entrance requirements. Sutdents intending to pursue university study at Auckland Universitymustensure that they have enough credits from the subjects on the approved list.See page 55 for details

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technologyInTechnology,studentslearntobeinnovativedevelopersof productsandsystemsanddiscerningconsumerswhowillmakeadifference in the world.

years 7 - 9Technology teaches students to identify needs and opportunities from a given issue and to use a range of skills to develop solutions within rich and variedexperiences. Students will develop specific contextknowledgeandskillsthroughpracticeinsuchareasasmaterials(hard/soft),foodtechnology.

Both theoretical and practical applications are used to produce technological solutions.Technology aims to help students to:• Develop and understand technological practice• Base their learning on real situations• Understandbetterthe influencesof thenatureof

technologyandtechnologicalknowledge.• Have opportunities to apply their learning and

knowledgetonewsituations.• Develop learning through modelling, reflective

questioning, analysis and ongoing evaluation.

What is technology about?Technology is intervention by design: the use of practicaland intellectual resources to develop products and systems(technological outcomes) that expand human possibilitiesby addressing needs and realising opportunities. Adaptation and innovation are at the heart of technological practice. Qualityoutcomesresultfromthinkingandpracticesthatare informed, critical, and creative.

Technology makes enterprising use of its ownparticular knowledge and skills, together with those of other disciplines. Graphics and other forms of visual representation offer important tools for exploration and communication.

Technologyisneverstatic.Itisinfluencedbyand,inturn,impacts on the cultural, ethical, environmental, political, and economic conditions of the day.

Why study technology?The aim is for students to develop a broad technologicalliteracy that will equip them to participate in society as informed citizens and give them access to technology-relatedcareers.Theylearnpracticalskillsastheydevelopmodels, products, and systems. They also learn about technologyasafieldof humanactivity,experiencingand/or exploring historical and contemporary examples of technology from a variety of contexts.

Technology is associated with the transformation of energy, information, and materials. Technological areas could include structural, control, food, materials, ICT and biotechnology. Relevant contexts can be as varied as computer design, food products, toys, garments, signage, garden art and more.

YEAR 10Studentscanchoosetodevelopspecificknowledgeandskillsthroughpracticeinmaterials(hard/soft)andfoodtechnology or digital graphic appications for the year.

YEARS 7-10

technology (leVel 1)DescriptionThis course extends the ability of students to identify needs and opportunities from a given issue or brief, andtouseawiderangeof skillstodevelopsolutions.Thecoursewillbedeliveredthroughunitsof worksuchasMaterialsTechnology(hard/soft)orFoodTechnology.Students will continue to use both theory and practical applications to produce technological solutions to real problems.

Thiscoursewillbuildonpriorknowledgeandaimstoteach product development and empower students to produce innovative, individual technological solutions.PrerequisitesYear 10 Technology is an advantage.

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technology (leVel 3)This course builds on the Year 12 course and offers students opportunities to explore further the worlds of materials technology. It offers University Entrance and scholarship opportunities in technology.

The course focuses on a multi-dimensional course where studentsworkwith a client todevelop a technologicalsolution based on a real situation. A brief is written, and the product developed must be created, designed, produced and evaluated through on-going consultation with the client.

Each student will have an individual endeavour; all will use technological theory and practical applications in theirwork.

The course will be based in materials. The student’s prior experiences,clientandskillswilldeterminetheoutcomefocused on.

This course caters for a variety of learning styles through a range of classroom activities including written, verbal and visual communication, creative thinking, problemsolving and collaborative learning.

At this level the tasks are open-ended in consultationwiththeteacherandstudent.Theywilldevelopskillsinthe following areas: • Entrepreneurship and innovation• Projectmanagementandmarketing• Creativity and problem solvingScholarshipTechnology students are eligible to sit scholarship in Technology. Students will be required to demonstrate a highlevelof synthesis,integrationandcriticalreflectionon a range of technological experiences, relating to theirmajor project(s) in one or more technological areas. Studentsmust write a reflective report based on theirexperiences in developing a technological outcome. ThiswillbebasedontheirLevel3work.PrerequisitesStudents need to have succeeded in Level 2 Technologyachievement standards. Students new to Technology mustbepreparedtodoextraworkandobtainHeadof Faculty approval before entering.

technology (leVel 2)DescriptionThis course is based on a range of technological areas and students identify issues and produce solutions to real problems, using both theory and practical applications. Studentswilllearnskillsintheidentificationof needsand opportunities for product development and are expected to develop individual technological outcomes to meet these. They will gain understanding of the technological knowledge, principles and operatingpracticesrelevanttotheirwork.

The course will be based on a combination of units in areas such as Soft Materials. This course will build on priorknowledgeandaimstoteachproductandpatterndevelopment, empowering students to produceinnovative and individual technological solutions.

PrerequisitesStudents new to Technology must be prepared to do extraworkandobtainHeadof Facultyapprovalbeforeentering.

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digital graphics technology(leVel 1)DescriptionThis is a newly revamped course, which is directed at developing an interest and understanding of both product and spatial design. Students will be provided with opportunities to design a variety of briefs and situations including, but not limited to, architecture, interior design, landscape, product, industrial and furniture.

An understanding of modern and historical design styles will be stimulated through students’ own research and critique into existing designers and their bodies of work.Studentswillusedesignelementsandprinciplesto gain a deeper understanding of design and its societal context.

Design and visual communication techniques will guide students through exploring and refining theirown conceptual designs. The course will help students developtheirICTskills,whilstalsoprovidingthemwiththeskillstopresenttheirfinalsolutionsinaneffectiveand aesthetically pleasing way. The course will involve the use of both freehand and digital media. A range of software,suchasPhotoshop,Sketch-Up,AutoCAD,Illustrator and InDesign will be used to create effective portfoliosof designwork.

their own conceptual designs. The course will help studentsdeveloptheirICTskills,whilstalsoprovidingthemwiththeskillstopresenttheirfinalsolutionsinan effective and aesthetically pleasing way. The course will involve the use of both freehand and digital media. A rangeof software, such asPhotoshop, Sketch-Up,AutoCAD, Illustrator and InDesign will be used to createeffectiveportfoliosof designwork.

digital graphics technology(leVel 2)DescriptionThis course has also been revamped to encompass both product and spatial design. Students will be provided with opportunities to design a variety of briefs and situations including, but not limited to, architecture, interior design, landscape, product, industrial and furniture.Studentswillhavetheopportunitytorefinetheir areas of interest, or study a broad range of design fields.

A deeper understanding of modern and historical design styles will be encouraged through students’ own research and critique, using design languarge, into design eras and movements. Students will study design in a social context, explore the impact of design on the environment and establish the conscience of an ethical and sustainable designer.Design and visual communication techniques will be developedbystudentsthroughexploringandrefining

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gateway (leVel 2 & 3)DescriptionGateway provides the opportunity for students to transition from school into the world of work or atertiary course. This allows them to gain experience in a workplaceof theirchoiceandtocompleteassessmentsrelated to their chosen career. We now offer this programmetostudentswhowillbenefitfromahandson experience in a career of their choice.

Work placements could include:Animal CareArchitectureBeauty TherapyBusinessCustomer ServiceEvent ManagementFashionHairdressing HospitalityInterior DesignJournalismLawMedicineNursing Sports AdministrationTeachingPrerequisitesStudents will be interviewed for suitability based on their reliability,attendanceandmotivation.Workplacementstypicallytakeplaceinacombinationof schooltimeandstudent’s own time, so it is important that students are motivated and committed to the course.

career pathways

AssessmentsAs Gateway is an individualised programme, assessments may vary for each student. Every Gateway student is expected to complete a minimum of 20 credits. These creditsmaycomefromacombinationof generalworkandlife-skillspreparationstandards,orstandardsmorespecificallylinkedtoastudent’scareerpathway.

GeneralWorkandLife-Skillspapersmayinclude:• Analyse and Compare personal credit

options3 credits

• Describe Tertiary funding options 3 credits• Create a targeted resume 2 credits• Drug and alcohol management in the

workplace3 credits

• Formalinterviewskills 2 credits

These Gateway courses and papers do not count towards University Entrance requirements. Students who wish to pursue university study must ensure that they have enough credits from the subjects on the approved list for University Entrance.

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planning your programme

As you progress along your learning journey there are opportunities for you to specialise in a variety of learningareas. This section answers some of the questions you mayhave about planning your programme for next year.

how do i choose a programme from the learning areas aVailable?• Makeachoicefromanareathatyouhaveaninterestin

andthatyouwouldliketoexplorefurther.• Consider the skills you think you will need in the

future.• Research the requirements of possible careers or

tertiary courses that you may pursue.• Talk to our Careers Advisors, Ms Lorimer or Mrs

Brittain, your subject teachers and your Dean to discuss your choices.

A broad programme of study will help you to keep your options open for future career ideas.

what if i need help with my learning pathways?

A team of teaching professionals are always available for advice and guidance as you journey through our college.These include:• Principal• Senior Management Team• Heads of Faculty• Deans/HomeroomTeacher• Dean of International Students• Co-ordinator of Learning Support and teacher aides• Schoolcounsellors/CareersAdvisor

what might change myprogramme choices?Somecoursesmaynot rundue to insufficientnumbers.Given the large number of courses we offer, it is not always possible to accommodate every combination of subjects.

how do i change my programme?• Studentswillbegivenconfirmedprogrammeformsat

the end of the year.• Any changes must be discussed with deans by the end

of the year.• All changesmust be confirmed inwriting by parents

and dean at the beginning of the year.

what if a course is not aVailable?• Youwillbeaskedtoseethedeantochooseanalternative.• You may be in a combined level class.

how do i manage internal assessment?

• At each level NCEA subjects contain internal assessment throughout the year.

• Students must plan their time carefully so that all internallyassessedworkcanbecompletedbytheduedate.

• Details of assessment types and approximate dates will be issued at the start of the year in each course.

• Guidelines on internal assessment, including what to do if you are absent due to illness, family travel or school-based commitment are in the annual Assessment and NationalQualificationhandbook.

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heads of faculty/teachers of learning areasAccounting Mrs Russell (HOF)Art Ms Bade (HOF)Art History Ms Bade (HOF)Design Ms BailesPainting Ms Bade (HOF)Photography Ms Bade (HOF)Biology Miss MattaChemistry Mrs Armstrong (HOF)ClassicalStudies MissWillockDrama Ms Davidson (HOF)EnglishforSpeakersof OtherLanguages MsMolloy(HOF)Economics/Enterprise MrsRussell(HOF)English Ms Molloy (HOF)French Ms Clech (HOF)Geography Mr Coutts (HOF)History Mr Coutts (HOF)Digital Technology Mrs Golding (HOF)Japanese Mrs SydenhamMathematics Mr Merriman (HOF)Media Studies Mr JonesMusic Ms LinPhysical Education Ms Price (HOF)Physics Mrs BarrettReligious Education Ms Cavanagh (HOF)Science Mrs Armstrong (HOF)Spanish Ms RossTechnology Mrs Golding (HOF)TeReoMāori WhaeaRossTravel and Tourism Mrs Stone

specialist adVisorsPrincipal Mrs PasleySenior Management Team Mrs Bosch, Mrs Burnett, Ms MunroHeads of Faculty See AboveCareersAdvisor MsLorimer/MsBrittainCoordinator of Learning Support Mrs WoodsGuidanceCounsellors MsJane/MsBurke

deansYear7/8 MrsAdamsonYear 9 Miss MarinovichYear 10 Mrs StoneYear 11 Mrs WoodYear 12 Mrs McLarenYear 13 Mrs MerrimanInternational Students Mrs Sydenham

staff who can assist in planning

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what is ncea?NCEA stands for National Certificate of EducationalAchievement. NCEA is the qualification you will beworkingtowardsinYears11to13.

why should i get an ncea?NCEA is recognised by employers and used for selection by universities and polytechnics. NCEA is accepted by most employers and universities overseas. Independent research has shown that if you do well in NCEA you are likelytodowellinyourfirstyearatuniversity.

how do i get an ncea?NCEA is gained by building up credits. Credits are awarded for each standard you achieve in the course or programme you are studying.• Standards are skills or knowledge that you are

expectedtoachieveorknowinasubject.Forexample,a Mathematics standard could be: Use decimals and percentages to solve problems.

• Assessments measure how well you meet these standards.Assessmentscanbe internal (likea testorassignment)orexternal(likeanend-of-yearexam).

• When you achieve a standard, you also achieve a number of credits for that standard.

• When you achieve a certain number of credits, you gain NCEA Level 1, 2 or 3. There are three different levels of NCEAyoucanget,dependingonthedifficultyof the standards you achieve.

how should i choose my course or programme?InLevel1,youshouldtakeabroadrangeof coursesthatlead on to more specialised subjects. In Years 12 and 13, you should start thinking aboutwhat areas youneed tofocus on for your future study or career. If you have a particular career inmind, checkoutwhat standardsyouwill need.

national Qualifications frameworK

ncea achieVement standards and unit standards

how do i achieVe a standard?When you study a programme or course, your work ismeasured against pre-set standards using assessments. If you pass the assessment, you achieve that standard. As you study a new topic your teachers will explain to you what is going to be assessed. Your teachers will tell you if you areontherighttrackorhelpyoutoimproveyourwork.

Types of standardsSchools assess two types of standards – unit standards and achievement standards.• Unit standards are tested at the college by teachers, as

internal assessments.• Achievement standards can be tested internally at the

college by teachers, tested externally at the end of the year in national exams, or tested using a combination of the two.

Levels of standardsStandardsareorganisedintolevelsof increasingdifficulty.The standards assessed in the college are usually at levels 1, 2 and 3. Most Year 11 students start at level 1, and progress to level 2 in Year 12, and level 3 in Year 13. NCEA is awarded according to the level of the standards you achieve. For example, if you achieve a certain number of level 1 standards, you will gain level 1 NCEA.

Multi-level studyYou may study a mix of standards at different levels, depending on your ability. For example, in Level 2 you may study most subjects at Level 2, but can study another advanced subject at Level 3 with HOF approval.

how will my worK be assessed?

Assessments measure your performance against the standards in your programme or course. If you pass the assessment, then you have achieved that standard and you gaincreditstogotowardsyourqualification.

Some standards are internally assessed by teachers duringtheyear.Inthiscase,NZQAchecksthatthereisconsistency across all schools. Most external assessments are by exam at the end of the year, although for some subjects (e.g. Technology, Visual Arts) you will need to submit a portfolio.

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what do i need to gain uniVersity entrance?

• NCEA Level 3 (60 credits at Level 3 or higher and 20 credits at Level 2 or higher).

Of these 60 credits you must have gained • 14 credits in each of three subjects from the list of

approved subjects• 10 credits in numeracy at Level 1 and above and 10

credits in literacy at Level 2 and above

new Zealand scholarship

New Zealand Scholarship is externally assessed and is designed to extend the very best students and to provide grants to help with tertiary study. Students sitting Scholarshipwillbeassessedontheirabilitytothinklaterallyand in the abstract. The exams or portfolios cover the same knowledge, skills and concepts as Level 3 achievementstandards, but the standard of performance required is much higher. There is a minimum criteria for consideration for these top awards and achieving the minimum for considerationdoesnotguaranteeanaward.If you’dliketosit Scholarship in one or more subjects, you should discuss requirements with your teachers.

how and when will i getmy results

During the year you will be able to logon to the NZQA website and see your internally assessed results. In January you will get provisional results from the previous year. When you leave school, you will receive a School Results Summary (SRS), listing all the standards that you have attempted and the results listed by subject and level, including Not Achieved results. You can also request a copy of your Record of Achievement (ROA) from NZQA or access it online.

how will i be graded in each standard?

Your grade will depend on the type of standard being assessed.• For unit standards, there are two grades you can get:

Achieved (A) for passing or Not Achieved (N) if you do not pass.

• For achievement standards, there are four grades you can get: Achieved (A) for a satisfactory performance, Merit (M) for very good performance, Excellence (E) for outstanding performance or Not Achieved (N) if you do not pass.

what happens if i don’t achieVe a standard?

For internally assessed standards, the college may allow you to be assessed again later in the year. For some standards, the college may delay your assessment until the final term, taking into accountmost of your year’swork.Forexternallyassessedstandards,thereisonlyoneopportunity to achieve the standard each year – the exam or other external assessment at the end of the year.

recognising high achieVement with “endorsements”

Certificate EndorsementIf a student gains 50 credits at Excellence, their NCEA willbeendorsedwithExcellence.Likewise, if a studentgains 50 credits at Merit (or Merit and Excellence), their NCEA will be endorsed with Merit.Course EndorsementCourse endorsement provides recognition for a student who has performed exceptionally well in an individual course. Students will gain an endorsement for a course if, in a single school year, they achieve:• 14 or more credits at Merit or Excellence, and• At least 3 of these credits from externally assessed

standards and 3 credits from internally assessed standards. Different conditions apply to Physical Education, Religious Studies and Level 3 Visual Arts. –seeNCEAhandbook.

more information:The ‘Info for Students’ area on the NZQA website is a useful source of information including:• the exam timetable• past exam papers• study tips etc.www.nzqa.govt.nz/ncea

NCEAContact NZQAwww.nzqa.govt.nz/ncea

Careers AdviceTalktoacareersadvisoratschoolor contact Career Serviceswww.careers.govt.nz

QualificationsCompareallqualificationswww.kiwiquals.govt.nz

Study skills

Find what you need for NCEA studywww.studyit.org.nz

new Zealand scholarship

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entry to tertiary courses

The following guide provides information about entry to a number of tertiary courses offered by New Zealand universities andpolytechnics. Various tertiary providers have different sets of requirements for restricted entry courses. The appendix at the backof thissectioncontainsup-to-dateinformationaboutentryrequirementstoanumberof coursesattheUniversityof Auckland, theAucklandUniversity of Technology, theUniversity of Otago andUnitec. Students should see theCareersAdvisors if they are unsure.

uniVersity entranceThe common University Entrance standard for entrants in 2015 is based on the following achievements in NCEA:• Level 3 (60 credits). Of those 60 credits• 42 credits at Level 3 or higher (14 credits in each of three subjects on the approved list of subjects)• UE numeracy - 10 credits at Level 1 or higher• UE literacy - 10 credits (5 in reading and 5 in writing) at Level 2 or higher

COUrSES CArEEr ArEA LEVEL 1 LEVEL 2 LEVEL 3

APPrENTICESHIPS EnglishMany, including Chefs, Electricians and Carpenters Maths Science

ArMED fOrCES TrADES English Reasonable achievement levels required Maths Physical Fitness Assessment Science

ArCHITECTUrE Maths Maths Science Art Artand/or English Graphics English Painting Painting

University of Auckland At Level 3 16 Credits Table A 16 credits Table B. Portfolioof artworkisrequired. High Level 3 required. For details see appendix.

Victoria University Selects from Intermediate year. Level 3 Calculus, Physics and History of Art are recommended. No portfolio required.

Unitec

COMMErCE DEgrEE Maths Maths Maths StatisticsStudents are able to commence Accounting and Economics at English English highly recommendedUniversity level but it is recommended that they begin study at (& Calculus if majoringschool in Years 11, 12 and 13. in Economics). For details see

appendix

COMMErCE/BUSINESS CErTIfICATES & DIPLOMAS Maths Maths

50

COUrSESCArEEr ArEA LEVEL 1 LEVEL 2 LEVEL 3

COMPUTINg/IT DEgrEE Maths Maths Calculus and Physics English English (recommended)Diploma Maths Maths English Information Technology

DENTISTrY

University of OtagoThese subjects are recommended although not compulsory. Maths Biology BiologyEnglish is compulsory for Health Sciences. There is an Science Chemistry Chemistryintermediate year from which students are selected. English Physics Physics Maths Statistics English English

DESIgN, fINE ArTS AND VISUAL ArTS Art Art 2 Practical Art subjects English English generally. Portfolio required.Elam (University of Auckland)Bachelor of Fine Arts and Bachelor of Visual Arts Art Art Practical Art subjects and English English History of Art recommended. Portfolio + interview required.Ilam (Canterbury University) Art Art Minimum of 2 Level 3 English English Practical Art.

AUT Art Art Practical Art English English Communication Rich Subjects.

ENgINEErINg

University of Auckland Maths Maths Minimum of 17 externalEnglish language selection criterion for second language Science Physics credits at Level 3 in students.AskCareersAdvisor. English English MathswithCalculusand 16 external credits in Physics.

Canterbury University Maths Maths *Calculus (18cr) Science Physics Physics English English Chemistry *strongly recommended

AUT (Auckland University of Technology) Maths Maths Physics Science Physics Calculus English English Or Statistics

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fOOD SCIENCE /TECHNOLOgY

Massey University English English 16 credits or more at Maths Maths Level 3 Physics and Science Biology Calculus and 14 credits Chemistry Chemistry at Level 3. Physics

University of Otago Biology Biology Chemistry Chemistry Physics Physics

JOUrNALISM

AUT English English At least one Language rich subject.

LAW

University of Auckland English English English rich subjects recommended

AUT English English English rich subjects recommended

Victoria/Canterbury/Otago Universities English English English rich subjects recommended

MEDICINE

University of Auckland AllapplicantswillberequiredtocompletefirstyearBachelorofNointakedirectlyfromschool. HealthScienceorBSc(BiomedicalScience).Noprerequisites, however,tobeideallypreparedforeitherof thesefirstyear programmes, students should study Level 3 Biology, Chemistry, Maths with Calculus, Maths with Statistics, Physics (if gaining

entry from BSc) and at least one Art subject. For details see appendix.

University of Otago Science Biology Biology Maths Chemistry Chemistry English Physics Physics Maths Statistics English English

MEDICAL IMAgINg (rADIOgrAPHY)

UNITEC At least 12 credits in English Maths and One Science subject

University of Otago English Communication rich Physics subject, Physics, Maths Chemistry, Biology, Statistics and Calculus.

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MEDICAL LABOrATOrY SCIENCE

AUT English Biology Biology Maths Chemistry Chemistry Science Maths Statistics

University of Otago Science Biology BiologyThese subjects are recommended although not compulsory. Maths Chemistry ChemistryEnglish rich subjects are recommended in Health Sciences English Physics PhysicsIntermediate course at Otago. Maths Statistics English English

MUSIC

University of Auckland English English MusicBMus – audition required for performance specialization. Music MusicBMusEd – audition and interview

Massey UniversityAudition

NUrSINg

AUT Biology or English Science or Statistics or Science Science or Calculus English Maths

University of Auckland Requires high Level 3 from an Arts subject and one of Biology, Chemistry or Physics. For details see appendix.

OCCUPATIONAL THErAPY Science English Maths English

AUT Preference given to Highestrankscore

University of Otago UE

OPTOMETrY

University of Auckland English Biology BiologyNointakedirectfromschool.StudentsselectedfromYear1 Maths Chemistry Chemistryin BSc, Biomedical Science or Bachelor of Health Science. Science Physics Physics Maths Statistics English

PErfOrMINg ArTS

Unitec Drama Drama DramaAudition

53

COUrSES CArEEr ArEA LEVEL 1 LEVEL 2 LEVEL 3

PArAMEDIC

AUT English Maths or Maths or Science Maths Science recommended Science English

PHArMACY

University of Auckland Science Biology Biology Chemistry Chemistry

University of Otago Maths Biology Biology Science Chemistry Chemistry English Physics Physics Maths Statistics English English

PHYSIOTHErAPY

AUT English English Minimum of 56 credits in Maths Some Science 3 subjects from NCEA Science highly approved list. recommended Science

University of Otago Maths Biology ChemistryThese subjects are highly recommended although not Science Chemistry PhysicscompulsoryasadmissionisbasedonfirstyearHealthScience. English Physics Statistics Maths Biology English

PHYSICAL EDUCATION DEgrEE

University of Auckland and AUT Science English English Maths Biology Biology English Physical Physical Education Education highly recommended Statistics recommended

PILOT

Air Force Training English English Statistics, Calculus Maths Maths and Physics Science Physics or highly recommended

Chemistry (Highly Achieved required

Massey University Calculus English Physics

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POLICE English English Any Maths

PrOPErTYUniversity of Auckland English 3 Subjects from Accounting, Geography,Bachelor of Property Maths History, Art History, Classical Studies, Science Economics, Sciences or Maths. For details see appendix.

SPOrTS DEgrEE

AUT English Physical Maths Education Science Science Sports Studies English Physical Education

University of Otago Physical Education

SPOrTS DIPLOMA AND CErTIfICATE English English Maths Physical Science Education Sport Studies Biology Physical Education

SUrVEYINg Maths English English Science Maths Statistics Physics Calculus Computing Physics recommended

TEACHINgIncluding Secondary, Primary, Early Childhood English English Interview Maths

TECHNOLOgY DEgrEE English English EnglishIncluding majors in: Biotechnology, Chemical, Food, Maths Maths CalculusIndustrial Bioscience, Industrial Maths, Info Technology, Science Biology StatisticsManufacturing & Industrial Materials, Optoelectronics, Chemistry BiologyProduct Development Physics Chemistry (depending Physics (depending on) on major) major

TOUrISM English English The following areThere are no formal prerequisites. However, these Maths Maths recommended:subjects are recommended for diploma and degree level study. Geography Geography English Languages Languages Maths Economics Economics Geography Languages Economics

VETErINArY SCIENCE

Massey University Maths Biology Biology Science Chemistry Chemistry English Physics Physics Maths Statistics English

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appendix

the uniVersity of aucKlandentry to limited entry programmes with nceaTobeadmittedtotheUniversityof AucklandyoumustgaintheUniversityEntrancestandardandbeselectedintoaprogramme.

• Youwillbe rankedaccording toyourbest80credits atLevel3orhigherover amaximumof fiveapproved subjects,weightedby the levelof achievementattained ineachsetof credits.Youarestronglyencouraged to takeachievementstandards as preparation for University study.

• Level 3 subject requirements for a particular programme may be met in Year 12.• Creditsobtainedinanyrequiredsubjectsdonothavetobeamongthebest80creditsrequiredforrankingpurposes.• Forsomequalificationsyoumayberequiredtohavetakenspecificsubjectsandgainedaspecificnumberof creditsinthose

subjects (see the NCEA Level 3 subject and credit requirements table below).• Allapplicantswillberanked.Itispossibleforastudentwithfewerthan80creditsbutwithanumberof ExcellenceorMerit

gradestoberankedaboveastudentwith80creditswhohasnotachievedaswellintermsof ExcellenceorMeritgrades.

Faculties may consider applicants who do not reach the selection standard required for their programme.

ForentrancetosomeUniversityof Aucklandqualifications,youneedtohavecompletedsubjectslistedinTablesAandBbelow.CheckthesubjectsrequiredforyourproposedprogrammeagainsttheNCEAsubjectandcreditrequirementstable.Remember,youwillberankedoveryourbest80creditsatLevel3overamaximumof fivesubjects.Therequirementsdonotincludeallfivesubjects.YouarefreetochoosefurthersubjectsfromtheNZQAlistapprovedforUniversityEntrance,availablefrom the NZQA website.

table a table b Classical Studies Accounting English Biology Geography Chemistry History Economics History of Art Mathematics with Calculus TeReoMāoriOR Physics Te Reo Rangatira Statistics and Modelling

how your score is calculated• Youwillbeallocatedarankscorebasedonyourbest80creditsatLevel3orhigheroveramaximumof fiveapproved

subjects, weighted by the level of achievement attained in each set of credits.

• If you achieve fewer than80 credits, the rank scorewill bebasedon those credits youhavegained atLevel 3over amaximumof fiveapprovedsubjectsandweightedbythelevelof achievement.

• Therankscorewillbecalculatedbyawardingthefollowingpointsforupto24creditsineachapprovedsubjecttakenatLevel3inthelasttwoyears.Themaximumrankscoreis320.

Excellence 4 points Merit 3 points Achieved 2 points

plus english reQuirements - students need to gain UE Literacy Standard AND a minimum of 17 credits in EnglishatLevel2and/orLevel3.

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subJect and credit reQuirements - uniVersity of aucKlandProgramme requirements requirements other rank

from table a from table b requirements score

Bachelor of Architectural Minimum 16 credits in Minimum 16 credits in An interview may be required. 230Studies (BAS) one subject one subject. Students selected on their academic performance and portfolioof creativework.

Bachelor of Arts (BA) Nil Nil Nil 150Certificate in Arts (CertArts)

Bachelor of Commerce Minimum 16 credits in each of three subjects Nil 180(BCom) from Table A & B

Bachelor of Dance Studies CV, interview and audition 150 required.(BDanceSt)

Bachelor of Education Nil Nil Interview and referees’ reports. 150(Teaching) (Bed(Tchg) Applicants must be capable ofDiploma of Teaching meeting the requirements of the(DipTchg(ECE)) New Zealand Teachers’ Council.

Bachelor of Engineering Nil Minimum 17 external credits in 260(Honours) (BE(Hons)) Maths with Calculus and 16 external credits in Physics

Bachelor of fine Arts (BfA) Nil Nil Portfolio and written 150 statement

Bachelor of Health Sciences Minimum 18 credits A minimum of 18 credits(BHSc) in one subject in in one subject from Table B 250 Table A Bachelor of Human Services Nil Nil Interview, referees’ reports 150(BHumServ) andotherchecksonsuitability are required.

Bachelor of Laws Nil Nil Students will be selected into(LLB (Part I) Part II on the basis of their results in Part I.

Bachelor of Music (BMus) Nil A statement of musical An audition is required for 150 backgroundexperience applicantstakingthemajorin is required for applicants Performance and may be takingthemajorin requiredforothermajors. Composition or History & Literature of Music

Thefollowingtableindicatestherankscoresubject/creditrequirementsandotherrequirementsthatwillguaranteeyouadmissionto your programme in 2016.

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Programme requirements requirements other rank

from table a from table b requirements score

Bachelor of Nursing (BNurs) Minimum 16 credits in Minimum 16 credits Nil 210 one subject from from one of Biology, Table A Chemistry, Physics

Bachelor of Physical Nil Nil Interview and referees’ reports. 150Education (BPE) Applicants must be capable of meeting the requirements of the New Zealand Teachers’ Council

Bachelor of Urban Planning Nil Nil Nil 230(BUrb Plan Hons)

Bachelor of Property Minimum 16 credits in each of three subjects Nil 180(BProp) from Table A and B

Bachelor of Science (BSc) Nil Nil Nil 165• Biomedical 280• Food Science - Nutrition 200• Sport & Exercise Science 200• Other Majors 165CertificateinScience(CertSci)

Bachelor of Social Work Nil Nil Interview and referees’ reports. 150(BSW) Applicants must be capable of meeting the requirements of the SocialWorkers’RegistrationAct.

Formoreinformationaboutrequirementsforspecificprogrammes(e.g.portfolioof creativework)refertotheundergraduateprospectusorwebsite.

ApplicantsfortheBachelorof MedicineandBachelorof Surgery(MBChB)mustfirstcompleteYear1of eithertheBHScorBScinBiomedicalScienceor have completed another degree approved by the Faculty of Medical and Health Sciences.ApplicantsfortheBachelorof Optometry(BOptom)mustfirstcompletethecommonyearof theBScinBiomedicalScienceinvolvingsetcoursesinBiology, Chemistry, Physics and Health Sciences (or equivalent) or have completed another degree approved by the Faculty of Science.1. Māorischool leaverapplicantswhoachievetheUniversityEntrance(UE)StandardwillbeadmittedtotheBachelorof Arts(BA)throughthe

Targeted Admission Scheme.2. MāoriandPacificschoolleaverapplicantswhoachievetheUEStandardandmeetotherrequirementswillbeadmittedtotheprogrammesinthe

Faculty of Education through the Targeted Admission Scheme.3. MāoriandPacificschoolleaverapplicantswhoachievetheUEStandardwillbeadmittedtotheBachelorof Science(BSc)throughtheTargeted

Admission Scheme. Higher admission standards are required for the majors in Biomedical Science and Sport and Exercise Science.4. Māori andPacificschool leaverapplicantswhoachieve theUEStandardwillbeadmitted to theBachelorof Theology (BTheol) through the

Targeted Admission Scheme.

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aut uniVersityThe degrees in the following list require students to meet the Common University Entrance Standard for University Entrance(however, preference will be given to those applicants who have the highest levels of achievement):• Bachelor of Arts• Bachelor of Business• Bachelor of Creative Technologies (COLAB)• Bachelor of Health Science in Podiatry• Bachelor of Health Science in:

• Oral Health• Occupational Therapy• Psychology• Health Promotion• No Clinical major• HealthPromotion/Psychology(doublemajor)• Bachelor of Hospitality and Tourism

• Bachelorof MāoriDevelopment• Bachelor of Sport and Recreation

In addition to meeting the common University Entrance Standard, applicants for entry into the following undergraduate degree programmes will be required to meet additional programme entry requirements.

A sample is listed below:

science

Degree Programme entry requirements unDer nceaBachelor of Medical Laboratory Science 14 credits at Level 3 in Biology, Chemistry andDisciplines: Mathematics with Statistics and ModellingClinical Chemistry; Cytogenetics; Medical Cytology;Haematology; Histology; Immunology; Medical Microbiology;Transfusion Science; VirologyBachelorof ComputerandInformationServices Rankscoreof 150(seepg55forcalculation).Preferencegiven to students with Maths Subjects

health

Degree Programme entry requirements unDer nceaBachelor of Health Science in Paramedic Preferencegiventothehighestrankedscoreandaminimum Level 3 in a science or maths subject from the approved subject list and one communication rich subjectBachelor of Health Science (Midwifery) Preferencegiventothehighestrankedscoreandaminimum Level 3 in a science or maths subject from the approved subject list. Also Students will be expected to show a high level of maturity.Bachelor of Health Science (Nursing) PreferencegiventothehighestrankedscoreatLevel3ina science or maths subject from the approved subject list and one of the following subjects: Economics, Te Reo Maori, Physical Edcuation, Drama, English, History, Geography, Classical Studies, History of Art or Media Studies Bachelor of Health Science (Physiotherapy) Preferencegiventothehighestrankedscorefromsubjects from the approved subject list.Bachelor of Health Science (Oral Health) Preferencegiventothehighestrankedscoreand to students withBiologyand/orPhysicalEducationand one communication rich subject.

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uniVersity of otagoMostOtagodegreesare140pointsatfirst-yearlevel(seepage55toseehowthisiscalculated)andstudentswillneedtogainthe University Entrance outlined on page 49. Restricted entry degrees will be required to have the Common Entrance criteria but will also be selected on additional criteria.These degrees include:• Bachelor of Physical Education• Bachelor of Teaching (Primary)• Bachelor of Health Science (Medical Radiation Therapy)

laW

Degree Programme entry requirements unDer nceaBachelor of Law Highestrankedscoreincludingatleasttwosubjectsfrom: Classical Studies, Drama, English, Geography, History, History of Art, Media Studies, Te Reo

communications

Degree Programme entry requirements unDer ncea

Bachelor of Communication Studies There are limited places available. As a guide, school leavers will normally be expected to have: •rankscoreof 180includingatleast14creditsfromany2 subjects of Classical Studies, Drama, English, Geography, History of Art, Media Studies • Evidence of motivation (CV, school report, a letter stating why you are applying) A selection interview may be required.

eDucation

Degree Programme entry requirements unDer nceaBachelor of Education• Early Childhood Teaching Evidence of suitability for teaching in accordance with the• Montessori Early Childhood Teaching New Zealand Teachers’ Council• Montessori Primary Teaching Requirements of Good Character A selection interview may be required.

art anD Design

Degree Programme entry requirements unDer nceaBachelor of Design UE plus portfolio. Preferred subject requirements for Digital Bachelor of Visual Arts Design, Product Design, Communication Design, Fashion Design, Spatial Design and Textile Design, which includes one communication rich subject.

conJoint Degrees

Degree Programme entry requirements unDer ncea

University Entrance including Level 3 NCEA with MERIT and must meet entry requirements set by each of the degrees.

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massey uniVersityMostdegreesatMasseyUniversityare“openentry”atfirstyearlevelandstudentswillneedtogainthecommonEntranceStandard outlined on page 49. Degrees which have additional requirements include the following:• Bachelor of Education (Teaching) – interview• Bachelor of Nursing – interview• Bachelor of Music – Audition• Bachelor of Design – pre-enrolment with portfolio• Bachelor of Veterinary Science – selection after semester one papers based on grade point average• Bachelor of Medical Laboratory Science - selection into Year 2 based on grade point average• Bachelor of Speech Language Therapy – 80 credits NCEA Level 3, high grade average of 60 in each of four subjects• Bachelor of Aviation (ATP) Air Transport Pilot and Helicopter – WOMBAT, interview, Simulator assessment and NZCAA

Class 1 medical

the uniVersity of waiKatoIn addition to University Entrance outlined on page 49 the following undergraduate degrees have special requirements:

Bachelor of Computer graphic DesignAselectionprocessappliesandstudentsmustcompleteasetof threepre-entryexercisesandprovideaportfolioof theirwork.Students are also required to have 14 credits at Level 2 in Mathematics

Bachelor EngineeringStudents are expected to have studied Level 3 Calculus and Level 3 Physics.

Bachelor of LawsA selection process applies. Factors such as academic results, school and community involvement and other achievements will betakenintoaccount.

Bachelor of MusicForallstreams,specificmusicqualificationsarerequired.Aselectionprocessappliesandstudentswillberequiredtosuccessfullycomplete an audition for the Music Performance stream.

Bachelor of TeachingAselectionprocessappliesandstudentsmayberequiredtoattendaninterview.Factorssuchasexcellentcommunicationskills,the ability to relate to people of all ages, a positive personality and involvement in cultural, community and sporting activities willbetakenintoaccount.

unitecMost entry requirements for degrees at Unitec are the Common Entrance Standard except additional requirements will be needed for the following degrees:• Bachelor of Applied Science (Human Biology)• Bachelor of Engineering (Environmental)•ConjointBachelorof Business/Bachelorof Art

Victoria uniVersityThe Guaranteed Entry Score from NCEA is 150 points for all Undergraduate degrees except for Architectural Studies and Bachelor of Building Science which is 180 points. Refer to page 55 for details of how this is calculated.

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websiteswww.careers.govt.nz Careers New Zealand • Investigate jobs •Alsohaslinkstoalltertiaryinstitutionsandtrainingproviders

www.sorted.org.nz Hasinformationonplanningyourfinancialfuture,settinggoals. Is a course worth the investment?

www.kiwiquals.govt.nz Has every approved course by NZQA and one can compare different courses.

www.auckland.ac.nz Universityof Auckland Provides information on limited entry courses and discretionary entrance.

www.auckland.ac.nz/careers Information on job opportunities after completion of a course. Contains information about career planning and jobs that suit you.

www.aut.ac.nz AUT’s website with information on courses and entry requirements.

www.manukau.ac.nz ManukauInstituteof Technology

www.unitec.ac.nz Unitec

www.otago.ac.nz University of Otago

www.canterbury.ac.nz University of Canterbury

www.massey.ac.nz Massey University

www.thefutureofwork.govt.nz One can discover jobs which are in high demand.

www.braintrack.com ThissitehaslinkswithalloverseasUniversities.

www.vuw.ac.nz/st-services/careers/ This is a careers website for Victoria University of Wellington and has good information on careers. Examples include: •WhatcanIdowithmyDegree/subject? • Career view, information on particular subjects • Graduate employment destinations

www.futureintech.com Careers in technology, engineering and science e.g. forensic science, biological science, biochemistry molecular biology, health sciences, earth sciences etc.

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notes

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